Dhammika Liyanage: June 2017

module 01

Activities

1. Reflect on how educational Institutes and universities were developed.

The world’s oldest recognized university is known as Takshila, a Buddhist university and located in the Northwest region of India (Gandhar). This great university was flourished during 600 BC – 500 AD. According to the records there were about 10,500 students and 68 subjects were taught.

Famous legendry teachers such as Kautilya, Jivak and Vishnu Sharma have done a great service teaching Vedeh, science, medicine, mathematics, literature, art etc. The university was influenced from Buddhism mainly.

The Buddhist University of Nalanda was functioned from 500 to 1300 AD until it was destroyed by the invaders. The university gained fame having 300 lecture halls and stone benches for sitting: laboratories and other facilities were also avalible. Nagarjuna and Ariyadeva were two great teachers of Nalanda who were responsible for establishing Mahayana Buddhism.

Map of Nalanda University

Wickramasheela, Jagandara, Somapuri and Anadapuri are the other higher educational institutes in ancient India.

After establishing Christianity in Europe several monasteries devoted for teaching and studying of Christianity were started in Europe. Cathedral schools were later named as universities.

In Europe universities were first established during the period of Renaissance (between the 11^th and 15^th centuries). The Renaissance first began in four states of Italy and soon spread all over Europe. Universities came up everywhere. The University of Salerno was the oldest. The one in Bologna was well known for its studies of law.

The prominent Medieval Universities that still exists are;

· University of Bologna – Italy (1088)

· Oxford University – UK (1096)

· Sorbonne University – France (1100)

· Cambridge University – UK (1209)

The other type of universities are more recent and do not have monastic origins and evolved around metropolitan areas. The main purpose of these institutes was to cater for the growing demands in the industrial and commercial sectors after the industrial revolution. The University of London established by Royal Charter in 1836 is an example.

2. Discuss how Industrial Revolution influenced on education.

The Industrial revolution can be described over-simply as the period in history when people applied power to manufacturing machinery. As with many historically significant technological advances, an invention of necessity has lead the way to pervasive application. To more fully describe the era one might include the significance of economic democratization that took place. Mass production of goods allowed average people previously unheard of leisure. Industrialization allowed for mass expansion of a productive middle class. One could parallel the switch from agrarian to industrial economies with the switch from monarchies to democratic government. It is difficult to place an exact date on the beginning of this era, but one can look to the earliest application of machine power to work formerly done by human power.

Prior to the Industrial Revolution, education was not free. Wealthy families could afford to send their children to school for a basic education while the education poor children received was limited to the tutorials offered in Dame schools and church schools at Sunday services. However, in 1833, education received a helping hand from the British government. The government, for the first time in history, allocated funds to promote education in schools. It gave money to charities for the purposes of helping to make education accessible to children of all socioeconomic divisions. In the same year, the British government established laws requiring children working in factories to attend school for no less than two hours every day. In 1844, the government-established Ragged Schools Union focused on educating poor children, while the Public Schools Act, created in 1868, brought reform to the public school system in Britain by establishing basic requirements for educational standards.

Educational impacts of industrialization

The industrial revolution initiated the rise of capitalism in Europe and in North America. Motivated individuals could easily take advantage of the many economic opportunities of the

situation, but the average person would need to be educated in order to do so. In the mid to late 1800’s schools became the mechanism for survival and, for the first time, a means of upward mobility in society.

Immigration played a role in American educational change. The dominant theory describing the assimilation of new immigrants had been known as the “melting pot”, and it was assumed that the role of education was to Americanize these people (Harmon, 1999). In 1850, the major influx of immigrants was made up of English speaking people from England, Ireland and Scotland, but by the late 1800’s the majority were non-English speakers. Americanization would now include instruction in a new language.

