Features
McEducation: Issues and challenges in STEM/STEAM education
By Sudesh Mantillake
The Ministry of Education (MoE), the National Science Foundation (NSF), and the National Institute of Education (NIE) jointly organised an event on 31 March 2023 at Royal College, Colombo. At the event, the Minister of Education, Dr. Susil Premajayantha, announced that the government was planning to transform the country’s education system starting 2024 by introducing “STEAM” (Science, Technology, Engineering, Arts, and Mathematics) education. STEAM is distinct from “STEM” (Science, Technology, Engineering, and Mathematics), which was promoted earlier by the government, with the NSF as the designated national focal point. These sudden shifts in education policy raise serious questions about the future of education in the country. Were they adopted after due consideration and consultation? Will STEAM continue to draw on the utilitarian framework of STEM? Will the STEM/STEAM fab represent a form of McEducation based on business models, furthering corporate interests? And, most importantly, will STEAM education address the burning issues in our education system?
STEM vs STEAM
STEM was popularised in the US at the turn of the millennium, initially by the Tapping America’s Potential (TAP) coalition business roundtable. TAP is a group of corporate leaders who claimed that to maintain America’s competitiveness in the twenty-first century, the country had to cultivate scientists and engineers to create tomorrow’s innovations. Later in 2007, the US National Research Council promoted scientific and technical innovations in its research agenda. As both the government and corporate sectors supported STEM, more funding became available for STEM, with a parallel decrease in funding for arts and arts education, creating an imbalance.
In this context, the American Academy of Arts and Sciences, through their Commission on the Humanities and Social Sciences, published a report titled The Heart of the Matter in 2013, making a case for humanities and social science education. The Report argued that societal goals could not be achieved by science alone, a matter I dealt with in an earlier Kuppi column (The Island, 15th February 2022). Since 2013, it has been widely accepted by independent scholars and research groups, including scientists and engineers, in the United States and elsewhere, that integrating “Arts” into STEM education is essential. As a result, STEAM education replaced STEM, although it has evidently been recognised only very recently in Sri Lanka.
McEducation
The Minister of Education has proposed an instant package to transform our education system. Like McDonald’s fast food, the new STEM/STEAM initiative, is expected to give quick results, that is better products (students), representing a form of McEducation: a fast/instant approach to education and development based on the corporate logic of education. The government simply added “A” for arts and presented STEAM, with no discussion of how STEAM will improve STEM or whether the latter had given the anticipated results. It is like preparing your burger without cheese, and adding a slice of cheese later, and calling it a cheeseburger.
Whether STEM or STEAM, both systems promote a narrow, instrumental way of treating education that is driven by corporate interests. At the meeting on March 31st, the Minister of Education said, “The professions we are targeting today will not be there in the next 10-15 years. The new professions will replace them. When we act today, we should keep that [transformation] in mind.” As with STEM, his speech suggests that STEAM education will be developed targeting the future job market. Under this same market logic, arts faculties have been criticised for some time for not providing the “soft” skills that are needed by the “world of work.”
At the global level, countries have switched to STEAM education acknowledging that: 1) Art and creativity are needed for innovation; and 2) Art is essential to develop a critical, creative, and empathetic citizen. Some countries (e.g., China) use STEAM mainly for the first purpose, while some European countries place emphasis on the second. From the Minister’s speech, it seems like Sri Lanka is moving to STEAM for the first reason, i.e., to use art for innovations.
STEM/STEAM will not solve our problems
In Sri Lanka, we have many deep-rooted issues in education that cookie-cutter approaches, like STEM/STEAM, simply cannot solve. These issues—often based on resource constraints due to lacking public investment in education—are partially responsible for the strikes and protests organised by school teachers, university teachers, and university students. Based on the Minister’s speech in which he condemned student protests, the government seems to believe that STEM/STEAM education will discipline and pacify students: “Our students who are supposed to study in the universities, who should be learning the universal knowledge, have set aside that purpose and are getting hit by tear gas by the police on the roads. Our education has come to this place. This needs to be changed.” The Minister sees student protest as an issue that only lies with students, but does not address the complex reasons for the student protests. Among their demands, they are also asking for a better future. And they are critical of the existing system. It is very unlikely that this new STEM/STEAM-based education system will reduce student protests.
