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KINTZEE, FREDERICK C.PLANNING FCR THE FUTURE: A FIRST TERM EVALUATION OFCEYLON'S JUNIOR UNIVERSITY CCLLEGES.6911P.NEWSLETTER CF THE U.S. EDUCATIONAL FOUNDATION;P12-18 SEE 1969, P6-11 DEC 1969

EDRS PRICE MF-$0.25 HC-$O.65*CCMEARATIVE EDUCATION, DEVELOPING NATIONS,*EVALUATION, *FOREIGN COUNTRIES, *INTERNATIONALEDUCATION, *JUNICR COLLEGES*CEYLON

THIS REPORT IS EASED ON THE FINDINGS OF TWOINQUIRIES OF ADMINISTRATORS AND FACULTIES AT CEYLON'S SIX JUNIORUNIVERSITY COLLEGES. IT REPRESENTS AN ATTEMPT TO EVALUATE THE FIRSTTERM SUCCESS IN MEETING CERTAIN STATED CBJECTIVES. THE INQUIRIESCONCERNLD THE AREAS OF (1) PREPARING STUDENTS FOR. MANPOWER POSITIONS,(2) PREPARING STUDENTS FOR MANHOOD, (3) TRANSLATING MATERIALS INTCIHE MCTHER ICNGUE, (4) HANDLING ADMINISTRATIVE PROBLEMS, (5)DEVELCPING STUDENT PERSONNEL SERVICES, (6) EXPANDING LIBRARYSERVICES, (7) TEACHING INSTRUCTICN METHCDS, (8) EVALUATING STUDENTS,ANL (9) DESCRIBING EDUCATIONAL OEPCETUNITIES TO THE PUBLIC. PREPARINGSTUDENTS FCR MANPOWER POSITIONS WAS VIEWED AS THE MOST VITALOBJECTIVE AND AS SUCH HAS RECEIVED THE MOST ATTENTION FROM THE STAFFSOF THE JUNIOR UNIVERSITY COLLEGES. EACH AREA INCLUDES A SUMMARY OFTHE REACTICNS GF ADMINISTRATCRS AND FACULTIES AS WEIL AS COMMENTS BYTHE AUTHOR TEAT ARE INTENDED TO PROVIDE INFORMATION ON WHICH TO BASEFUTURE DIRECTICNS. (MC)

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U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE

OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION

POSITION OR POLICY.

"%AIMING FOR TIME FUTUREA FIRST TERM EVALUATION OF CEYLON'S JUNIOR UNIVERSITY COLLEGES

by Dr. FREDERICK C. KINTZER

Evaluation is ideally a continuing process.In actual practice, however, it is frequentlypostponed or forgotten entirely. implemen-ting a new scheme is, after all much moreexciting than attempting to measure thesuccess of an old idea. Too often in educa-tion, as Johnson vividly describes : "we flyby the seat of our pants not knowing withcertainity where we have been, where weare, or where we are going." I

This report, based on the findings of twoInquiries, Is an attempt at evaluationevalua-tion of first term success of Ceylon's sixJunior University Colleges in meeting statedobjectives as viewed by administrators andfaculty.

Questions submitted separately to adminis-trators and faculty in April, 1969, were takendirectly from the enabling legislation whichcreated the Junior University College Systemor from the 1969 Bulletin developed coope-ratively as a kind of policy manual. Res-pondents were constantly reminded to bespecific in their answers. Comments of theauthor (111 *) are also included to provideadditional information on which to basefuture directions.

QUESTION I.

The Junior Uniiersity Colleges are chargedwith the responsibility to prepare studentsfor manpower positions. How well, inyour judgement, is this vital objectivebeing emphasized? What, specifically, haveyou done to further this most importantgoal ?

CommentTwo objectives of the Junior University

College system are stated in section 91 of theHigher Education Act: "(a) terminal coursesof higher education in branches of learning

for a period of two years, being courses witha practical bias designed to meet the man-power requirements of Ceylon, and (b) In-terim or transfer courses of higher educationIn branches of learning for the said periodbeing courses designed to equip studentsto be fit for admission to a University at theend of the said period."2

Major attention has been focused on theImplementation of the first objectivetobegin to fill manpower needs and therebyto bring some relief to the pressing graduateunemployment, which is a growing harass-ment to the Nation's economy and socialstability. Only limited attention has thusfar been given to the second-named objec-tive"the transfer function". This decisionmade early in the planning stages is stronglyJustified because of the overriding importanceof training for manpower. Foundation for asystem-wide transfer program has not beenneglected, however.

