First Lady Prof. Maithree Wickremesinghe has encouraged the new graduates of the South Eastern University of Sri Lanka to celebrate their achievements in academia.
Prof. Maithree Wickremesinghe graced the Annual General Convocation of the South Eastern University of Sri Lanka on May 13, 2023.
She called on the new graduates to celebrate the harvest of their perseverance and hard work, despite the uncertainties of the last few years.
Full statement:
Thank you for inviting me to address the Convocation of the Faculty of Humanities of the South Eastern University. I am greatly honored and delighted to do so and for the opportunity to visit this vividly scenic part of our country when a new generation of graduates step out of your university precincts – both literally and metaphorically.
It is a time to celebrate your achievements in academia – the harvest of your perseverance and hard work – despite the uncertainties of the last few years. My congratulations to all of you for having accomplished the goals of graduateship under somewhat taxing conditions.
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It would seem that lifetimes have passed since the last time I had the privilege of speaking at your 2018 convocation. And that world of five years ago has changed drastically, perhaps forever if we are inclined to see the concept of time as understood by the Greek philosopher Plato – as a linear, continuous progression of episodes, events and actions; and, paradoxically, the concept of change and inconstance as the only permanence possible – as conceptualized by Buddhist thinking.
In the last few years, we have undergone several swells and surges of a global pandemic – deaths, isolations, lockdowns, and scarcities.
We have suffered a devastating economic meltdown with associated collapses of small and middle-range enterprises; extensive job losses; the stark devaluation of our currency; rampant inflation; agricultural fiascos; scarcities in the supply of energy, food and other goods; massive migrations of our citizens – leaving us deeply and individually vulnerable.
We have experienced profound transformations in our worldviews and lifestyles – innate suspicion and cynicism; widespread discontent and severe politicization of citizens;
the disintegration of ethics and values; an intense and perhaps excessive concentration on the digital realm, an amalgamation of the workplace with the homeplace; a need for a gentler pace in life; yet more alarmingly, we have also felt the dusky presence of death, and a keen sense of futility and hopelessness towards the future – as never before.
Yet if we look back, we can see that as a modern nation state Sri Lanka has undergone many political, economic and social currents and crisis – since we gained independence from the British in the 20th century. Especially those of us from an older generation have experienced times of similar despondency and despair – if not worse.
If I look back, I remember living through the armed youth insurrection led by the JVP in 1971; living through years of economic deprivation under the experimental Mixed Economy of Prime Minister Sirimavo Bandaranayake; the murky days of 1983 when Sinhala thugs attacked Tamil people; followed by almost 30 years of a bloody ethnic and civil conflict when the North and South of the country were fiercely estranged; I remember living through a second JVP armed revolt alongside the civil war in the latter half of the 1980s; the devastation of ¾ of our costal belt by the Asian Tsunami in 2004; sporadic ethnic violence against Muslim people in postwar Sri Lanka during the 2010s; and more recently, living through the bombings of Christian churches by religio-political fanatics during Easter 2019 and the subsequent attacks on Muslim people by marauding political mobs.
However, what we must remember is that in between these episodes have been periods of stability, tranquility, sufficiency, and repose. We tend to forget the good times since we often focus only on adversity.
Human beings are a resilient species and like other countries, we too have endured – building back after each setback. Germany and Japan became leading industrialized nations despite their annihilation in WW II; the Soviet Union stabilized after the collapse of the Communist System in the 1990s; Rwanda, in spite of the geocide of thirty years ago is now one of the fastest growing economies in East Africa.
Therefore, as we stabilize as a country, let’s, in some ways, relate to history perhaps as a cycle that repeats itself – as per Social Cycle Theorists. Or as Social Evolutionism – in other words, human history and society progressing linearly in new unique ways. Or perhaps, at times, as a decline.
G W F Hegel – the 19th century German philosopher talks of history as a dialectical process – repeatedly swinging between ideologically opposing positions to a middle ground; moving from a thesis, to an antithesis and then to synthesis and so on….
But at this point I am suggesting that we understand history more humbly – as a pendulum that vacillates – between good times and bad times, between prosperity and austerity, between peace and war.
And likewise, we too seem to have withstood the worst and seem to be emerging from arduous times… even though we are still in the clutch of profound transformations, of paradigms shifts in our realities – and through extension – in our universities.
Let me quote from a UNESCO publication (UNESCO 2015) – publication on Education for Sustainable Development Learning Objectives) on these changes:
As societies around the world struggle to keep pace with the progress of technology and globalization, they encounter many new challenges. These include increasing complexity and uncertainty; more individualization and social diversity; expanding economic and cultural uniformity; degradation of the ecosystem services upon which they depend; and greater vulnerability and exposure to natural and technological hazards.
A rapidly proliferating amount of information is available to them. All these conditions require creative and self-organized action because the complexity of the situation surpasses basic problem-solving processes that go strictly according to plan.
To understand the full implications of this for our universities, we need to look beyond our local realities of village, provincial and national politics; beyond our national economy; beyond our narrow social and cultural concerns – whether we like it or not.