Any education policy or proposal cannot ignore the socio-economic-cultural differences among the various Sri Lankan communities. In relation to education, they differ based on: rural versus urban; whether they are under privileged, like Upcountry Tamils; the medium of instruction (Sinhala, Tamil, and English); the availability of competent teachers in rural districts; levels of parental support, in turn, shaped by their socioeconomic conditions; and the physical and psychological status of students due to malnutrition or other social problems. We cannot use urban schools in Colombo as the standard. The STEM/STEAM approach assumes that all schools have the resources to teach science-based subjects. How many rural schools have the capacity to teach science? What about Upcountry students who are often forced to study arts for their Advanced Level because their schools do not provide the resources for them to learn science? Is the government ready to increase the % GDP spent on education and distribute the resources in a socially just manner? Are our universities ready for interdisciplinary education that integrates the arts and sciences? Forget about interfaculty hiring; we sometimes cannot recruit an applicant with a Ph.D. in comparative literature into the Department of Fine Arts because the higher authorities decide literature is not fine arts.
Even if we succeed in STEAM education, do we have industries to support innovation? When our students have demonstrated innovation in the past, they have not been supported by the state to take their innovations off the ground. How will the situation change in the next few years? The Minister’s proposal to discourage competition among students through STEAM is noteworthy, although it is unclear how this will be accomplished.
The lack of opportunities itself creates competition. How do we create more opportunities for our younger generation? These questions are yet to be answered.
A truly interdisciplinary approach
An interdisciplinary approach that integrates the arts and the sciences may be a way forward. Art should not be treated as an instrument to teach science, technology, engineering, or mathematics. As some educationists show, the role of arts within STEAM has been instrumentalised by, for example, the use of music to memorize facts in science. If we follow this path with our STEAM education, music may soon be used to teach mathematical formulae. I agree that this approach could be fun for children and may help students to retain information, but this approach trivializes the arts. The purpose of arts education should not be limited to assisting STEM education. Students should learn dance for reasons such as understanding the strengths and limitations of their bodies, understanding their feelings, and expressing their emotions. Therefore, instead of using arts as a tool to teach STEM, we should create a truly interdisciplinary setting for the sciences to engage with the arts and the arts to engage with the sciences, on equal terms.
Underneath the STEM fab, there is a misconception that science tells the ultimate truth and can be applied to any location. In education, we are dealing with the minds of unique children. The division of Social and Transcultural Psychiatry at McGill University have challenged some of the misconceptions about science by adopting a critical approach to the neurosciences. The Director of the division, Professor Laurence J. Kirmayer, shows how science and knowledge are situational and socioculturally shaped. Through their critical studies on neuroscience, they emphasize the importance of genuine interdisciplinary convergence between the sciences and arts (humanities and social sciences), which could be taken as the true spirit of wisdom for our future.
(Sudesh Mantillake teaches at the Department of Fine Arts, University of Peradeniya)
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.
Features
Combining local resources,traditional knowledge and science to build a food-secure Sri Lanka
World Food Day 2026: Innovating today for a better food future
by Dr. Kaushalya Wijayasekara
What will be on the Sri Lankan dinner table ten years from now? Will our children be able to get nutritious food at a price their families can afford? Will farmers be able to grow enough despite changing weather and rising costs? And how much of the food we produce will actually reach the consumer, instead of being lost or wasted along the way?
These questions can’t wait. A farmer faces unpredictable weather. A family faces rising food costs. Fruit goes unsold after a good harvest. Some children do not get enough nutrition. The future of food is tied to the future of Sri Lanka itself.
World Food Day 2026 is a chance to look beyond the immediate problems and ask whether we can build a food system that feeds our people well, gives farmers better opportunities, protects the environment and makes better use of what we already have. The answer can be yes, but we will have to think differently.
We are not starting from zero. Sri Lanka has diverse crops, fisheries, traditional food knowledge, indigenous varieties, research institutions, universities and a young generation able to create new solutions. What we need is to bring these together and act. Producing more will not secure our food future on its own. It will depend on how intelligently we produce, process, preserve, distribute and consume food.
Making more of what we already have
Innovation does not always mean inventing something new. Often it means finding better uses for the resources we have.
