Abstract:
The young graduate may play a vital role in the reconciliation and post conflict recovery
when the well rounded graduate is fully aware of vitality of local initiatives for reconciliation
and has intercultural understanding. Efforts were made to incorporate learning
opportunities in the curriculum to develop socially responsible and sensitive graduates. A
non-credit compulsory course module which totally operates in student-centred mode
was designed. The adoption of the module and learningf,activities were planned to enrich
cross cultural understanding, nontechnical skills of.the undergraduates to work in
multiculturalenvironmentforpromotingethniccohesion'
Eleven projects were conducted with the participatio 6 o'f Tsstudents.irithe first round in
2011'Project outputs included short movie on ethnic cohesion, book release on multireligious
study, exploration of multiculturall! important archaeologicalalsites, up-liftmen
programme for internally displaced school students in the north, fvorkshops to university
community on ethnic cohesion. There was a wider participation from the university
community for all the programmes and final output wefe focrised on local strategies for
reconciliation. The participants'feedback revealed that the course module designed to
challenge the students to use the best of their abilities and creativity, provide support to.
complete the task, keep relevance to the students'expectations and activilids involved
the students very energetically. Participants (93%) believe that their life skills were improved
by completing the course unit and their understanding and mutual respecis towards other
communities have been widened through the participatory approach of the course module.
Students (96.4o/o) were in the opinion that the programme enriched the participants,views
on social responsibility and enhance teamwork skills.
