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As I remember, from 50 years ago: the 75-80 Katubedda Engineering Batch

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University of Moratuwa

On a wonderful morning in May in the year 1975, a group of around 140 young men and women entered the engineering faculty at the Katubedda Campus of the University of Sri Lanka. Only around 12% of them were women, a statistic that has improved slightly to around 20% over the past 50 years! There appeared little to differentiate us from previous entrants to this campus. However, Dr L.H. Sumanadasa, who had previously been instrumental in setting up both the Institute of Practical Technology and the Ceylon College of Technology at Katubedda, had become the Vice-Chancellor of the (entire) University of Sri Lanka in 1974. Whether through his personal offices or through government policy or both, it had been deemed that all engineering entrants in 1975 from the Colombo District be sent to Katubedda.

I myself had wanted to go to Peradeniya, at that time undisputedly the more established faculty; not least because Professor E.O.E. Pereira, the former Engineering Dean and Vice-Chancellor at Peradeniya, had told me in no unmistakable terms that I should head to the Hanthane hills, when I was sent to meet him by the head of my school. Only three physical science entrants in our year had obtained four A grades at the A-level examinations. Getting an A grade was a significant achievement in those days – recently some 1300 had obtained 3 (out of 3) As for the same stream!! Anyway, all three with 4 As in our year were at Katubedda. One of them went, as I recall, to the University Grants Commission (UGC) to effect for himself a transfer to Peradeniya, but had been told not to be a fool. This may have been prophetic, because from our batch onwards, the intake quality to Katubedda increased significantly, or so I like to think.

The engineering faculty in those days had seven departments – civil, mechanical, electrical, electronics, chemical, materials and mining. The latter three disciplines were termed ‘applied sciences’ but are now all engineering programmes at Moratuwa. In addition, the faculty now has computer science, earth resources (a rebranding of mining), textile technology and transport management departments. We did experience our share of ragging at the hands of seniors, perhaps the most vociferous of whom went by the intimidating nickname of ‘Boo Bamba’ – rumour has it that he was later a professor of artificial intelligence at some U.S. University.

One of our batch nearly fainted at a rather physically demanding phase of the rag, and had to be escorted home by a few seniors – inadvertently creating history by being probably the first fresher to rag the seniors! Tales of exponential curves (‘e to the power x’) being drawn on cement floors using bare bums at the ‘Aachchi Palace’ also circulated during this rag period.

In spite of being in an institution that taught only professionally oriented programmes (engineering, architecture and technology) with almost guaranteed employment for its products, our university life was not devoid of the student activism that is such a major feature of state universities in Sri Lanka. The country had just seen the quelling of the first JVP uprising in 1971, surprisingly during an essentially socialist SLFP regime; which itself was toppled unceremoniously in 1977 by the avowedly market oriented UNP. Student activism was not viewed benevolently by the powers that be, whatever government was in office.

In our second year, a confrontation between students and the police at the Peradeniya campus had resulted in a student being shot dead. In our final year, an internal confrontation between the student union and the administration led to a hunger strike at Katubedda, causing our final examinations to be postponed from 1979 to 1980. There was no graduating batch in 1979, but two in 1980 – one in February (ourselves) and the other in November (for our junior batch, as scheduled). Political violence became much worse in the late 1980s, with the then vice-chancellor and a security guard being shot dead while in campus; and the entire Sri Lankan university system shut down for around two years.

Another issue in the background of our university life was the government policy on university admission. In 1971, the government introduced language-wise standardization, seen as a corrective against the perceived disproportionate numbers of Tamil students entering university, mainly to medical and engineering faculties. This ‘corrective’ was clearly repugnant to Tamil citizens, and may have been a factor in the formation of the LTTE in 1976. Such standardization was done away with in 1977, but a district quota system, also introduced in 1972, continues albeit with some modifications to this day. The district quota system is widely considered to deliver compensatory justice in our under-resourced education system, but also seen as a mechanism that continues to reduce university entrants from large population centres, including the Jaffna District. At any rate, the 1970s probably sowed the seeds of the two most disruptive social upheavals in our country, namely the LTTE uprising and second JVP one, both in the 1980s.

