Navigating course of education reforms in SL: Past challenges and future directions – II

by Prof. M.W. Amarasiri de Silva

While the UGC represented a milestone in education management, the evolution of Sri Lanka’s higher education system did not stop there. Over time, subsequent governments introduced further reforms, each with its unique goals and objectives. These efforts have been driven by the belief that continuous improvement and adaptation in education are necessary to meet the changing needs of society, the economy, and the job market.

Despite the diverse range of committees and programmes proposed and implemented, the goal remains to enhance the quality of higher education in Sri Lanka and nurture a skilled, knowledgeable, and innovative workforce that can contribute effectively to the country’s development.

Although establishing the UGC was a significant milestone and continues to be a crucial institution in guiding and shaping higher education, it has not been able to deliver the expected objectives. Recognising the evolving challenges and opportunities, successive governments have introduced various other reforms, demonstrating an unwavering dedication to fostering a robust education system that can drive the country’s progress and prosperity in the modern era.

The special Select Committee’s recommendations proposed by the Minister of Higher Education on developing higher education should be considered from this perspective. They are aimed at significant reforms in the educational landscape in Sri Lanka. The key proposal is abolishing the University Grants Commission (UGC) and establishing an independent “National Higher Education Commission” through new legislation. This move is likely driven by the need for a more efficient, transparent, and adaptable regulatory body to oversee and enhance the higher education sector.

The proposed management committees play a crucial role in the functioning of the new higher education system, as viewed by the Minister. Let’s delve into each committee’s purpose:

State University Committee: This committee will oversee and manage state-funded universities. It will ensure that these institutions are efficiently run, adequately funded, and adhere to the government’s educational policies and guidelines.

Non-State University Committee: This committee’s responsibility is to regulate and manage privately funded universities and colleges. Its primary concerns will be ensuring quality standards, preventing exploitation, and promoting fair practices in the private education sector.

Vocational Education Institutions Committee: With a growing emphasis on vocational education to bridge the skills gap and promote employability, this committee will develop and oversee vocational institutions. These institutions will be pivotal in preparing students for specific careers and industries.

Quality Assurance Sub-committee: This sub-committee’s role is paramount as it will monitor and ensure the quality of education across all higher education institutions, whether state-funded or private. This sub-committee will help maintain and enhance the overall educational standards by implementing rigorous evaluation standards.

In addition to the suggested management committees, the proposal highlights the need for subject committees focusing on specific academic disciplines. These subject committees would be responsible for revising and updating the syllabi to align with the government’s development efforts. This recognition indicates the importance of keeping educational content relevant and adaptable to meet the evolving needs of society and the job market.

The government can ensure that the curricula reflect the latest advancements in their respective fields by having specialised subject committees or Quality Assurance Sub-committees, such as those for medicine, engineering, arts, and others. This will help produce well-prepared graduates with the skills necessary to contribute effectively to the nation’s development goals.

While administration in the university setting is recognised as necessary, the proposed reforms suggest that the urgent issue lies in updating and modernising the educational content and structure. By creating the National Higher Education Commission and implementing these various committees, the government aims to address the pressing challenges and opportunities in the higher education sector, ultimately bolstering the country’s educational standards and fostering growth and development in all fields of study. But what is the crux of the matter? As far as Medicine, Engineering, and Sciences are concerned, there is no issue with the employability of graduates.

The disciplines of arts and humanities have long been integral to university education. Still, they have faced criticism regarding their ability to produce quality graduates suitable for the country’s development efforts. Some perceive arts and humanities graduates as lacking proficiency in English and computer literacy; both are considered crucial skills for participating in development initiatives in the modern era. However, it is critical to recognize that despite these criticisms, arts and humanities faculties often have a significant number of students compared to other faculties.

The call for reforms in arts and humanities education is driven by the desire to make these disciplines more relevant and valuable in the country’s overall development. Enhancing the quality and content of arts and humanities programs aims to produce graduates with the necessary skills, knowledge, and adaptability to contribute effectively to the nation’s development goals.

Looking back to the 1950s, the arts faculty significantly produced versatile graduates who played pivotal roles in state organizations as eminent permanent secretaries and administrators. These skilled civil servants were essential in running the country’s administrative machinery. Notable individuals such as Bradman Weerakoon, Ronnie de Mel, Bandu de Silva, Sarath Amunugama, and others emerged from the arts faculty. They left a lasting mark on Sri Lanka’s governance and administration.

Moreover, the arts faculty also nurtured intellectuals, including scholars like Malalasekera and Sarachchandra in earlier times, and Obeyesekere, Sugathapala de Silva, and Siri Gunasinghe, who held prestigious professorships in renowned universities. These intellectuals made significant contributions to their respective fields of study, elevating the reputation and impact of arts and humanities education in Sri Lanka.

In addition to producing prominent figures in administrative and academic realms, the arts faculty has fostered numerous individuals who have contributed to developing arts and humanities subjects. Their knowledge, research, and creative contributions have enriched these fields, highlighting the significance of arts and humanities in preserving and advancing cultural heritage and intellectual exploration.

While there may be criticisms and challenges in the perception of arts and humanities education, it is essential to acknowledge its historical significance and the achievements of its graduates. The proposed reforms aim to build upon this strong foundation and address the perceived shortcomings by equipping arts and humanities students with language proficiency, computer skills, and other contemporary requirements.