The existing system of education in America was centered in religion. Puritan settlers in New England established schools where students were immersed in secular teachings of the way to live one’s life. Each student received a healthy dose of Bible memorization. Students in American schools spent no more than 5 months out of the year in school, sometimes even less. Most children had responsibilities on family farms or other jobs that preempted their school attendance. In Europe, schools were based primarily on reading and memorization of classical literary works. Schools were a place for the children of wealthy families, so the subject matter was intended to prepare them for a life of privilege. It was becoming glaringly obvious that neither tradition was well suited in preparing people for life in an industrialized society. In 1877, J.R. Buchanan stated, “Education should be a preparation for life and should be like the life to which it prepares” (Barlow, 1967).

“The awakening of educational consciousness in the United states occurred about 1820” (Barlow, 1967). Concerned individuals began to advocate change. Reverend Charles Brooks conducted a series of lectures on the Prussian system of normal schools in 1835. The Prussian system, as developed by J.H. Pestalozzi, diverted the emphasis from memorization to “hands-on” activities. Pestalozzi stressed the importance of meaningful experience to create productive people (Smith, 2002).

3. Discuss how Sri Lankan Universities were commenced.

As in Europe, in Sri Lanka also higher education institutes started as Institutions affiliated to religious organizations (Buddhist Temples). They were known as Pirivenas.

History of Perivena tradition goes back as far as the Anuradhapura Era. Mahaviharaya, Jethawanaya and Abeygiriya were the three great educational institutes that were in existence during this era.

There were similar institutions which have earned a reputation for their scholarly contribution that enriched the Sinhala Language, Liturature and Sri Lankan Culture in later periods also (Totagamuwe, Vidagama and Keragala monastries ).

Perivena tradition of higher education in Sri Lanka was almost completely destroyed during the colonial era.

Higher Education in Sri Lanka:

There was a rapid development of traditional as well as modern higher education institutes in Sri Lanka in the latter part of the 19th century. It is considered as a commencement of a New Era. The following higher education institutes were established in the country.

1. Colombo Medical School – 1870

2. Vidyodaya Perivena – 1873

3. Ceylon Law College – 1874

4. Vidyalankara Perivena – 1875

5. Ceylon Technical College – 1893

Colombo Medical School

Colombo Medical School was established by the Governor of Ceylon, Sir Henry Hercules Robinson on 1st June 1870 in the premises of the Colombo General Hospital. Dr. James Loos, Colonial Surgeon, Northern Province was appointed as its first Principal. In 1875 Medical School was moved to a land donated by a philanthropist, Gate Mudaliyar Samson Rajapakse.

Vidyodaya and Vidyalankara Perivens

In the early part of the nineteenth century Perivena based Higher Education in Sri Lanka was spearheaded by the Paramadhammachethiya Perivena lead by Walane Sidhartha Thero. Two of his brilliant students Hikkaduwe Sri Sumangala Thero and Ratmalane Sri Dhammarama Thero established Vidyodaya and Viyalankara Perivenas which became two great beacons that brightened the indigenous culture and literature.

In English these Institutions were referred to as Colleges indicating that they were higher education institutions.

In response to agitation made by English educated youth in Sri Lanka, then Governor Sir Henry McCallum appointed a committee in 1911. Mr. Bridge, Inspector of secondary schools in England was its Chairman.

The Committee recommended establishment of a University College in Colombo, which was eventually meant to be converted to a University

Bridge Committee Report was referred to the Board of Education in England. The Board suggested to establish a University College in Kandy. The Board further stated “It seems that a University College interested in eastern learning would be more suitably located in such a place as Kandy than in Colombo, and if this were done, there would be strong arguments for giving the higher education in other arts subjects and science in a place which is probably more healthier, more suited for students’ life and less expensive than residence in Colombo can be”

University College was established by Sir Henry MaCallum, then Govener of Sri Lanka, in 1921 under the University College Ordinance of 1921.

This College functioned as an Institution that prepared students for the External Degree Examinations conducted by the University of London Mr. Robert Mass from the Indian Educational Service was appointed as its first principal.

