Sociology at the University of Ceylon*
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Changing University Student Politics in Sri Lanka: from Norm Oriented to Value Oriented Student Movements*
Social Affairs. Vol.1 No.3, 23-32, Fall 2015 Social Affairs: A Journal for the Social Sciences ISSN 2362-0889 (online) www.socialaffairsjournal.com CHANGING UNIVERSITY STUDENT POLITICS IN SRI LANKA: FROM NORM ORIENTED TO VALUE ORIENTED STUDENT MOVEMENTS* Gamini Samaranayake** Political Scientist ABSTRACT This paper analyzes the causes of student political activism in Sri Lankan universities by paying attention to the history of student politics starting from the 1960s when the first traces of such activism can be traced. Towards this end, it makes use of the analytical framework proposed by David Finlay that explains certain conditions under which students may be galvanized to engage in active politics. Analyzing different socio-political contexts that gave rise to these movements, and the responses of incumbent governments to such situations, it concludes that in order to mitigate the risk of youth getting involved in violent politics, it is necessary to address larger structural issues of inequality. Keywords: Student Politics, Violence, University Education, Sri Lanka INTRODUCTION Student politics is a significant phenomenon sense it could be stated that the universities are in University education in Sri Lanka. The barometers of social and political discontent. involvement of students in politics has a long history and has always reflected the When tracing the history of student politics, social and political changes in the country. it is evident that Sri Lanka did not have Consequently current student councils are a single student movement until 1960. highly politicized bodies and the universities However, with the expansion in the number are strong centers of youth led agitation. -
Student Charter
University Student Charter University Student Charter serves as a guide to University Students, Academic, Administrative and Support Staff and Public to Invest and Harvest the Fruits of University Education of the Country. University Grants Commission No. 20 Ward Place Colombo 07 Copyright © University Grants Commission UGC, Sri Lanka All rights reserved. ISBN : 978-955-583-113-0 A publication of the University Grants Commission University Student Charter 2 TABLE OF CONTENTS Page No. PREFACE 05 PART I Introduction to National University Student Charter 08 Guiding Principles on which National Universities are 11 governed Openness 11 Equity and Diversity 11 Commitment to Uphold Democratic Rights and Social 12 Norms Role of National Universities 13 Centres of Excellence in Teaching and Learning 13 Centres of Excellence in Research and Innovation 15 PART II Academic Atmosphere and Student Support Services 18 Residential Facilities 18 Heath Service 18 Security and Safety 19 Library Service 19 Information Communication Services 19 Career Guidance Services 19 English Language Teaching Programme 20 Sports and Recreational Facilities 20 Multi-cultural Centres 21 Student Support services and Welfare network 21 PART III Governance and Management of National Universities 24 Policy of Withdrawal 25 Freedom of Expression 25 Student Representations 26 Right to form Students’ Associations 26 Personal Conduct 26 Maintenance of Discipline and Law and Order 27 University Student Charter 3 Table of Contents… Page No. PART IV Unethical and Unlawful Activities -
Student Assessment and Examination—Special
Innovative Strategies for Accelerated Human Resource Development in South Asia Student Assessment and Examination Special Focus on Bangladesh, Nepal, and Sri Lanka Assessment of student learning outcomes (ASLO) is one of the key activities in teaching and learning. It serves as the source of information in determining the quality of education at the classroom and national levels. Results from any assessment have an infl uence on decision making, on policy development related to improving individual student achievement, and to ensure the equity and quality of an education system. ASLO provides teachers and school heads with information for making decisions regarding a students’ progress. The information allows teachers and school heads to understand a students’ performance better. This report reviews ASLO in three South Asian countries—Bangladesh, Nepal, and Sri.Lanka—with a focus on public examinations, national assessment, school-based assessment, and classroom assessment practiced in these countries. About the Asian Development Bank ADB’s vision is an Asia and Pacifi c region free of poverty. Its mission is to help its developing member countries reduce poverty and improve the quality of life of their people. Despite the region’s many successes, it remains home to a large share of the world’s poor. ADB is committed to reducing poverty through inclusive economic growth, environmentally sustainable growth, and regional integration. Based in Manila, ADB is owned by members, including from the region. Its main instruments for helping its -
Mapping the Higher Education Landscape in Sri Lanka
Mapping the Higher Education Landscape in Sri Lanka Presenting the Results of the LIRNEasia Survey of Undergraduate Degree Programs Sujata N Gamage Tilan M Wijesooriya Human Capital Research Program LIRNEasia 1 LIRNEasia MISSION To improve the lives of the people of the emerging Asia- Pacific by facilitating their use of ICTs and related infrastructures; by catalyzing the reform of laws, policies and regulations to enable those uses through the conduct of policy-relevant research, training and advocacy with emphasis on building in-situ expertise. HUMAN CAPITAL RESEARCH PROGRAM at LIRNEasia explores new approaches to human capital development by mapping and analyzing the state of education, training and knowledge production in developing Asia and identifying ways of using ICTs and knowledge networks to to fill the gaps 2 www.lirneasia.net www.lirneasia.net Higher Education Landscape in Sri Lanka 3 www.lirneasia.net www.lirneasia.net Context Developed Countries Private investment in higher education are minimal because they are able to mobilize public and philanthropic resources for higher education E.g., 4,634 universities & colleges in USA in 2010 enrolled 20.6 million students in 2 or 4 year higher education programs with enrollments distributed as: Public 70% Non-Profit 20% Private 10% (www.webcaspar.nsf.gov) Private inputs in the form of student fees typically cover about 1/3 of the income of a typical public higher education institution 4 www.lirneasia.net www.lirneasia.net Context Developing Countries Private investments/inputs have been mobilized out of necessity China: Since 1997, public universities have been allowed to recover 25% of operating costs through fees India: Since the 2003 Act for the ‘Establishment of and Maintenance of Standards in Private Universities’, 107 private universities have been established, bringing the percent of private universities to 14%. -
Akila to Blame?