University professors served on curriculumdevelopment committees from the beginningof the movement and continue in advisorycapacities. Regulations are now being framedto enable students who are awarded a FirstDivision pass in the Diploma Examination tobe admitted to a relevant course leading to adegree in any Ceylon university, with creditgiven for work already accomplished in theJunior University College.

Reactions

Arranging visits to local enterprises preli-minary to organized work study programswas the most frequently reported means ofintroducing the manpower objective to bothstudents and communities. Since the stu-dents are highly motivated to do well with ajob as a graduation reward, and the communi-

I 8. Lcnfor Johnsin. Islands of Innovation Expanding: Changes in the Community College. Glencoe Press, BeverlyHills, California, 1969. P.311.

* The author, Dr. Frederick C. Kintzer, serving as the second Fulbright Professor/Advisor to the Ministry, has beenon the scene for latter planning stages and first two terms of Junior University College operation.2 The Higher Education Act, No. 20 of 1966. Port XVIJunior University Colleges section 91 ab, GovernmentPrinting Office, Colombo, Ceylon. 1966.

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INFORMATION

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ties are curious about the new institutions;these visits continue to be a valuable intro-ductory technique.

During the end-of-term evaluation sessionsheld at the Ministry late in April 1969, ad-ministrator s and faculty confirmed the needfor a work-experience program, and hammeredout detailed plans. Contacts with managersof work-places will be made by the appro-priate faculty member and the CollegeCounselor or in some cases by the Principalor Vice-Principal. Work sessions will nor-mally be confined to morning hours. Eachdiploma group--Management Studies, Com-merce, Agriculture, etc.will be providedonly with work relevant to its major areaof study for one morning session each week

.to enable students and faculty to participatewithout interfering with the regular progressof other classes.

On every Junior University College cam-pus, students are given opportunity topractise business management, book-keeping,accounting, purchasing, etc., in the newly -orga-nized Cooperative Canteens and book shops.At the Pala!), Campus, the canteen is operated

1 by a student committee which makes dailyrecommendations for purchasing. Studentleaders attend training sessions at a nearbyCoop training school.

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Some manpower shortage areas, It waspointed out, do not as yet appear in theJ.U.C. curriculum, Although the departmentsof science and technology are described inthe system's Announcement of Courses, diplomasin such areas as Home Economics, TextileProduction, Surveying and Levelling, andArchitectural Drafting, and courses whichcould lead toward self-employment in therubber, coconut or fish industries are notbeirg offered. The Director of the JuniorUniversity College system, however, is tobe commended for using restraint in operatio-nalizing training programs, until trainedexperienced teachers, sufficient equipment,and adequate quarters are available to assuresuccess.

Preheld

liminary meetings have recently beento explore the feasibility of expanding

the present English Diploma Course and thePhysical Education required course intotwo-year teacher training diplomas.

Severalto startvities ocarpenceram

administrators mentioned planspractical skills through hobby acti-

n a co-curricular basis. Radio repair,try, rattan work, masonry, catering,ics, painting, are representative.

It was generally felt that J.U.C. informationhas not reached the public, particularly po-tential employers who may be in a positionto hire graduates. A wide propaganda pro-gram is a pressing need to build communityInterest, respect, and cooperation to helpsolve the Nation's manpower unemploymentproblem.

QUESTION 2

The Junior University Colleges will pre-pare students for manhood, as well as formanpower positions. How well, in yourjudgment, is this vital objective beingemphasized ? What, specifically, have youdone to encourage this accepted aim ?

Comment

Training for manpower while' the mostImportant, is only one aspect of the totaleducation envisaged for students in Ceylon'sJunior University Colleges. As stated inthe 1969 Bulletin:

Higher education is more than pre-paration for a job. Its main aim isthe elevation and humanization ofthe individual. The Junior Univer-sity Colleges aim at the total deve-lopment of the individual studentwith job preparation as a focal pointIn their programs. 3

General studiesincluding English, SocialEducation and Physical Educationare, accor-dingly, required of all students. As reportedby the administration and faculty, the "man-hood objective" is being implemented invarious ways.

