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How much work is too much work? Academic workload and the accountability culture

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Farzana Haniffa On 7th May 2015, the University Grants Commission released a circular, entitled Ethics and Academic Accountability for Academic Staff in the Sri Lankan University system. The circular was prepared by the Quality Assurance Council of the UGC and included a section called Academic Freedom and accountability for mapping of workload and work norms. […]

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Does teaching and learning History matter? Aruni Samarakoon … I sing of Israel and Palestine: The world as neither yours nor mine How many different men will fit Themselves how fast into that place? A Woman’s body as the universal shelter To the demon or the sweet as paradigm Of home that starts and ends

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Extra-curricular activities: Are they losing their purpose?

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The school is a place that is not restricted to formal, classroom learning. It is also a place where students explore, develop and hone their interests in sports, literature and arts. Schools pay special attention to these extra-curricular activities as they are essential for recreational purposes. By participating in extra-curricular activities, students cultivate a long-lasting

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Academic freedom: What is it and why is it important?

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Traditionally understood, academic freedom refers to the freedom for academic communities to teach, learn, engage in research and advance scholarly inquiry, without interference. It encompasses the freedom to comment on internal university matters and also on issues of public interest without facing institutional censorship. These freedoms are vital for universities to function as places of learning and scholarship that promote critical dialogue and inquiry. They also allow university communities to hold power to account, whether inside or outside the university, and thus play a vital role in democratising society. In this article, we look at how academic freedom is framed within the state university system and the limits of our understanding and its implications.

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Disenfranchisement, landlessness and education in the Hill Country

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Ahilan Kadirgamar In a recent discussion with Hill Country Tamil teachers in Nuwara Eliya, a trade unionist said the claim that all have equal access to education in Sri Lanka, does not work for the Hill Country, because they, as a community, were denied free education for three decades after independence. Indeed, while we may

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From Opposition to alternative? – Some thoughts on the potential and the trajectory of Aragalaya

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By Sasindu Patabendige Aragalaya which is/can be (mis)translated to English as ‘struggle’ or ‘revolt’ is getting suppressed and appropriated in multiple ways at the time of writing this piece, ironically (perhaps), with the sanction of the de facto president who claims to be ‘liberal’ and ‘democratic’. The attempt of this column is to present some

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Education and healthcare in crisis: Why IMF is not the solution

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The rally of July 9th and the events that followed are symbolic of the radical changes in governance demanded by the people of this country. We want to be informed and consulted, an end to the abuse of power, fair distribution of the country’s resources and a democratic and inclusive society. The ruling elite, for whom the current system works, are not invested in the seismic shifts that are needed to make this happen.

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