 |
Dean of FoA, Assoc. Prof. J. Govinden Soulange and Assoc Prof D.Goburdhun, Head of AFS Department, with Dr N.Gopee ( In centre) |
Good afternoon. It is my distinct honor to stand before you today. I wish to express my profound thanks to His Excellency the President Mr. D. Gokhool and the Honorable Prime Minister Dr N. Ramgoolam or entrusting me with this high responsibility, a responsibility symbolized by this academic robe.
I must confess, it sits rather heavily on my frame, a stark contrast to the modern, super-light gown a surgeon wears during an operation. Yet, this contrast feels appropriate. It is a metaphor for the role of a modern university itself: a role that must carry the profound weight of tradition, wisdom, and integrity while embracing the lightness, agility, and precision of modern innovation.
This institution holds a special place in my own history. I first walked these halls in the 1980s and 90s, when I had the privilege to lecture here in anatomy and physiology. I later served for nearly seven years on the university council and the staff committee. This is, for me, a homecoming.
The last time I spoke in this hall was in 2011. At that time, I was the Director General of Health Services. The campus was in a state of panic; four students had been diagnosed with pulmonary tuberculosis, and fear had emptied the classrooms. My team and I stood here and patiently explained the science—how the disease is transmitted and how to remain safe. We appealed to the students not as a frightened crowd, but as members of a university—as people pursuing knowledge. We asked them to behave rationally, to understand the situation, and to return to their studies. Thankfully, they did, and the next day, the university returned to normal.
That incident illustrates a fundamental truth that is the very cornerstone of this institution: critical knowledge and clear communication are the essential tools we use to avert crisis, dispel fear, and uphold the purpose of a university. It is with this same spirit of clarity and purpose that I wish to speak with you today about our shared future.
1. Our Enduring Legacy: The Noble Mission of a Developmental University
To understand where we are going, we must first honor where we have come from. The University of Mauritius was not founded as an abstract academic ideal; it was born from a specific and urgent national purpose. Following a 1965 report, it was established as a "developmental university," with an explicit mandate to "serve the socioeconomic needs of the country and help in national development." This was a mission centered on what we might call transactional knowledge—the practical, operational expertise required to build a nation. This mission is our bedrock, the foundational principle upon which our future must be built.
Central to fulfilling this mission are the educators, the academic staff who carry the immense responsibility of shaping our nation's future talent. The great physician Dr. Everett Koop once said, "Life affords no greater responsibility, no greater privilege than the raising of the next generation." You, the staff of this university, hold that privilege.
Teaching is a noble profession, demanding extensive training, an unwavering ethical commitment, and a selfless dedication to the betterment of individuals and society. It is these very qualities that build and maintain the high reputation of our university—a reputation that is our most valuable asset in attracting the brightest and most dedicated students.
This foundational mission has been our North Star. Yet, today, the constellations are shifting. We face new and complex global realities that test the very bedrock of our institution, forcing us to ask difficult questions about how we can continue to fulfill our purpose for the generations to come.
2. The Modern Conundrum: Navigating the Realities of Sustainable Funding
The challenge of sustainable funding for public higher education is not unique to Mauritius; it is a major issue for public universities worldwide. For years, as this university successfully expanded to meet the developmental needs of our country, the pressure on our infrastructure and budgets grew immense. I recall the hard negotiations for budget allocations that were always rising, yet never felt adequate enough.
In response, we have been innovative. The creation of the University of Mauritius Trust in 2006 and other enterprise initiatives were important steps toward generating new income streams. Yet, despite these efforts, adequate funding always remains a big conundrum.
This financial reality forces us to confront a sensitive, yet unavoidable, question: the long-term sustainability of free tertiary education. There is no doubt that this policy has been a powerful engine for social mobility, opening doors for countless individuals who would not otherwise have been able to afford a university education. This remains a vital national goal. But we must have the courage to ask: at what cost?
The "cost" is not merely financial. It is the potential erosion of quality, the strain on our infrastructure, and the risk of compromising our ability to provide the world-class educational environment our students deserve and our nation requires. A serious, national reflection on this topic is required, a conversation that should be led by academia and society at large. How do we balance the noble goal of universal access with the financial realities required to maintain an institution of excellence? Answering this question is critical to ensuring our university not only survives, but thrives.
3. Redefining Success: Empowering the 'Work-Ready' Graduate for a Competitive World
As we approach our 60th anniversary, our motto is "honoring our past and empowering future generations." But what does this empowerment truly mean? It must mean more than simply conferring a degree. It means preparing 'work-ready' graduates, equipped not just with academic knowledge, but with the practical skills and resilience to succeed in a fiercely competitive world.
To be truly empowered, a graduate today needs a multi-faceted skill set that includes:
- Professionalism: A deep understanding of office ethics and appropriate workplace behavior.
- Communication: Strong language proficiency, confident interview skills, and the capacity for leadership.
- Mindset: A positive attitude, coupled with the patience and perseverance to navigate challenges.
