Introduction
The current turbulent and dynamic business environment has given greater emphasis at present to business initiatives and innovations. Businesses pursue constant innovations, since they are keen on positioning their value propositions lucratively among their target audience. Thus, they seek graduates and professional qualification holders from the job market. However, it is evident from job advertisements in the newspapers that the corporate sector is keen on recruiting professional jobholders compared to graduates, (Weligamage, 2009). There is a common misconception that the graduates lack professional qualifications. This misconception leads to the discrimination of university students where professional qualification holders have an edge over the graduate. This view foregrounds two issues: the perception of the corporate sector of the graduate and what graduate really lack.
At present, all fifteen state universities in Sri Lanka produce competent graduates. In the year of 2010, university admissions were totaled as 21,547 and the graduate output was totaled as 20,357. The author’s view is that, the employers and the community at large would not doubt the knowledge of undergraduates. In general, we commonly accept that the quality of higher education in Sri Lanka has reached to a satisfactory level. But the reader would probably question me about the disputes that have occurred pertaining to higher education. Though the administration is apparently feeble, the students possess enough knowledge. The graduate output level proves that big numbers graduate and conceptually all graduate courses are equal. So conceptually one could argue that all graduates are equally skilled or competent.
Employability of Graduates at Present
Several dimensions can be addressed pertaining to the current employability of graduates in local universities in Sri Lanka. In general, lack of professional orientation is one of the major problems relating to students in social sciences. Generally, Medicine, Engineering, Law, Agriculture, Science and Management faculties guide their students towards properly defined objectives of professions. For an example, degree programs in commerce and management faculties such as Commerce, Finance, Accountancy, Human Resource Management, Business Administration, Marketing etc. are having national as well as international links. Those links assist students to develop their future career plans.
It has been empirically verified that, to a greater extent, unemployment rate is high among Arts graduates when compared to Commerce and Management graduates. This comparison foregrounds that the occupational expectation of graduates of Humanities and Social Sciences has become an issue.
“People become unemployed because of unemployment mismatch” (Vidanapathirana, 2001). However, employers consider candidate’s skills when they are recruited for a job. The University of Sydney (1997) elaborates some of the commonly accepted skills for a job seeker. Some of them are knowledge skills, thinking skills, personal skills, personal attributes, and practical skills. Under knowledge skills, application of theory into practice, body of knowledge in the field of study, organizing and communicating skills in oral and written English, research skills and the use of appropriate technologies are addressed. Under the category of thinking skills, the ability to exercise critical judgment, ability of thinking, ability of self evaluation and the ability of imaginative thinking are discussed. Personal thinking is discussed under the subsections of commitment, planning, and goal achievement, and the ability of working with others. Under personal attributes, striving for tolerance and integrity, and ethical behavior are discussed. Finally, practical skills are discussed under the sub sections of the ability to use information technology, report writing, testing hypothesis, and technical skills.
Employer’s requirements from a graduate
I conducted interviews with some of the top ranking business figures in Sri Lanka to have an in-depth knowledge. This is an extract form an interview I had with a leading marketing professional in Sri Lanka,
“We are disappointed with the ones we have. Most cannot speak English and they are conceited. They are also not hard working and quite set in their own ways. University ‘striking’ lecturers on the other hand are a disgrace to this country – they learn from tax payer’s money and let down the students who are the fabric of this nation. Now the students also get indoctrinated with such type of actions”
In a nutshell, they were elaborate of the fact that the current graduates lack English competency, communication and presentation skills. I believe those facts, though the graduates possess enough subject knowledge, he/she should be in a position of communicating when they become employed. We know for a fact that English has become one of the commonly used languages in the world. The economic dependency of Sri Lanka to developed countries and international institutions can be identified as one of the major factors that would prevent the usage of mother language. In addition to that, some may perceive that the prevention of economic dependency is the ideal solution for the existing crisis, but it is a long term objective of our nation.
Attitudes of the Sri Lankan Graduates
Empirical verifications affirm that, apart from the problems of the education system, attitudes of graduates also affect on the employment problem in Sri Lanka. Ministry of education and higher education states, according to the Presidential Committee appointed to identify problems of the university system affirmed three main reasons for the graduate unemployment problem. They are lack of communication skills, lack of English competency and negative attitudes. In general, graduates expect government and pensionable jobs and most specifically high salary from the beginning. However, commerce and management faculties in Universities intend to produce graduates for the private sector. This is due to the professional orientation of the commerce and management students. Moreover, it is a commonly accepted fact that as far as the position and the reputation is concerned, finding a job will be a big problem. The society in Sri Lanka also generally expects that graduates must have reputable occupations from the beginning. Such attitudes and values discourage graduates to start a job at a lower level. We know for a fact that Sri Lanka is an agricultural country. But in general students lack the engagement of indigenous sectors such as agro-based and self-employed occupations in Sri Lanka. But however numbers of scholars affirm to produce entrepreneurs and managers to enhance the economic development in Sri Lanka.