3 Jurior University Colleges Bulletin 1969. Ministry of Education and Cultural Affairs, Colombo 2, P.S.

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ReactionsThe faculty emphasized the practice of

individual conferences with major field stu-dents and close cooperation with the institu-tion's full-time counselor to help studentswiththeir problems and plans. Attempts areoeing made to measure improvement inpersonality character traits through groupsessions. Several simple but effectivetechniques were mentioned : (a) watchingstudents when they come and go, noting ha-bits of cleanliness, etc. (b) keeping track ofthose who make valuable suggestions insub-committee meetings controlling the coopstore, noting work habits and reporting tothe counselor, and discussing individualdifferences at group sessions of five to sevenstudents.

In keeping with the "manhood objective",every college has made some attempt to in-volve students in social work, various com-munity activities, and Shramadanas. At Pala-ly Campus, arrangements are being made forresidential work camps through variousorganizations including Lions International.A three-day institute on Leadership TrainingIncluding sensitivity groupswas conduc-ted in May 1969. "Youth Problems" wasthe central topic. Developing initiative, cri-

-- tical examination of one's self, and loyalty tothe J.U.C. were behavioral changes desiredin participants.

Several members of the faculty com-plained that students are generally treated"like secondary school kids", not givenfreedom to begin to manage their ownaffairs. Others felt that segregation of thesexes is a handicapfour of the six collegesare single sex institutions. 4

Such segregation, they asserted, is a severehandicap in "our attempt to provide propertraining for manhood."

The faculties are nevertheless united intheir efforts to encourage every student totake pride in his institution and to feel thatthe Junior University College belongs to him.

QUESTION 3.

All lectures and laboratory sessions, accor-ding to prescribed regulations, are to beconducted in the Mother tongue. At thesame time, Junior University Collegelibraries consist largely of English booksand materials because books and materialsin Sinhala and Tamil are not available.Many of your students, on the other hand,are not adequately prepared' to read andcomprehend English. What, specifically,are you doing to ease this difficult situa-tion

Comment

Even in the early planning, this complicatedproblem was recognized as oneif not themost severeissue to be faced. Many ad-ministrators and faculty members identifiedthe language barrier as the most disconcertingproblem. .5

Although lectures, according to policy,are given in Sinhala or Tamil, English isapparently encouraged on all J.U.C. campuses.Technical terms and subject-centered phrasesare prepared in English as well as the Motnertongue. English discussions are encouragedand teachers converse !n English with stu-dents during non-class times.

The shortage of books and materials inSinhala and Tamil is another aspect of thisexceedingly complex situation. To makeup for these shortages, many of the facultyare working overtime to translate classmaterial into the Mother tongue to be givenas handouts.

Most encouraging of all, the System Direc-tor,acting on the urgent requestof the faculty,particularly the English lecturers, principals;And vice-principals, has authorized an additio-nal English lecturer for each campus. Addi-tional staff will allow the faculty to develop asystem of ability grouping in English classesa technique strongly recommended byrespondents to this survey.

4 Frederick C. Kintzer, "Accent on Action in Higher Education Ceylon's Ncw Junior University Colleges." News-letter, United States Educational Foundation in Ceylon, March, 1969, P.7.-S Mid ph.

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ReactionsAdministrators pointed out that whilethe great majority of their students are

weak in English, they are highly motivated toImprove as rapidly as possible. On onecampus, students have set a target date ofDecember 1969, to achieve at !east an Ordi-nary Pass in English at the G.C.E. OrdinaryLevel Examination. On several campusesstronger students have volunteered to helpthe weaker.

in add;tion to techniques described above,voluntary speech classes in English are con-ducted weekly on one campus, and weeklyEnglish assemblies are held on another.English lecturers are helping to preparetranslations of readings for other courses andlibrarians offer assistance to individual stu-dents for better comprehension of whatthey read.

QUESTION 4.

What administrative problems have youencountered during the first term ? Pleasereport how you solved the most pressingproblem you have thus far faced ? Whatspecific recommendations would you sub-mit for the improvement of J.U.C. adminis-tration 1

ProblemsSolutionsMore problems than solutions were offered

by administrators responding to the inquiry.The most severe problem identified by princi-pals and vice-principals was the lack offacultyparticularly librariansand clericaland other staff help.,

Education at all levels in Ceylon suffersfrom the lack of trained librarians. In res-ponse to the initial call for librarian applicants,only two applied for the six J.U.C. vacancies.One accepted, aria was made system director.Five of the six colleges have assistant librarianswith limited training and experience. Onone campus, administrators and faculty arehaving to stand in to keep the library open inlieu of qualified personnel. Two J.U.C.'shave small librarian training programs. Debi-weia and Palaly offer two-year diplomacourses.