University College Council was composed well respected public personalities of the country such as Sir Ponnambalam Ramathan, Sir James Peiris, Sir Marcus Fernando and Mr. D.B. Jayetillake

Soon after the University College was established, the Council of the College initiated steps to convert it into a full-fledged University. The First step was to find a suitable site. There were two options open, present site of the college at the Buller’s Road or a site in Kandy.

Buller’s Road site was favored by Sir Ponnambalam Ramanathan, Sir James Peiris, Sir Macus Fernando, Professor Mass and they were backed by the members of the Catholic community and the Tamil community.

A site in Kandy was favored by D.R. Wijewardene, Sir D.B. Jayetillake, Sir Solomon Dias Bandaranayake, D.S. Senanayake and they were backed by up country Buddhists.

Legislative Council finally decided to establish the proposed University in Dumbara Valley in Kandy District.

Later decided to change site to New Peradeniya Estate which has more than 2000 acres.

University of Ceylon

University of Ceylon, the First ever University of Sri Lanka was established on 1st July 1942 under the Ceylon University Ordinance No. 20 of 1942 at the premises of University College at the Buller’s Road with the intension of moving to Peradeniya once the building programme is completed.

Ceylon Medical School was absorbed into the University as its Medical Faculty. Sir Ivor Jennings, former principal of the University College, was appointed as the First Vice Chancellor. Moving to the Peradeniya site was started in October 1952.

Birth of Two New Universities

Political changes that took place in 1956 paved the way for many social and cultural reforms.

There was a strong need for upgrading the traditional educational institutes to higher levels. Vidyodaya and Viyalankara Privenas were granted University status on 1st January in 1959 by the Vidyodaya and Vidyalankara Act, No. 45, of 1958.

Vidyodaya University of Ceylon

Vidyodaya University of Ceylon was establihed on 1st January at the Vidyodaya Pirivena premises in Maligakanda with Ven. Welivitiye Sri Soratha Nayayka Thero as its Vice Chancellor.

Academic activities were commenced on 18th February 1959. The University was shifted to its present site at Gangodawila on 22nd November 1961.

Present Status of the University

Vidyalankara University of Ceylon

Vidyalankara University of Ceylon was establihed on 1st January at the Vidyalankara Pirivena premises in Kiribathgoda, Kelaniya with Ven. Kirivathuduwe Sri Pannarama Nayaka Thero as its Vice Chancellor.

University of Colombo

Moving of University of Ceylon from Colombo to Peradeniya was not hundred percent successful. It was not completed even by mid-sixties, 23 years after its establishment. Staff in the Colombo campus of the University of Ceylon agitated to convert the Campus into a University. Prof. Frank Thistlethwaite, Vice Chancellor of the University of East Anglia was commissioned in 1967 to ascertain the suitability of upgrading Colombo Campus to an Independent University. Based on his recommendation, Establishment of University of Colombo was first announced in the Throne Speech of 1967 and it was formally established on 1st October 1967. Prof. O.H. de A. Wijesekera was the first Vice Chancellor of the University of Colombo.

University of Ceylon Act, No.1, of 1972: All four Independent Universities (university of Ceylon, University of Colombo, Vidyodaya University and Vidyalankara University) were made campuses of a single University called University of Sri Lanka under this Act. Prof. B.A. Abeywickrama was appointed as the first Vice Chancellor of the University of Sri Lanka.

Ceylon College of Technology was elevated to a Campus of the University of Sri Lanka (Katubedda Campus)

New Campus was established in Jaffna (Jaffna Campus) in 1974.

