18 November, 2018

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What Was Wrong At Peradeniya? A Critical View   

By Laksiri Fernando

Dr. Laksiri Fernando

Peradeniya undoubtedly was picturesque, but could it be said about its education as well? With the risk of gaining criticism, I am again critically relating my personal experiences at the university of Peradeniya (University of Ceylon) between 1964 and 1968, first year at the Colombo campus. I might come back on more theoretical stuff some other time.

Peradeniya conformed more to our aspirations as school children obviously than Colombo campus. But it was primarily in terms of facilities. When I sat for the HSC in 1963, Royal College being the assigned centre, none other than Doric de Souza was the centre’s chief supervisor. That was an inspiration to answer the examination well as he was one of our symbols of a university don. December 1963 was the last HSC before it was replaced by GCE (A/L). Perhaps because of these changes we had to wait until September 1964 to enter the university. Thereafter, there was no major delay, unlike today, we graduating in 1968. But there was no convocation held for us at Peradeniya. The initial delay and the absence of a convocation were signs of some emerging problems.

Colombo Campus

We were in the second batch of the Colombo campus in the faculty of arts. The first batch was called the Gopallawa batch allegedly mixed up with some manipulations in the university intake to suit personal requirements. When I went to Peradeniya, however, Monty Gopallawa was there from the beginning and he was extremely an amicable person. Those who applied for certain subjects like philosophy even residing in the Colombo district straightaway could go to Peradeniya. Therefore, the story was that the Colombo campus was primarily reopened to accommodate Monty, but he was comfortably at Peradeniya while the others of the first batch had to undergo lectures in the race course. That is how it was reputed as the Aswa Wiswa Vidyalaya (horse university) among the media critics.

It was natural under such circumstances that the students feeling some injustice.

Then what was the first wrong of Peradeniya that I detected? The haphazard opening of the Colombo campus. The move also signified that Peradeniya had come under political pressure even during Nicolas Attygalle’s time as the VC.

My selection of subjects were Economics, History and Sinhala, and therefore I was at Colombo. By the time I entered, there was a new arts theatre built, however it had the seating capacity only for around 450 students. The total number of students was around 800 and many of them offered Sinhala as a subject. Our lecturers tried to put a brave face to the situation and for the first lecture each came in their ceremonial gowns. The situation was quite warm or rather hot as there were no air conditioning and no fans except on the stage! The cooling system was air-blowers from underneath the stage, but not suitable for such a large crowd. There were many who were standing for Sinhala lectures without seats. However, the new arts theatre was better than the Grand Stand of the race course, where we had the initial welcome reception.          

Ediriweera Sarachchandra, Ariya Rajakaruna and Sucharitha Gamlath came for Sinhala; A. D. V de S. Indraratna, Victor Gunasekera and  Chandradasa Munasinghe for Economics and Lakshman Perera and Lorna Deverajah for History. They were undoubtedly a very good team of lecturers. Were they reading notes? No, not at all. Most of them were creative and inspiring. Sarathchandra allowed us to ask questions in that jam-packed arts theatre, but got mildly annoyed if we asked too many! 

Those days, the best or the most senior academics were asked or opted to teach the first year students. This tradition has now fallen flat, many of the seniors feeling demeaning of them to teach the novices and pushing the junior lecturers for the task.   

The system of tutorials was the most useful both at Colombo and Peradeniya. We even could skip lectures, but not tutorials. H. A. de S. Gunasekera as the head of the department of economics at Peradeniya had a strict system of attendance marking. This tradition has also waned giving priority to lectures. It was not possible for the seniors to conduct all tutorials for the first years, but nevertheless they were involved. I had the benefit of having some of the most seniors as my tutors at Colombo. Professor Lakshman Perera was the most impressive for history, while Victor Gunasekera or Chandradasa Munasinghe being equally competent in Economics.

There are now universities in Australia where there are no lectures, but only tutorials. Learning material and guidance are given through internet.