I remember when I entered private practice in 1982, after my time in government service. A senior colleague introduced me to the head of a laboratory in a clinic by saying, "Now I will leave you with him, who will introduce you to the jungle." It is a jungle out there. Our graduates will face fierce competition, and academic excellence alone is not enough to guarantee survival, let alone success.
To the students here today, I say this: you are here to study, and you must make that your singular focus. Your empowerment begins in the lecture halls and the libraries. This is your primary responsibility and your greatest opportunity.
This is why our students must also be encouraged to have a Plan B, and perhaps even a Plan C. Education is not just for professional development, but for personal advancement. This is where we move beyond transactional knowledge to what one might call transcendental knowledge—the higher-level inquiry that instills values, wisdom, and the adaptability to cope with unforeseen circumstances.
I have seen this firsthand.
- A young man I knew personally, with whom I had worked on a project to develop jaw prostheses, earned his Master's degree in mechanical engineering but could not find a job in his field. Drawing on the trade he learned helping his father, he pivoted. Today, he runs a highly successful and innovative vegetable business, using his engineering skills to optimize his operations.
- Another graduate, with a degree in language and arts, now runs a thriving boutique bakery, infusing her business with an artistic and creative dimension.
These stories teach us a vital lesson: a university education provides the foundation to build a successful life, even if that life looks very different from the one originally planned. It is the transcendental value of education that empowers our graduates to thrive in the jungle.
4. From Theory to Impact: The Imperative of Translational Research
A university's output is not limited to its graduates; it extends to its research. Here, too, we must be guided by our developmental mission. In a nation like ours, research cannot remain an abstract exercise confined to academic journals. We must bridge what is known as the "research practice gap."
The future of research funding and relevance lies in translational research—a model that ensures the results of our inquiries are translated into tangible practice. Funders, both public and private, increasingly want to know the real-world impact of the work they support. How will this research benefit our society, our economy, and our country?
To sharpen our focus, I propose a strategic initiative: a retrospective survey of all research conducted at this university over the past 20 years. Such a review would allow us to analyze our impact, plan and orient future research priorities, and foster a culture of collaboration. It would be a powerful tool to break down the academic "silos" that can stifle innovation and encourage the kind of cross-cutting, multi-disciplinary work that drives modern discovery.
One area of immense potential is Ocean Studies. Given the national vision for a blue economy, this field is ripe for growth. I believe we should elevate it from a department to a full-fledged center, a move that would attract greater international collaboration and position the University of Mauritius as a leader in this critical domain.
5. A Virtuous Circle: Governance, Accountability, and Community Engagement
Ultimately, our ability to innovate in teaching and research depends on the health of the institution itself. Good governance, transparency, and accountability are not bureaucratic burdens; they are the essential prerequisites for building the trust required to attract donors, partners, and the best talent.
Our first order of business must be to restore the foundational pillars of our governance. As a matter of urgency, we must convene the Council, re-establish the Staff Committee, and appoint a new Vice Chancellor. Critical decisions affecting staff morale, promotions, and funding have been pending for too long, causing understandable frustration. I must pause here to commend our dedicated teaching staff, who, despite this period of uncertainty, have continued to provide their services with the same unwavering dedication they have always shown. We are profoundly grateful.
Demonstrating that we are responsible stewards of our resources is fundamental to securing our financial future. As the simple analogy goes, "even at home the father wants to know what the child has done with the money." When stakeholders know that funds are managed properly and allocated according to clear rules, they are far more likely to invest in our mission.
This creates a virtuous circle that connects all the themes I have discussed. Good governance builds trust, which attracts funding. That funding supports world-class teaching and impactful research. This, in turn, produces empowered, work-ready graduates who become successful and engaged alumni, ready to give back to the institution that shaped them—completing the circle.
This brings me to one of our greatest untapped resources: our alumni. It is time to revive the alumni association. I was once at a graduation ceremony in the United States where the keynote speaker, an engineer who designed the driving mechanism for the Mars rover, announced a donation of $42 million to his alma mater. This is the incredible potential of an engaged and proud alumni network. They are ready to give back, but they need to know their contributions will be put to good use.
Conclusion: The Pursuit of Knowledge and Our Pledge to the Future
A university like ours operates in two realms of knowledge. The first is transactional knowledge—the practical, operational expertise that meets the developmental needs of the country. This institution is, and must continue to be, a master of it.
But there is also transcendental knowledge, or "higher knowledge," which asks the fundamental questions: Who am I? Why does the universe exist? What is life? This is the realm of human consciousness, the very thing that modern tools like AI, for all their power, cannot replicate. Will AI become autonomous? By some accounts, perhaps. Will it ever become conscious? Thousands of years of wisdom tell us the answer is no. It is that uniquely human spark of conscious inquiry that a true university must always protect and nurture.
A former student of mine, whom I taught at a secondary school before I went on to study medicine, reminded me recently: "You started your life in education, and you are ending it in education." He is right. My journey has come full circle.
I stand before you today and pledge to you—the students, the staff, the leadership of this university, and the nation—that I will work in close collaboration with everybody to honor our past and, most importantly, to empower our future generations.
Thank you.
No comments:
Post a Comment