Suggestions for development of higher education in Sri Lanka - Part III:

Adequate opportunities for all

Dr Tilokasundari Kariyawasam

In Sri Lanka there is the need for a radical reform of higher education in the context of its socio-economic-educational developments. The most powerful factor in Sri Lanka has been extraordinary expansion of secondary education in recent decades. The development constitutes the major factor behind the strongly felt need for qualitative and structural transformation of higher education. Part II of this article was published on Thursday (3)

One central Technological Institution with affiliated colleges should be inaugurated. In India five such institutions are supported by five countries namely Soviet Union, Germany, Britain and International Agencies and America.

Vocational education has been the weakest area in Sri Lanka. We are prisoners of the past. Thirteen different ministries have handled this subject, either by full time or part time courses. It was only in the past few years that there has been a market tendency to recognize as an instrument of development. Tertiary and Vocational Education Commission appointed by the state was looking into this problem. We have been concentrating far too long on the needs of the academically able at the expense of the rest.

There is no structure of qualifications in the sphere. We do not have sufficient trainers to meet the needs. We have not yet developed the concept in Sri Lanka that nearly all jobs, require skill and will be much better done by a trained than an untrained person. Research has shown that taking jobs as skilled, and training accordingly, has led to great benefits in terms of high productivity. The present approach, which seeks to leave the free play of market forces to govern the choice of young people and employees, is simply not going to deliver results of a world-class standard. Post-secondary education should cater to a techno-vocational course.

Vocational courses

Some degree of statutory compulsion will be almost certainly necessary and desirable. In Germany young people after full time education are obliged by law to attend vocational courses, part-time until the age of 20. In the USA the home of voluntarism, some might assumed-most pupils are obliged to remain in full-time education till the age of 18, the completion of secondary education for those in the mainly state-funded schools having been made compulsory.

All the above characteristics of higher education, have to be accommodated within an appropriate institutional framework. The main problem arising when new structures of higher education have to be planned are two-fold. Higher education must also provide adequate educational opportunities to a very large number of students whose interests, abilities, aspirations are heterogeneous. It should not be a cheap second-class higher education or a substitute for traditional university education.

A differentiation will exist. This is unavoidable and in a sense, a desirable consequence of the quest for high standards and excellence. Thus ‘parity of esteem’ between institutions or courses employing different lengths of study, different conditions of admission, or leading to different levels of degrees can probably never be achieved.

In practice this means transfer of students from one institution or greater variety of educational opportunities in form of different lengths and patterns of study, of types of degrees offered and ways in which to obtain them.

On the throb hold of large numbers entering higher education, three main institutional models seem relevant.

(a) Comprehensive university model
(b) A binary model
(c) The combined model

Comprehensive university model

This new university includes both short and long cycle courses, vocationally and academically oriented part-time and full-time education.

These universities will have all types of higher education and will become the tool of both of diversification and integration.

This will be a different task, as proposed changes must take place in attitudes of the university community, as they will have to accept non university institutions as equal partners, with the functions carried out by the Comprehensive University.

The binary model

This model will have two separate developments namely the traditional university and of a new reformed non-university Sector. The non-university sector must be ennobled, acquiring some of the characteristics of universities, which derive their prestige, in this case overlapping and wastage of resources cannot be avoided. It will fail to achieve some of the main over-all objectives of higher education.

The combined model

These consist of two closely related sectors. It is a popular model adopted by the majority of countries. The non university institution will cover the first two or three years of post secondary education and their graduation will have the option of entering the labour market or going on for further studies at university. The non-university institution will have the purpose levels of learning.

An approach to course provision based on the levels of learning to be attained, will be the key to providing the more diverse and flexible range of course, which both students and employer need. This requires studies at university. The non-university institution will have the purpose level of learning.

An approach to course provision based on the levels of learning to be attained, will be the key to providing the more diverse and flexible range of course, which both students and employer need. This requires a framework of qualification levels for all higher education.

The new framework should allow progression by a variety of routes through successive levels of learning and achievement and provide cumulative awards which can dovetail with higher education qualification at intermediate level part-time study will no longer be seen as a second best.

Maximum flexibility will be achieved if the framework is developed in association with modular courses. Credit accumulation and transfer arrangements, extending along the work range in higher education institutions, and also in due course across national boundaries will further promote flexibility.

The validation and accreditation role of higher education institutions is likely to expand accordingly, very much to the benefit of students and employers generally. Their attempts are ways of resolving this conflict, by allowing specialization and a broad based general education.

Structural transformation

The significance of these attempts into widen the scope of first degree courses, especially in the first year. University of Keel in Britain went further and introduced a foundation course.

It compels an undergraduate to study for a year a combination of some science and some art subjects.

All non-technological universities in Britain founded in 1960 have degree schemes intended in one way or another to prevent specialization.

The tendency in many longer established universities, in many countries has been to broaden rather than confine their requirements for a first degree. One recipes in the USA is to include a variety of subjects chosen by he student, during the first two years.

There is the need for qualitative and structural transformation and organizational arrangements of higher education.