SLOW COVID-19 DEATH OF LOCAL CASES TOTAL CASES 2,988 SINHARAJA? DEATHS RECOVERED ACTIVE CASES 134 12 2,842 RS. 70.00 PAGES 64 / SECTIONS 7 VOL. 02 – NO. 49 SUNDAY, AUGUST 30, 2020 CASES AROUND THE WORLD RECOVERD TOTAL CASES 17,138,894 CONSTITUTIONAL ETCA DEATHS REFORMS: 13A RETURNS DISCUSSIONS 24,681,048 836,744 TO THE LIMELIGHT RECOMMENCE THE ABOVE STATISTICS ARE CONFIRMED UP UNTIL 9.00 P.M. ON 21 AUGUST 2020 »SEE PAGE 5 »SEE BUSINESS PAGE 1 »SEE PAGE 7 CENTRAL EXPRESSWAY Tenders to China and UK z z Cabinet approval to be sought Funding to be more favourable to Sri Lanka BY MAHEESHA MUDUGAMUWA Accordingly, the construction Highly informed sources attached Furthermore, the funding was said to Meanwhile, the construction work contracts for Section III of the CEP are to the RDA, who wished to remain be finalised in a manner which would be of CEP Section I from Kadawatha to The Road Development Authority (RDA) is to finalise the to be awarded to a Chinese company, anonymous, told The Sunday Morning more favourable to Sri Lanka, he noted. Mirigama was resumed last week after awarding of the construction contract for the long-delayed while the construction of Section IV that the finalised documents would be Once Cabinet approval is granted, paying an advance payment of Rs. 16.67 Sections III and IV of the Central Expressway Project (CEP), The of the CEP would be awarded to a submitted to the Cabinet for approval the construction of Sections III and IV billion to the contractor. -
On Cultural Revolutions: Observations on Myth and History in Turkey
Max Planck Institute for Social Anthropology Department ‘Resilience and Transformation in Eurasia’ Nur Yalman On Cultural Revolutions: observations on myth and history in Turkey Goody Lecture 2017 Max Planck Institute for Social Anthropology Department ‘Resilience and Transformation in Eurasia’ Nur Yalman On Cultural Revolutions: observations on myth and history in Turkey Goody Lecture 2017 Jack Goody (1919–2015) Sir John Rankine Goody was brought up near London and initially studied English at Cambridge. Formative experiences during the Second World War led him to switch to social anthropology. He undertook fieldwork in Northern Ghana during the last dec- ade of British colonial rule and taught anthropology at Cambridge University alongside Meyer Fortes and Edmund Leach. After succeeding Fortes as William Wyse Professor of Social Anthropology in 1973, he began to explore long-term historical contrasts be- tween sub-Saharan African societies and those of Europe and Asia. Following V. Gordon Childe, Goody emphasized commonalities across the Eurasian landmass since the urban revolution of the Bronze Age. In numerous publications he highlighted developments in East Asia and criticised the eurocentric bias of Western historians and social theo- rists. Core themes include productive systems, the transmission of property and class inequality in global history; kinship, marriage and the “domestic domain”; technologies of communication, especially writing, the transmission of myth, and of knowledge gen- erally; and consumption, including cuisine -
Environmental Literacy Level Comparison of Undergraduates in the Conventional and Odls Universities in Sri Lanka
sustainability Article Environmental Literacy Level Comparison of Undergraduates in the Conventional and ODLs Universities in Sri Lanka Janaka Kuruppuarachchi 1,*, Vineetha Sayakkarage 2 and Buddhika Madurapperuma 3 1 Department of Botany, The Open University of Sri Lanka, Nawala 10250, Sri Lanka 2 Kandy Regional Center, The Open University of Sri Lanka, Kandy 20000, Sri Lanka; [email protected] 3 Department of Environmental Science & Management, Humboldt State University, Arcata, CA 95521, USA; [email protected] * Correspondence: [email protected]; Tel.: +94-071-801-1982 Abstract: Developing positive attitudes by upgrading the environmental literacy level is very im- portant to protect nature from anthropogenic pressures. This study evaluates existing knowledge, awareness, attitude and behavior, perceived issues, and solutions of undergraduates on major envi- ronmental issues of two national universities with different teaching methods of the Open University of Sri Lanka (OUSL: open distance learning) and the University of Peradeniya (UP: conventional). A questionnaire survey (29 structured and 04 open-ended items) was adapted with 800 undergradu- ates of engineering, science, management, law, and arts/ social sciences disciplines. We computerized descriptive statistics, such as frequency and cross-tabulation, and mean comparison using the SPSS software. The results showed that there was no significant difference (p > 0.05) of existing environ- mental knowledge in undergraduates of two universities. However, there was a significant difference in undergraduates’ family income (F = 5.387, p < 0.001) and family educational background (p < 0.05) with environmental knowledge. School education played a main role in building environmental Citation: Kuruppuarachchi, J.; Sayakkarage, V.; Madurapperuma, B. concepts for undergraduates. The environmental attitude and behavior of both student groups Environmental Literacy Level showed a fairly favorable status. -