Quality of Degree Programs in Sri Lanka
In order to ensure the quality and relevancy of degree programs, it is compulsory for all higher education programs to be judged by Quality Assurance Subject Reviewers appointed by the Quality Assurance Council of Sri Lanka. This quality assurance is done mainly due to the graduate employability issue in Sri Lanka. But however, the Quality Assurance Council reveals that the government departments/universities are weak in six aspects, namely, “Curriculum Design, Content and Review”, “Extend and Use of Student Feedback”, “Postgraduate Studies”, “Peer Observation”, “Skills Development’, and “Academic Guidance and Counselling”, (Ariyawansa, 2008). Perhaps most notably, scholars in Sri Lanka argue that degree programs in Social Science and Humanities are poor in quality and relevancy, (Ariyawansa, 2008).
What is actually happening in Universities?
Universities offer degrees specialized in diverse areas. Irrespective of the stream considered, in most universities students are allowed to attempt papers in their mother tongue during their first and the second years. Nonetheless, some students attempting their exam papers in their mother tongue not only in first two years, but also during the entire university career.
In the perspective of psychology, it is stated that first attempt may possibly leads to the second attempt and the second attempt may probably leads from the conclusions derived from the first attempt. This basic premise can also be applied to university students. A student who has weak English knowledge will possibly attempt his exam papers in his/her mother tongue just for the sake of passing the exam. And the second attempt will also follow the consequences resulted from the first attempt resulting to attempt the second semester exam with his/her mother tongue and eventually during his/her entire university career. They do not believe that the university education is much more than coming out with a Bachelors or a Masters degree. What are the main expectations of university education? Ariyawansa (2008), states that, education should aim at developing all aspects of human life as an essential task. As the term implies, ‘the University’ is the place where students gather universal subject as well as the practical knowledge. Some may perceive that learning English will possibly compromise the priority given to one’s mother tongue. Personally I believe that this perception is a political ideology that this country has been affected with since the time of the independence.
It is well-known facts that, the majority of students in the local university system are from the Colombo district, although a considerable proportion is being attracted from other districts as well. Students from non-urban areas low with the competency of English and there are numerous ways and means to improve the levels of English proficiency among them. It is reported that, there is a severe shortage of English teachers among rural government schools. As a result students from non-urban areas do not pay much attention to the English language and the majority has given up learning English as a subject. As of 2011, 41.41 percent of pass rates were depicted for English language in ordinary level examinations. This is somewhat an improved figure when compared to 2009 and 2010. Though the government initiates a number of policies and procedures to enhance the level of English language among students, it is a pity to state that approximately 95 percent of students from remote areas do not adequately possess the English language proficiency.
When it comes to private university students, we know for a fact that they are from affluent social classes and they hold different attitudes and perceptions when compared to local university students. Comparatively, they hold enough financial capability and obviously they have a sound English knowledge. They know how to communicate with others and they possess soft skills when compared to a local university student. Obviously that is what the business sector is looking for when it comes to a recruitment of a job candidate. Nonetheless, their performance at exams and passion for learning are questionable.
Suggested Remedies
Universities hold students societies, intended to enhance student’s English fluency. Besides, English Language Teaching Units (ELTUs) provide immense support to students to enhance their English fluency. Personally I believe that the infrastructures in universities are sufficient to provide the maximum input. As I mentioned above, majority of the universities do allow students to attempt their exam papers in their mother tongue. This approach has been implemented because students take time to adapt to write in English. But what is actually happening is the majority of the students are attempting their papers in their mother tongue during their entire university life. If so how they can possibly improve their language fluency? I know for a fact that, merely attempting an exam paper will not possibly lead to enhance English competency, but in a way it supports students to explore further. I believe that the lecturers hold an obligation to persuade students to write in English while communicating the importance of it. On the other hand, I have come to know that most students lack soft skills.
Moreover, the author believes that the negative attitudes of local university students have to be removed. As a whole, university students are conceited. They believe in their own things and vested interests in their minds have become rigid in different aspects. When it comes to private university students, they are really flexible and sociable. The way they dress, speak in front of a crowd, and presentations are some of the valuable attributes that they hold.