Poor Facilities

When we entered the university, we were given a record book and a library card. Although there was no permanent health centre at that time in Colombo, initial health check-ups were conducted by some visiting doctors and nurses and any serious issue was referred to the medical faculty. I remember getting an anti- rabies injection. The present health centre (Samson Bungalow) on Reid Avenue was the faculty club or staff rooms to my recollection.

College House (Regina Walauwa)

The present College House (Regina Walauwa) was not the administrative centre at that time either, but our poor Library. It was rather in chaos. Many books have arrived from Peradeniya or purchased anew but not catalogued properly. But the staff members were extremely helpful. The seating capacity for reading also was not enough, many used to take a book and read even sitting at the edge of the veranda floor all around the Walauwa. One could borrow a book for the day by handing over the record book with an identification slip given. Our library card was used for one week borrowings but that also was restricted for two books, if I remember correct.

There were no proper student common rooms particularly for the girls, therefore the students used to hang around all over the place particularly under trees with the risk of a crow or a bird dropping the waste. There was a small building on the right side before the college house, perhaps a change-room for the tennis players before. Students could play table tennis or carrom but the facilities were again limited. Some of my friends, Abeyseela in particular, who became a successful lawyer after graduation, used to spend most of their time over there.

Next to that small building, there was a large makeshift student canteen with no walls, but only a roof on pillars. Seating capacity was enough, but food was of poor quality. There were makeshift toilets for both girls and boys next to that, but quite appalling. Most of the time we used to take refuge at Vijaya Hotel for lunch, on landside of the Galle road, just before the Bambalapitiya junction. Although it was called a hotel, like many other such ‘hotels,’ it was a restaurant. The location must be the Great Wall (restaurant) today. We had our own short cut from there to the campus, via school lane and then the Queen’s road. Traveling daily from Moratuwa to Bambalapitiya by train, some of us also had another short cut via Arthur’s place encircling the then Majestic cinema from the station to the Galle road. We hardly used the Bullers road, now Bauddhaloka Mawatha. 

I have seen poorer university facilities in Bangladesh, Pakistan, the Philippines and even in Japan. The question therefore was not only about facilities, but what you get at the end. A general arts degree, wasting three years was quite unsuitable to the economy or society. Totally unstructured academic years were unproductive. There were lectures and lectures, but not even an examination after the general arts qualifying (GAQ) until the final examination in your third year! Therefore, the people tend to do politics or mischief other than studies. 

The system is largely changed today, academic years replaced by semesters, and the end of two-year final examinations replaced by a continuous assessment system. However, it is still questionable whether the present ‘lecture system’ and the course contents are up to the modern requirements and standards.        

Education at Peradeniya

It would have been extremely boring and difficult to repeat the same routine for three years, if I were not selected to Peradeniya to do a special degree in Economics. More correctly, it was a degree in political science within economics. Political science was not clearly separated from economics those days, and most of our political approaches were based on economic analysis. That was positive. 

All who were selected for Economics, after the second year, sitting for what was called special arts qualifying  (SAQ), could select specialization in Banking, Accountancy, Statistics or Government. There were six common papers and three papers in the field of your specialization. The common papers included banking, accountancy, statistics, political theory, in addition to economic principles (microeconomics) and applied economics (macroeconomics). In the latter two areas, specialization was not available which was a weakness. The most unproductive (or ‘liberal’!) was the lectures dragging on for two years after the SAQ without any assessment. The lack of a research component also was a major weakness.

The additional three papers for specialization in political science were: Advanced Political Thought, Commonwealth Constitutions and Comparative Government. They could have been more practically oriented, focusing on election studies, political economy, constitutionalism, public policy and political culture etc. There was a parallel degree as B.Com. since 1963, while ours went as BA (Econ). There was no separate department for political science until 1980, although a chair was created in 1969.

The number of students for the special degree in economics in all three media were around 25 and not more. Most of the economics students selected banking or accountancy. There was one, Paranavithana, who did statistics and did well. Some of his courses were taught by lecturers from mathematics. The best performance in Economics in my batch was by Piyasiri Wickremasekera. There were 7 who selected government as specialization; 2 in English medium, 1 in Tamil medium and we 4 in Sinhala medium. The best performance was by Lalith Chandrasekera in English medium.

