Official committee report says Government agencies misled by school authorities

Malabe private medical venture, Sunday Times

Repeated warnings by SLMC regarding the real position ignored by parents

By Kumudini Hettiarachchi

The entire process of setting up the controversial private medical school at Malabe was flawed, a high-powered official committee has charged. The committee, headed by Health Ministry Secretary Dr. Ravindra Ruberu, said the private medical school authorities particularly its founder Dr. Neville Fernando had misled Government agencies and despite repeated warnings by the Sri Lanka Medical Council (SLMC) regarding the real status of its medical degrees, parents continued to enrol their children in response to SAITM advertisements. The committee confirmed that the accreditation of foreign and overseas-connected medical universities lies with the SLMC and that the future of the medical school of the South Asian Institute of Technology and Management (SAITM) is a decision the SLMC has to make. “… the SLMC should decide whether the accreditation should be denied or conditional accreditation or full accreditation should be granted,” it said, in the report which was handed over to President Mahinda Rajapaksa last Thursday by Health Minister Maithripala Sirisena. The SLMC is the only regulatory body that accredits foreign medical colleges which allows those graduates to practise in Sri Lanka once they pass the Examination for Registration to Practise Medicine (ERPM) – earlier known as the Act 16 exam. The probe followed complaints and concerns by the Government Medical Officers’ Association (GMOA) and the SLMC that the institute had not followed proper procedures. It had registered as a Board of Investment (BOI) enterprise, not as a medical university and not obtained SLMC sanction. Much of these concerns were reported by the Sunday Times on September 18, last year, headlined, ‘Management sees guinea pig students as way out of crisis.’ The committee comprising Dr. H.R.U. Indrasiri (the Health Ministry’s Deputy Director-General for Education, Training and Research), Prof. Jayantha Jayawardena (Director of the Post-Graduate Institute of Medicine), Dr. Palitha Abeykoon (former Director of the World Health Organization) and Mrs. A.R. Ahamed (the Health Ministry’s Legal Officer), made a strong recommendation that in future any application for a private medical college must be considered by a joint committee comprising representatives from the Health Ministry, BOI, SLMC and the University Grants Commission (UGC) while also seeking the views of the relevant trade unions and professional associations. “The approval to establish a medical faculty and the degree awarding status should be granted only following such an agreement,” the report, a copy of which is in the possession of the Sunday Times, said. The committee said SAITM should apply to the SLMC for accreditation and the SLMC should respond by initiating the process. “Whether this should be done before or after completion of the new hospital, has to be resolved by the SLMC. It is desirable to commence the process as soon as possible since students have already been admitted after the Gazette notification and it is necessary to monitor the academic and administrative conditions,” the report said. It noted that even after the newspaper announcement of the Health Ministry that SAITM should suspend enrolment of new students for the medical degree until the issues are resolved, it had made a public advertisement to enrol the 5th batch. The committee dealt at length with the process that SAITM and its founder Dr. Fernando followed, finding flaws in the process. For example, it said when SAITM applied for BOI approval there was no medical degree involved in the courses which included health sciences. “Thus it was established without a Medical Degree Programme.” The BOI had said that SAITM should seek approval from the Health Ministry prior to starting training in health sciences and that it is permitted to offer degrees only after affiliating to a recognized foreign university, both of which, the committee states, were not done as the evidence shows. Furthermore, two batches of students were taken in without prior approval from the Health Ministry or the SLMC. Referring to a letter written by Dr. Neville Fernando to the BOI stating that “the Health Ministry approval has been obtained”, the committee observed that no such approval had been obtained from the Ministry. The committee also found that several statements in letters written by Dr. Fernando to the BOI and other authorities were incorrect. It also said that students for the medical degree programme were admitted in September 2009 much before SAITM got official confirmation of affiliation with the Russian-based Nizhny Novgorod State Medical Academy (NNSMA) - another violation of the rules. It referred to repeated warnings by the SLMC to the public in respect of the legal position of SAITM and its medical degree programme which had said SAITM advertisements were misleading and had incorrect information. In the discussion with SAITM officials, the report also said….“on a question posed to them, the officials admitted that they had admitted two students who did not meet the current SLMC criteria for admission and that they will ensure this will not be repeated.” In the observation, the committee states that in this batch of students it appears that “at least” two do not meet the criteria. Meanwhile, health circles are perturbed that the Director of Private Health Sector Development of the Health Ministry at that time, Dr. Amal Harsha de Silva, had allegedly issued a letter that the “……ministry approves the project in principle” and “congratulates SAITM on establishing a high-tech hospital for teaching in Malabe”. What authority did he have, queried many sources, pointing out also a “conflict of interest” in the light of speculation that his offspring is a student at Malabe. The Sunday Times contacted the residence of Mr. Fernando yesterday, but he was not available for comment. GMOA happy with report but has reservations Our concerns have been substantiated, said GMOA Assistant Secretary Dr. Sankalpa Marasinghe, when contacted by the Sunday Times. While “happy with the observations overall”, Dr. Marasinghe, however, expressed reservations that the committee had gone beyond its mandate to suggest a way out of the mess for SAITM. He urged the authorities including the Health Ministry, BOI and the judiciary to act on the findings, particularly to look into the involvement of non-authorized officers.