Because we are firmly and ultimately linked to the external forces and dynamics that are predominantly centered in and around globalization – whether we like it or not – as conceptualized in Arjun Appadurai’s global flows – the interactive movements or waves of interlinked practices, people, resources, and ideologies across the world.
Take for example, a) the globalization of development – as framing and fueling the higher education agenda through multilateral consensus in the form of the UN and other international standards (including the Sustainable Development Goals) as well as higher educational reform – promoted by World Bank credit. Yet some of these standards and expectations from universities may be challenged by the rapidity and pervasiveness of the knowledge revolution. For instance, research has, in the past, been within the strict purview of universities, but today, there is a proliferation of research (irrespective of its rigor or validity) by various institutions and individuals from outside academia.
b) let’s take financial and economic globalization processes – of neo-liberal political economies which have made universities turn towards the market and profit-making,(as opposed to a welfare service) focusing on output orientation and high competition, with academic merit often being equated with the funding brought into a university.
c) we see higher educational globalization – that has led to a high degree of educational acculturation in institutions (Eagleton, 2015; Morley & Crossouard, 2015), where there are incessant and relentless assessments of academic work according to quantifiable criteria (sometimes to the detriment of quality), the demand for international ties and global visibility, and the pressure to perform according to global ranking indexes, as well as the rising emphasis on methodology and pedagogy. A focus on processes sometimes at the expense of output.
d) we can refer to technological globalization – especially the quickening speed and scope of digitalization – what Klaus Schwab termed the Fourth Industrial Revolution especially the emerging technologies of analytics and artificial intelligence that can transform the learning and teaching experience into one that is more engaging, equitable and personalized.
e) and finally, biological globalization – the effects of the Covid19 pandemic – from 2020 – 2022 that led to widespread closures, dispersals, digitalization, curricular and pedagogical reforms; along with all its psychological effects including isolation and alienation of students from human relations.
Our challenges then are to consider how we can, as institutions of higher education, interface with these new external realities – which are sometimes beyond our full control? In other words, how can we engage with these realities in positive or constructive ways that can benefit both our students as well as the national interest? The question is posed in an era when concepts like honor and ethics and ‘doing the right thing’ are considered to be anomalies or seen as transactional, or as absurd or outdated.
I believe that this requires some form of a social contract between the state and students – if both the state and students are to benefit from university education – in this age of the Anthropocene. It requires a fine balance of rights and responsibilities – some of which are articulated in the University Student Charter developed by the University Grants Commission a few years ago.
But if we consider the basics – as a citizen of Sri Lanka, your education from primary, secondary to tertiary levels – has been free of charge. Currently, the Sri Lankan state, invests approximately half a million to over six and a half million rupees on your undergraduate degree – depending on your program and discipline. It must be noted that this latest estimate is a conservative figure based on 2021 – due to the pandemic situation.
Thus, the UGC statistics for 2021 show that a degree in dentistry costs 6,665,800 rupees. An Islamic Studies degree is around 554,982 rupees. A degree in Agriculture is around 2,179,188 rupees. An Arts degree around 974,064 rupees. Interestingly, the lowest average amount of recurrent expenses incurred by an undergraduate within the Sri Lankan University system is at the South-eastern University for the year 2021. This amounts to a Unit Recurrent Cost of 268,824 rupees. Still a handsome sum of money.
Thus, compared to other nations of the world, where the unqualified right to education is fast depleting, free higher education in Sri Lanka is not only a right but also a privilege.
Moreover, the total number qualifing for higher education in the year 2020- 2021 was 194,366 of which, only 43,882 were selected for admission to higher education institutions – this means about 23% (22.58). Therefore, there is a social responsibility to maximize on these opportunities – to complete your degree and graduate as soon as possible… as you have done.
While you consider education to be your fundamental right – remember, you also have an obligation – to utilize that degree – not only to empower yourself – but to consider – whether you need to give back to your country – especially at this crucial juncture: to invest the knowledge, training, and skills that you have received not in other countries but in your own; to be bold; to have faith; and risk everything for your own country; to relinquish the belief in green greener pastures abroad or an easy public sector job. Consider the private sector if not more bravely for self-employment – start your own business.
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In turn, the state too has its own responsibilities of honoring this social contract – not only by generating viable employment opportunities but also by creating conditions that encourage and support small and medium industries and start-ups.
Universities too need to understand and relate to the changing realities and consequences of the times in which we live in real-time. For instance, during the last two decades, university populations have feminized tremendously. Nearly 65% of undergraduates admitted in 2020 -2021 academic year are women. We therefore need to consider the needs, skills and expectations of this dominant constituency in designing university curricula.
Moreover, as noted earlier, given the neoliberal ethos in universities, academics are fast becoming managers; and students are turning into consumers (as argued by Marxist analyst, Terry Eagleton). The market valorizes STEM subjects (Science, Technology, Engineering and Mathematics), as well as Business Management, Medicine, and Law and as a consequence, marginalizes the Humanities and Social Sciences.