Just before we entered our specialization streams in the second year, the student union held a meeting to discuss the student response to the proposed introduction of calculators. Calculations in the first year were tackled using logarithmic tables, but we were about to graduate to (and invest in) slide rules in the next. The need to substitute slide rules with scientific calculators may appear to be a ‘no brainer’ today, but in the very real context of students from deprived backgrounds, the outcome of the discussion was by no means one sided. Anyway, we ended up using calculators from our second year onwards, and may in fact have been deprived for not having a ‘slide rule experience’ – slide rules were considered to be almost synonymous with an engineering outlook, if nothing else because they required users to keep track of orders of magnitude in their minds; the discipline of which is perhaps less developed in users of calculators!

The university administration too tried to provide cheap food and drink to cater to student poverty in these deprived 1970s. As I recall, a kahata (only tea) was just 3 cents but if one wanted a small piece of hakuru (jaggery) with it, it was a cent more. A ‘plain tea’ (i.e. tea with sugar added) was 5 cents, while a kiri kahata (tea with milk only) was 6 cents; a kiri kahata with hakuru was a cent more, while the priciest brew, i.e. ‘milk tea’ (tea, milk and sugar) was 8 cents. So the kahata was as cheap as it could get, but additions relatively pricey!! Imagine my surprise when I was studying in London in the early 1980s that one could add any amount of milk and sugar to one’s heart’s content after paying (of course around two orders of magnitude more than the above rates) for the basic cup of what we would have called kahata!!

The nature of the student union also changed during our student days. When we entered, the students were represented by the Engineering Students Scientific and Cultural Organization (ESSCO in short). All proceedings were conducted in English, and any contributions in other languages required translation. When an irate student once referred to the administration as “Waathayo”, the then President of ESSCO himself had to translate it as “Air guys”. By the time we graduated, ESSCO was no more, and had been replaced by a student union as in all state universities, with election outcomes based on proportional representation of competing groups; and Sinhala being the predominant language of discourse.

English vis-à-vis the vernacular languages is a struggle that continues to date. All programmes at Moratuwa were and are taught in English, with complete endorsement by students, who continue to see it as a passport to the world. However, everyday conversations were conducted largely in Sinhala or Tamil; especially in Sinhala, which was seen as part of the student ‘culture’, at least at campuses in the south like Moratuwa. This meant that even students with greater English language proficiency tended to hide that fact and converse in the lingua franca of the campus.

As I recall, only a few students tried deliberately to improve their English language skills by practising it with others more competent than they. Tamil students had the additional challenge that vendors and traders in the vicinity of the campus spoke largely in Sinhala; however, many such students ended up being trilingual after their campus experience! Language, in my opinion, continues to be a vexation in various ways in Sri Lanka. We need a way to find the best way forward that preserves our culture while being open to the world at large, and does not leave anyone behind.

Another significant change in our time, brought about by the Universities Act No. 16 of 1978, was the splitting up of the single University of Sri Lanka into six separate universities at the time (Sri Lanka now has seventeen state universities). In addition, our name changed from Katubedda to Moratuwa – i.e. from being the Katudebba Campus of the University of Sri Lanka we became the University of Moratuwa. There were mixed feelings regarding this, as I recall.

Some felt that we would lose the identity we had been trying to create (for the engineering faculty, one that was distinct from Peradeniya), an identity linked to the name Katubedda; someone even opined that ‘Katubedda’ had a more pleasing or aesthetic ‘ring’ to it compared to ‘Moratuwa’. Others however felt that the new ‘Moratuwa’ name would help the fledgling institution to break away from its lowlier ‘practical technology’ beginnings associated with the ‘Katubedda’ name. At any rate, the university community at Katubedda in Moratuwa had little say in the change, since it was the prerogative of the Minister in charge, in consultation with the University Grants Commission (UGC); and it was from the University of Moratuwa that we graduated.

In our final year, it was mostly our batchmates who were in the Sports Council as captains of the various sports, and a musical evening was arranged by them featuring a very well-known musical band. The unfortunate band leader was unable to comprehend the campus culture, because whatever he sang, whether Sinhala or English, slow or fast, every song was greeted with loud hooting. Although the organizers tried to explain that this was the student way of expressing appreciation, and in spite of trying to mollify the man with cups that cheer, he stalked off in disgust, leaving the rest of the band to entertain us!

