An education policy for South Asia in the 21st century

Creating an enabling policy:

Text of the Lalith Athulathmudali Memorial Oration delivered by Professor Dinesh Singh, Vice Chancellor, University of Delhi on Nov. 26, 2011, at the Bandaranaike Centre for International Studies, Auditorium, Colombo

[Continued from yesterday]

Knowledge comes from enlightenment at the highest policy level for even practical purposes. In the early ages when Indian merchant ships travelled for trade to different parts of the world, fellow merchants from other countries realized that the Indians travelled with greater speed, efficiency and accuracy.

They had investigated to find that Indian merchants were using nautical tables developed by institutions of learning in India. That should be the purpose of education; to create wellbeing in society, but to create it in such a way that it does not harm too much, does not take away too much from others, but remains accessible. Any policy that we envisage should foster the wellbeing of society. I lament the fact that although we speak so much about the great institutions of the West - they are of course worthy and need to be remembered and be looked upon - we fail to be critical when necessary.

I realize that such institutions can cause harm and I have seen so much harm that has already been done. I am not too sure whether our policy makers are taking note of that when they seek to devise policy for our region. If we examine the genesis of the financial crisis that has gripped the Western world, it was largely caused by people educated in the so called finest institutions in the United States where finance, economics and management are taught.

Economic downfall

The whole world aspires to be educated at these institutions. However not a single of those institutions foresaw the great financial collapse that was to dawn. In that case could they be described as educated? Could they be described as being on the path of great enlightenment? Not at all; in fact they were the very instruments of that calamity. These institutions and their scholars failed to realize that they were indeed the instruments of the debacle as it was their graduates and their products who governed the mechanisms in the United States that caused the economic downfall. Should we therefore be enamoured by them? Or should we dare question their methods? What is it that drove them to do it? It is fundamental to learn from such mistakes when formulating policy. Many of them came to a point where they could not manage their own finances, but nonetheless were teaching the whole world how to manage finance.

Many of the Presidents of these institutions and great universities with whom I have spoken have admitted to me in private that they themselves suffered huge financial losses but had failed to foresee the setback. The message therefore is not to blindly ape what happens elsewhere. Let us look back on our past; however making sure that we do not sit on our laurels and be self-assured that everything would be all right. We must look on the past in order that a path for the future emerges. We must draw inspiration and wisdom from what has gone before to think for the present. Therefore we must innovate. I have my reservations in relation to whether a single policy that we envisage permits innovation.

Replacing notions of exclusivity with needs-based education

When we imitated the great institutions as has happened in the past ours too became elite institutions. There have however been no criteria laid down by policy that set them apart as elite. The great Indian institutions of technology are elite. The governing elite of those institutions do not allow a common person to discover his/her true self. One has to be adept in English and possess a fairly strong financial background. Every institution comes with a major hurdle that makes sure it remains elitist. I do not think we should think or propagate such a policy. What then should we do? How do we chart a course that emanates from a policy that leads to learning and does not allow such an inevitability to ensue? The University of Delhi and others are government funded and state generosity has ensured huge financial resourcing. But does any university allow the needs of India to be met? If I had understood the needs of my university, then I would have been in alignment with institutions in Sri Lanka. However my policy does not make me understand the needs of India.

This is essential not in terms of fulfilling Sri Lanka's interests but for the welfare and wellbeing of my own country. The region must understand that there is a resurgence that is emanating from countries like India and China and must perforce the inclusion of Sri Lanka, Nepal, Bangladesh and others. Although the whole of Africa cries out for assistance as it searches for revival, it is not happening. The help that Africa desires and is required must be provided for as equals and not in the form of handouts.

Not a single scholar could be found in the University of Delhi or others who would understand the politics and economics of Africa. If there had been a policy such an initiative could have been driven. We could all be partakers in such exercises if there had been a cohesive policy, without which Africa goes a begging as far as South Asia is concerned.

China cannot be blamed for making great inroads into Africa. But Africa would prefer us for many reasons. However not a single institution can deliver the required expertise. The same is true of South America. China has yet again made great inroads into the markets of South America, which should be appreciated. Indian institutions of learning and education do not speak about making inroads into South America. Yet again there is not a single expert who understands the politics and economics of South America.

There is no education policy that allows a person to understand and act for India's wellbeing. We need to make an enabling policy that would allow India and Sri Lanka and others to map out objectives that could be accomplished collectively in order to enable our own people to seek out these markets to bring about wellbeing.

Responding to the need for change

Institutions are isolated. Policy does not allow educational institutions to break out of the walls that have been erected that bar the permeation of noble ideas. As a result they become ossified. They create walls within walls. Institutions do not wish to change or learn in any way. Disinclination to change endangers the institutions and the nation as a whole. Change therefore is the need of the hour. Policy that engenders change is the need of the hour.

A policy that collectively recognizes the complementary strengths of the entire region is essential. There is so much that we could give each other.

Let us allow policy to drive recognition and complementary strengths and the unification of such strengths for progress. While every institution in Sri Lanka, India and other countries must understand that they must immediately shift and change, it is necessary that such a process is facilitated by an enabling policy.

India itself is experiencing a resurgence and rebirth. There are associated problems like the increasing gap between the rich and the poor. Issues such as urban planning require enlightened interventions; there are issues in the health sector that affect the wellbeing of Indians. Is any educational institution giving thought to these problems? We need to give, take and learn from each other and policy must encourage that; an openness that does not exist is required for such an exercise to come about.

To be continued