Asst. Registrar & Secretary to the Vice Chancellor, University of Colombo, Sri Lanka
This paper will explore and critically review the tenacious issues both administrative and financial
The university system’s roots extend back to 19th century and beginning with a single university in 1942, currently comprises of 15 public universities. At the apex of this system is the University Grants Commission established in 1978. This paper will explore and critically review the tenacious issues both administrative and financial. An issue most universities are challenged with is attracting a pool of talented staff. A junior executive/works engineer is offered a low basic salary and low salaries are difficult in attracting a degree holder as the private sector offering attractive salaries is in the forefront. Figures reveal that the administrative staff with a post graduate degree/diploma accounted to 58.1% in 2013, whereas this percentage has decreased to 39.4% in 2014 Furthermore data reveals that in the Administrative, Finance and Administrative Others category the percentages of those who left were more than those appointed in years 2011 and 2013 and this was not visible in the other two categories of staff: Academic & Academic support. In addition number of transfers in this category increased from 20% to 50% from 2013 to 2014 . The present management and administrative capacity of universities are relatively unfledged in the lagging regions. Despondently till 2015, there were no professors in the Uva Wellassa and South Eastern Universities. Increase of teacher-student ratio, providing hostel facilities to increasing demand, absenteeism are other pressing concerns. To address these problems it is essential to maintain the Higher Education system with a focus on the public purposes of Higher education.
Abstract: Progress testing (PT) is used in Western countries to evaluate students' level of functional knowledge, and to enhance meaning-oriented and self-directed learning. However, the use of PT has not been investigated in East Asia, where reproduction-oriented and teacher-centered learning styles prevail. Here, we explored the applicability of PT by focusing on student perceptions.Twenty-four students from Years 2, 3, and 5 at Jichi Medical University in Japan attended a pilot PT session preceded by a brief introduction of its concept and procedures. Variations in obtained test scores were analyzed by year, and student perceptions of PT were explored using focus groups.Formula scores (mean ± standard deviation) in Years 2, 3, and 5 were 12.63 ± 3.53, 35.88 ± 14.53, and 71.00 ± 18.31, respectively. Qualitative descriptive analysis of focus group data showed that students disfavored testing of medical knowledge without tangible goals, but instead favored repetitive assessment of knowledge that had been learned and was tested on a unit basis in the past in order to achieve deep learning. Further, students of all school years considered that post-test explanatory lectures by teachers were necessary.East Asian students' perceptions indicated that, in addition to their intensive memorization within narrow test domains compartmentalized by end-of-unit tests, the concept of PT was suitable for repetitive memorization, as it helped them to integrate their knowledge and to increase their understanding. Post-test explanatory lectures might lessen their dislike of the intangible goals of PT, but at the expense of delaying the development of self-directed learning. Key issues for the optimization of PT in East Asia may include administration of PT after completed end-of-unit tests and a gradual change in feedback methodology over school years from test-oriented post-test lectures to the provision of literature references only, as a means of enhancing test self-review and self-directed learning.
Pub.: 24 Sep '16, Pinned: 04 Dec '17
Abstract: We conducted a systematic review to identify policy interventions that improve education quality and student learning in developing countries. Relying on a theory of change typology, we highlight three main drivers of change of education quality: (1) supply-side capability interventions that operate through the provision of physical and human resources, and learning materials; (2) policies that through incentives seek to influence behaviour and intertemporal preferences of teachers, households, and students; (3) bottom-up and top-down participatory and community management interventions, which operate through decentralisation reforms, knowledge diffusion, and increased community participation in the management of education systems. Overall, our findings suggest that interventions are more effective at improving student performance and learning when social norms and intertemporal choices are factored in the design of education policies, and when two or more drivers of change are combined. Thus, supply-side interventions alone are less effective than when complemented by community participation or incentives that shift preferences and behaviours.
Pub.: 23 Dec '15, Pinned: 04 Dec '17
Abstract: How do researchers define passion? What are the outcomes of passion? What variables ignite passion? To answer these questions, we performed a systematic review of studies within the context of education. After conducting a search in major electronic databases, we presented the primary findings of 13 articles from 2004 to 2013. This review indicates that the most shared features of passion's conceptualization are dedication, persistence, identification with and love for the activity. Passion research in education revealed a diversity of consequences, such as engagement, creativity, the subject's election or mastery goals, and a diversity of promoters, such as positive relationships, supportive context or an innovative cognitive style. An understanding of passion is important in fostering students' adjustment and knowledge. We conclude this review with some theoretical and methodological suggestions for future research.
Pub.: 02 Sep '16, Pinned: 04 Dec '17