Necessity to reconstruct social sciences and humanities faculties in State universities

Academics must set aside political differences and work with the Government to provide a solution to the hapless campus graduate 

– Pic by Shehan Gunasekara

By Natasha Fernando 

Social science is the scientific study of human society and societal relationships such as economics, politics, sociology, jurisprudence, archaeology, ancient civilisations, history, international relations, etc. Studying humanities and languages help develop a deeper understanding of societies, culture and how to communicate effectively with communities. These subjects are for deep thinkers with critical reflective attitudes and these subjects have immense potential to shape future leaders.

Current state of affairs 

in State universities

In State universities only few departments within faculties offer students the options of choosing their own medium of instruction. There are some degree programs conducted entirely in the English medium and some highly important subjects such as mass communication and human rights are taught in Sinhala while some courses are taught bilingually. 

There are many language barriers to students who have not studied in English medium in schools and on entering universities some opt out from studying what they like due to barriers in language. The main problem is that most of the reading material is in English and it is difficult for students with a low proficiency in English language to sometimes keep up with the academics.

The manner in some departments in some universities have attempted to solve this issue is very comical and primordial. They openly encourage and subtly coerce students to conform to the ‘parrot method’. Standards of degree programs have been questionable due to this system. 

Any solutions to fix this?

The ‘much-detested’ private universities on the other hand have a unique solution to address the language problem. Some institutes that offer degrees from affiliated foreign universities now have curriculum of higher standard than in State universities and libraries equipped with latest editions of high quality textbooks. Since degrees are in English medium students who have studied in Tamil and Sinhala medium face the same language problem. 

However in private universities there are bridging programs. For six months prior to starting the course work students are taught English, Presentation skills, report writing, project proposal writing, referencing techniques, how to search online for academic sources, how to use the library services, how to use online virtual learning environments, etc. Students are given standard language tests to determine which level they are at and individual attention is given to weak students.

Lecturers have an open door policy, in some institutes you can email the relevant lecturer to fix an appointment and receive feedback or help. Tutorials are provided to help students improve their academic writing. For example it is not necessary for students to always physically be present to meet lecturers for feedback, if they email a document feedback can be provided through online/offline commenting tools. Students who were weak in their language skills gradually develop themselves and their progress can be evaluated. 

This culture is unfortunately not present in State universities, disparities are created among groups of students. Some English medium students are alienated or isolated within universities. Certain departments do not allow students to make requests and sit for exams in English Medium and those departments that offer those exceptions do not certify in the degree certificate that they followed the degree in English Medium. However facilities are provided to students such as the English Language Teaching Unit with very friendly helpful lecturers but only a few students use these resources to the maximum. 

What about skill development?

In some private university courses such as Bachelors of IT and Business Management encourage students to do many constructive group work such as Managing Business Activities to Achieve Results where students form an organisation, manage labour, finances and engage in a peer reviewed, feedback-based corporate social responsibility projects. Students are encouraged to make short-films that convey a message to the public using technology and innovation and they are graded based on the level of creativity. Some of the marking schemes in such courses allocate substantial amount of marks for creativity. 

Social sciences in State universities have been regressive as opposed to progressive due to a lack of initiative to depart from the memorising and fact collection methods to a more innovative approach through developing competitive curriculum. Students who want to obtain project management experience, and skill development generally bunk lectures and do many extra-curricular activities such as Rotaract, AIESEC, Volunteering, Gavel, etc. during the academic semesters. They borrow notes from friends and study them during the study-leave to sit for exams. This is the case even though attendance has been made compulsory. These students are not to blame. 

If we look at the ‘State university student’ with an empathetic eye – after the major Z score scandal of 2011 students now enter university at age 21 and graduate at around 25. This has a major effect on female students who wish to join the corporate sector after graduation. I met recently a general degree student who is pregnant with her child – she had previously dropped out of university for a couple of years due to personal reasons.

I asked her ‘do you like learning?’ She replied that her husband is an engineer and it’s not good for her to be uneducated so she is doing a degree. I asked her ‘What are your plans after graduation?’ She replied she wasn’t interested in doing a job because companies do not want to hire older woman without any prior work experience although they have a degree. 

I thought to myself this is an extremely pathetic situation. Students are aware that chances of them being unemployed is high and hence some who develop an inferiority complex may rag other students just to assert some control and vent out their frustrations on others. This is how the Government has qualified the ‘State university graduate’. The University Grants Commission and Minister of Higher Education must focus their attention on resolving the Z score issue and change university admission in a manner favourable to students. I do not believe Minister Premadasa can give security guard positions and campaigning jobs for these university graduates forever. 

Social sciences and humanities faculties have it harder because these faculties which once produced erudites to society and professionals to Sri Lanka Administrative and Foreign services now have to beg for a job, suck up to a campus lecturer to write them a recommendation, obtain police records in some cases, or join a political campaign working for a politician to get a job. For how long can arts graduates take to the streets screaming slogans and making demands from the Government that are unlikely to be met? 

The problem lies at the bottom of the iceberg. I personally believe that reconstructing social sciences and humanities faculties, curriculum, skill development, etc. is direly necessary. I humbly request the Government to cooperate; and for academics to set aside political differences and work with the Government to provide a solution to the hapless campus graduate. 

There is no point in white-washing State universities narrating the experiences of 1975 over and over again because the modern context is very different which requires genuine attention, concern, and empathy.

(The writer is a student at University of London International Programs.)