A UNESCO-sponsored program is gainingnational momentum. The plan, developedby Miss Evelyn Evans, includes detailed direc-tions for regional libraries as well as trainingproposals. The elaborate scheme is well-timed. Its effect should be felt at all levelsand among all segments of Ceylon's educatio-nal system, including the Junior UniversityColleges.

In addition to the paucity of materials andequipment and delays in delivery of availableitems, administrators particularly at Dehiwela,Gaile and Kegalle underscored the lack ofclassroom space and recreational areas. Class-room space was greatly relieved at the Dehi-wela campus with the opening of a two-storey-unit in June 1969. Gale and Kegallehave similar space problems since the cam-puses are either adjacent to (Galle) or housedwith technical institutes (Kegalle). The Minis-try is beginning the process of relocatingboth institutions.

Several principals and vice-principals feltthat efficiency could be improved with morefreedom to act at the college level. Detailsof this reaction were not specified.

More funds were recommende4 for deve-lopment of co-curricular activitiesincludinghobbies and extension services identified::artier. While the hesitancy of Ministryofficials to support fully these requests isunderstandable (fearing that such activitiesmight divert attention from the primaryobjectiveoccupational education at the mid-management level), the idea of offeringopportunities to pursue hobbies along withsports and games is strongly supportable,if kept at the co-curricular level.

Another budget matter not identified byrespondents to the inquiry, but of crucialimportance, is the use of student-bodyfunds. According to the Law governing theJ.U.C. system, "every regular student atten-ding a Junior University College shall payan annual registration fee of twenty-fiverupees" 6 This is in addition to a Rs. 25library deposit, a refundable equipmentdeposit for certain courses, and charges for

6 The Higher Education Act. Op. cit. Section 16.

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repeating courses and for taking diplomaexaminations other than the first time. TheAct further states that :

(1)

(2)

From the annual registration fee ofeach student, such sum as may bedetermined by the governing autho-rity (Director-General of Education)shall be allocated to the students'Council for the purposes of studentactivities and welfare services.

There shall be appointed by thePrincipal, a Senior Treasurer fromamong the teachers at the JuniorUniversity College to administer thefunds referred to in paragraph (1). 7

While varioususes are being made of theregistration fee, all approved as legitimateexpenditures by the System Director, nopolicy has as yet been developed in writing.This, we recommend, is of vital importanceand should be completed and released to thePrincipals immediately.

Secretaries (popularly known in junior andcommunity colleges in the United States as"Business Managers") referred to the size-able number of students who need financialhelp and asked for more freedom in the useof funds. This request was not made speci-fic. The Ministry is attempting to interestbanks in establishing loan funds for J.U.C.students.

Kuliyapitiya hopes to be able to grant loansto students from income obtained from aleased coconut farm. Income is anticipatedon a quarterly basis, and if proper arrange-ments can be made, the resulting money willbe placed in a student loan fund.

QUESTION S.

Each Junior University College will deve-lop a comprehensive Student PersonnelServices Program. Which services arenow it, operation ! What have you sugges-

ted, or what have you done, to furtherthese services ? What additional servicesshould be implemented ? What specificrecommendations would you submit forthe improvement of the J.U.C. coun-seling and placement function ?

Comment

Student Personnel Services, particularlyguidance, counseling, and placement, is oneof the major features of Junior UniversityCollege education. Offered for the firsttime in any dgree of concentration in Cey-lon's educational system, this effort is beingcarefully nurtured. Much of the success ofthe J.U.C. venture depends on the effective-ness of the Student Personnel Servicesdivision.

Since this was a relatively unknown featurebordering on the strange or repugnant in theeyes of some members of the J.U.C. family,implementation of Student Services has beencomparatively slow. The few trained peopleare having to feel their way along, adaptingprinciples to familiar settings, and at thesame time, selling the benefits of counseling,guidance, et.al. There is, nevertheless, agrowing conviction among J.U.C. personnelthat Student Personnel Services is one of theprimary life lines of this bold educationalventure. The importance of job placementis more self-evident than other services tostudents. It is clearly evident that if uponcourse completion the vast majority of thediploma graduates get jobs, the reputationof the Junior University Colleges will becemented.

Reactions of administrators and facultysuggest recognition of this fact, and also theimportance of other student services.