We did have an array of good and inspiring lecturers as Buddhadasa Hewavitharana, Victor Gunasekera, H. M. Gunatilake, W. D. Lakshman, Chandra Wickremesinghe, Gamini Fernando, S. Sumanasekera and Neil Karunatilake for Economics and related subjects. Almost all had their doctorates by that time or later. We had K. H. Jayasinghe, C. Monnakulama and Ranjith Amarasinghe for Government. Wiswa Warnapala was overseas at that time for his PhD. Prof H. A. de. S. Gunasekera, as the head of the department took only limited number of lectures for banking specials. By that time Prof F. R. Jayasuriya had left after a dispute. S. (Tawney) Rajaratnam,  N. Balakrishnan and M. Sinnathamby and few others were for Tamil medium. All the above of them were doing lectures in English as necessary. Prof A. J. Wilson was mainly for English medium political science.

Question of Medium?

Had there been a deterioration of standards due to the shift of the medium to Swabasha? Yes, most certainly at the point of graduation, particularly in the case of general degree students. Special degree students were forced to use English, otherwise it was difficult to obtain a class. Therefore, the ‘class struggle’ motivated them to learn English! Even in this respect, the general degree students were neglected and their course modules were too general. There was no particular motivation for the general degree students to learn English.

Our time was a period of transition. Many of the special degree students who followed lectures in Sinhala or Tamil could have followed or sat for assessments in English. However, they had to follow the medium through which that they entered the university. That rule was strict and no flexibility. Before we were admitted to the university, there was an English appraisal test to determine who could be exempted and also to classify others to different levels. The English intensive courses were conducted accordingly. However, I have no idea about their effectiveness as I was exempted with some others.

Those who did major in political science in Sinhala medium were Gamini Abesekera (Ananda), Chandrakanthi Dharmadasa (Vishaka), Ansumali Peiris (Princes of Wales) and myself (Prince of Wales). V. Sundaralingam was in Tamil medium and Lalith Chandrasekera and M. L. A. Cader were in English medium. After graduation, Lalith and MLA joined the department almost immediately; Gamini joined the Central Bank and Sundaralingam and I joined as assistant directors of commerce, before I joined the university. Ansumali migrated to UK to follow a professional career and Chandrakanthi worked for English newspapers for a while. There was no particular unemployment problem.

Our batch in economics, with different specialities, was perhaps an exceptional group. Some joined the Central Bank (5), some the Ministry of Commerce or Planning (4); and those who were committed to further research and learning joining the university staff (8). Eventually, 6 obtained their doctorates overseas. Danny Atapattu was one who was committed for a continuous academic career unlike some of us. Chandrasena Maliyadde was one who performed well in the public service. Justin Martin, after Central Bank became a leading entrepreneur.

However, when I look back it appears to me that those who did well were those who had some competence in English. Without opportunity to learn English properly in schools or even after entering university, the others were terribly disadvantaged. It was also the fact that people who came from rural areas, with some clear exceptions, were largely handicapped. That was not right. There were many other wrongs, but no space to discuss further. I must apologise if I had inadvertently hurt any feelings of anyone when I mention names. Without those names, this memoirs must have been lifeless.      

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Latest comments

  • 5
    0

    All of us have reminiscences of this sort. I remember the Colombo arts or arse faculty well. It was an absolute shame. It was done for political purposes, with Goppallawe’s son kept in Peradeniya. He had wanted to do law but the story is that the Law Faculty would not have him. The Colombo arse faculty definitely had the second string people. It was called the Karawe or Fisheries Corporation. All its professors would not have got chairs at P’deniya but got them in Colombo – Ariyaratne (Sinhalese) Indraratna (Economics) Lakshman Perera (History) etc. The poor students knew they were being cheated. The economic lectures ended with “Maage Mila Niyaya Kiyawanne” as if price theory was contained in a short sinhala book to 250 pages. The students cut lectures to go for the English courses which they rightly thought was more helpful to them.
    This cheating of the young has continued in Sri Lanka. It is sad. The poor students are fed Sinhala Buddhism by politicians while their own young go to English universities. So, the system goes on from my time to now. Keep at it. More Mahavamsa , More morons.