People, Power and Political Systems Prospects in The
PEOPLE, POWER AND POLITICAL SYSTEMS PROSPECTS IN THE MIDDLE EAST A Summary Record The 25th Anniversary Conference of The Middle East Institute Washington, D. C. October 1-2, 1971 ׳Wv'lC•/ PEOPLE, POWER AND POLITICAL SYSTEMS: PROSPECTS IN THE MIDDLE EAST A Summary Record Program i Keynote Address: The Islamic Dimension 1 Richard H. Nolte The Legacies of the Modern Historical Era 14 L. Carl Brown The Legacies of the Modern Historical Era: The Independent Countries (Turkey, Iran and Saudi Arabia) 20 C. Ernest Dawn The Monarchies: The Record of the Traditionalist Societies.. 26 Rapporteur: Roxann Van Dusen The Struggle for Elected Democracy: Israel, Lebanon and Turkey 32 Rapporteur: Annette Graham Twenty Years of Soviet Ideological Impact 43 Walter Laqueur Marxism in the Middle East: Ideology and Reality 48 Rapporteur: Roxann Van Dusen PROGRAM October 1, 1971 PLENARY SESSIONS Keynote Address: "The Islamic Dimension" Richard H. Nolte Executive Director3 Institute of Current World Affairs Panel Discussion: "The Legacies of the Modern Historical Era״ Majid Khadduri, Chairman, Distinguished Research Professor3 School of Advanced International Studies3 The Johns Hopkins University L. Carl Brown, Director3 Program in Near Eastern Studies, Princeton University C. Ernest Dawn, Professor of History3 University of Illinois at Urbana-Champaign Panel Discussion: "The Monarchies; The Record of the Traditionalist Societies" Rodger P. Davies, Chairman, Deputy Assistant Secretary of State for Near Eastern and South Asian Affairs Rouhollah K. Ramazani, Professor of Government and Foreign Affairs3 University of Virginia R. Bayly Winder, Director3 Center for Near Eastern Studies3 New York University I. William Zartman, Head3 Department of Politics3 New York University Panel Discussion: "The Struggle For Elected Democracy" Harry N. -
Program for Transitioning a Wild Caught Elephant to Domesticity
Ceylon Journal of Science (Bio. Sci.) 44 (1): i-iv, 2015 Professor Maliyasena Dhammadasa Dassanayake: A Felicitation to an Illustrious Teacher and Botanist of Our Time primary education at the Government Boys’ School, Kuliyapitiya. His secondary education was at Dharmaraja College Kandy, from where he successfully completed his London Matriculation Examination in 1938, qualifying to pursue a medical degree; only 17 years then, he was underage to enter Ceylon University College. Therefore, he stayed on at school in the Post-Matriculation class waiting till he was 18 years, the eligible age when one could go on for higher studies. During his last year at Dharmaraja College, he was also invited by the Principal to teach at Maliyadeva College, Kurunegala. It was a time when there was no free education in the country. Parents had to meet the cost of tertiary education as Ceylon, like most other countries, was grappling to absorb the after-shocks of the devastating effects of the 1930s Great Depression. Under these circumstances young Dassanayake had to forego the opportunity to enter Medical School and instead read for a science degree at the Ceylon University College and later University of Ceylon located in the metropolis of Colombo (1939-1943). He was in the first batch of three students reading for the Botany special degree. His colleagues were Messers. Bala Tampo and E.E. Jeyaraj; among his contemporaries was the Late Prof. Senaka Bibile (1920-1977) in the Premedical Class in the Ceylon University College. He completed the first degree, qualifying with Second Class Honours. This was the gateway to his post-graduate studies in England, Prof. -
Ragging; Its Evolution and Effects: a Literature Review with a Special Reference to Sri Lanka