In contrast, the significance of the Liberal Arts or Humanities, and the Social Sciences for contemporary living has never been more critical. Knowledge itself is now being understood as being holistic and interdisciplinary – spanning various disciplines from the Sciences to the Humanities.
Skills from the Humanities such as oral communication and written communication; critical thinking, ethical judgment, working effectively in teams and the real-world application of skills and knowledge are considered vital for all professions. Universities worldwide are now integrating the humanities and social sciences into other faculties and disciplines.
Apart from which, collapsing human relationships within academia: the replacement of physical interactions with the digital; the psychological alienation of students from real time and space; and the increasing emotional isolation of individuals convey the need for humanistic worldviews and approaches – more than ever before.
These could focus on the individual’s personal worth, human values, and the creative, dynamic and resilient nature of human beings during these troubles times. They could imbue optimism and faith in noble human capacities to overcome hardship, insecurity, pain and despair.
Two international documents are of particular value when it comes to restructuring degrees and curricular reform in the 21st century. The Incheon Declaration – Sustainable Development Goal 4 – Education 2030 Framework for Action, and
Global Citizenship Education and Education for Sustainable Development developed by UNESCO.
They recognise that the future needs to be built on creativity, innovation, and a commitment to peace, human rights and sustainable development. Thus, it requires an apparent shift in ideology if not ontology to conceptualise the world in terms of sustainability, peace, inclusivity, diversity, unity, harmony, empathy and compassion.
As opposed to competition, misfortune, ill will, hatred, depravity, decadence, violence, and war.
Consequently, interdisciplinary subjects such as global citizenship, global sustainability science; sustainable innovation; sustainable hospitality management, and sustainable product design need to be integrated to all degrees.
First, in such learning, the individual needs be empowered to take control over their own learning, and develop a critical understanding of their own position within a community – through active participation and engagement as envisioned by educational theorist, Paulo Freire.
Sustainable development and global citizenship learning objectives tend to address the concept of empowerment by prioritizing key crosscutting personal competencies – to be developed by the learners themselves.
Let me list them for those of you who are not cognizant with them.
- Systems thinking competency
- Anticipatory competency
- Normative competency
- Strategic competency
- Collaborative competency
- Critical-thinking competency
- Self-awareness competency
- Integrated problem-solving competency
Such complex competencies are as important for artistic, service and human-oriented professions as they are for more scientific, technological or industrial employment.
Second, in factoring the needs and demands of the political economy at local levels, curricula will not only need to respond critically to market pressures but also to interact proactively in fashioning change. This requires expanding the spotlight on the destinations of graduate employment – to include not only the public and private sectors but also self-employment and Small and Medium Industries, as well as alternative models of collective and collaborative entrepreneurship – aimed, of course, towards sustainability or generating environmental and social gains for others.
Third, in order to foster social justice, education must necessarily expose:
the social construction of identity groups, and the creation of dominant and subordinate categories with respect to these identity groups (depending on their relationships to power and resources), the systemic power structures within each form of oppression and how these structures overlap and reinforce each other, and the various pathways to liberation
as argued by Hackman (2012).
Consequently, teaching and learning methodologies need to revolve around concepts of inclusivity, diversity, equity and equality. The Universal Learning Design model has been particularly useful in surmounting norms and stereotypes pertaining to the body, gender, sex, sexual orientation, cultural differences (of ethnicity, religion, class, caste, language) age, neuro-diversity / disability and so on.
For example, using gender-inclusive and gender-neutral language in class – including pronouns, examples and metaphors; websites designed in ways that are accessible to everyone, including students who are blind by using text-to-speech software.
Fourth, as noted, we can see how emerging technologies, can improve student performance and support more flexible tuition models. It can also enable real-time feedback and adaptive assessment, and is crucial to the development of critical thinking and collaborative learning. (Microsoft 2018). Post-Covid, our universities are increasingly subscribing to blended learning programs that can conjoint online learning with traditional classroom experiences.
Yet, there is the danger that student output is becoming de-personalized, soulless, automated, output-oriented and – what I term ‘algorithmed’ – where a process or set of rules is followed in calculations or other problem-solving operations – by a computer – and not by the student. Therefore, fraudulent as far as students are concerned (especially in relation to apps such as Chat GPT) unless and until we alter the nature of education. Consequently, we may need to proceed with caution when it comes to AI – we need to engage with its wider implications and ensure that the appropriate operational and ethical frameworks are devised.
Fifth, personal teaching experience seems to indicate that today there may be a necessity to engage with the social and emotional facets of student lives perhaps via co-curricular initiatives. I am not sure whether you agree with me but there is increasing evidence of student problems relating to alienation, entitlement, identity, sexuality and sexual orientation; as well as the impact of institutional practices such as ragging and sexual and gender-based violence, and violent student subcultures. Consequently, the inclusion of counselling, creative activities, spiritual explorations, meditation, relaxation and de-stressing methods, physical and stress-busting strategies may need be pre-empted by curricula.
While the graduating batch will not be there to experience the outcomes of these transitions in universities, I hope that you take away happy memories of university life. I wish you the best of luck. Thank you. (NewsWire)