    • 2
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      Mama Sinhalam- More Mahavamsa , More morons. How true.

    • 0
      3

      Mama Sinhalam Modaya. YOu are a pathetic Religious extremist. HOw come buddhism, mahavamsa comes here. Why did not you go to a south Indian university, instead. because, salits are not allowed.

      • 4
        0

        Sorry Jimsoftly, I worship the Buddha as the tenth incarnation of Vishnu. I have nothing against Buddhism. I object to its perversion in the Mahavamsam. Mahavamsa Buddhism numbs the brain.It is fed to the poor Sinhala Buddhist young while the rich Sinhala politician’s kids are sent to UK, US or Sanhurst (if their brains are missing) so that they could come back and perpetuate their rule like that Christian convert Solomon West Ridgway Dias taught them.

        • 0
          0

          Mama Sinhalam
          “Mahavamsa Buddhism numbs the brain.It is fed to the poor Sinhala Buddhist young while the rich Sinhala politician’s kids ..”‘

          Is that the reason why the mean IQ of the Para-Sinhala “Buddhist” IQ is 79? Just curious!

    • 2
      0

      Dr. Laksiri Fernando

      “December 1963 was the last HSC before it was replaced by GCE (A/L). Perhaps because of these changes we had to wait until September 1964 to enter the university.”

      These are all subject competency tests, not intelligence tests. There should be intelligence tests for all those taking the A/L, in addition to the subject competency tests, so that they all can be normalized on one scale, however incomplete.

      In the US, they have the SAT, GRE and GMAT tests that correlate fairly well with IQ.

      Therefore, the students entering must be screened for IQ as well. What we currently have is a system, where those students taking the A/L: after 3 tries are competing against those who are taking the tests for the first time . The third try, must have a lower IQ than those who entered on the first try,. Similarly. the outstation students who score less, and with low IQ’s get in as well. The net overall effect is what you see now.

      Yes, these deficiencies and other deficiencies need fixing and reform.

  • 12
    0

    An idea, an institution and a model based on Western culture simply failed here. No administrative abilities, no grasp of the fundamentals and weak academic skills and even poor integrity are apparent.

    We started long before other Asian countries but very little original research or outstanding intellectual achievements to show. Most of the staff not only mediocre but only interested in foreign jaunts or migrating to the west.The students stuck in in a pre-1950s ideology which they call communism or radicalism. It is neither just idiocy of rural minds.

    We should give up all this bogus pretenses and just concentrate on agriculture institutes, hotel schools, garment training and maybe training as house maids and drivers.

    • 5
      0

      Quite right. Universities are bunkum in Sri Lanka. Open more polytechnics as in Singapore and teach skills instead of Buddhist Civilization and Pali

      • 2
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        Mama Sinhalam

        “Open more polytechnics as in Singapore and teach skills instead of Buddhist Civilization and Pali”

        Then the monks wont have an audience to listen to their monk-shit. Monks oppose that.

    • 4
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      Harry,
      “We should give up all this bogus pretenses and just concentrate on agriculture institutes, hotel schools, garment training and maybe training as house maids and drivers.”
      You deserve 10 more thumb’s up. But CT doesn’t allow it.

  • 2
    0

    What is wrong with the system?

    1 producing graduates who cannot be gainfully employed
    2 producing graduates who demand govt jobs
    3 producing graduates who would be a burden on tax payer for life
    4 employing some of the unemployable graduates as academics
    5 employing academics who have no interest in research
    6 employing graduates who are not keen to update teaching materials which are sometimes decades old
    7 employing graduates who are only keen to teach fee levying external courses and post grad programs during weekends
    8 employing academics who are not willing to take responsibility for poor quality products
    9 employing academics who are demanding duty free car permits
    10 employing academics who are not keen to improve. Communication and soft skills

  • 1
    0

    Dr. Laksiri Fernando,

    “A general arts degree, wasting three years was quite unsuitable to the economy or society. Totally unstructured academic years were unproductive. There were lectures and lectures, but not even an examination after the general arts qualifying (GAQ) until the final examination in your third year! Therefore, the people tend to do politics or mischief other than studies. “

    Thanks for the write up of what you experienced. That generation is now replaced with a generation, who lack critical thinking and have become lecture givers and note takers.