Sri Lanka grows traditional rice varieties, kurakkan, green gram, cowpea, jackfruit, breadfruit, cassava, sweet potato, coconut and palmyrah. All of them have great potential for modern, nutritious, value-added foods. Jackfruit and breadfruit can be made into flour and other convenient products. Traditional rice varieties can go into new foods that suit changing consumer needs. Palmyrah, with its strong cultural heritage, can create new income through better processing, packaging, quality assurance and market development.
The aim is to connect our traditional food knowledge with modern consumer needs and technology, while keeping our food heritage.
Stop wasting the food we produce
Reducing food loss and waste should be a major priority. Seasonal fruits such as mango, banana, papaya and pineapple can be lost in large quantities when production exceeds demand or when storage, transport and processing facilities are inadequate. With suitable technology, these fruits can become dried products, pulps, powders, beverages and other shelf-stable foods.
Agricultural and fisheries by-products are resources too. They could be turned into food ingredients, animal feed, bio-based products and other useful materials, which would move us toward a more circular food economy.
Technology alone is not enough. We need stronger local processing facilities, cold storage, efficient transport, collection centres and market information systems, especially close to where food is produced. Cutting food loss raises the value of what our farmers and fishers already produce.
Nutrition and food safety come first
Food security means more than having enough food. People also need food that is safe and nutritious.
Sri Lanka can develop affordable, nutritious foods from local pulses, grains, vegetables, fruits and fish. Children and other vulnerable groups should get particular attention. Schoolchildren in particular deserve a focus: safe, nutritious, locally sourced products for school feeding programs would support child nutrition, local farmers and domestic food industries at the same time.
Food safety must stay at the centre of food innovation. Good hygiene, quality control, laboratory testing, traceability and appropriate food safety systems are what make new products safe as well as attractive and nutritious.
A food system that can cope with climate change
Climate change is already affecting agricultural production, water availability, crop yields and food prices. We need food systems that can handle changing conditions. That means climate-resilient crops, efficient water use, soil and water conservation, better storage and resource-efficient food processing.
Traditional knowledge matters here. Generations of Sri Lankan farmers have developed practices suited to local climates and ecosystems. Combining that experience with modern science can give us solutions that fit local conditions and are sustainable. Technology alone will not build the future of food. Science, experience and local knowledge together can.
Give young people a bigger role
Sri Lanka’s universities have an important part to play in shaping our food future. Young people should be encouraged to identify real problems in the food system and work on practical solutions in areas such as food waste, sustainable packaging, nutrition, food safety, modernising traditional foods and digital technologies.
A good research project should not always end as a research paper. Where appropriate, research should be supported to move on to products, technologies, enterprises and community solutions. That needs stronger partnerships between universities and industry, along with mentoring, research funding, business support and market connections. If young researchers and entrepreneurs can turn their ideas into viable food innovations, both consumers and producers will benefit.
A pathway designed for Sri Lanka
We do not need to copy food-system models from other countries. We can build a pathway that suits our own resources, culture and needs. It would bring together local resources, traditional knowledge, scientific research, appropriate technology and entrepreneurship, with farmers, fishers, universities, research institutions, food industries, entrepreneurs and policymakers working side by side.
The goal goes beyond selling raw materials. We need to create more value, reduce waste, improve nutrition, generate jobs and strengthen rural livelihoods. This matters especially for small and medium-scale food enterprises, which can drive local economic development when they get the right technical, financial and market support.
The choices we make today
The food future will not create itself. It will be shaped by what we grow, what we research, what we process, what we consume and what we choose not to waste.
So, the question for World Food Day 2026 is this: what can we do today so that every Sri Lankan has safe, nutritious, affordable and sustainable food tomorrow?
The answers are already around us, in our farms, fisheries, food businesses, universities, laboratories and communities. We have the resources, the traditional knowledge, the scientific expertise and talented young people. What we need now is to connect them and act.
A better food future begins with the choices we make today.
Dr. Kaushalya Wijayasekara
Senior Lecturer, Department of Biosystems Technology, Faculty of Technology, University of Ruhuna
Features
20th Anniversary of Digampathana blast – the day Sri Lanka Navy cried
By Admiral Ravindra C Wijegunaratne
WV, RWP and Bar, RSP, VSV, USP, NI (M) (Pakistan), ndc, psn, Bsc
(Hons) (War Studies) (Karachi) MPhil (Madras)
Former Navy Commander and Former Chief of Defence Staff
Former Chairman, Trincomalee Petroleum Terminals Ltd
Former Managing Director Ceylon Petroleum Corporation
Former High Commissioner to Pakistan
The Digampathana suicide truck attack on 16th October 2006 remains the deadliest single strike in Sri Lanka Navy history, leaving scars that time cannot erase.