Committee recommends solutions to private medical college problem

March 26, 2012, 12:27 pm

By Don Asoka Wijewardena, The Island.

The committee appointed by the Ministry of Health to clarify issues related to the South Asian Institute of Technology and Medicine at Malabe has, among six vital conclusions, stated that admission of new batches of students in the future should be done strictly on the basis of UGC criteria and in accordance with the requirements of the Sri Lanka Medical Council.

The five-member Committee handed over its report to President Mahinda Rajapaksa last Thursday. The Committee comprised Secretary to the Health Ministry Dr.Ravindra Ruberu, Dr.H.R.U. Indrasiri, Prof Jayantha Jayawardena, Dr.Palitha Abeykoon and Mrs A.R.Ahamed.

In the case of students enrolled prior to private medical college being granted degree awarding status on August 30, 2011, the Committee has suggested three "possible options that could be offered" to its management, parents and students for consideration.

On the question of the private medical college obtaining Sri Lanka Medical Council recognition, the committee has recommended that it apply to the SLMC. "Whether this should be done before or after completion of the new hospital has to be resolved by SLMC. It is desirable to commence the process as soon as possible since the students have already been admitted after the gazette notification and it is necessary to monitor the academic and administrative conditions. Following the completion of the formal procedures, and as in other instances, the SLMC should decide whether the accreditation should be denied or conditional accreditation or full accreditation should be granted."

The committee said that the SAITM had to ensure that the new teaching hospital would be completed and fully operational at a date agreed by the management, UGC and the SLMC.

"While the work on the completion of the hospital is proceeding it is important for the SATIM engage the ministry of Health closely as the latter will need to play the role of facilitator by providing access for students to certain facilities required for community medicine (such as MOH Division), special campaigns and supra-special units such as cardiac and neurosurgery etc."

"The UGC and SLMC should advice the management of SAITM to ensure that only one batch each year is admitted for training as done in state medical faculties," the committee has recommended. "Such admissions for local students should be based on AL results of that year or the equivalent examination as being done for admissions to the State Medical College."

The committee commenting on the difficulties in establishing of new medical schools says that "many of the difficulties encountered by the students, MOH and the SLMC on account of this issue were due to decision making processes being done in isolation, with inadequate interactions, and often on verbal assurances. In certain instances it appears that the management of SAITM had misinterpreted the true situation regarding the status of the course and the recognition of the degree."

 

Role of education in reconciliation

March 25, 2012, 8:39 pm , The Island.


