Features
Universities and liberal arts education
by Usvatte-aratchi
Professor Liyanage Amarakirthi of Peradeniya has written a book in Sinhala, vishvavidyalaya yanu kumak da? (A university, what is it?). His treatment of the subject is eclectic, and an adequate response will need an essay of at least 20 pages. I have not seen any comment on the book for nearly two years. I will remark on some selected themes, holding in my mind that the book is reading material for Sinhala readers, for whom the supply is scanty.
The characteristic feature of a university is that it is a teaching institution; absent students, no matter how many researchers it has, there is no university. If it does carry on research only, it is a research institute and not a university. (There are two exceptions: All Souls College in Oxford, where except during a few years past, it has had no students although its accomplished Fellows taught in the university; the other was Rockefeller University in New York City, where for many years, there were only research scholars; now it has scientists who also teach graduate students in medical sciences.) Secondly, universities are old venerable institutions developed in Europe in the Middle Ages and spread worldwide, later. There are now universities in British Columbia to Brisbane and in Santiago de Chile to Osaka in Japan with Africa in between. Wherever they are, certain features have remained unchanged. Were a professor from St. Andrews University in 1487, to visit Ibadan University today, he would meet a vice-chancellor wearing the same clothes of office and a dean, attend a faculty meeting and, with luck, sit on a committee where a student defended his thesis for the award of a Ph.D. degree. He would be reminded of ‘disputations’ (disputandum), a standard procedure for examining students in his own university, in an age without paper examinations.
There are thousands of universities in the world today and they vary in what is taught and how students are taught. Oxford and Cambridge are famous for close supervision of their students; and there are many universities where lectures are delivered from a remote podium to hundreds of students, who listen on loudspeakers. And there are MOOCs. Many university graduates complain that they never saw the star scholars or scientists in their university whom they see on television. Universities also vary in ownership. In the US, 70 percent of all undergraduates study in government universities and colleges. Wisconsin University, where Professor Amarakirthi studied, is one of the best-regarded land grant colleges as are those of Michigan, Indiana, Illinois, Pennsylvania, Texas and New York. City or county governments run their universities and colleges e.g. City University in New York, Hunter College in Manhattan and Queens College in Fresh Meadows. Some universities were started by the community (e.g. Harvard College in 1635) and prospered with donations of foundation money by alumni and other philanthropists. Princeton was a college run by the Methodist church and the first lay president was Woodrow Wilson in 1802. (His father was a Methodist priest.) Johns Hopkins provided the initial funds to start the University which became a singularly important institution. The first universities were started by government in China, India, Japan, Nigeria and Sri Lanka. In some countries, there are universities owned by the church (e.g. Ateneo universities in the Philippines) or private persons, some of which are run for profit. One can buy shares in privately owned for-profit universities on the Manila stock exchange. This variety is sorely missed in Professor Amarakirthi’s book. Harvard was not the first university in the world; universities exist worldwide, the private sector does not always own them, and there are high-quality government universities All the same, they are fundamentally teaching institutions; some undertake research, others don’t.
Similarly, the distinction between liberal arts education and training for professions is very old. In medieval universities, there were five faculties: arts, law (canon and civil), theology, medicine and philosophy. Theology, Law and Medicine Faculties taught students for the professions. On completing 4 years in the faculty of arts, a student received a B.A. degree and after 2 more years of learning, he received an M.A. degree. Some were designated as ius ubique docendi, qualifying them to teach in other institutions. In older universities, even now, some students are awarded a B.A. degree no matter their engineering graduation (There are still docents in some European university systems.) The highest faculty was the philosophy faculty. Even now, your professors are philosophiae doctor. The other faculties have their own doctoral degrees: J.D. or LL.D., M.D. and D.Th. Holders of these degrees may proceed to receive a Ph.D. degree. The present arguments about liberal arts education spring from new concerns.
What universities and their prototypes taught have changed over time and place. (I dealt with this question in two lectures delivered in Colombo: [Sarasvati meets Lakshmi (2004) and What are universities for? 2004.)] The market has always determined university output. In medieval Europe, the church (sacerdotum) was the most powerful institution in the res publica Christiana. The other two imperium and studium were, in many ways, subordinate to the first. Universitas generale primarily served the church. They were controlled and run by clergymen, although graduates in other faculties were more numerous. Even those like Thomas More, Cranmer and (later) Richelieu who served in royal courts were churchmen. The principal motive of settlers who set up Harvard College was ‘educating civic leaders and preparing a learned clergy’.