It was a seemingly ordinary Monday morning on 16 October 2006, but the calm of that day would soon be shattered in a way none of us could have imagined. As the Commandant of the Naval and Maritime Academy and Flag Officer Commanding Naval Fleet at Trincomalee, I was aware that a number of my cadets were travelling that morning, part of a convoy of fifteen buses carrying naval personnel from Trincomalee, Colombo, and other bases, heading toward Dambulla to rendezvous with another group. The convoy also included trucks and escort vehicles, a routine movement planned and coordinated with the army to ensure the roads were clear. The morning started quietly. Some personnel greeted friends, handed over their weapons, or strolled to a nearby tea shop. It all seemed so ordinary—too ordinary for what would come next.

Sri Lanka Navy sunk LTTE Ships carrying arms, ammunition and warlike materials thousand miles away from Sri Lanka in Indian Ocean in September and October 2007.
By late morning, both convoys had reached the small ground at Digampathana, near the Sigiriya junction, and personnel mingled briefly, unaware that a carefully orchestrated act of terror was waiting. Then, suddenly, an empty half-truck veered directly into the convoy. It exploded with a ferocity I can still recall as if it were yesterday. Nuts, bolts, and high explosives tore through the air. Pandemonium erupted instantly. I later learned that 107 of our naval personnel were killed on the spot and another 153 critically injured. The scene was indescribable—bodies scattered, vehicles mangled, personal effects strewn across the ground. I remember later hearing that the head of the suicide bomber was recovered more than 100 meters away from the blast, a grim testament to the sheer force of the explosion.
I was in my office at the Naval and Maritime Academy when my mobile phone rang. A young midshipman from the 21st intake called, his voice trembling: “Sir, there was a huge explosion at the convoy point! Many are dead … my batch mate Wijesundara is among them.” I immediately jumped into my jeep with my escort Chief Petty Officer and driver and rushed to Digampathana, relying on every ounce of my driving skill to reach the scene. The journey, which usually took little more than an hour, felt endless that day, each passing mile weighed down by dread.
When I arrived, I was confronted with a sight that no training can prepare you for. The injured were being rushed to Dambulla Hospital, where doctors and nurses worked tirelessly, improvising in ways that saved lives despite the overwhelming chaos. I went back to the site after visiting the hospital. The remains of our naval personnel were scattered across the ground, and someone had begun collecting weapons and protective gear. I immediately contacted Surgeon Rear Admiral Nico Jayasekara and received his instructions: collect all body parts in separate bags and transport them to the Trincomalee Naval Hospital mortuary. This gruesome work had to be done with care and dignity, and it filled the icebox in my vehicle. Through DNA testing initiated by Rear Admiral Nico, we were able to identify every naval personnel lost that day, bringing some closure to grieving families.
The Navy Commander at the time, Vice Admiral Wasantha Karannagoda, was devastated. I had worked closely with him and knew how deeply he cared for his men. He ensured that the fallen were honoured with full ceremonial naval funerals at Welisara Naval Base, attended by families and comrades. Sixty-seven funerals were conducted in a single day—a number that still haunts me.
The Digampathana attack remains the largest single loss of naval life in our history. It was a day of sorrow, but also a day that reinforced our resolve. The tragedy galvanized the Navy to target the LTTE Sea Tiger wing with renewed determination and reshaped our maritime operations forever. Every time I think of that day, I remember not just the lives lost, but the courage, professionalism, and dedication of those who survived, those who treated the injured, and those who ensured the fallen were honored properly. May the souls of our naval hero’s rest in peace, their sacrifice guiding us and inspiring generations of naval personnel to come.
Features
‘Murder at Whitby Abbey’
Tales of Mystery and Suspense – 24
I was intrigued by the title of a book I found in a book drop at the condominium of a friend, Murder at Whitby Abbey, and I brought it home with me though I will not be able to return it in the near future. It was described on the cover page as ‘a standout in the crowded medieval mystery field’, though I fear I do not know of other books in this field, apart from the Cadfael series, which I have dealt with earlier.
