by Professor Laksiri Fernando

• The main objective of the University The main objective of the University Development Grants (UDG), as it is Development Grants (UDG), as it is explained in the “explained in the “Guidelines for Guidelines for Proposal PreparationProposal Preparation”, is “to ”, is “to strengthen the economic and social strengthen the economic and social relevance of university programmes.” relevance of university programmes.”

• There are four proposed activity areas There are four proposed activity areas to achieve this objective and to achieve this objective and

• the purpose of the activity for the the purpose of the activity for the “promotion of ethnic cohesion among “promotion of ethnic cohesion among students and staff” is to address the students and staff” is to address the “social relevance of university “social relevance of university programmes.” programmes.”

Objectives of the ethnic cohesion activity Objectives of the ethnic cohesion activity could be considered mainly three fold: could be considered mainly three fold:   •To maintain and promote ethnic To maintain and promote ethnic harmony within the university (student harmony within the university (student & staff) & staff)

•To produce graduates who would To produce graduates who would promote and contribute to ethnic promote and contribute to ethnic harmony in the countryharmony in the country

•To contribute to ethnic harmony in the To contribute to ethnic harmony in the country as an academic community in country as an academic community in policy terms  policy terms  

• ‘‘Ethnic cohesion’ is another name Ethnic cohesion’ is another name for ethnic harmony in a more for ethnic harmony in a more positive and a constructive positive and a constructive manner. manner.

• Ethnic cohesion entails two main Ethnic cohesion entails two main components: components:

(1)(1)visibility of boundaries visibility of boundaries

(2)(2)level of interaction. level of interaction.

• There are two kinds of activity that There are two kinds of activity that universities could conduct to promote universities could conduct to promote ethnic cohesion: ethnic cohesion: intra-university intra-university inter-university. inter-university.

• For universities with multi-ethnic For universities with multi-ethnic composition, the best would be to composition, the best would be to concentrate on intra-university concentrate on intra-university activities. activities.

• For universities with largely mono-For universities with largely mono-ethnic composition, the best would be ethnic composition, the best would be to go for inter-university (cross-to go for inter-university (cross-university) activities to achieve the university) activities to achieve the same objective. same objective.

• The necessary or desirable activities The necessary or desirable activities under ethnic cohesion should be under ethnic cohesion should be worked out by individual universities.worked out by individual universities.

• They should first assess the exact They should first assess the exact problems of ethnic cohesion both problems of ethnic cohesion both within the particular university and in within the particular university and in relation to the larger society.relation to the larger society.

• It is advisable to involve both students It is advisable to involve both students and staff in this process, however, and staff in this process, however, keeping it in mind not to get keeping it in mind not to get distracted by incidental or ephemeral distracted by incidental or ephemeral issues. issues.

  

• There can be three models where There can be three models where ethnic groups exist within a ethnic groups exist within a university context. university context.

• These can be named as These can be named as

(1)(1)cohesive cohesive

(2)(2)neutral neutral

(3)(3)non-cohesive. non-cohesive.

• These three can also be These three can also be understood as cooperative, neutral understood as cooperative, neutral and non-cooperative. and non-cooperative.

• Visibility of boundaries is low in terms of Visibility of boundaries is low in terms of language, dress or practices. language, dress or practices.

• Medium of instruction is the same Medium of instruction is the same (English) for all students. (English) for all students.

• Multi-ethnic class room is the norm. Multi-ethnic class room is the norm. • Teachers are from different ethnicities Teachers are from different ethnicities

but not vocal of their identity. but not vocal of their identity. • Level of interaction is high in class, Level of interaction is high in class,

outside, in terms of friendships and outside, in terms of friendships and extracurricular activities. extracurricular activities.

• Students eat together and live together Students eat together and live together in hostels or boarding places. in hostels or boarding places.

• Cohesion among staff is reflected in Cohesion among staff is reflected in joint research and papers by multi-joint research and papers by multi-ethnic groups.ethnic groups.

• Ethnic boundaries are visible but Ethnic boundaries are visible but moderate in terms of language, dress and moderate in terms of language, dress and practices. practices.

• Students may be physically separated by Students may be physically separated by the medium of instruction. the medium of instruction.

• Multi-ethnic class is rare unless Multi-ethnic class is rare unless consciously organized. consciously organized.

• Bi-lingual teaching may be available but Bi-lingual teaching may be available but rare. rare.

• Students interact with teachers across Students interact with teachers across ethnic barriers but with effort. ethnic barriers but with effort.

• There is no tension. There is no tension. • Different ethnic groups exist side by side. Different ethnic groups exist side by side. • Staff interacts across boundaries but keep Staff interacts across boundaries but keep

close friendships within respective groups. close friendships within respective groups. • Joint research or papers are rare. Joint research or papers are rare.

• Ethnic boundaries are clearly visible in Ethnic boundaries are clearly visible in respect of language, dress and respect of language, dress and practices. practices.

• Students are formed into clear ethnic Students are formed into clear ethnic groups. groups.

• Even if there are common classes, the Even if there are common classes, the students immediately separate students immediately separate themselves into their own enclaves. themselves into their own enclaves.

• Non-cohesive situation could exist Non-cohesive situation could exist irrespective of common medium of irrespective of common medium of instruction. instruction.

• Often there are instigators to Often there are instigators to exacerbate mistrust and exacerbate mistrust and misunderstanding. misunderstanding.