An Era of Rapid Development in Higher Education in Sri Lanka

Universities Act, No. 16, of 1978 (Amended in 1985, 1988, 1989, 1995) Restoring the independent University Status to six Campuses, Establishment of University Grants Commission,

Establishment of Eight more Conventional Universities making the total of 14 Conventional Universities, Open University of Sri Lanka, three campuses, seven degree awarding institutes affiliated to universities, seven postgraduate institutes, two public degree awarding institutes, three private degree awarding institutes

New Traditional Universities Established under the Universities Act No. 16 of 1978

1. University of Ruhuna

2. Eastern University of Sri Lanka

3. South Eastern University of Sri Lanka

4. Rajarata University of Sri Lanka

5. Sabaragamuwa University of Sri Lanka

6. Wayamba University of Sri Lanka

7. Uwa Wellessa University of Sri Lanka

8. University of Visual and Performing Arts

Open University of Sri Lanka

Distance Education in Sri Lanka was formally started with establishment of Sri Lanka Institute of Distance Education (SLIDE) by the Ministry of Education with assistance from the Asian Development Bank in 1978. Open University of Sri Lanka was established in 1981 by amalgamating Sri Lanka Institute of Distance Education, External Services Agency and External Examination Agency on suggestion made by then Minister of Education Dr. Nissanka Wijeratne. Prof. P.D. Gunatillake was the first Vice Chancellor of the Open University of Sri Lanka.

New University Campuses Established under the Universities Act No. 16 of 1978

1. Trincomalee Campus of the Eastern University of Sri Lanka

2. Sripalee Campus of the University of Colombo

3. Vavniya Campus of the University of Jaffna

Degree Awarding Institutes Affiliated to Universities

1. Institute of Human Resource Management

2. Institute of Indigenous Medicine

3. University of Colombo, School of Computing

4. Gampaha Wickramarachci Ayurveda Institute

5. National Institute of Library Science

6. National Institute of Biochemistry, Molecular Biology & Biotechnology

7. National Centre for Advanced Studies

8. Swami Vipulananda Institute of Aesthetic Studies

9. Institute for Agro-Technology and Rural Development

Postgraduate Institutes Affiliated Universities

1. Postgraduate Institute of Agriculture (Uni. of Peradeniya)

2. Postgraduate Institute of Medicine (Uni. of Colombo)

3. Postgraduate Institute of Pali and Buddhist Studies ( Uni. of Kelaniya)

4. Postgraduate Institute of Archeology (Uni. of Kelaniya)

5. Postgraduate Institute of Management (Uni. of Sri Jayewardenepura)

6. Postgraduate Institute of Science (Uni. of Peradeniya)

7. Postgraduate Institute of English (Open University of Sri Lanka)

Several graduate Faculties have been established under the Graduate Faculty Ordinance

Degree Awarding Institutes not affiliated to universities.

University Act allows establishment of Degree Awarding bodies.

1. Advanced Institute of Surveying and Mapping (Land Ministry)

2. National Institute of Fisheries and Nautical Engineering (NIFNI)

3. National Institute of Business Management (NIBM)

Private Degree Awarding Institutes

1. Sri Lanka Institute of Information Technology (SLIIT)

2. Aquinas Institute 3. Institute of Technological Studies

4. South Asian Institute of Technology and Medicine (SAITEM)

Universities that do not come under the purview of UGC

1. Buddhist and Pali University - Act., No.74, 1981 (Amended in 1995)

2. Buddhasravaka Bhikku University Act. No. 26, of 1996,

Universities that do not come under the purview of Higher Education Ministry and UGC

1. Sir John Kotalawala Defence Academy, Act., No. 68 of 1981, (Amended in 1988 and 2007, 2007: Sir John Kotalawala Defence University)

2. University of Vocational Technology

4. Discuss the place of Privena Education on higher education in Sri Lanka.

The ancient history of Sri Lanka from 6^thCentury BC is documented in the Mahawansa, Deepawansa, and Chulawansa chronicles. With the introduction of Buddhism to Sri lanka a monastic education system flourished and was chiefly responsible for the spread of education in the country during the period of 200 BC- 1200 AD.

While the monasteries or temples became the primary education institutions in the villages, the privenas set up for the education of the Buddhist monks became the secondary institutes for the clergy as well as for lay students. The Mahavihara with the learned staff and the facilities for research formed the tertiary education centres.