(To be concluded in next issue).

Dr. Frederick C. Kintzer (L 68), was Consultantin junior Colleges to Ceylon's Ministry ofEducation.

7 The Higher Education Act Section 24.

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PLA:3;11:1G Fora T FUTUN

A FIRST TERM EVALUATION OF CEYLON'S JUNIOR

UNIVEPSITY' COLLEGES

By Dr. FREDERICK C. KINTZER

(Contd. from September 1969 issue)

Student orientation in some form was heldon all campuses in late January, 1969, priorto the February opening. Events and acti-vities scheduled at Dehiwela were repre-sentative and included registration proce-dures by the Guidance Counselors ; an intro-duction to the library and the issuing oflibrary cards by the librarian ; a talk on thepurposes, rules and regulations of JuniorUniversity Colleges, by the Principal ; theVice-Principal's comments on the curriculumschedule, and an introduction to the guidanceprogram by the Guidance Counselor.

The lecturers oriented students to res-pective areas of work ; the students intro-duced themselves, and the Physical EducationLecturer spoke to them on the purpose ofphysical education activities. ' A non-verbal intelligence test for the Ceylon child'(1958) by Mr. C. W. Vethanayagam wasadministered, after the Guidance Counselorhad addressed students in each class, andthey had made out comprehensive data sheets.The orientation was concluded with thesetting of a diagnostic English test preparedby the English faculty, and adminis.ered tothe entire student body by the staff.

Counselors took major responsibility forfinding approved housingexperiencing vary-ing degrees of success in efforts to get satis-factory residences for students coming fromall parts of the Island. By the end of thefirst term, personal record files had beenfairly uniformly developed, and at least onone campus, anecdotal record forms andV.G. t,ranch Scale of Assessment of Personaltraits were made available to lecturers (Galle).Histogram charts, on which grades of aca-demic achievement scores will be added foreach student, were also prepared by theGalle counselor.

By the middle of the second term, allcampuses had organized a Students' Council,the elected executive board of the Students'Union. A second organization pres-cribed in " The, Higher Education Act "Board of Disciplineis also being establishedat each Junior University College. Member-ship of these boards, as detailed in the legis-lation, does not include students. It is hoped,however, that particular members of . thestudent body will be invited informally toattend sessions and participate in delibera-tions.

Among recommendations submitted by thecounselors, themselves, were :

I. Counselors must have more time fortheir work if guidance and placement isgoing to develop into a vital function.It is true that counselors have beenpressed into other dutiesincludingteaching. This administrative decisionwas partly due to the teacher shortage,a basic coolness toward counseling onsome campuses, and a feeling by a fewadministrators that their counselors werenot moving fast enough into the newrole. Duties of the counselor and Place-ment Officer need constant review.Workshop sessions held at the end ofthe first term concentrated on job des-

criptions.

2. At least one more counselor (includingplacement responsibilities) is needed oneach campus. This request was recentlygranted by the Governing Authority.

3. The Treasury which will recruit J.U.C.graduates should recognize J.U.C. dip-lomas.

4. 'A centralizer! organization at the Minis-terial level should be organized for jobplacement with the cooperation of cam-pus officers. Validity of this request isbased on the fact that only a minor percent of students attending any campusreside and hence will want to work inthat community.

S. Admissions should be controlled byaptitude tests appropriate to mid-management fields, rather than Universitysuccess standards. The sense of thisrecommendation is self-evident. Theinitial groups of students were admittedon or close to university-prescribed stand-ards in lieu of more valid criteria.

Copies of a " Comparative Guidance andPlacement Program " for two-year colleges(College Entrance Examination Board, NewYork), will shortly be made available. Thisnew program offers suggestions for admissionaptitude testing.

QUESTION 6

The Library will become the focal pointof learning. Is the Library developing toyour satisfaction ? If not, why not ? Whatspecifically, have you suggested, or what haveyou done, to assure reaching this importantgoal ?

COMMENT AND REACTIONS

" Making the Library the focal point oflearning " is one of the action phrases ofthe Junior University Colleges. From thebeginning, Ministry officials were determinednot only to provide facilities and collectionson each campus, but to assure library usage." Accordingly, ten hours (per week) of super-vised library study (is) required of all studentsregardless of major."