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue X, October 2019|ISSN 2454-6186 Ragging; Its Evolution and Effects: A Literature Review with a Special Reference to Sri Lanka Hemamalie Gunatilaka Department of Business Administration, University of Sri Jayewardenepura, Sri Lanka Abstract: - Ragging in basic sense consists of use of humiliation to doop in Dutch and mopokaste in Finnish (Garg, 2009: 264). socialise new comers who enter in to educational institutions. It is Accordingly, the term ‘ragging’ can be applied to any unruly an international phenomena dates back to hundreds of years. behavior that involves mocking or treating any student The article attempts to bring together literature relevant to offensively so as to cause nuisance, frustration or feelings of ragging, paying more attention to the Sri Lankan context. fear so as to adversely affect his or her state of mind (Garg, Although it is an act of humiliation, in extreme conditions it can cause physical, behavioural, emotional and social problems 2009: 263). The freshers are traumatized both physically and among victims. In Sri Lanka state universities are known as a mentally deriving sadistic a pleasure by the seniors amounting common place of ragging and currently more attention is paid to gross violation of basic human rights. Number of students due to the incidents reported regarding extreme conditions that every year are being forced to go through this experience. are highly traumatic. Literature highlights that ragging is Ragging is associated with physical, behavioural, emotional associated with student politics in Sri Lankan universities. There and social problems among victims (Nallapu, 2013: 33). -
University of Ceylon Review
University of Ceylon Review Vol. IX, NO.3 July, I!JJ1 1 The Foundation of the University of Ceylon HE' Battle of the Sites' is part of the history of Ceylon as well as of the history of the University. The present writer was an under- T graduate in another country when the Battle began, and a professor in yet another country when it ended. In the course of ten years, however, he read most of the documents in a dozen files, and it seemed a pity to put them away in the archives without trying to give a connected account of what took place. It cannot be entirely a complete account, for it has been derived. from one source only. One result of publication may be to produce more material, in the form of pamphlets or personal recollections. There are, however, two very obvious gaps due to ignorance of the proceedings of the Board of Ministers and the Executive Committee of Education. Some comment on the actions of persons still living has been necessary. It may amuse them to see how their actions appear to a more or less impartial historian who has had to rely on documents. If the comments are unjust we shall no doubt be informed so that the future historians may have better documentation. t I. The Foundation of the Ceylon University College ·1 Just as Manchester is alleged to think today what the rest of England thinks tomorrow, so it is alleged that Jaffna thinks today what the rest of Ceylon thinks tomorrow. It has therefore been said, though the evidence is a little flimsy, that J affna suggested the creation of a University of Ceylon in the early years of the nineteenth century. -
University Library Services in Sri Lanka: a Historical Perspective
Journal of the University Librarians’ Association of Sri Lanka, Vol.15, Issue 1, June 2011 University Library Services in Sri Lanka: a Historical Perspective Sumana Jayasuriya* BA (Hons), PG Dip in LIS (Sri Lanka), MLS (Phillippines), Hon Fellow SLLA Abstract Development of libraries is closely linked to and depends on the development of its parent organization, the university. The expansion of university education and the establishment of universities to cater to the needs of those seeking higher education had a tremendous impact on the development and services provided by the libraries. The expansion of libraries under different time periods, Collection development, Staff structure & staff training, Library governance, and Automation of library operations since the inception of the University of Ceylon in 1942 are discussed. Key words: University libraries; Sri Lanka. Libraries; Library services, Library governance Pre-University era Sri Lanka records a rich intellectual and literary tradition built around Mahavihara, Abhayagiriya and Jethavana vihara, the seats of Buddhist learning during the Anuradhapura period from 250 BC to 1017 AD. Feature of the Buddhist temples was their libraries of books on oriental studies and Buddhism which attracted many scholars from Asian countries; India, Burma, and China. However, Buddhism along with the educational activities suffered a setback with the foreign domination from the beginning of the 16th century. The real set back became evident with Ceylon becoming a colony of the British in 1815 and indigenous education associated with Buddhist temples lost the patronage of the British rulers. ---------------------------- *Librarian, University of Colombo E-mail: [email protected] 1 Journal of the University Librarians’ Association of Sri Lanka, Vol.15, Issue 1, June 2011 After the coastal areas of the country came under the Western powers, education fell into the hands of Christian missionaries and only four percent of the population could reach higher education as the medium of instruction was English.