During the period between 1232 1271 AD the education system consisted of 1500 pirivenas. Some of these pirivenas had curricular covering a broad range of subjects such as weaving, metal work, architecture, town planning, construction of irrigation system, art and planning. The great dagabas in Sri Lanka, Large irrigation tanks (reservoirs) and Sigi Frescoes could be sited as testimony to the high level of education, art, engineering and technical skills that existed during that period. (http://mis.nsf.ac.lk/)

Vidyodaya and Vidyalankara Perivens

Perivena based Higher Education in Sri Lanka was led by Walane Sidhartha Thero In the early part of the nineteenth century. Vidyodaya and Viyalankara Perivenas were established by Hikkaduwe Sri Sumangala Thero and Ratmalane Sri Dhammarama Thero. These two centres became great inspirations that brightened the indigenous culture and literature.

Political changes that took place in 1956 paved the way for many social and cultural reforms.

Present situation

The present university system in Sri Lanka dates back to the last quarter of the 19^th Century with the establishment of the Medical College, Law College and the Technical College in the period from 1970 to 1983. With this, parallel development of monastic Buddhist Education took place. In 1873 and 1875, two prime institutions of monastic Buddhist education, namely Vidyodaya Pirivena and Vidyalankara Pirivena were established. These institutions headed by scholarly Buddhist priests who excelled in their fields of Philosophy and Linguistics because the two prime seats of higher learning in Buddhist studies. Also, the first Sri Lankan University degrees were offered by the Vidyalankara Pirivena in 1930s. In 1959, these two institutions of higher learning devoted to Buddhist education were converted to the modern day Universities by a Parliamentary Act. Today these two Universities, which have their roots in Buddhist monastic education, are known as the University of Sri Jayawardene pura and the University of Kelaniya.

Today in Sri Lanka there are 15 Universities which have been established under the provisions of the Universities Act No. 16 of 1978 and these come directly under the University Grants Commission (UGC). There are two Buddhist universities established under different Parliamentary Acts which are devoted only for Buddhist studies, namely the Buddhasravaka Bhikku University and the Pali and Buddhist University. These are not under the UGC but come directly under the Ministry of Higher Education. There is another University, namely the Defense University which was established recently with a separate Parliamentary Act which comes under the Ministry of Defense.

Further, there are 8 postgraduate institutions and 8 undergraduate institutions attached to some of the 15 universities established under the Universities Act. These have been established under different Ordinances. Of these postgraduate institutions, one institution is exclusively devoted for postgraduate studies in Buddhist Studies. This is the Postgraduate Institute of Pali and Buddhist Studies, which is attached to the University of Kelaniya.

In this Institute there are 3 separate academic departments. These are the Departments of Buddhist Philosophy, Buddhist Culture and Buddhist Literary sources. Fully fledged Departments of Buddhist Studies exist in 5 Universities in Sri Lanka. These are the University of Peradeniya, University of Colombo, University of Ruhuna, University of Sri Jayawardene pura and University of Kelaniya (UGC 2008).

Academic Staff

Academic staff strength in these Departments is given in Table 1.

Table 1 – Academic staff strength in Pali and Buddhist Studies in Sri Lankan Universities (Source MOHE 2007).

University	Total No.	Highest qualification			No. of Professors/ Senior Professors
University	Total No.	Ph.D	M.A./ M.Phil	B.A.	No. of Professors/ Senior Professors
Colombo	03	2	1	-	-
Peradeniya	7	3	4	-	-
Sri Jayawardene Pura	12	2	4	6	-
Kelaniya	15	9	3	3	5
Ruhuna	11	5	3	3	2
Total	48	21	15	12	7

Table 1 indicates that there are nearly 50 members of academic staff at these Departments and about 45% of them hold Ph.Ds. and about 30% hold M.Phils. The balance is young teachers who are reading for their postgraduate degrees (MOHE 2007).