One of the most colourful personalities in our batch was an old Anandian, who had acquired a reputation for teaching A-level physics tuition classes even before he entered. He maintained this avocation right through his university career, juggling examination timetables with his class schedules – other students have done such multi-tasking as well, but very few if any actually taught the classes they attended outside of university.

The fact that he was able to commute in a white Volkswagen car, purchased from the proceeds of his enterprise, no doubt helped in the balancing act. At any rate, it is his business and entrepreneurial skills in education that he made a career of – no doubt based on sound (mechanical) engineering instincts; and he ended up by establishing an enviable network of ‘international’ schools (named after the one set up by Aristotle himself) that were eminently affordable to middle class parents. Not content with being limited to such endeavours, he ventured into politics as well, serving for a while as the State Minister of University Education.

These reminiscences would not be complete without mentioning a few charismatic teachers as well. Most of us would remember the one who at times devoted 10% of his lecture time to thermodynamics, and the rest to politics; this same teacher had returned to Sri Lanka after his PhD in London, driving a Morris Oxford all the way. We may recall too, a mathematics professor who asked us “How much is one plus one?”; and proceeded to gaze out of the window in deep thought, counting on his fingers and saying “Let me think”, as if to search for an answer – I think he was trying to teach us the notion of correspondence; or have I got it wrong? Let me think… Then there was a Dean whom all of us quaked to meet one-on-one. One of our batchmates who had to so do, had reportedly persuaded another to exchange shirts and footwear, so that he would appear more presentable to the irascible administrator.

We should not forget the Department Head who managed to get a new car with 10 Sri 1 as its registration plate; and then proceeded to convert it (probably in our Auto Lab) to run on LP gas – soon after we graduated he was named one of Ten Outstanding Young Persons by the Sri Lanka Jaycees. Finally, there was this teacher in charge of a somewhat snake-infested survey camp (for our junior batch), who when interrogated by a student representative as to who would be responsible if a student was bitten by a reptile, replied without batting an eyelid that “the snake will be responsible”. Jokes apart however, we are who we are because of the dedication and sacrifice of especially our academic staff. They had to teach in a relatively unknown institution at the time, and consistently put the institution and its students first; that is, ahead of developing their own academic careers. We were the beneficiaries of their labours, which by no means were in vain.

And so we graduated in early 1980, with around 15 first class holders among us. Almost as a symbol that the university was having a new beginning with our batch, we were the first to have a convocation (probably of course because we were the first to graduate after the 1978 Act under a University of Moratuwa banner) – and that too at the impressive new BMICH, under the chancellorship of Arthur C. Clarke, the eminent science fiction writer. We later produced over 20 doctoral degree holders, maybe 10 full professors, a few engineering deans and authors of scholarly books, and even some researchers in the so-called Stanford-Elsevier database of top 2% scientists (based on citation impact).

Others have become organizational leaders, and hence ‘movers and shakers’. Apart from the gentleman mentioned earlier, we have another who has been CEO of both a bank and a manufacturing company; and at least two entrepreneurs – one in furniture and the other in high tech start-ups (based in the U.S. but back-ending his operation with Moratuwa students and graduates); also a lady CEO of a large state-owned utility provider. Some are working in high tech environments in developed countries, pushing the boundaries of disciplines such as aerospace and nuclear and biomechanical engineering. Others have put Sri Lanka on the map through their involvement in signature projects; or coordinating multi-nation initiatives, for example in disaster mitigation. There is one of us still playing representative cricket! I am doubtless unaware of other significant contributions – our batch, while not large, is not small either.

More importantly, we have all, in different ways and contexts, been helping to “direct the great sources of power in nature for the use and convenience of humans” – and nowadays safeguarding the environment while doing so as well. Our degrees from Moratuwa have brought us socio-economic mobility, and I suppose all of us have been trying to ‘give back’ to family, community or country (motherland or adopted) in various ways and degrees, whether through technical or humanitarian ventures.