A "National Conference on the Role of the Education in Reconciliation" was hosted by the Lakshman Kadirgamar Institute for International Relations and Strategic Studies (LKIIRSS) on Tuesday, 13th March, 2012. The government officials, primary and tertiary education authorities, private sector, diplomatic community, international organizations, academia, media and eminent actors in the education field participated at the reconciliation through education conference. The focus of the third conference in the Series on National Reconciliation was to discuss how education can contribute in changing attitudes and perceptions among all segments of society, especially the future generation of Sri Lanka. Prof. G.L. Peiris, Chairman, Minister of External Affairs delivered the Keynote Address. Mr. Asanga Abeyagoonasekera, Executive Director of the Kadirgamar Institute who delivered the Welcome Address and chaired the first session said that, Reconciliation - in particular, the issue of dealing with the past - should be addressed directly in schools. Education can play a vital role in strengthening and supporting a positive identity. Mr. Abeygoonasekara recommended Education Packs under the theme of "Role of Reconciliation" to be introduced nationally into the schools where values and ethics- empathy, toleration, moderation, humanity, and skills to live in a multicultural and multiethnic country are taught to both teachers and students. Such a system thus will help inculcate a Sri Lankan identity among students and instructors ensuring future stability of the country.

Over conscious racial and linguistic identity

Delivering the keynote speech Prof. G. L. Peiris expressed that Sri Lanka is leaving behind its painful divided past and looking into the future with ‘fortitude and confidence’. "In situations of that sort the national institutions, national policy, national thinking must bear the primary responsibility for devising appropriate solution that are best suited to the culture of the country, its societal structure, its history, its heritage and that’s why primacy has to be given to the national effort." Over conscious racial and linguistic identity can be harmful and it’s seen as one of the serious problems that has affected the country. He added that the National Trilingual policy as a successful answer to overcome such obstacles. Having 26 years of experience as an university teacher, Hon. Prof. G. L. Peiris fervently requested the teachers, academics and educators, who has the power to shape attitudes and perceptions of students to take up the ‘sacrosanct responsibility of disseminating knowledge, not only knowledge but analytical capabilities in the minds that they come into contact with and the minds that they mould in the course of their teaching".

Six prominent professionals in the education field delivered speeches at the national conference. Prof. Rohan Gunaratna, Head, International Centre for Political Violence and Terrorism Research – Singapore said that the rehabilitation of ex combatants in the country was an immense success with about 500 former members of the LTTE, under 18 years of age being rehabilitated. Some of them have been eligible for university entrance and some have entered the medical school. Prof. Gunaratna added, "this clearly demonstrated the spirit of the Sri Lankan people, even though they were former combatants, even though some of them did killings in the North East or even outside that area that the response of the Lankan public and the government was to rehabilitate and reintegrate them".

Prof. Rohan reiterated the need of schools with multiethnic set up to act as role models with more interactive programs and student exchange activities that have impactful capacity to spur reconciliation. The future of Sri Lankan student needs to grow up not as Sinhalese, Tamils, Muslims and Christians but together as Sri Lankans. The call of the day for the school system is the desegregation of schools that are popular by ethnicity or religion into education institutes that permits the school children to grow up as Sri Lankans. "The greatest heritage we inherited is the heritage of harmony" Prof. Gunaratna fervently added. This common heritage could not be enjoyed by the Sri Lankan people as the political leaders from North and South exploited the ethnicities and the religiosities of the people. I think that our education system can create the ideal Sri Lankan for the future and I hope that this conference will spur debate especially among the elite of our vision to build that ideal Sri Lankan".

Mohal Lal Grero, Monitoring Minister of Education, delivering his speech added that education can be used as a guiding tool to avoid conflicts as well as a mechanism to resolve conflicts through mutual respect and inculcated cultural and spiritual values. Among a variety of ways Sri Lankan society adopts to create change in attitudes of future generations, increased communications methods, Hon Grero pointed out as an effective tool to build harmony between different ethnic groups. Encouraging dialogue and debate within the school system is also needed in the current education system. The role of the teacher is of utmost importance with regards to expanding pupils’ horizon away from racial or pre conceived notions based on religion or ethnicity. Therefore it is important to educate the teachers with new approaches as opposed to dogmatic teaching methods Hon. Grero further added. The second session of the conference was moderated by Mr. Prasanthalal de Alwis, Director, Visiting lecturer of the University of Colombo.