By revitalising arts and humanities education to meet the demands of the modern era, the country can continue to produce graduates who possess critical thinking, creativity, and a deep understanding of culture, society, and human expression. Such graduates can play crucial roles in diverse sectors, contribute to policymaking, engage in cultural preservation, and contribute to the overall development and progress of the nation. The reforms seek to reaffirm the value and relevance of arts and humanities education in Sri Lanka’s evolving education landscape.

The decline in the success of the present education system, particularly in producing intellectuals comparable to those in the 1950s, can be attributed to several significant changes that occurred in the aftermath of Sri Lanka’s independence. In the post-colonial era, the importance of the English language was still recognised, and it continued to be taught as a crucial medium of communication and education.

However, alongside English, there was a deliberate emphasis on teaching Pali, Sanskrit, and Sinhala languages and literature. These subjects were considered vital for shaping the national identity and became fundamental cornerstones of the education system.

During this period, a group of intellectuals emerged, with interests spanning various cultural domains, including philosophy, arts, drama, novels, literature, and language. Their expertise in Pali, Sanskrit, and English and their knowledge of traditional Sinhalese literature allowed them to fill the cultural void at the time. They played a pivotal role in producing material related to Sinhalese culture, which later became essential in defining the Sinhalese national character.

However, the education reforms that followed the 1950s significantly changed the system. The introduction of Swabhasha medium teaching, which emphasised teaching in the native language (Sinhala and Tamil), aimed to increase accessibility and inclusion of students from rural areas into the higher education system. This expansion was laudable in providing opportunities to a broader population segment but had unintended consequences.

One of the negative impacts of this Swabhasha medium teaching was that it led to a decline in the intellectual acumen of the graduates compared to their counterparts in the 1950s. The new graduates lacked the same level of international understanding and proficiency in English, which had been a crucial component of the intellectual skills exhibited by the previous generation.

The reduced exposure to English as a medium of instruction limited their ability to engage with global perspectives and advancements in various fields. As a result, the intellectual capabilities of the graduates in the post-reform era were perceived to have declined, hindering their ability to make significant contributions at an international level. This situation was further exacerbated by the 1971 insurrection, which some scholars argue was partly a consequence of the intellectual decline caused by the educational policy changes.

In conclusion, the decline in producing intellectuals comparable to those in the 1950s can be attributed to the shift in focus towards swabhasha medium teaching and the subsequent reduction in the emphasis on English proficiency. While expanding the higher education system to include a more diverse student population was commendable, the unintended consequences of the reforms impacted the intellectual understanding and international engagement of graduates. Recognizing the importance of a balanced approach, future reforms should strive to strike a balance between promoting native language and cultural identity while ensuring students have the language and skills to thrive on a global stage.

The objective of the reform intended by the Minister of Education remains unclear. Is it to tackle the employability concerns of arts and humanities graduates? Alternatively, one might ponder whether the committees appointed by the Minister of Higher Education can restore the former splendour of arts and humanities. Nevertheless, the real challenge lies in designing Sri Lanka’s education platform to align with the global environment. From this standpoint, it becomes crucial to question whether our syllabuses and subjects taught in arts and humanities can be modernized to meet present-day demands.

One of the crucial areas requiring attention in the reforms is the revitalization of arts and humanities to address the challenges confronted by the country. Currently, the arts and humanities lack a connection with the country’s development agenda, particularly in linking with village communities. The 25,000 villages across Sri Lanka face numerous problems that hinder their progress. Issues such as the drug and alcohol menace, dengue fever, kidney disease, leptospirosis affecting the impoverished and marginalized populations, the rising rates of suicides and divorces, the increasing number of youths choosing to become monks and priests, and the growing population of unmarried individuals are all interrelated expressions of a more profound social dilemma. To effectively tackle these challenges, universities should study these issues and propose reasonable solutions. By doing so, arts and humanities can play a pivotal role in contributing to the overall development and well-being of the nation.

I propose introducing a community studies program, specifically within sociology and anthropology programs at universities in Sri Lanka. Such a program aims to involve arts and humanities students in studying issues faced by village communities, incorporating the communities themselves in a participatory approach. By doing so, the program can tap into the unique perspectives and solutions that the people in these villages have regarding their challenges.

In the United States, arts and humanities departments in universities have long-standing Community Studies programs that focus on social problems from a social justice perspective, integrating classroom learning with extended field studies. Students enrolled in these programs collaborate with non-governmental and governmental organizations, actively working on addressing these community issues. As a result, these programs have not only been successful in tackling the identified problems, but they have also created employment opportunities for social science graduates.

Adopting a similar approach in Sri Lanka, the proposed community studies program could foster a more inclusive and solution-oriented approach to societal challenges, benefiting both the students and the communities they engage with.

I am convinced that addressing the employability issue of arts and humanities graduates can be achieved by creating innovative opportunities within universities. A crucial step in this process would be the introduction of Information Technology (IT) and Artificial Intelligence (AI) as subjects within the arts and humanities curriculum, with a strong emphasis on learning English as the medium of teaching and communication. This initiative can potentially provide valuable employment prospects for arts and humanities graduates.

Integrating IT and AI into social science subjects can lead to remarkable advancements in the field of study, unlocking a plethora of opportunities for students. To implement this, the program should commence at the high school level, allowing students to study these subjects alongside other social science subjects for both Ordinary Level and Advanced Level examinations. Adequate training and recruitment of qualified teaching staff should be carried out to ensure the success of this endeavour.

Notably, these proposed changes do not necessitate the establishment of new committees or the introduction of a new organization to replace the University Grants Commission (UGC). Instead, they can be effectively integrated into the existing university framework, bringing about transformative opportunities for arts and humanities students without extensive bureaucratic changes.