In the words of the System Librarian," Everything is being done to develop thelibraries, but we are handicapped." Shortagesof staff (described earlier under Question 4)and lack of books and materials in the mothertongue (see Comment on Question 3) aretwo of the most pressing problems. On thewhole, library facilities are adequate forcurrent enrollments, but dragging book and

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periodical ordersespecially from Govern-ment storehousesgreatly concerns thesystem librarian and his staff of campus assist-ant librarians. While little can apparently bedone at present to relieve the book orderingand delivery situation, increased budgetallocations for ordering from local dealerson a tender system (as recommended by aLibrary Science faculty me nber) could speedprocessing of some collections. Library bud-gets for each college, according to theSystem Librarian, should be increased to atleast Rs. 50,000 for the next five years.

For purposes of in-service training of lessexperienced assistant librarians, a seminarwas suggested 'under the leadership of MissE. J. A. Evans UNESCO expert, who is toremain in Ceylon for at least another year.

The majority of' lecturers on every campusapparently emphasize the importance ofutilizing library resources, and make regulartrips to the library to provide individual help.This personal attention from the faculty, aswell as librarians, can significantly relieve amore subtle problem. Apathy among stu-dents particularly with those who are weakin English during required library attendancehours is, in great part, a natural outgrowthof a library collection almost entirely lackingin Sinhala or Tamil. What to do to relievethis indifference should be the concern ofthe entire administration and faculty. Staffrecommendations which could ease thesituation are found in several sections of thisreport. Students, themselves, might havesome worthwhile suggestions.

QUESTION 7

Teaching methods supporting course ob-jectives will be varied and flexible. In addi-tion to lecturing, what other methods haveyou used ? Please illustrate with an actualexample.

COMMENT

The Junior University Colleges are out tobreak the stranglehold of the traditionallecture method as well as the final examina-tion as the single technique of appraisingstudent success.

9. Kintzer. " Accent on Action in Higher Education Ceylon's New Junior University Colleges." Newsletter,USEFIC, March 1969.

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Effective teaching, the J.U.C. teaching staffagrees, is both a science and an arta sciencein reference to the mastery of subject matterand techniques of presenting knowledgean art in building motivation and increasingsensitivity for individuals who bring alltypes of inhibitions to the classroom bothopen and hidden. The master teacher is onewho turns the spotlight away from himselfand on to his students. The best teachingis not success in merely lecturing, but successfirst in motivating students to want to .learnand then success in measuring and inter-preting the level and amount of accomplish-ment. Rather than merely a talker, a J.U.C.lecturer must be a persuader, a tone setter,an interpreter as well as an arbitrator and,at times a referee.

Every teacher should leave the class withbetter understanding of the individual studenthow he reacts to questions, how he graspsthe meaning of material introduced. Heshould also leave every class with specificideas on improving his teaching. He mightreturn to his office to jot down successes andfailure of the past hourto attempt toanswer the questions : " When and throughwhat technique did I succeed in helpingstudents ? " " Where did I fail ? "

REACTIONSJ.U.C. faculty members apparently utilized

during the first term a variety of teachingmethods, including : problem-oriented dis-cussions, demonstrations, practical tutorials(in Library Science), role play (in AuditPractice), cases (in book-keeping), tours, andmodified team teaching. A brief descriptionof one so-called problem-oriented discussion(which involves more than discussion) willsuffice to suggest that J.U.C. lecturers areseriously attempting to move away from thestraight lecture method :

The class is divided into groups of fivestudents each. Groups elect leaders andfreely discuss a topic of their choosing froma list of appropriate subjects. They sub-sequently meet together at a seminar levelwhere views are submitted by leaders wholead critical discussion and final decisionmaking. The lecturer acts as moderator,interpreter and referee throughout thesesessions.

All campuses have a minimum of audio-visual equipmentprojectors, tape recorders,record players. Although not widespreadas yet, films are being used. British Councilfilms : " Cooperative Org?nisations " and" Get Together " have been found especiallyeffective in management studies classes.

QUESTION 8

Student evaluation will be based uponmultiple criteria frequently and continuouslyapplied throughout every course. How,specifically, have you thus far supported thisgoal ?

COMMENT

A student has a right to know how wellhe is doing in a course, and he should beable- to find out at regular intervals. Theneed for continuous evaluation of studentprogress by a variety of techniques wasidentified in the planning stages of theJ.U.C's. The evaluation plan of studentsuccess should, according to the 1969 Bulletin,include a final examination, " but only as acapstone to the evaluation that has occurredthroughout the two-year program ". "Eachmember of the faculty is thereby committedto a plan individually developed from pres-cribed guidelines.