Most if not all of us contributed to a Moratuwa University scholarship scheme in the memory of a batchmate who tragically perished in the 2004 Boxing Day tsunami. Some of us have already gone the way of all the world, while the rest are awaiting our calls; probably trying to become better human beings, whether in the interests of the hereafter, or just to make life easier for those who will care for us in the bard’s seventh act of life!

But what of the university itself? If I may be permitted a personal reflection, I was one of five batchmates who returned to the university to serve on its academic staff. As a young staff member, I used to envy Peradeniya’s stature – many of its engineering faculty staff had Cambridge PhDs (for example) and their graduates seemed to have an open door to that ancient seat of learning. However, by the time I retired, some 40 years after joining the academic staff, our own graduates had been regularly accepted for PhDs not only at Cambridge but also at Oxford, Imperial, Caltech, MIT, Princeton and ETH Zurich. In addition, it goes without saying that Moratuwa is undisputedly the first choice now (from among seven engineering faculties) of the majority of those 1300 university aspirants with 3 As at their A-levels. I like to think that 1975-80 (our batch, in fact!!) was the turning point for Moratuwa University’s fortunes.

Written by a member of the 75-80 Katubedda Engineering batch who was later a Moratuwa University teacher for 40 years (with apologies for any inadvertent errors or omissions).



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Features

Justice and democracy in Sri Lanka’s new political era

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The legal processes are steadily closing in on some of the most controversial cases that have remained as open questions without closure for many years. These include the Easter Sunday bombings of 2019, the Treasury bond scam that erupted in 2015, and a range of corruption allegations that became synonymous with successive governments over the past two or more decades. What once appeared to be stalled investigations are now showing signs of movement through the courts and investigative agencies. Recent developments suggest that these long running cases are entering a decisive phase. In the Easter Sunday attacks investigation, new arrests and investigations have brought renewed attention to allegations that extend beyond the immediate perpetrators and into questions of intelligence failures and possible political complicity. The arrest and detention of former intelligence chief Suresh Sallay under the Prevention of Terrorism Act has intensified public interest in uncovering the full truth behind the attacks.

The Treasury bond scam has also re-entered the spotlight. The Supreme Court has recently overturned legal obstacles that had prevented prosecutions from proceeding and directed that the case moves forward expeditiously. This has reopened one of the most sophisticated financial scandals in the country’s recent history and brought several prominent political and financial figures back under legal scrutiny. As those implicated in these unresolved cases are leading figures from previous governments, which have spanned both sides of the political divide since Independence, it can well be imagined that there is tremendous opposition to the gradually enveloping legal processes that is both seen and unseen.

These cases that are now being investigated cut across political camps and involve individuals who occupied some of the highest offices in the country. The result is that resistance to accountability is likely to emerge from many quarters. Still to be opened are the thousands of cases of persons gone missing during the war. Presidential Commissions have been appointed with regard to them, but there has been no serious investigations of the type now taking place.

In these circumstances, it can be surmised that the government led by those who are new to power would wish to retain a maximum of power to face the pushback that is bound to emerge from those in the opposition who have wielded power for generations. The government may calculate that this is not the time to disperse authority or reduce the instruments of state power available to it. Instead, it may believe that a period of centralised control is necessary if investigations, prosecutions and reforms are to proceed without interference.

Provincial Elections

It appears that the opposition’s efforts to mobilise the people and public opinion against the government have not been successful so far. One such instance was the attempt to generate opposition to price increases. Although people have undoubtedly been affected by rising prices and economic difficulties, these efforts failed to gather significant momentum. Another attempt came when President Dissanayake predicted that opposition politicians would face imprisonment in the month of May as legal cases progressed, though this has not happened. Critics claimed that such remarks suggested an intention to influence judicial outcomes. Yet this criticism also failed to gain traction among the public. The likely reason is that public memory remains fresh. Many people continue to associate previous governments with economic mismanagement, corruption scandals, abuse of power and the eventual economic collapse. In comparison, the present government continues to enjoy a reservoir of public goodwill and credibility. As long as legal action appears to be based on evidence and proper process, the public seems prepared to give the government the benefit of the doubt.