• The teachers may be helpless or The teachers may be helpless or unconcerned. unconcerned.

• There can be divisions among the There can be divisions among the teachers themselves.teachers themselves.

• The existence of different The existence of different configurations of ethnic cohesion configurations of ethnic cohesion (harmony) will be the outcome of (harmony) will be the outcome of several factors. several factors.

• The country situation at large might The country situation at large might be the key factor. be the key factor.

• The end of the war in this sense is an The end of the war in this sense is an opportunity or a golden opportunity opportunity or a golden opportunity to promote ethnic cohesion in a to promote ethnic cohesion in a sustainable manner. sustainable manner.

• But the same factor or the way the But the same factor or the way the war ended might also be an obstacle. war ended might also be an obstacle.  

• There can be some suspicions about There can be some suspicions about the intensions of the program. the intensions of the program.

• Those may come from the minority Those may come from the minority community or the majority community or the majority community. community.

• These may have to be alleviated if These may have to be alleviated if the program has to be an unqualified the program has to be an unqualified success. success.

• As the Sinhalese are the As the Sinhalese are the overwhelming majority in a large overwhelming majority in a large number of universities, except in the number of universities, except in the North and the East, some of the North and the East, some of the friendship initiatives should come friendship initiatives should come from them towards the other ethnic from them towards the other ethnic communities. communities.

• This should work the other way round This should work the other way round in the North and the East.in the North and the East.

ProblemsProblems

• The second requirement is the most The second requirement is the most ‘scientific’ approach that the program ‘scientific’ approach that the program has to adopt.has to adopt.

• The activities under ethnic cohesion The activities under ethnic cohesion have to address some key questions have to address some key questions obstructing the cohesion. obstructing the cohesion.

• Peripheral activities to the issue Peripheral activities to the issue however much they are attractive in however much they are attractive in academic terms or dear to respective academic terms or dear to respective academics might not reap results. academics might not reap results.

Necessary Approach Necessary Approach

• What activities could you What activities could you initiate? initiate?

• Of course it is up to you to Of course it is up to you to decide, given the specific decide, given the specific situation, situation,

• but the following are some but the following are some general guidelines on possible general guidelines on possible activities.activities.

• Knowledge factor is the most important in Knowledge factor is the most important in ethnic harmony and cooperation. ethnic harmony and cooperation.

• This means knowledge about different This means knowledge about different ethnic/religious cultures and languages. ethnic/religious cultures and languages.

• This could be done through This could be done through (1)(1)teaching/learning teaching/learning (2)(2)educational material educational material (3)(3)seminars and workshops seminars and workshops (4)(4)joint projects/activity. joint projects/activity.

• A best method to bring necessary knowledge A best method to bring necessary knowledge to the undergraduates is to introduce a to the undergraduates is to introduce a formalized ‘Course Unit in Multiculturalism’ at formalized ‘Course Unit in Multiculturalism’ at the first year foundation level in a multi-ethnic the first year foundation level in a multi-ethnic classroom setting followed by other activities classroom setting followed by other activities in succeeding levels and years.in succeeding levels and years.

• A most important need of the project A most important need of the project activity would be its sustainability. activity would be its sustainability.

• A mechanism could be designed and A mechanism could be designed and implemented as a sub-project activity implemented as a sub-project activity to achieve this objective.to achieve this objective.

• For example, the setting up of a For example, the setting up of a Sinhala / Tamil/ Muslim Sinhala / Tamil/ Muslim Brotherhood/Sisterhood Cultural Centre Brotherhood/Sisterhood Cultural Centre could be such a mechanism. could be such a mechanism.

• The title is given here in the most The title is given here in the most flexible manner to select alternative flexible manner to select alternative naming. It could simply be naming. It could simply be “Multicultural Centre” or “Multicultural Centre” or “Sinhala/Tamil/Muslim Brotherhood” or “Sinhala/Tamil/Muslim Brotherhood” or any other.any other.

 •In implementing the present In implementing the present project and allocation, what I am project and allocation, what I am suggesting is mainly the creation suggesting is mainly the creation of a Centre and Certification on of a Centre and Certification on Multiculturalism. The latter is in Multiculturalism. The latter is in addition to a Foundation Course. addition to a Foundation Course.

• If any university goes for the Centre, If any university goes for the Centre, obviously budgeting for Works and obviously budgeting for Works and Goods may take an immediate Goods may take an immediate priority. priority.

• But the allocation for Consultancies But the allocation for Consultancies and Other Services are also and Other Services are also important because it is through important because it is through these budget lines that the exact these budget lines that the exact multicultural educational programs multicultural educational programs could be implemented. could be implemented.

• These could entail These could entail 1.1. teaching/learningteaching/learning2.2. production of educational materialproduction of educational material3.3. seminars and workshops seminars and workshops 4.4. joint projects/activity. joint projects/activity.

MulticulturalMulticulturalCentre Centre

Foundation Foundation CourseCourse

CertificatioCertification Coursen Course

Teaching/Learning

Educational Material

Seminars/Workshops

Joint Projects/ Activities

 •Ethnic cohesion in the universities Ethnic cohesion in the universities and the country is important. I and the country is important. I would have preferred a better would have preferred a better allocation (more than 5-10 percent) allocation (more than 5-10 percent) for this activity under UDG given its for this activity under UDG given its critical importance. critical importance.

 Thank You Thank You for Your for Your

Attention !Attention !