Bulletin Supplement Aug 1969

entirely to producing technologists or scientists. It should be a place to build up elites as well as producing scientists. Here we come to the problem of how to create an appropriate balance between these two groups. We must never forget the importance of university as a centre of scholars with a heritage of knowledge as well as a duty to social development. I t is, therefore, necessary to consider national polic y in conjunction with the number, size, curricula, quality of teaching and learning of universities in that society. Universities of various countries cannot follow the same pattern. We must synchronize university education with other levels of education. Therefore, the determination of other levels of education must also take into consideration status and form of university and, in turn, the form of university must be compatible with political, economic and social factors. Why did I mention politics? This seems to me necessary because if a society decides on a particular political policy , university cannot afford to become an ‘ivory tower'. For instance, my country is a constitutional monarchy, the form of university must be in conformity with the constitution and the administration with the King as leader of the nation. I f the politics of decentralisation is practised, the university has also to be decentralised to the extent appropriate to the circumstances university as wel l as its professors must be relevant to society. Is the university simply a place for new knowledge and ol d theories? Has the university any responsibility to society and culture and what about its role i n developing ethics and even physical education? Looking at the question this way, many pro- blems follow: what should be the suitable period of time at the university? 4-1-2 or 3-2-2. It would be rash to conclude that a three-year degree program offers less to students than a four-year degree program. What coul d be compared is the difficulty and the content of subjects involved. Should we begin specialization at the master's degree level or at the first degree level? What about doctoral research: research in depth or research in dimension? Whether it should be 30 hours or 12 hours per week has something to do with social structures. If sufficient textbooks are not available, 12-16 hours a week hardly seem adequate. Should the university be residential or non-residential? What type of college systems do we prefer: American or British? Number of university professors presents a difficult problem. How could the university keep its professors? (at the time when outside offers are very tempting). The increase in the quality of university professors, their income and compensation as well as other educational material are all limited by social structures. To what extent should university degree, professors and higher education be given social recognition? To produce university graduates is an important policy concerning social structures. In an industrial society or an affluent society, there is a great need for the university to produce technologists and scientists, in order, firstly, to supply increasing industries with necessary man-power and secondly, to avoid a social problem arising from unemployment. Therefore, university education of from 4 to 8 years seems to be a way of solving problem of unemployment. O r after the end of a war, veterans are brought into the university to alleviate unemployment problem. Principal university disciplines include humanities, natural sciences, social science and applied sciences including technology. To increase (or reduce) and persuade students to choose various disciplines is largely determined by social structures, which mean the formulation of development policy in stages. Whether a society should have state or private universities or colleges of denominational institution depends on its policy with reference to its social factor. University functionaries from Governing Board, Rector, Dean to junior faculty members how they should be organised—depend entirely on custom, tradition and social structures. With regard to culture, it begins with the form and personality of university as an institution. How far should university and culture be closely related? To what extent should culture be taught? How far is it necessary to preserve social custom and tradition including cultural heritage? University should be responsible not only to its students but also to successive social relationship at all levels. It can therefore be said with certainty that the university has close relationship with social structures. University students act as binders to this relationship. A good university must be in conformity, and no t incompatible, with social structures, and it needs no fear of being old-fashioned because it is different from other universities. If we now know the meaning of a university together with the fact that it must be closely related to social structures, it is therefore of imperative necessity that there exists a plan for university operations which does not contradict societal norms and social change, * * * 一 10 —