The Bulletin further states that studentsshould have opportunities to verbalize as

well as to write. Successful verbalizationshould be recognized in the grading systema contention which has not been activelysupported in Ceylonese education."

REACTIONS

Returns from the faculty indicate a modestimplementation of this commitment to anexpanded system of success measurement.Five cases of students evaluating each otherwere reported. Visiting lecturers are ao--parently asked to submit progress. reportsof student accomplishment. One teachermentioned that he asks departmental col-leagues to review his valuative judgements.

An English instructor submitted a state-ment suggesting his intention to supplementthe final examination as the grading technique

10. Junior University College Bulletin 1969. P. 19.II, Ibid. P. 19, Sections ef under " Examinations."

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as well as to break the spell of constantlecturing :

"Since I teach a skill, I don't lecture. I

first demonstrate sentence patterns, thencall for oral practice which includes chorusdrills, individual drills and pattern practice.. . . In my classes, students evaluate eachother. Oral testing is applied both in theform of evaluating the day's lesson and asunit tests."

Attempts are being made to measurechanges in student attitudes (see Reactionsto Question 2). Although techniques for so-doing were reviewed during staff orientationsessions, few were actually described as havingbeen specifically tried. Measuring attitudechange is indeed difficult, most J.U.C. in-structors feel, nevertheless, that helping todirect such change is a responsibility theymust eventually share.

A beach head has been secured by theJunior University College forces againstlecturing as the single-teaching method andthe final written examination as the onlymeans of grading. Much greater efforts arenow necessary to insure further progress.

QUESTION 9

The J.U.C's. are obligated to offer educa-tional opportunities to the public. What,specifically, have you contributed to " com-munity services "

COMMENTEducational opportunities for the general

public have not been organized to any extent.Retources and energy have wisely beench..,,neled into developing and executingquality programs in semi-professional fields.While a few imaginative projects werereported, this question was included pri-marily to coax interest in organizing futureadult classes and cultural and recreationalevening opportunities.

Maintaining an active program of Com-munity Servicesincluding educational, cul-tural and recreational opportunities for thepublicwould indeed bring lasting benefitsto each of the communities. In the immediateyears ahead, the Junior University Colleges

have the opportunity as well as the res-ponsibility to become centers of community..fe.

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REACTIONS

At K:3alle Campus, a series of lectures isplanned for small businessmen in accountsand book-keeping. Geared to practicalapplications, local business owners will beinvited to attend the weekly sessions whichlater will be organizeJ as follow-up seminars.

Physical education instruction is now avail-able to Kegalle to government servants whowant to keep fit. An open invitation hasbeen extended to community people. toattend evening film shows on physical educa-tion. Dehiwela, the urban campus in metro-politan Colombo, has made relatively exten-sivd use of guest lecturers, some of whomhave lectured without chargea harbingerof a community support organization whichis the heart of successful community orientedjunior universities.

An extension evening course (in Sinhala)for permanent employees of the State In-surance Corporation is a possibility atDehiwela campus. Such a course, initiallydesigned to upgrade employees, could even-tually lead to a full diploma program ininsurance, and a pre-University major aswell.

A FINAL REQUEST

Please feel free to identify and commenton a particular success not otherwise covered,and/or a pressing problem. It is vital that youdescribe specific incidents or situations.Describe in some detail. Avoid generalities.

REPLIES

Admioistrators and faculty on severalcampuses questioned the advantage of a

240-day yearly calendar. This total, it waspointed out, is considerably greater than inother institutions of higher education. TheUniversity of Ceylon has approximately 200days in its calendar year. Notwithstandingthe difference in objectives of the Universitiesand the Junior Universities, the disparitybetween the two calendars is, 4eemingly

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difficult to justify. The daily schedule which(when diploma courses, required courses andlibrary attendance are all accounted for),amounts to an inordinately long day for stu-dents and faculty alike, was also questioned.No alternatives were offered, however.Compromisesincluding reduction in theamount (10 holirs per week) of compulsorylibrary attendance and the maximum numberof hours for diploma coursesare beingstudied.

Additional suggestions were directed to-ward the improvement of the level of Englishcompetency. One of theseextra staff topermit ability grouping in English classeshas already been accepted at the Ministeriallevel. Another suggestion is being imple-mented : " Ask the United States informationService Library to send around its mobileunit to make available English texts which areentirely lacking in certain fields."