In all these departments, Pali, Buddhist Culture and Buddhist Philosophy are taught as subjects for the B.A. degree. In addition, facilities are available to read for postgraduate degrees.

The University of Kelaniya which was started in 1959 by transforming the then existed prime institution of higher learning in Buddhism, the Vidyalankara Pirivena, has today the largest academic department of Pali and Buddhist Studies in Sri Lanka with an academic staff of 15 members of which 9 have obtained Ph.Ds and 3 have got M.Phils. The rest are reading for their Ph.Ds. Further, of the seven Professors in Pali and Buddhist Studies in Sri Lanka, the University of Kelaniya has five.

Bachelor of Arts degree programmes for foreign students

With this strong academic staff, the University of Kelaniya provides learning opportunities not only to local undergraduate students. Many students from several Asian countries come to the University of Kelaniya to follow the B.A. degree courses in Pali and Buddhist studies. These countries include Bangladesh, Cambodia, Vietnam, Malaysia, Singapore, Thailand, Peoples Republic of China, Taiwan, India, Indonesia and Korea. In other Universities such as Peradeniya, Sri Jayawardene Pura and in Pali and Buddhist University also, such courses for foreign students are conducted.

Diploma programmes

In addition to the B.A. degree programmes, 2 year diploma programme is also taught in English medium for the foreign students at the University of Kelaniya. With this diploma, students can register for the B.A. degree programme. They are exempted from following the 1^st year of the B.A. degree programme.

Open and distance learning

In addition to catering to in-campus students, the B.A. general degree programme at the University of Kelaniya, University of Peradeniya and the University of Sri Jayawardene Pura, is conducted through open and distance mode also. This programme offered by the University of Kelaniya is not confined to Sri Lanka. It is offered in Malaysia and Singapore too. The University of Kelaniya is willing to offer the B.A. degree courses in Pali and Buddhist studies through open and distance mode in other countries too.

Postgraduate studies

A two year M.A. degree programme is also offered by the Department of Pali and Buddhist studies of the University of Kelaniya. Similar courses are offered by other Universities which have the Departments of Pali and Buddhist studies.

In addition, facilities are available to read for Ph.D and M. Phil degrees too.

The Postgraduate Institute of Pali and Buddhist Studies (PIPBS) which is affiliated to the

University of Kelaniya also conducts M.A., Postgraduate Diploma and Postgraduate Certificate courses in Pali and Buddhist Studies for local as well as foreign students. Further, the facilities are available there too to read for M. Phil and Ph.D degree too. Recently, a Postgraduate Diploma programme in Buddhist Psychology was also started at the PIPBS which also has a high demand.

5. Discuss the Structure of higher Education in Sri Lanka

Tertiary Level:

Sri Lanka has 15 universities, all of which are public institutions. Other institutions of higher education include medical schools, engineering schools, schools of law, and technical and vocational training schools and National Colleges of Education.

Universities:

Admission at undergraduate level to these public universities are based solely on the results of the G.C.E.(A/L) Examination and the Z-score, which considers the difficulty level of the subjects.. Due to restricted facilities admissions have become extremely competitive. Only 6% of the students who sit the examination are admitted to the universities. Combined with the fact that those who take the British examinations are not permitted to apply for admission, an increasing number of students are looking for opportunities abroad for continuing their higher studies.

First stage:

Certificate, Diploma, and Bachelor’s Degree.
Certificates and diplomas are conferred after one or two years. A Bachelor’s Degree is earned after three years as a General Degree or after 4 years as a Special Degree. A degree in Medicine is awarded after 5 years of study with an additional year of internship, which is compulsory.