Wickramarachchi’s (2008) study affirms that the conversion of the mode of delivering lectures into English in Management streams has shown a progress of employability in Sri Lanka. But my personal observation is, though lectures are delivered in English medium, the majority of students tend to attempt their exam papers in their mother tongue.
Conclusion
Graduates are highly valuable human resource for a country. But in general they have to wait for a long time for suitable jobs. Specially, the unemployment problem is high among humanities and social science and some management graduates, (Ariyawansa, 2008). IT skills and English Proficiency are essential elements of determinants of employability. Besides, communication skills are the mostly expected skills in selecting a graduate for a job, and most importantly, the English competency is highly concerned when selecting a graduate for a private sector job in Sri Lanka, Ariyawansa (2008). The author believes that the acquisition of basic IT skills and English competency should not be a responsibility of Universities in Sri Lanka. Such skills should be developed from school levels.
During my small academic career I have met qualified people who are enjoying their lives economical success. Some of them did not possess a sound with English background when they started their university life. But their strong determination and the commitment have led to high results and to achieve a successful life.
References
Ariyawansa, R. G. (2008). Employability of Graduates of Sri Lankan Universities. Sri Lankan Journal of Human Resource Management, 02(01), 91-104.
Generic Attributes of Graduates of the University of Sydney (1997) Available online: http://www.policy.rms.usyd.edu.au [Downloaded: September 13, 2012]
Vidanapathirana,U.(2000).Employability and expectations of university students: A cross faculty comparison of the attributes of university students, Sri Lanka Association for the advancement of Science (SLAAS), Proceeding of the 56th Annual Session,27th Nov-1st Dec, Colombo, Sri Lanka,p.281
Vidanapathirana,U.(2001).Unemployment Mismatch-Iceberg? Or Volcano?, Association for the advancement of Science (SLAAS), Proceeding of the 57th Annual Session,26th Nov-1st Dec, Colombo, Sri Lanka,p.131-143
Weligamage, S.S. (2009). Graduates‟ Employability Skills: Evidence from Literature Review. Sub Theme A - Enhancing Employability through Quality Assurance - ASAIHL 2009, University of Kelaniya. 115-125
Wickramarachchi M. W. (2008), Employability of Management Graduates, Convocation Address, 35th Convocation of the University of Sri Jayewardenepura, University of Sri Jayewardenepura, Colombo.
The current turbulent and dynamic business environment has given greater emphasis at present to business initiatives and innovations. Businesses pursue constant innovations, since they are keen on positioning their value propositions lucratively among their target audience. Thus, they seek graduates and professional qualification holders from the job market. However, it is evident from job advertisements in the newspapers that the corporate sector is keen on recruiting professional jobholders compared to graduates, (Weligamage, 2009). There is a common misconception that the graduates lack professional qualifications. This misconception leads to the discrimination of university students where professional qualification holders have an edge over the graduate. This view foregrounds two issues: the perception of the corporate sector of the graduate and what graduate really lack.
At present, all fifteen state universities in Sri Lanka produce competent graduates. In the year of 2010, university admissions were totaled as 21,547 and the graduate output was totaled as 20,357. The author’s view is that, the employers and the community at large would not doubt the knowledge of undergraduates. In general, we commonly accept that the quality of higher education in Sri Lanka has reached to a satisfactory level. But the reader would probably question me about the disputes that have occurred pertaining to higher education. Though the administration is apparently feeble, the students possess enough knowledge. The graduate output level proves that big numbers graduate and conceptually all graduate courses are equal. So conceptually one could argue that all graduates are equally skilled or competent.
Employability of Graduates at Present
Several dimensions can be addressed pertaining to the current employability of graduates in local universities in Sri Lanka. In general, lack of professional orientation is one of the major problems relating to students in social sciences. Generally, Medicine, Engineering, Law, Agriculture, Science and Management faculties guide their students towards properly defined objectives of professions. For an example, degree programs in commerce and management faculties such as Commerce, Finance, Accountancy, Human Resource Management, Business Administration, Marketing etc. are having national as well as international links. Those links assist students to develop their future career plans.
It has been empirically verified that, to a greater extent, unemployment rate is high among Arts graduates when compared to Commerce and Management graduates. This comparison foregrounds that the occupational expectation of graduates of Humanities and Social Sciences has become an issue.