It took a long time for universities to become institutions critically important to the economy and society. Inventions that summed up the Industrial Revolution in England were the work of talented and skilled craftsmen. We have the evidence of Edward Gibbon and the recent analytical work of Joel Mokyr (The enlightened economy, 2009) that the two English universities had little to do with those advances in technology, that brought about an industrial revolution. In a blurb for the official history of Cambridge University, it is remarked that ‘In 1970 the university was a provincial seminary enhanced by a traditional prestige….’. Someone remarked at the beginning of the 19th century that ‘Princeton University was the most expensive men’s club in US.’ Universities became important agents in the economy after about 1850, because the economy changed to need their participation. Discoveries in physics, chemistry and biology in universities began to be exploited by both industrialists and farmers. Far-flung enterprises like railways needed managers with special training. The land grant colleges in US were partly a response to these demands. The ‘Wisconsin Idea’ of a university as a ‘service centre’ where people resorted to solving their problems was symptomatic of this transformation. ‘… a very high proportion of the leading industries in the United States, perhaps as many as 80 percent, are derived from discoveries in American universities.’ (Jonathan R. Cole, 2009). The rest of the world has many of those industries. The Cavendish Labs in Cambridge and universities in Britain, Germany, France and Russia were similarly and equally productive. We have reached a new age where a discovery or an invention in a university itself becomes an industry. Silicon Valley provides examples. There are ‘enterprise incubators’ in universities like Harvard and MIT.
During the 19th century, population congregations became more urbanized and complex. Individual scholars (Karl Marx) and other thinkers set out to understand those complexities and to find ways of improving living in exploding cities. There are gruesome accounts of filth and squalor in cities including Chicago in the 19th century and Dickens provided such pictures of urban life in England. Universities were established to seek solutions to such problems. In Britain, the London School of Economics and Political Science of the University of London was a response. In Cambridge, the faculty of Economics and Politics came up much later and the first students sat for the tripos in 2005. All over the world, there was a rapid growth of university departments where economics, sociology, anthropology, politics and history were studied. These massive changes in the economy and society demanded responding changes in universities. That interest is now shown in the acronym STEM (Science, Technology, Engineering and Mathematics) subjects taught in schools and universities. Liberal arts studies have suffered in comparison. I am not sure that Armageddon is around the corner if teaching liberal arts in universities were to decline.
(To be concluded)
Features
Coercive laws recipe for future misrule
by Jehan Perera
The NPP government is going after powerful figures from the past and present who have engaged in corruption, fraud and criminal activity in a way that no previous government in Sri Lanka has done. Former ministers, politicians and senior state officials are among those facing investigations and legal proceedings. The government has placed before Parliament a document listing 50 cases involving corruption, fraud and other crimes. These include not only financial offences but also cases relating to the Easter Sunday attacks, the killings of Lasantha Wickrematunge and Wasim Thajudeen, the disappearance of Prageeth Ekneligoda and attacks on journalists Keith Noyahr and Upali Tennakoon.
The significance of this effort is that it can demonstrate that nobody is above the law, regardless of political connections or social standing, which will help restore public confidence in institutions that have long been distrusted. It could also recover public resources, improve the investment climate and strengthen the foundations for a more prosperous and just Sri Lanka. When criticised for focusing on the past and not the present, the government position is that these investigations were initiated under earlier governments, particularly between 2015 and 2019, and that it is now allowing investigators to proceed to deal with the backlog without political interference.
But there is an aspect of the government’s approach that is less justifiable. While pursuing past wrongdoing by powerful individuals, it is also advancing a triumvirate of draft laws that could give the state sweeping powers over citizens, organisations and dissent in the present and future. The draft Prevention of Terrorism legislation, the Prevention of Organised Crimes Bill and the NGO Registration and Supervision Bill raise serious questions about the over-centralisation of power. Each of these laws strengthens the powers of the state while weakening the rights and safeguards that protect people from their misuse and thus questions the basic rights of people in democracy where ‘the power of the people is vested in the government’. This is a recipe for future misrule rather than the rule of law. As the well-known saying goes, power corrupts and absolute power corrupts absolutely.