Mrs. Nirmalie Wickramasinghe, Principal, Ladies College Colombo explained that English language as a link language has aided in maintaining solidarity and quality standards of a renowned private school in the country. Over the years even though the language policies have changed, English as a link language has helped maintain solidarity among different ethnic and religious groups of children within the private school system. Mrs. Wickramasinghe also shared the reconciliation initiatives undertaken by Ladies College Colombo, in collaboration with other sister schools in the country for the children of NE provinces to create friendships among children from South and the North.



Issues in the North and East

Mr. Sundaram Divakalala, former secretary North & East, Cultural Affairs & Sports, Ministry of Education, expressed that the conflict the country had as a ‘Conflict of Resources’. He urged the need of sufficient resource allocation and distribution of such to Vanni areas that needs much attention. In the education sector Vanni suffers from lack of teachers, with about 35 defunct schools in Vanni out of 140 defunct schools for the entire NE provinces. Another impeding factor in the education system is the lack of a proper mode of transport. Almost all the teachers in Vanni are daily travellers from Jaffna. This has resulted in a loss of learning hours and fatigue among children and teachers. Teaching is conducted without prior preparation thus efficiency losses encountered in the system. The implementation of an Emergency Education Plan for the war affected areas with special attention to Vanni was proposed by Mr. Sundaram Divakalala as oppose to the existing the traditional education plan. The key areas reconciliation need to address in NE, Mr. Divakalala added as poverty alleviation, psychosocial Intervention and social reintegration of populace. Youth are an important segment in the reconciliation process as well. It is required to support psychosocial well-being of youth, involvement in community-based relief, recovery and reconstruction programmes. He further added "Young people should be at the forefront of the country’s change and innovation. If they are empowered, they can be key agents for development of peace. This can be achieved through vocational and skill training that not only helps to augment their incomes but also increases their sense of identity and self-worth in ways that enhance their psychosocial well- being. Training thus is s one of the most important dimensions of an emergency education response".

More than service delivery, the ways to re-establish socialisation and restore identity needs be identified and introduced to the education development programs especially when operating in areas affected by decade’s long conflict. Armed conflict destroyed homes, separated families, split communities and broken down trust among people. Conflict has disrupted health and education services. Helping war affected children to build on their own strengthens and resilience, in collaboration with trusted caregivers, is an important strategy in the process of healing. Children who have been continually exposed to violence almost always experience a significant change in their beliefs and attitudes, including a fundamental loss of trust in others. The psychosocial concerns intrinsic to child development must be taken into account. Mr. Divakalala concluded by stating the need of a holistic and a delegated approach for national reconciliation where the relevant state and non-state institutions work hand in hand in the revival of the education system and protecting the younger generations in NE.

NE provinces suffer from adverse consequences after decade long violent conflict with increased violence and abuses on orphans, children and women. Mrs. Emelda Sukumar, GA Jaffna, adding to the discussion stated a teething problem in NE, with about 600 annual reported child abuse cases of girls between 10- 12 years in Jaffna peninsula and in the island of Delft. The need to enforce strict penalties to perpetrators was strongly highlighted with an immediate policy intervention in the NE provinces. It is imperative that state agencies- The National Child Protection Agency (NCPA) - external stakeholders- activists of women and children’s rights, UN agencies such as UNICEF and INGOS, form partnerships and alliances with state institutions to address the issue by immediate interventions through intensified awareness campaigns in NE.

A cultural impediment to teaching was brought into light with teachers abstain from instructing subjects such as Reproduction. Thus lack of awareness through school education, cultural and traditional attitudes, and economical conditions- poverty and dependence, therefore being attributed as aggravating factors in the NE provinces in relation to an increase in child abuse, sexual exploitation of women and children and domestic violence.