“People become unemployed because of unemployment mismatch” (Vidanapathirana, 2001). However, employers consider candidate’s skills when they are recruited for a job. The University of Sydney (1997) elaborates some of the commonly accepted skills for a job seeker. Some of them are knowledge skills, thinking skills, personal skills, personal attributes, and practical skills. Under knowledge skills, application of theory into practice, body of knowledge in the field of study, organizing and communicating skills in oral and written English, research skills and the use of appropriate technologies are addressed. Under the category of thinking skills, the ability to exercise critical judgment, ability of thinking, ability of self evaluation and the ability of imaginative thinking are discussed. Personal thinking is discussed under the subsections of commitment, planning, and goal achievement, and the ability of working with others. Under personal attributes, striving for tolerance and integrity, and ethical behavior are discussed. Finally, practical skills are discussed under the sub sections of the ability to use information technology, report writing, testing hypothesis, and technical skills.
Employer’s requirements from a graduate
I conducted interviews with some of the top ranking business figures in Sri Lanka to have an in-depth knowledge. This is an extract form an interview I had with a leading marketing professional in Sri Lanka,
“We are disappointed with the ones we have. Most cannot speak English and they are conceited. They are also not hard working and quite set in their own ways. University ‘striking’ lecturers on the other hand are a disgrace to this country – they learn from tax payer’s money and let down the students who are the fabric of this nation. Now the students also get indoctrinated with such type of actions”
In a nutshell, they were elaborate of the fact that the current graduates lack English competency, communication and presentation skills. I believe those facts, though the graduates possess enough subject knowledge, he/she should be in a position of communicating when they become employed. We know for a fact that English has become one of the commonly used languages in the world. The economic dependency of Sri Lanka to developed countries and international institutions can be identified as one of the major factors that would prevent the usage of mother language. In addition to that, some may perceive that the prevention of economic dependency is the ideal solution for the existing crisis, but it is a long term objective of our nation.
Attitudes of the Sri Lankan Graduates
Empirical verifications affirm that, apart from the problems of the education system, attitudes of graduates also affect on the employment problem in Sri Lanka. Ministry of education and higher education states, according to the Presidential Committee appointed to identify problems of the university system affirmed three main reasons for the graduate unemployment problem. They are lack of communication skills, lack of English competency and negative attitudes. In general, graduates expect government and pensionable jobs and most specifically high salary from the beginning. However, commerce and management faculties in Universities intend to produce graduates for the private sector. This is due to the professional orientation of the commerce and management students. Moreover, it is a commonly accepted fact that as far as the position and the reputation is concerned, finding a job will be a big problem. The society in Sri Lanka also generally expects that graduates must have reputable occupations from the beginning. Such attitudes and values discourage graduates to start a job at a lower level. We know for a fact that Sri Lanka is an agricultural country. But in general students lack the engagement of indigenous sectors such as agro-based and self-employed occupations in Sri Lanka. But however numbers of scholars affirm to produce entrepreneurs and managers to enhance the economic development in Sri Lanka.
Quality of Degree Programs in Sri Lanka
In order to ensure the quality and relevancy of degree programs, it is compulsory for all higher education programs to be judged by Quality Assurance Subject Reviewers appointed by the Quality Assurance Council of Sri Lanka. This quality assurance is done mainly due to the graduate employability issue in Sri Lanka. But however, the Quality Assurance Council reveals that the government departments/universities are weak in six aspects, namely, “Curriculum Design, Content and Review”, “Extend and Use of Student Feedback”, “Postgraduate Studies”, “Peer Observation”, “Skills Development’, and “Academic Guidance and Counselling”, (Ariyawansa, 2008). Perhaps most notably, scholars in Sri Lanka argue that degree programs in Social Science and Humanities are poor in quality and relevancy, (Ariyawansa, 2008).
What is actually happening in Universities?
Universities offer degrees specialized in diverse areas. Irrespective of the stream considered, in most universities students are allowed to attempt papers in their mother tongue during their first and the second years. Nonetheless, some students attempting their exam papers in their mother tongue not only in first two years, but also during the entire university career.
In the perspective of psychology, it is stated that first attempt may possibly leads to the second attempt and the second attempt may probably leads from the conclusions derived from the first attempt. This basic premise can also be applied to university students. A student who has weak English knowledge will possibly attempt his exam papers in his/her mother tongue just for the sake of passing the exam. And the second attempt will also follow the consequences resulted from the first attempt resulting to attempt the second semester exam with his/her mother tongue and eventually during his/her entire university career. They do not believe that the university education is much more than coming out with a Bachelors or a Masters degree. What are the main expectations of university education? Ariyawansa (2008), states that, education should aim at developing all aspects of human life as an essential task. As the term implies, ‘the University’ is the place where students gather universal subject as well as the practical knowledge. Some may perceive that learning English will possibly compromise the priority given to one’s mother tongue. Personally I believe that this perception is a political ideology that this country has been affected with since the time of the independence.