Proposed Laws
The real test of system change, for which the government obtained an overwhelming mandate, requires not only a government willing to hold others accountable, but one prepared to subject itself to the same principles of legality, transparency and restraint. The three proposed laws that are particularly important in this regard are the Protection of the State from Terrorism Bill, the Prevention of Organised Crimes Bill and the NGO Registration and Supervision Bill. Each of these draft laws has been presented as serving a legitimate purpose. Preventing terrorism, combating organised crime and ensuring that NGOs do not facilitate money laundering or terrorist financing are proper responsibilities of the state. Sri Lanka has international obligations in these areas, and no responsible government can disregard them. However, the existence of a legitimate objective does not justify every means adopted to achieve it.
The proposed Protection of the State from Terrorism Bill illustrates the problem. Although its definition of terrorism draws on a model developed by a former United Nations Special Rapporteur, the Human Rights Commission of Sri Lanka has warned that the definition of terrorism extends beyond the model and could bring legitimate political protest, trade union action and civil disobedience within the scope of counter-terrorism legislation. Its concerns also include prolonged detention, inadequate judicial oversight and restrictions on access to legal counsel. These are objections that go to the heart of the relationship between the citizen and the state. The government cannot credibly promise to protect democratic freedoms while creating powers that could be used to restrict them. It is necessary for the government to reassess the draft through transparent consultation and revise provisions that could criminalise legitimate dissent.
The Prevention of Organised Crimes Bill raises similar concerns. It is presented as giving effect to the United Nations Convention against Transnational Organised Crime, which Sri Lanka ratified in 2006. The Centre for Policy Alternatives (CPA) has argued that the convention does not require many of the bill’s provisions. The proposed law extends to a broad range of offences, permits detention orders lasting up to a year, makes confessions to police admissible for purposes of legal evidence, and introduces extensive surveillance powers. A law intended to dismantle criminal networks should not create a parallel system of exceptional powers that could be applied far beyond organised crime. Nor should safeguards developed through years of experience with abuses under the Prevention of Terrorism Act be weakened through legislation bearing a different name. The government should review whether or not existing laws could be used effectively to control these crimes or whether each exceptional power is necessary.
Civil Society
The proposed NGO Registration and Supervision Bill presents another test of the government’s intentions. The government may reasonably seek transparency in the finances of organisations receiving public or foreign funds, including measures to prevent money laundering and terrorist financing. It seeks to justify its overreach on the grounds of meeting the internationally mandated requirements of the Financial Action Task Force (FATF) for the Asia-Pacific region. But these objectives do not justify placing civil society and NGOs under excessive administrative control when even the FATF ranks them as low to medium risks. The draft bill would require registration and renewal, impose extensive obligations on organisations and empower authorities to suspend or deregister them on broadly framed grounds. It is important to redraft provisions that confer excessive discretion over registration, renewal, suspension and deregistration of NGOs.
Among the concerns raised by United Nations human rights special rapporteurs with regard to the draft NGO law are provisions requiring organisations to align with government policies and restrictions that could affect advocacy, dissent and freedom of association. The implications extend well beyond organisations that engage directly with the government. Community groups, human rights organisations, independent researchers and organisations working on reconciliation or accountability could find their activities constrained by uncertainty over how these provisions might be interpreted. Organisations that criticise government policies are not thereby working against the country. Their freedom to do so is part of what distinguishes a democracy from a system in which the government determines which opinions and activities are acceptable.
The government has generated considerable public goodwill through its pursuit of corruption and criminality. It should not assume that this goodwill gives it an unlimited mandate to strengthen the coercive powers of the state. The NPP knows from its own history that governments can treat dissent as a threat and use the machinery of the state against their opponents. There is still time to correct the drafts through transparent public consultation, narrow definitions of offences, meaningful judicial control over detention and surveillance, and effective remedies against arbitrary decisions. A government that pursues corruption while weakening safeguards against state abuse risks undermining its own achievements. Besides bringing to light the abuse of power by previous governments, the NPP government needs to build a system in which no future government can abuse power in the belief they can get away with it.
Features
Quality assurance without quality enhancement: The irony of university QA
By Ramya Kumar
According to the Quality Assurance Council (QAC) of the University Grants Commission (UGC), quality assurance (QA) refers to “the means (i.e. the policies, attitudes, actions, procedures, etc.), by which an institution can guarantee with confidence and certainty, that the standards and quality of its educational provision are being maintained and enhanced”.
