S. Thomas' College Old Boys' Forum  

Go Back   S. Thomas' College Old Boys' Forum > Articles by past Teachers

Articles by past Teachers Contributed by our past teachers

Reply
 
Thread Tools Search this Thread Display Modes
  #1  
Old 05-10-12, 12:16 PM
sriyanjay sriyanjay is offline
Charter Member
 
Join Date: Aug 2009
Posts: 1,673
Default A Reflection – Bishop Duleep de Chickera


Education; learning through the crisis
A Reflection – Bishop Duleep de Chickera

September 29, 2012, 6:41 pm



by Bishop Duleep de Chickera

Two repeatedly used words in formal and informal conversations in several parts of the country today are education and the acronym, FUTA (Federation of University Teachers’ Associations). Where people gather with seriousness; clarification, explanation and interpretation of the current educational crisis takes place. The media has kept the debate alive with extensive coverage.

The very good thing about the three-month long FUTA action is that it is educating the people on education. People are learning that free, quality education from the primary to the tertiary level is a fundamental responsibility of the State ; that good university teachers must be employed, retained with contentment and provided security of tenure if our universities are to flourish; that a governments seriousness in this task is measured by the money set aside for education and the degree of independence that educational institutions are given; and that there are worrying gaps between these primary obligations and existing realities.

Another welcoming feature about the FUTA action is its rare island-wide collaboration. In embracing academics of all communities from north and south, east and west it has demonstrated that the people of our country can rise above sectarian agendas in pursuit of a common cause.

Lessons in democracy

But the learning curve is not limited to education only. The issue is becoming a profitable case study in the pros and cons of democratic governance in Sri Lanka today. For instance, there is a relearning that governments are formed by the people and exist for the people; and that an important test of democratic governance is the extent to which governments are accountable to the people and willing to hear public opinion. People have also been reminded that it is their money (taxed and repayable loans) that governments use to run a country and that this task must be exercised with prudent planning. And many understand that there is therefore a breach of trust if governments stand outside the circle of accountability and arbitrarily reduce expenditure on essential welfare services such as education and health, which impacts initially on those already and most deprived.

Lessons in solidarity

Increasing sections of the people are also learning that if the various issues raised by FUTA are resolved favourably, both, education and future generations will stand to benefit. It is for this reason that there is growing public endorsement of the FUTA action. But those who endorse must also empathise. Sustaining an action of this nature is costly. Those directly involved and their families have come under threat repeatedly. Public endorsement must also condemn these threats and offer moral support. Those directly involved and their families have forgone their salaries for almost three months. Public endorsement must find ways and means of offering appropriate support with respect for the dignity of the person and the person’s commitment to democracy. Those involved and their families continue to go through uncertainty, review and stress. Public endorsement must spill over to befriend, encourage and accompany these courageous but vulnerable persons.

A long term lesson

The crux of the FUTA action questions the assumption that politicians know best when it comes to education. It is the uncontested acceptance of this dangerous principle that has over the recent past led to drastic cuts in spending, inappropriate academic and administrative appointments, careless mistakes in educational routine such as assessments at public examinations, an arbitrary educational policy and the inability of those in authority to engage in self- scrutiny and healthy dialogue.

Consequently the long term lesson for us is the need to shift from this monopoly of education towards an independent and structured discourse on educational policy between policy makers, administrators, teachers and the public. Our most creative educationists drawn from the public and private sectors should be invited to participate. So must representatives of students and deprived communities and groups; who will offer pertinent insights into the harsh realities of life with which education is called to engage. The willingness to learn from creative global trends will further enhance the discourse.

Lessons in social justice

Such initiatives will undoubtedly be more sensitive and better equipped to address the discrepancies and discriminations in the current educational policy. For instance, the rapid closure over the last decade or so of primary schools will then be addressed and poor parents relieved of the extra burden of having to either transport their children to distant schools or be forced to have their children drop out.

Such initiatives are also likely to respond to the anguish of the Tamil plantation community which has had for decades to battle with scarce schooling facilities, especially in the Sabaragamuwa region; compelling this community to face the most unreasonable options of either forcing their children to study in the Sinhala medium or in a Muslim school, and thereby gradually lose their language and cultural identity, or simply foregoing their education to remain trapped on an estate for the rest of their lives.

Since educational challenges, like all social challenges will recur, initiatives of this nature will have to be mandated to continue to wrestle with the vision of an independent educational service which benefits the people most. Such a discourse will do well if it sees itself as a continuing bridge between the mess we keep returning to and the heights to which we are still capable of rising. Such a process will contribute in producing independent institutions and independent thinking persons, so essential for safeguarding the wider democratic ethos of a nation.

Lessons on closure,
continuity and change

At the end of the day however any organised action on public issues cannot go on forever. It is hoped that sooner than later this particular FUTA action will be successfully brought to completion. The repeated public position taken by FUTA that they are ready for a compromise through negotiations so long as there is respect and seriousness regarding the issues raised, is encouraging and can be built on.

In these circumstances the government must reciprocate with equal flexibility. To respond through negotiation and compromise when responsible persons from within the system call for just change, is not a sign of weakness. It is an intrinsic aspect of good governance and carries lessons beyond the current educational crisis. Its’ decline increases socio-political conflict; its’ growth reduces such conflict.

If such a negotiation takes place the government may contend that the 20% salary rise and the increase to 6% GDP spending on education demanded by FUTA, cannot be immediately granted since changes in the budget must be planned in advance. If FUTA accepts this position, it could consider an arrangement whereby these amounts will be increased on a staggered basis to reach a viable level over a period of time. This arrangement is likely to receive public respect and approval.

Whether or not this will break the deadlock, the other concerns raised by FUTA also demand attention and democratic change. They impact on the entirety of our educational values and services and cannot be set aside. These concerns include the autonomy of our universities, the empowerment of Faculty Boards and Senate Bodies with the most suitable and competent persons, the undermining of free education, leadership training by the military and improved facilities and accessible quality education for all.

But FUTA cannot be expected to work alone for these changes. The sustained collaboration of an informed, civic minded public is indispensable and will make a significant difference.

If this collaboration were to include academics and the wider public from all over the Island, its’ dividends could well bring a bonus far beyond the educational sector. There is every possibility that it could release a fresh energy for wider democratic change in the country.

With Peace and Blessings to all



http://www.island.lk/index.php?page_...de_title=62670
Attached Images
File Type: jpg ch.jpg (22.4 KB, 2 views)

Last edited by sriyanj; 18-05-15 at 01:06 AM.
Reply With Quote
  #2  
Old 30-10-12, 11:13 AM
Mithraka Fernando Mithraka Fernando is offline
Member
 
Join Date: Aug 2011
Posts: 3
Default

Dr Mahim Mendis the hard hitting spokesperson of FUTA is a Thomian and a member of the 'OL Class of 78'.
Reply With Quote
Reply

Thread Tools Search this Thread
Search this Thread:

Advanced Search
Display Modes

Posting Rules
You may not post new threads
You may not post replies
You may not post attachments
You may not edit your posts

BB code is On
Smilies are On
[IMG] code is On
HTML code is Off
Forum Jump


All times are GMT +6. The time now is 05:36 PM.


Powered by vBulletin® Version 3.7.3
Copyright ©2000 - 2017, Jelsoft Enterprises Ltd.
Website copyright 2011 - Ozlanka