Dr. Rajasingham Narendran, former Associated Professor of King Faisal University, Saudi Arabia, delivered an insightful discourse on the topic of "Role of Education in Building a Harmonious Society: Challenges and Opportunities". "As a prelude to resolving conflicts there should be a willingness to accept there is a conflict, understand the reasons from a multi-dimensional and ‘other’s’ perspective, forgive, apologize, trust, be trustable and desist from mutual recriminations. Education can provide the necessary mindset". Education should instil ethical values in society with an awareness and appreciation of each other’s cultural heritage. Thus education needs to foster a mutual respect for each other and among different ethnic groups. "Education should transform us into an ‘Ethical nation’, from one that is built on expediency. Education is the key that opens the door to the riches within man. Education then would bring out the ‘God’ in man and not the ‘Devil’ ". Dr. Narendran posed the critical questions regarding the education policies in the country. ‘Does the education system we have, yet based on its colonial foundations, suit us in terms of our cultural, religious and philosophical heritage and needs as peoples? Does our education system recognize the differences in the potential of students and cater to it?"

Modern education has created a society in which competition and conflict are in-built and selfishness and self centeredness are virtues. "The education system should embrace the dedicated institutions, the home and society. The best from the west should be incorporated, but not permitted to diminish or blow away what is ours and makes us what we are. Further, the menace of private tuition in school subjects should be eradicated to provide the child the time to learn other things of value in life. The first alphabet ‘Aana’ was taught with the aphorism ‘Aram seyya virumbu’ (Desire to do things that are harmless), ‘Aaavanna’ was taught through ‘Aaruvathu sinam (Let anger cool) etc., which were concepts that are valid throughout one’s life," Dr. Narendran stated. Our conventional knowledge is overseen and omitted from school syllabus’ thus the children grow up to be divided and self-centred. "An education system that can make us a cultured, wise and thinking people can make us reconcile, and become a harmonious society. This is the challenge".

Dr. Sunil Jayantha Nawaratna, Secretary, Ministry of Higher Education spoke on ‘Current Initiatives in Education for Building Harmony". Reconciliation must be rooted in fundamental values such as respect and equality, be concerned with issues of pluralism, and address specific issues of culture, identity, class and gender. Authorities cannot impose trust and empathy by decree; nevertheless, they can create a climate that encourages private steps towards reconciliation. The requirement of our society in the present context is a paradigm shift in attitudes and within the education system. The new paradigm therefore need be the "multiethnic and multi religious Sri Lankan paradigm". In the aftermath of conflict the higher education has moved in with new initiatives by forming new partnerships with Columbia University and Jaffna University. Other new approaches consists of leadership ateliers with about 22 000 university students island wide undergoing education programs related to personality development and leadership.

Changing attitudes

Mr. Yusuf explained the crucial role education plays in changing attitudes. Mr. Yusuf stated that crisis can sometimes bring the best of each individual and societies (i.e during the Muslim evacuation in NE,Tamils pleaded with LTTE; during the Asian Tsunami in 2004 LTTE helped the soldiers; Catholics and Protestants live in harmony in NE) therefore the question presently before us is finding a path to regain that faith and solidarity. "Education plays a crucial role in finding the path out of a tormented and painful past. With our reservoir at root with good will, shared heritage and values it’s important that Sri Lankans find their way together" Mr. Yusuf added.

It was the collective view of the speakers at the conference that reformations to the school system are fundamentality required to produce future generations to be respectful to differences, be united, enriched with values and ethics in order to move forward with a shared goal. The dynamic component of reconciliation needs to be inculcated into the syllabuses. It’s essential that a program for teachers be commenced and the competing narratives of history be re adjusted. To enhance the social strength it’s important to introduce programs that sentise teachers. In terms of training school teachers as teachers act as role models and children imitate them. The present education system is limited and generates skills and values aimed at economical gains. It is also important to consider that some of the minority perception that unemployment and lack of opportunities which is often attributed to ethnicity is a probable misconception while the root causes of such attitudes may lie elsewhere (politicians). Mr. Yusuf further stressed the need to align these (misperceptions) with regards to reconciliation. He was of the view that class room education can play a vital role while sport can be a binding factor. When you participate in sportive activities, do things together the misunderstandings dilute and attitudes change he concluded.