An expansive structure has been in place since 2005 to govern and implement QA processes within the state university system. The QAC is the focal point at the UGC that implements external reviews of state universities and institutes. Each university has its own Centre for Quality Assurance (CQA) tasked with performing QA in line with QAC directives. Faculties, in turn, have Internal Quality Assurance Cells (IQAC) performing their own QA; they are answerable to the CQA.
The big question is whether this all-encompassing top-down QA system, that in many ways undermines the internal dynamics of university governance, actually supports universities to enhance the quality of education. This article highlights some concerns.
Top-down check-box activities
The QAC conducts external reviews of universities and degree programmes. A review team appointed by the UGC (who may or may not have experience in the institution/programme in question) examines the self-evaluation report submitted by the said institution/programme. The team then conducts a site visit to verify the claims made in the university’s self-evaluation report, clarify issues identified during the desk review, and examine how QA procedures operate in practice. The team holds meetings with the university administration, members of the Council and Senate, Deans, Heads of Departments, academic and non-academic staff, students, and others. Following the visit, a draft report is submitted to the relevant institution/programme for comment before final publication. The reviewed institution/programme then prepares and publishes an action plan addressing the recommendations, with subsequent monitoring of progress.
There are some worthy QA initiatives under implementation, such as improving facilities for students with disabilities and strengthening mechanisms to address sexual- and gender-based violence. However, for the most part, QA activities have little to do with improving the quality of education. They are mostly preoccupied with monitoring faculty and department websites, digital transformation, student feedback, subject evaluation, course evaluation, peer evaluation, and, more recently, staff appraisal. These activities, which consume an inordinate amount of time—so precious at understaffed universities—have become check-box activities completed to generate evidence for the next review. Below is an excerpt of a conversation between two academics (1 and 2) that conveys how QA plays out at universities (reproduced with permission).
1: … .it’s like social media you know, like posting things on Facebook or twitter or Instagram. When people do a lot of social media, everything they do, they do thinking, “okay I’m going to post it in this way… this I have to put on my Instagram.” QA is a little like that… everything is considered in light of, “ah we can use this for the review, as evidence… for example very recently we were encouraged to have all the things that we do in our department in the faculty newsletter so then they can put in the review. Every little thing has to be noted down….
2: And with pictures and all…
1: At the very least it has to be written so that you have written evidence .. you can’t be doing something for the sake of doing something or because it is good for the department … and sometimes people tell me “oh yea that’s a good idea we can fit that under this x, y section of the review..”
2: Yea, and nobody really thinks about the actual outcome… whether it’s actually helping anyone..
1: I also find that a lot of the words that we used in different ways have now been co-opted to the QA discourse ..including quality.. I can’t actually say what I want as an “outcome”, for example, that the outcome of this workshop is that my students “think about” … then I am told “ah but no that’s not one of the Bloom’s taxonomy words, “think about”.…
2: And the worst part is these medical and agriculture people, these types of people go around spreading it like some kind of gospel!
1: Yea, this cookie cutter way of doing things, they think is the height of innovativeness or creativity, when actually it is so mundane … for me the most awful thing about it is like some fungus of mundanity has taken over through QA reviews.
2: yea, when you say QA, my mind closes off immediately and I stop listening…
Auditing everything but power
QA leaves out crucial aspects of university governance. For instance, there is no review or assessment of the “quality” of university administrations under Criterion 1 or the integrity of procedures governing the promotion of academic staff under Criterion 6 of the institutional reviews.
The majority in the Council—the university’s executive and governing body, which is responsible for selecting the Vice-Chancellor (VC)—are appointed in ad hoc fashion. Apart from the Ex-Officio members in the Council (VC, Deans, etc.), and the two members elected by the Senate, the remainder are appointed by the UGC with no formal consultation or vetting procedure. The VC appointment process described in UGC Circular No. 03/2023 exemplifies how an ostensibly technical process can become entangled in political sycophancy. The Registrar invites applications for the position of VC through advertisement. Applicants must submit a curriculum vitae, a statement of vision for the university and supporting documents. The University Council appoints a three-member Search Committee of senior academics to encourage “eminent persons” to apply, while the UGC appoints a former VC from another university to “observe” the selection process.