Need for motor vehicles was widely ex-pressed. If the colleges are going to maintaina reasonably full co-curricular program, aswell as develop a close relationship withtheir communities, a ready means of trans-portation is necessary. A mini-bus assignedto each Junior University would be put tomzni essential uses. Adequate transportationfor c ''.ically needed equ ment apparentlycannc.' be provided by the Ministry, In-ordinate delays of equipment, crippling theefforts of colleges, particularly those mostdistant from Colombo, are frequently ex-perienced.

The question of faculty participation inpolicy making was brought up by more thanone respondent. One asks the questionrhetorically :

Is the active participation of the instruc-tional staff in policy making decisions con-sidered necessary ? If so, why have notthe staff been consulted with regard tosuch important matters as teacher load,formation of timetable, or fixing the numberof working days for the college year ?,

Faculty and student participation in planningas well as executing policy especially in areaswhich primarily affect them, is a practicalnecessity in institutions of higher learning

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wherever they are located. While thisrequires careful planning with clear res-ponsibility understandings. such faculty andstudent involvement needs no philosophicaljustification. If the rule of reason ratherthan the rule of force is to prevail, co-operative effort simply must be instituted.Cooperative administration appears to be thebest antidote for the unrest which grips theeducational world like a tidal wave. Inplanning the Junior University College sys-tem, Ministry officials made effective use ofcommunity leadersincluding businessmenand university professorsas well as availablefaculty. The 1969 Bulletinespecially sec-tions dealing with course specificationswaslargely the work of the professional teachingstaff. As the faculty gains experience, theDirector will undoubtedly solicit their parti-cipation in developing policy which mostdirectly affects them.

Recommendations were subm;..ted to theHonorable Minister and the System Directorin a final memorandum dated June 16, 1969.Included were the recommendations to :

I. Add to the System Director's officestaff an assistant for instruction and anassistant for financial controls.

2. Consider a new set of administrativeand faculty titles consistent with theunique purposes of J.U.C. education.

3. Extend faculty and student participationin decision-making.

4. Develop suitable aptitude tests foradmission and placement purposes.

Extend the Faculty Handbook currentlyin first draft form, and develop a PolicyManual as quickly as possible.

6. Plan in-service programs for all per-sonnel, and workshops in buildinginstructional objectives and utilization ofinstructional techniques.

7. Give priority to the development of aCommunity College concept.

8. Continue the orderly development ofthe three established types of studentbodies : coeducation, male only, andfemale only.

9. Provide housing for students, parti-cularly those attending rural institu-tions.

10. In three to five years, plan a majorevaluation to answer the questions :" What are we doing and why ? " and" In what directions should we be goingto reach our long term goals ? "

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A development of remarkable proportionsis underway in Ceylon. An entire JuniorUniversity College system was created withsix operating campuses in three short yeblrs,Ample provision for its growth and develop-ment is provided in the enabling legislation.The system with an enthusiastic Director whohas a thorough understanding of the JuniorUniversity College potential, is beginning tooperate as a cooperative unit to meet theneeds of individual communities and theNation

Dr. Frederick C. Kintzer (L 68), was con-sultant in Junior Colleges to Ceylon's Ministry ofEducation.

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DIRECTIOn'S COMNIENTS

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IN the _September issue we congratulated our accountant, who served on theFoundation's staff for ten years. Now we offer our good wishes to our alumni officer,who completed ten years of service with the Foundation on October 12. Ow staff,the alumni, and all those who are connected with our work join in congratulatingher and wishing her many more years of useful service.

To have on our staff personnel with long years of service, is a tribute both to themand to the Foundation. Loyal service and dedicated work are always the fruits ofsuch long associations. To the extent that an administrator receives the guidance,wise counsel and the advantage of long experience from his senior staff, is he ableto accomplish his tasks. We are most fortunate that, not only in the working staffbut also in the agencies that work in close co-ordination with the Foundation, arepeople who are able to share with those who join later their wide experienc' therebymaking the task of a new recruit lighter.

It is a tribute to the staff that the number of alumni who ' drop in ' at the Foundationis increasing rapidly. Increasing interest in the activities of the Foundation challengesus to move ahead with greater confidence.

We are hopeful that as the years go by, the Foundation will become a center ofacademic activity between the two nations it represents.

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L. AELIAN FERNANDO,Director.

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