The conference consisted of an interactive Q&A session. Educating children is comparatively an easy task when compared with educating adults in order to make shifts in perceptions and attitudes among them. It may therefore be necessary to introduce a program aimed at changing perception and attitudes in adults who will be nurturing and rearing the young eventually passing the prejudices to their children.

A holistic approach adopted by an NGO’s using a Venezuelan model, with music as the link language has been implemented successfully in NE provinces. The educators and Zonal Educational directors of NE shared many successful stories in relation to developments in the educational field. The educators expressed that awareness programs, cultural integration through art, dramas, adopting new teaching methods and formations for teachers and principals as well as establishing partnerships with funding agencies as few such initiatives that could address ails of the system. In order to address the competition at university entrance, responding to a question from the audience Dr. Nawaratna, Secretary, Ministry of Higher Education, stated that non-state universities are opening up as an alternative method aimed to lessen competition. A shift in current education system is already taking place, he further added. The need to develop a quality education system based on interpersonal and social skill development that instils and fosters leadership qualities, respect for others attitudes, enhances critical thinking , and develops analytical ability were also emphasised by Dr. Nawaratna.

Overstress of culture with an aim of creating a peaceful society has reversal consequences by adding up to conflict generation. It is vital to find the balance and evaluate how thus far the outcome of policies has been impacted societies. Harking back into past policies- Sinhalese language as the national language introduced in 1956- is an example of how state led processes have antagonised communities. It is therefore crucial to focus on functional integration of all segments of community thereby education can be considered to compliment the cultural economical and political progress of Sri Lankan society. The participants and the speakers urged therefore to re-think the present changes related to History, a subject taught in schools, to be answered in onemother tongue as an issue needing immediate attention.

Rev. Sister Canice Fernando, former Principal of Holy Family Convent, Bambalapitiya said psychological aspects are important to rebuild peace among societies affected by violent conflict. Sister Canice explained a variety of psycho-social reconciliation methods commonly applied for NE. Creative expression through arts, music, drama, dance and story-telling, the development and promotion of self-help groups, conducting workshops and re-training, education and re-skilling; promoting family reintegration and reunion of individuals dislocated from communities and families, counselling and group support are the often used processes. The Psychosocial centres inaugurated in the NE by simply focusing on creating a safe environment where those affected by conflict can meet, network, share experiences and focus on establishing new routines has been highly effective and a successful method in war-torn NE provinces. Such programmes have helped different ethnic groups accept commonalities and differences leading towards communal harmony and national unity. Sister Canice stressed the importance of Self-help groups within communities especially among women and the emotional support or practical help received to large number of windows in the NE.

JVP dissidents complain of discrimination against former suspended u’grads

March 26, 2012, 12:07 pm , The Island.


by Dasun Edirisinghe

More than 60 undergraduates of the Sri Jayewardenepura University yesterday blamed the university administration for delaying Mahapola and Bursary payments to them during the last two years.

Representative to the Students Council Ven. Kumbullewe Chandaloka thera said that 67 students from the Management, Arts and Applied Sciences faculties had not received Mahapola or bursary payments for varying periods.

"When we make inquiries from the university administrators, they dodge the issue," he said.

Chandaloka thera said that some students from rural areas were in dire financial straits as a result.

Those students had been suspended a few years back, but university administration itself lifted the suspension orders later, he said.

JVP dissidents’ students council member said that when they complained to the Mahapola Trust Fund it said the university administration had yet to send letters confirming the lifting of the suspension to the fund.

"This is the examination period and they would launch a protest against this delay in paying Mahapola and Bursary to those students after completing the examinations," Chandaloka thera warned.

Undergraduates receive Rs. 2,500 and Rs. 2,000 monthly as Mahapola and Bursary payment respectively.