A Special Meeting of the University Council is convened. Candidates are interviewed and must make a presentation to the Council Members, followed by questions. Each Council member “gives marks” for seven prescribed criteria: strategic focus (20%), effective leadership (20%), holistic thinking/conceptual skills (10%), academic and research excellence (15%), personal integrity (10%), professional communication (10%) and managerial competence (15%). Marks are averaged, and the Council recommends three candidates to the UGC in rank order. The UGC-appointed observer separately submits a confidential report on the selection process.
This procedure is expected to guarantee quality, but does it? Applications are submitted to the Council Members, who have been appointed on questionable bases, and who are expected to review the applications and give scores, based on objective assessments. But, in reality, most Council Members are manipulated by VC candidates, who often have personal ties with them. The UGC-appointed observer usually has no genuine interest in the outcome. And there is no way for anyone to actually question the Council’s decision once it is made. Although the highest-ranked candidate may ultimately be appointed, the selection remains a political decision made by the President, who retains the discretion to appoint any one of the three.
External reviews also do not look into the promotions of academic staff, except to scrutinise whether there are policies and procedures in place to govern promotion. Academic staff may apply for promotion to Professor once they satisfy the prescribed eligibility requirements, which typically include the period of service, academic qualifications, research and publication achievements, teaching experience, and contributions to the university and wider community. Applications are evaluated against specified criteria, with research output and academic contributions assessed through documentary evidence and expert evaluation. Under the UGC’s scheme for Professors, two experts from outside the applicant’s institution assess specified aspects of research and knowledge dissemination. Again, beneath this technical process, which is externally evaluated, lies a problematic points-based scheme that can be manipulated and abused with impunity.
Rethinking university QA
Like the VC election process and the schemes of promotion for academic staff, QA reviews are open to manipulation. Before a review, there is a chaotic rush to complete evidence gathering and reporting. Academics leave all other work aside, including at times their teaching, to focus on completing documentation and preparing reports. The standardised criteria in the review manuals and scoring sheets often do not reflect differences in disciplines and institutional contexts. But this does not really matter because any serious problems experienced by institutions or programmes are hastily brushed under the carpet to conceal any evidence that could taint the review. The goal is to obtain an A or at least a B grade at whatever cost.
QA may result in positive change if it moves beyond top-down check-box activities towards internally designed and owned processes encompassing all aspects of university governance, led by departments and faculties, and supported by adequate resources. The current QA system needs to be dismantled and replaced by procedures that are accountable, not to the UGC, but to our students and the communities we serve.
(Ramya Kumar is attached to the Department of Community and Family Medicine, Faculty of Medicine, University of Jaffna)
. Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.
Features
Down Memory Lane — the Grand 20th Edition!
Yes, Down Memory Lane, the beloved Sing-Along concert series that first struck a chord, way back in 1997, returns for its landmark 20th edition this Saturday, 17th October, at the beautiful Bolgoda Grand Resort, Moratuwa town centre.
Having celebrated its glorious 25th anniversary with the show in 2023, this milestone 20th concert promises to be even more special.
The organisers, the ever-popular Moratuwa Arts Forum, are pulling out all the stops to present yet another unforgettable evening, brimming with camaraderie, fellowship, and pure nostalgia.
Get ready for two-and-a-half hours of non-stop singing as veteran vocalists, from the Moratuwa Arts Forum, will take the stage to lead and inspire the happy audience to sing, sing and sing to their hearts’ content.
The repertoire? Absolutely magical, according to the organisers.

Veteran Arun Dias Bandaranaike: Will handle the evening’s proceedings / Priya Peiris: Event Conceptor
Around 40 golden oldies — from timeless English vintage evergreens and hits from the 50s to the 90s, to toe-tapping calypsos, soulful American plantation melodies, rousing cowboy and Dixieland favourites, aa well as cherished Sinhala standards. All to be sung with much gusto!
This year’s dedicated organising committee comprises Brian Coorey (Chairman), Priya Peiris (Event Conceptor), Hiran Fernando, Suranga Fernando, Viranjan Perera, Hemka Fernando and Neelesh Silva. Guidance and support comes from Moratuwa Arts Forum President Sarana Guneratne and Secretary Chandani Silva.
Adding his signature charm to the evening, as Master of Ceremonies, will be the veteran Arun Dias Bandaranaike.
Don’t miss this landmark celebration of music and memories!
For further details, contact Hiran Fernando on 0772636446 or WhatsApp 0783636446.
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