The government’s deliberate and cautious approach to political reform that would reduce its centralised power needs to be seen in this context. The monthly approval by Parliament of the emergency regulations is justified by the government as due to the continuing need to respond to the devastation caused by Cyclone Ditwah. However, when viewed together with the reluctance to hold provincial council elections on the grounds of electoral reform, the failure to repeal the Prevention of Terrorism Act and the postponement of constitutional reform, they all appear to reflect a preference for retaining maximum control at a politically sensitive moment. There is a logic to this approach. Governments facing major legal and political confrontations often seek stability and control. So does every despot. However, there is also a downside.

When political competition is denied to legitimate outlets, it often finds expression in confrontation, obstruction and polarisation. The advantage of prioritising the conduct of provincial council elections at this time is that it could reduce the political pressures that are building up. The main opposition parties are united in calling for these elections to be held. Conducting them would provide an opportunity for opposition political parties to obtain a measure of democratic representation and political authority at the provincial level. This would be especially true in the northern and eastern provinces, in which the ethnic and religious minorities predominate. It cannot be forgotten that the provincial council system was developed as a constructive response to the ethnic conflict. Elections at the provincial level would create opportunities for a new generation of political leaders to emerge through democratic competition rather than patronage. Many of those now facing legal scrutiny belong to an older generation to whose needs the younger may be less deferential.

Two Pillars

Another reform that could command bipartisan support is the repeal of the Prevention of Terrorism Act. The PTA has once again become controversial because it is being used in situations that extend beyond its original purpose. The detention of former intelligence chief Suresh Sallay under the Act, the continued incarceration of some Tamil detainees from the war period, and the arrest of individuals accused of speech related offences have all revived concerns regarding prolonged detention without trial and excessive executive power. The reason the PTA has been difficult to repeal is that it is closely associated with concerns regarding national security and territorial integrity. Introduced in 1979 as a temporary measure to confront the emerging separatist conflict, it survived through decades of war and has remained on the statute books long after the conflict ended.

At the same time, history shows that extraordinary powers are likely to be misused. Laws that permit detention without trial or broad executive discretion are rarely confined to their original purpose. Governments of different political parties have used such powers against opponents and critics. The temptation to do so is inherent in the possession of unchecked authority. The way forward could therefore be a combination of accountability and reform. The government should continue to support independent investigations and prosecutions in major corruption and security related cases. Demonstrating political will in this regard would strengthen public confidence in the rule of law and reinforce the principle that no individual is above the law. The PTA could be replaced with legislation that amends the Criminal Procedure Code and Penal Code in a manner that addresses legitimate security concerns while complying with democratic norms and human rights standards.

There are also international dimensions to consider. The European Union has repeatedly linked governance and human rights reforms, including reform of the PTA, to Sri Lanka’s continuing access to the GSP Plus trade concession. Progress on these issues would strengthen Sri Lanka’s international standing at a time when economic recovery remains a national priority. The government has a rare opportunity. It possesses a strong electoral mandate, public goodwill and a reputation for integrity that previous governments lacked. It can combine the pursuit of justice in long delayed cases with meaningful democratic reforms that reduce political resistance and broaden public support. At this time, accountability and power sharing are the two pillars which Sri Lankans need to be committed to build a just and democratic society for a better future without delay. Failure now would make for a long period of waiting for the next time.

by Jehan Perera

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Pitfalls and exclusions in academic recruitment

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Academic recruitment

A public university relies on its teachers in fulfilling its responsibilities to the wider community. While teaching remains the chief responsibility of the academic staff, they also conduct research and play a central role in keeping the university a vibrant space where they and students can freely participate in conversations that concern not just routine classroom education but also society at large. The broader intellectual culture and intellectual integrity of a university thus depend on how its academics perform their functions. Therefore, universities should take the task of recruiting their academics seriously. It is important to ensure that this task is done responsibly, transparently and credibly through a fair, thorough and multi-phased evaluation process.

As both an applicant and a member of selection panels for recruitment, I hold that the recruitment procedures, currently in place in our university system, require radical reforms. Echoing some of the concerns raised by Kaushalya Perera in her Kuppi article on recruitment in March 2026, I focus on the limitations I have observed and experienced, specifically in the recruitment of Lecturer (Probationary) and Senior Lecturer positions. The article also aims to explore how these shortcomings could be addressed.