    Do you know anything about the IQ study done at the University of Ceylon, Peradeniya, where they ranked the departments and faculties based in IQs? Physical sciences and Engineering were at the top and the Arts faculty came at the bottom. Why?

    Did any of the Sinhala Professors, Lecturers and tutors tell you that Sinhala is a Para-Language, and that the Sinhala are Paras in the Land of Native Veddah Aethooo?

    Did Prof Ediriweera Sarathchandra really believe that the Sinhala had Lion genes based on the lies and imaginations of Monk Mahanama described in the Mahawawamsa, as displayed in his drama Sinhabahu?

    Mitochondrial DNA history of Sri Lankan ethnic people: Their relations within the island and with the Indian subcontinental populations

    https://www.researchgate.net/publication/258335458_Mitochondrial_DNA_history_of_Sri_Lankan_ethnic_people_Their_relations_within_the_island_and_with_the_Indian_subcontinental_populations

    Through a comparison with the mtDNA HVS-1 and part of HVS-2 of Indian database, both Tamils and Sinhalese clusters were affiliated with Indian subcontinent populations than Vedda people who are believed to be the native population of the island of Sri Lanka

    ].

    • 1
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      Dr. Laksiri Fernando,

      Making of University of Peradeniya. -The great expectations down the drain, just like the country, in the Land of Native Veddah Aethho.

      https://youtu.be/r5eRKGoTtHE

      The ideal of a University was destroyed by the Para-Sinhala only and Para-Sinhala “Buddhism” that is and insult to Buddhism, and its chronicle, Mahawamsa, that is an Insult to the Buddha.

    • 1
      0

      Dr. Laksiri Fernando,

      RE: What Was Wrong At Peradeniya? A Critical View

      https://www.youtube.com/watch?v=3jsUoutjOYU

      Garden University of Sri Lanka – The University of Peradeniya

      Initially, there were too many Arts and Social “sciences” students as a percentage of the student body. It appears that it is changing somewhat by the addition of non-arts faculties and departments, but they have to compete globally now. Good command of Para-English is a must , and there lies the problem , with the student body and the faculty, all products of the post 1956 Para-Sinhala only education system.

    • 1
      0

      Dr. Laksiri Fernando,

      ” That generation is now replaced with a generation, who lack critical thinking and have become lecture givers and note takers.
      Do you know anything about the IQ study done at the University of Ceylon, Peradeniya, where they ranked the departments and faculties based in IQs? Physical sciences and Engineering were at the top and the Arts faculty came at the bottom. Why?”

      Dr. John Philippe Rushton – Race and IQ

      https://www.youtube.com/watch?v=yZ65PSrSgAo

      Did the interbreeding with Neanderthals add to the African- “emigrant’s” higher IQ ?. The Neanderthals had bigger cranium capacity, and we see that the races with a higher percentage of Neanderthal DNA, such as east Asians, also have a higher average IQ.

      What percentage Neanderthal and Denisovan genes does the Sri Lanka population have?

  • 3
    0

    A nostalgic trip down memory lane !

    Professor Fernando’s writings are of very high caliber and very thought provoking too.In sum they are a rarity today.Hope he continues to write on his under graduate days in addition to the other more thematic topics.
    No wonder academia is in a mess in Sri Lanka without academics of Prof Laksiris’ caliber.

    He is what he is despite belonging to the post 1956 Swabasha Brigade.How is it that if he could be without any such baggage today’s academic in SL is too full of it?Perhaps Prof Fernando could answer this best.Most grateful if he could kindly oblige.