It is well-known facts that, the majority of students in the local university system are from the Colombo district, although a considerable proportion is being attracted from other districts as well. Students from non-urban areas low with the competency of English and there are numerous ways and means to improve the levels of English proficiency among them. It is reported that, there is a severe shortage of English teachers among rural government schools. As a result students from non-urban areas do not pay much attention to the English language and the majority has given up learning English as a subject. As of 2011, 41.41 percent of pass rates were depicted for English language in ordinary level examinations. This is somewhat an improved figure when compared to 2009 and 2010. Though the government initiates a number of policies and procedures to enhance the level of English language among students, it is a pity to state that approximately 95 percent of students from remote areas do not adequately possess the English language proficiency.
When it comes to private university students, we know for a fact that they are from affluent social classes and they hold different attitudes and perceptions when compared to local university students. Comparatively, they hold enough financial capability and obviously they have a sound English knowledge. They know how to communicate with others and they possess soft skills when compared to a local university student. Obviously that is what the business sector is looking for when it comes to a recruitment of a job candidate. Nonetheless, their performance at exams and passion for learning are questionable.
Suggested Remedies
Universities hold students societies, intended to enhance student’s English fluency. Besides, English Language Teaching Units (ELTUs) provide immense support to students to enhance their English fluency. Personally I believe that the infrastructures in universities are sufficient to provide the maximum input. As I mentioned above, majority of the universities do allow students to attempt their exam papers in their mother tongue. This approach has been implemented because students take time to adapt to write in English. But what is actually happening is the majority of the students are attempting their papers in their mother tongue during their entire university life. If so how they can possibly improve their language fluency? I know for a fact that, merely attempting an exam paper will not possibly lead to enhance English competency, but in a way it supports students to explore further. I believe that the lecturers hold an obligation to persuade students to write in English while communicating the importance of it. On the other hand, I have come to know that most students lack soft skills.
Moreover, the author believes that the negative attitudes of local university students have to be removed. As a whole, university students are conceited. They believe in their own things and vested interests in their minds have become rigid in different aspects. When it comes to private university students, they are really flexible and sociable. The way they dress, speak in front of a crowd, and presentations are some of the valuable attributes that they hold.
Wickramarachchi’s (2008) study affirms that the conversion of the mode of delivering lectures into English in Management streams has shown a progress of employability in Sri Lanka. But my personal observation is, though lectures are delivered in English medium, the majority of students tend to attempt their exam papers in their mother tongue.
Conclusion
Graduates are highly valuable human resource for a country. But in general they have to wait for a long time for suitable jobs. Specially, the unemployment problem is high among humanities and social science and some management graduates, (Ariyawansa, 2008). IT skills and English Proficiency are essential elements of determinants of employability. Besides, communication skills are the mostly expected skills in selecting a graduate for a job, and most importantly, the English competency is highly concerned when selecting a graduate for a private sector job in Sri Lanka, Ariyawansa (2008). The author believes that the acquisition of basic IT skills and English competency should not be a responsibility of Universities in Sri Lanka. Such skills should be developed from school levels.
During my small academic career I have met qualified people who are enjoying their lives economical success. Some of them did not possess a sound with English background when they started their university life. But their strong determination and the commitment have led to high results and to achieve a successful life.
References
Ariyawansa, R. G. (2008). Employability of Graduates of Sri Lankan Universities. Sri Lankan Journal of Human Resource Management, 02(01), 91-104.
Generic Attributes of Graduates of the University of Sydney (1997) Available online: http://www.policy.rms.usyd.edu.au [Downloaded: September 13, 2012]
Vidanapathirana,U.(2000).Employability and expectations of university students: A cross faculty comparison of the attributes of university students, Sri Lanka Association for the advancement of Science (SLAAS), Proceeding of the 56th Annual Session,27th Nov-1st Dec, Colombo, Sri Lanka,p.281
Vidanapathirana,U.(2001).Unemployment Mismatch-Iceberg? Or Volcano?, Association for the advancement of Science (SLAAS), Proceeding of the 57th Annual Session,26th Nov-1st Dec, Colombo, Sri Lanka,p.131-143
Weligamage, S.S. (2009). Graduates‟ Employability Skills: Evidence from Literature Review. Sub Theme A - Enhancing Employability through Quality Assurance - ASAIHL 2009, University of Kelaniya. 115-125
Wickramarachchi M. W. (2008), Employability of Management Graduates, Convocation Address, 35th Convocation of the University of Sri Jayewardenepura, University of Sri Jayewardenepura, Colombo.