The Advertisement

Recruitment for Lecturer (Probationary) and Senior Lecturer positions is done through an open-advertisement which also involves an interview with shortlisted candidates. Advertisements are finalised in line with a template issued by the Registrar’s Office. Generally, an initial draft, prepared by the Registrar’s Office, is sent to the relevant academic departments for revisions. The revisions have to be made within the template provided, which allows space for the mention of only specialisation requirements.

It should be noted that not all revisions to the advertisement, suggested by the Department Head, are accepted in the next round. Deans, Vice Chancellors and Registrars, who have very little understanding of the disciplines associated with the position, sometimes reject the changes proposed by the Department. Technocratic in their thinking, they don’t recognise that an academic programme can be taught by persons with specialisation in another overlapping discipline. For instance, a position in English, at a university in Sri Lanka, is very well suited to not just those who have postgraduate qualifications in literary studies but also those who are from the disciplines of Applied Linguistics, Cultural Studies or Translation Studies, as these areas are taught as sub-fields of English studies at most universities in the country. These disciplinary overlaps, even when pointed out by Heads, are often overlooked by our administrators.

In place of this process, dominated by academic administrators and registrars, the advertisement should ideally emerge, from the relevant department, in the form of a comprehensive job description. It should mention the nature of the position advertised, the kind of teaching (and research) expected, how the position relates to other positions in the department, in terms of specialisation and workload, and the ways in which the recruited candidate would contribute to overall institutional development.

There can be no one-size-fits-all model when it comes to recruitment. Individual departments vary in size, strength and specialisation requirements. Departments with sizable academic staff may want to emphasise specialisation during recruitment, whereas smaller departments may prefer generalists who can handle a wide-array of courses. Specifying the rationale for the requirements included in the job description may help potential applicants get an understanding of the position advertised and the selection panel to conduct the evaluation process in a fair manner.

Review of Applications

Once applications are received, we sometimes find promising candidates but with qualifications that don’t carry in their title the name of the discipline or the department in which the position is advertised. Sometimes the disciplines or fields of specialisation that appear in the advertisement and the ones that appear in the qualifications are not identical in nomenclature, even though the research undertaken by the applicant during their graduate studies is strongly relevant to the position advertised. Even when such applications are accompanied by strong and relevant publications, our system does not view them positively. Instead, nomenclatural differences are used to reject promising candidates. Such differences are also used as a pretext when universities want to exclude a candidate for their cultural background, political beliefs or other reasons. Even if academic departments recognise such applications, at the next stage, the administrators of the university try to veto them. We lose inter-disciplinary scholars of high academic standing because of the high-handedness of university administrators.

Selection Panels

Selection panels for academic positions typically comprise the Vice Chancellor, the Dean of the Faculty, the Head of the Department, two academics nominated by the Senate and two members of the University Council. In the case of programmes/disciplines jointly housed under a single department, if the Head comes from a discipline other than the one in which the position is advertised, they may not be able to contribute in an informed manner to the recruitment process. However, some Heads refuse to appoint nominees from the relevant discipline in their place as they view sitting on selection panels as their exclusive privilege.

Sometimes university Senates do not take the appointment of Senate nominees seriously. These appointments are decided in a hurry without serious deliberations at senate meetings packed with numerous agenda items. Sometimes even if the relevant department has suitable academics to serve as Senate nominees, the Senate chooses academics from other departments or disciplines who do not have a nuanced understanding of the requirements of the position advertised and its disciplinary parameters. Sometimes specialists in the relevant discipline may not be available at a university. On such occasions, Senates tend to fill up the positions with academics from other disciplines, instead of inviting external nominees from other universities. At a state university in Sri Lanka, I was interviewed thrice for academic positions by selection panels that comprised not even one specialist from the relevant discipline.

The Marking Scheme

The marking schemes used in recruitment have their own drawbacks. Publications are sometimes evaluated for their quantity rather than quality. The opinion of the subject specialist is not sought or taken seriously when a candidate’s research is evaluated. This is why our universities are saddled with academics who engage in plagiarism or predatory publishing. The evaluation process should be tightened in such a way to bar the entry of those who lack academic integrity.