The book, by Cassandra Clark, is set during the reign of Richard II and has as a backdrop his precarious position, which led to his being replaced, and murdered, by his cousin Henry, who reigned as Henry IV. It is a gloomy book, the action taking place in the twelve days of Christmas leading up to the Epiphany. And the gloom is pervasive, even though this is supposed to be a time of festivity, with mummers performing, and many of those in the guest house where the heroine stays going to town to enjoy themselves, with much drinking and much music, which also fills the guesthouse.
The heroine Hildegarde is a nun, sent to try to acquire a relic being sold by Whitby Abbey, though this was also a penance set by the Abbot of the monastery that governed her abbess because she had had sex with a man. Soon after she and her companions reach the Abbey set high on a cliff, she finds that there are other bidders, and soon suspects that the hierarchy, not perhaps the Abbot who seems a weakling, but his rapacious bursar, is determined to make money, and not above creating false relics to sell to several aspirants.
After Hildegarde and her Cistercian companions – Whitby is a Benedictine Foundation – two monks, Gregory and Egbert, and a young priest Mark, reach the abbey, they find that Aelwyn, a monk they had met on their way to the guesthouse had died. This was in the apple store, and they realize, when they find the surplices of novices stuffed into the air vents, that he had been left to suffocate in the overwhelming scent of apples.
The Cistercians are asked to look into the death, perhaps because they are likely to get no cooperation from the Abbey folk, but perhaps because those in charge are keen to know what happened. And the infirmarer, an old monk, suggests Hildegarde talk to a man called Edred who worked for the bursar, and had been a friend of Aelwyn’s. But Edred too is killed, before he can keep an appointment he had made with Hildegarde, drowned in a pool near the farmhouse of the Abbey.
Meanwhile tensions arise between the fisherfolk and the abbey for the bursar wants to charge them for using the beach that technically belongs to the abbey to dry their fish and their nets. This leads to physical battles, when the guards used by the abbey, under the command it seems of the bursar whose determination to make money is not resisted by the abbot and the prior, try to storm the area where the fishermen live.
Hildegard finds out more about what had happened through two youngsters, one of whom Torold is the son of Aelwyn by a woman who worked as a prostitute for a cartel, and with whom Mark fell in love. The other works on the farm and had seen Edred meet someone near the pool, after which that someone left the place by himself. And the boy had also found in the pool a sort of dagger with the seal of the abbey.
He and his dog, and Torold who follows her, rescue Hildegarde from a man at arms who has waylaid her and tries to rape her earlier. Escaping into the abbey she was nearly been raped then by the bursar, but she managed to escape, in the process setting fire to him and the muniments room, which led, when he was rescued, to the discovery of a box with the money he said had been stolen, blame being cast on both Aelwyn and Edred.
Matters come to a head when the fisherfolk try to storm the abbey, being resisted by the men at arms stationed on the towers. But then Hildegarde realizes that behind the murders was the bursar’s clerk, whom she pursued to the cathedral. There is great drama then as she escapes from him when he tries to kill her, and then from the man at arms who had tried to both rape and kill her, but they both fall from the scaffolding she had climbed, the latter coming from a tower where he had been stationed.
Both of them think they run the rapacity of the abbey, the latter claiming to work for the nobles opposed to Richard, who is presented throughout the book as devoted to his subjects, not to power or money. But though the villains die, the bursar continues, having got over the hysteria the fire had caused and his acknowledgment then of guilt – and though the abbot and the prior seem less vicious, whether they will be able to assert themselves is questionable.
Before the climax, when the others in the guesthouse were leaving, Hildegarde found that two of them were in possession of the relic, for which they seem to have paid well. Hildegarde herself had made a derisory offer, but before she leaves the abbot gives her the relic, perhaps in gratitude for what she and her fellow Cistercians had discovered, the abbey having made as much money as it needed and more from the gullible other buyers.
Mark’s inamorata is saved from the stews because she moves in with Edred’s widow whom the bursar had thrown out of the rooms he occupied when her husband was found dead. Hildegarde had paid for lodgings, in a house run by the man who ran the brothels, but he had a kindly side and was going to finance them to make nets for the fishermen.
So, the Cistercians set off for their home as swiftly as they can to get there on the day of the Epiphany, having stopped en route to pray for King Richard whose birthday it was.
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