  • 0
    0

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  • 2
    0

    Dear Dr . I’m.sorry to say that your narrative and your perception of education look outdated.
    Today; university education in Sri Lanka is as old as your time ..
    Specially in arts and humanities areas …why is it ?.how do we update learning pedogogies and methods ..how do we stimulate creative thinking and innovative teaching ?.
    Is it copying and passing information from one generation to another is seeking knowledge.
    University should produce graduates to meet the challenges of modern days .most of them have no skills for academic or professional life ..
    Why ?
    Is it teachers are lazy?
    Or is it students are dump?
    .

  • 1
    0

    Picturesque; undoubted. Our best university; arguable.

    Unfortunately my abiding memory was the burning landrover and the battlefield scenes I had to go through on my way to Hindagala.

  • 1
    0

    Dear mama sinahalam.
    You are rightly said..
    That education in Sri Lanka two types.
    Politicians uses their power and money to send their children abroad ….and ours go to local schools.
    What a joke ?
    Only JVP is exceptional ones .
    Why do not update your university system..
    Why do not think to invest for education ..
    It’s fault of government that it does not hold academics accountable for its their failure to teach professionally ..UNIVERSITY dons take away big salaries without producing good results.
    UGC is too lazy to sack some of those who are not competent in teaching.
    They do not care ?
    University does not have a system to monitor teaching .
    I know one so called academic who work in a university in SL for 30 years getting a.big amount of salary but teaching only 20.munites .
    He is gone now ..died ..
    But how many such lecturers are there in university..
    Hundreds of them.
    Why should public pay for their cheating .
    Do you go to a unqualified Drs to get medicine?
    What happened if someone work as Drs with forged certificates?
    He will be punished if he is caught?
    What about these so called deceptive lecturers who bought forged certificates by bribes locally and internationally ..
    Why government cannot catch.
    It is universities that protect these forged lecturers.
    It is UGC that hides them.
    It is finally government protects them.
    So whose fault is it
    It is all fake government .
    Government has got people to check outdated goods in hotels and groceries and open market to punish poor business people..
    It does not have a system to check the quality of education in universities and schools .
    Mr Lanksri. Would not like to talk about this ..
    But he wants to boost about his past nostalgia..
    He is too much about praising the past and out of touch in modern world .
    Some good debate needed on this I could create a good one too.

  • 0
    0

    If our universities are so bad, how come that the professional degrees are internationally recognized, and graduates in the sciences do very well in their postgraduate studies?
    *
    There are many serious defects that need to be addressed, but that is not possible through wholesale negative criticism.
    The government has a serious responsibility in planning higher education and investing in it. But has any government been adequately responsible?

    • 0
      0

      SJ,

      You make some very valid points. Despite all the constraints (financial and others) placed on our public university system, we are doing quite well. The need of the hour is our higher educational system should give more importance to the Humanities and Social Sciences. Unfortunately it is English that prevents our students from excelling in these fields internationally. If we give good English education to our students in the schools, students in the Humanities and Social Sciences will also do well in the future. Students who graduate from the English Departments in our public university system have found placements at universities in the UK and USA. What it shows is that it is the language that hampers students in other Humanities and Social Sciences departments.

      Another reason for the lack of achievements in the Humanities and Social Sciences is that bright, hardworking students in Sri Lanka mostly choose to study Science subjects. As a result, our Humanities and Social Sciences departments do not get as many good students as the Science departments.