It is worrying to see that marking schemes and schemes of recruitment penalise applicants who have excelled in their graduate studies and are well-reputed for their recent research and publications just because they did not earn a first-class or second-class upper-division pass at the undergraduate level. Our narrow focus on a candidate’s first degree prevents us from giving due recognition to how that person has gained intellectual depth over the years. Some marking rubrics, which allocate points for eye-contact and posture during the interview, dilute the seriousness associated with the academic position, de-prioritise scholarship and turn the interview process into a stage performance.

Cultural Credibility

In recruitment, many universities look for cultural credibility (a term that I borrow from the work of Sulaxana Hippisley) as an unwritten requirement. Some departments are reluctant to hire applicants who are not their alumni. Some selection panels discriminate against candidates from certain ethnic or religious backgrounds. In some departments, women are rejected because they are likely to go on maternity leave or have more domestic responsibilities than men. Gender and sexual minorities have to mute and censor their identities at interviews because they are likely to face rejection if they openly declare their orientation. We have no policies and procedures in place to ensure recruitment is conducted in an inclusive way that sees diversity as a strength.

The Way-forward

When recruitment fails, the entire intellectual culture of that university takes a hit, and several generations of students are affected. Some of the current problems, related to quality in our higher education system, stem from bad recruitment policies and practices. Instead of trying to address these issues through rigorous and inclusive recruitment practices, we try to seek solutions via band-aids like quality assurance and workshops on curriculum writing and pedagogy for university academics.

In developing alternative recruitment policies and practices, we have to demand that the needs and expectations of individual departments are heard. Our selection panels should include more subject specialists than administrators and council nominees. Most of the evaluation should be completed before the interviews, and interviews should be treated as opportunities to get to know candidates in person and pose clarifying questions rather than as occasions for full-scale evaluation. We have to be open and receptive to new, inter-disciplinary scholarship and cultural, ethnic and gender diversity. If we are unwilling to introspect and bring about these reforms and revise our marking schemes, we will continue to recruit the wrong candidates and thereby fail our students and the wider community.

Mahendran Thiruvarangan is a Senior Lecturer attached to the Department of Linguistics & English at the 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.)

by Mahendran Thiruvarangan

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Rocking scene … in Japan

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Chitral ‘Chity’ Somapala, now based in Sweden, has been active in the music scene for many years, and is known for his hard rock work with European bands like Firewind, Power Quest, and Avalon.

In Sri Lanka, he’s a household name and that’s the reason why he checks out the local scene, on a regular basis, keeping rock music lovers in the groove.

His shows are invariably ‘full house’’ events.

Sri Lanka’s rock star is now ready to do the needful … in Japan, and rock fans in that part of the world are already gearing themselves up for a rock explosion, with Chitral in the spotlight.

The show is scheduled for 03rd October, 2026, at the Hattori Ryokuchi Park, in Osaka, with Wayo.

The blast off is from 1.00 pm onwards.

However, before he checks out the Osaka scene, Chitral has another important date in his itinerary – a spectacular Sri Lankan musical extravaganza at the Sydney Opera House, in Australia.

The concert is titled Rhythms of Sri Lanka and will be held on 23rd August, 2026.

Back in Colombo soon to oblige local rock fans

Although Chitral Somapala is, indeed, a big name, as a rock artiste, he also revives the music of his parents, as well, often performing their music, along with his own songs, at live programmes.

In fact, the album ‘Dambulugale’, released in 2018, which is a tribute to his parents, famous Sri Lankan musicians P. L. A. Somapala and Chitra Somapala, turned out to be a massive hit, not only in Sri Lanka, but with Sri Lankans the world over.

The album, a compilation of various cover songs, previously written and performed by his parents, was dedicated to Chitral’s parents, and released on the 70th anniversary of Sri Lanka’s independence.

He also dropped ‘Chitral Somapala Live In Concert’, in 2023, with 22 tracks, and has several other releases to his credit.

Besides his rocking career, Chitral was asked by veteran film directors Chandran Rutnam, Asoka Handagama, Priyantha Colombage, Udayakantha and Shameera Naotunna to contribute his talent for their soundtracks, and he won a Presidential award and an International award for the movie ‘Let Her Cry’ by Asoka Handagama.

Chitral will be back in Colombo soon with another rocker for his fans, so watch out for Rock Meets Reggae.

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