Typical degrees : BA/BSc – (General degree) – 3 years, BA/BSc – (Special degree) and Bachelor of Commerce degrees – 4 years, MBBS 5 years, LLB-3years

Second stage:

Master’s Degree, M Phil, Postgraduate Diploma.
A Master’s Degree is obtained after two years of study beyond the Bachelor’s Degree and has a dissertation in addition to papers on theory. The M.Phil /PhD syllabus consists mainly of research and may go on for 3 years after the Masters degree. Postgraduate Diplomas, unless stated otherwise, generally require one year of study. Typical degrees: MA/MSc/MBA – 2 years, PhD – 3 years after a Masters degree.

Institutes recognized by the Ministry of Education as degree granting authorities as of April /07

National Universities

1. University of Colombo

2. University of Peradeniya

3. University of Sri Jayewardenepura

4. University of Kelaniya

5. University of Moratuwa

6. University of Jaffna

7. University of Ruhuna

8. Open University of Sri Lanka

9. Eastern University of Sri Lanka

10. Rajarata University of Sri Lanka

11. Wayamba University of Sri Lanka

12. South Eastern University of Sri Lanka

13. Uva Wellassa University

14. University of the Visual & Performing Arts

15. Sabaragamuwa University of Sri Lanka

Post Graduate Institutes

1. Post Graduate Institute of Agriculture

2. Postgraduate Institute of Medicine

3. Postgraduate Institute of Pali & Buddhist Studies

4. Postgraduate Institute of Management

5. Postgraduate Institute of Archeology

6. Postgraduate Institute of Science

7. Postgraduate Institute of English

In addition there are 9 Higher Educational Institutes and 7 Other Degree Awarding Institutes

http://www.fulbrightsrilanka.com

6. Discuss the Public Perception of Universities

“Universities are expected to be the primary means of producing educated manpower required for the development of a country” is the view partake in majority of people in the country. At the same time universities are considered as centres that create new knowledge, focus on scientific and technological discoveries and new thinking that move economies forward. They are also expected to play an important role in revival of Art and culture.

7. Discuss the terms ‘Academic Freedom’ and autonomy.

There should be an environment conducive for all these activities to take place. Freedom is an essential ingredient of such an environment. Enhanced Freedom granted to the University is twofold: Academic Freedom Autonomy

Academic Freedom

Right to decide on what to teach and conduct research in a chosen area and right to publish outcome of research without any restriction or hindrance. Any academic staff member of a university should have the freedom, within law, in his or her teaching, research or any other activities either in or outside the University, to question and test the received wisdom, to put forward new ideas and to state controversial or unpopular opinions and should not be disadvantaged or subject to less favourable treatment by the University or by the State, for exercise of that freedom.

Galileo was imprisoned in the latter part of his life for criticizing the geocentric theory of the Universe of Plato and Aristotle and for presenting the heliocentric theory. Newton had to leave his prestigious Lucasian Chair of Mathematics at Cambridge at the age of 53 years due to the differences of opinions he had with his Senior Colleague Robert Hook.

Autonomy

Freedom of an Institution to run its own affairs without direction and influence from any level of government based legislative authority or suasion related financial power.

Autonomy has to be balanced with Accountability.

(CTHE2017, lecture on 21^st)

8. Discuss the different roles academics should be played today.

Must be able to be a good teacher as well as a guide, create new knowledge through Research. Academic staff is expected to involve in research that goes beyond intellectual satisfaction and conduct research that will address the local problems.

References

1. Thanthrigoda A, Dhammika, History and Evelution of the University System in Sri Lanka, CTHE2017blospot.com

2. Historical Overview of Education system of Sri Lanka, Development of Education Sector in the country, CTHE2017blospot.com

3. Wijeyaratne, M J S, Buddhist Education in Sri Lanka at the University Level,CTHE2017blogspot.com

4. Development of Pirivena Education,(http://mis.nsf.ac.lk/)

5. Country Summary of Higher Education

6. http: //www.ugc.ac.lk

7. http://www.fulbrightsrilanka.com

D.L.Dhammika

Dhammika Liyanage

Monday, June 12, 2017

Module 02 - Activity 01:

Sunday, June 4, 2017

Module 01

Educational impacts of industrialization