  • 4
    0

    There are obvious difficulties in Sri Lankan universities: (a) under funding; (b) political interference; (c) excessive tuition-based secondary schooling; and (d) high teaching loads on staff, partly as a result of under funding and partly as a result of us runaways and castaways not returning from greener pastures. But I don’t think these explain everything.
    .
    SL academic environment sustains a strongly hierarchical structure in which the teacher is supposed to know everything and the job of the student is to receive any pearls of wisdom the teacher — who is always right — may wish to share. This hierarchy might work fine in a school or early years at university, but is a serious obstacle when it comes to developing research. I have worked with half a dozen Sri Lankan students as their PhD supervisor to know that the biggest challenge is to get rid of the hierarchy, prove to them I am stupid and that it is they who have to drive the research agenda by thinking outside the box. Something so obvious to me ( i.e. my stupidity ) is very difficult for them to accept, and the moment they realise it a phase transition occurs, we then work in partnership and the student does good research. This hierarchical setting, I believe, is an important reason why many Sri Lankans are able to perform well (particularly in research) outside SL than when they are back in the country after post-graduate training. [There are notable exceptions to this, I know, but small in number.]
    .
    Stop saying “Sir” and “Madam” to those even infinitesimally above you in the hierarchy and stop nodding, and half the battle could be won!
    .

  • 0
    0

    Yes ..i agree with you all there are many problems in higher education sector in SL…but what I say is that why government have some good protocol to reform higher education..
    Make some good system for university lecturership.
    Many undergraduate students get class through backdoors ..it is well know fact .
    All those with good class are not qualified to teach..
    Yet; many are given lecturer posts soon they are grauduted ..many of them are damaging higher education..
    I do name and shame them here. But each department knows them.
    Sack them and good people .
    Even if they have done copy cut postgraduates..
    Moreover; change entire teaching methods in universities.
    No more dictation should be allowed.
    Greater students centre teaching in university.
    Create new methods of teaching..

  • 0
    0

    All Sri Lankan universities are poorly performing in locally by producing lack of quality graduates. Moreover, they don’t perform well internationally and their ranking are bottom in the world university ranked. Most retired professors are still working at university as visiting professors. I has blocked for new comers. Almost all university lecturers do not have any research publications in SCI or SSCI indexed journals. New lecturers are recruited based on their undergraduate degrees. People who have Ph.D. even do not call for interviews. The scheme of recruitment should be changed similar to the top universities in Australia, USA or China. All lecturers and senior lectures should recruit based on relevant Ph.D. and research publications in SCI and SSCI journals. Higher education ministers do not have enough knowledge of current trend of higher education system in the world and officials are misleading them. Then, How Sri Lankan universities can become top ranked universities in the world (or even Asia)?

    • 0
      0

      Pradeep, What do you know about Sri Lankan Universities? Did you ever attend a Sri Lankan University for education.? Not to visit or cover yourself from rain. How many Sri Lankan university graduates are employed worldwide and shining in their work places? Don’t criticize the system, just because you were not called for interview or rejected to be employed by a Sri Lankan University. Sri Lankan universities have only one problem. That is the political involvement in appointing zombies as vice chancellors. I agree that they are a stupid rejected lot who cannot string together a coherent statement in English, but not the lecturers and students.

  • 1
    0

    Sri Lankan public University problems deeper than your analysis and discuss real problems in low quality local universities: You need to sack all fake profs and follow international criteria to appoint them: In order to be a real international professor your PhD from world top 100 University, minimum 20 articles in ISI/SCOPUS indexed journals, 10 text books with international publishers and three countries have to appoint you as a Visiting professor. But all these Sri Lankan Professors are jokers and more than 40% University Lecturers are relatives to each others and they give degrees to each other (Husband gives PhD to wife and girlfriend/mistress getting PG degree, sons, daughter and son-in law and daughter- in-law). MY3 clean University system and sack fake professors and University mafia system. Some Dept are family trees. Never allow any dept to issue first degree if you do not have sufficient number of PhDs in that dept. Take some Universities many Deans do not have PhDs. This is a recipe for disaster. Identify and transfer all family members work in same University/Dept/Faculty as Lecturers. Recheck how these all family members came to system and penalize the responsible. Sometime wife is writing articles putting husband’s name for articles and husband getting professorship without shame (what ethics) presenting these to promotions. Stop University teachers are doing local PhDs in same or other Universities. You know how people get Sri Lankan passport and B. Certificates and driving license. Same way Sri Lankan PhDs also can get. Today the most important thing is your PhD must come from accredited, ranking (at least 100) best University of the world to recognized your University basic products. Now see Sri Lankan local Universities are rotten to death. Somebody has to clean it.

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