Features
Are we educating our children in right way?
Need for rethink on Sri Lankan education
By Professor W. A. J. M. De Costa
Senior Professor and Chair of Crop Science, Faculty of Agriculture, University of Peradeniya
A few months ago, a former student of mine doing a PhD in Computational Biology in a top-ranked US university, while holding a teaching assistantship in the same university, called me. She was quite upset that the undergraduate students in her laboratory practical class had openly confronted her and told that her weekly quizzes were too difficult. On inquiring what was too difficult, they had said that her questions were not directly from their lecture notes or practical guidebook and that the students could not anticipate the type of questions that were coming. I knew that my former student spends a lot of time and effort in formulating questions for her weekly quizzes, making sure that her questions stimulate the thinking of students when searching for the answer and force them to apply the theory that they had learned in the lecture to solve a practical problem. However, the reaction of the students (she did not tell me whether the students who protested openly were a majority or not) clearly showed that they did not like being taken out of their comfort zone. While I was surprised that this incident happened in a top-ranked US university, it wouldn’t have surprised me in the least if it had happened in a Sri Lanka university. This would have been a common occurrence in Sri Lankan universities, if not for the semblance of outward respect (and a considerable measure of the fear of reprisal) for lecturers that is still maintained in Sri Lankan universities, thanks to the eastern culture. Nevertheless, it is an incident that begs the question whether the learning habits, that are nurtured by the system of education in Sri Lanka from childhood onwards, are in fact the right ones, both for the individual and for the country as a whole. Based on my experience of teaching in a leading Sri Lankan university for over thirty years, following a period of four years as an undergraduate in the same university, the answer to the above question is an emphatic ‘No’. What saddens and disappoints me is the observation that the learning habits of the students as well as the teaching habits of the lecturers have ‘moved in the wrong direction’ so that the future does not look promising in terms of producing a graduate who fulfils the needs of the country which spends so much on the so-called ‘free education’. In this article, I wish to highlight some of the fundamental flaws in the way Sri Lanka educates its young generation.
A system of education and a population of students driven by examinations and rote learning
Sri Lankan education is a succession of examinations, starting with the Grade Five scholarship exam, followed by the GCE O/L and the GCE A/L, and continuing in the universities. All these examinations are structured in a pattern that has been set for well over several decades, with very little change. They are also based on curricula which are very heavy on subject content. The extremely competitive nature of these examinations, especially, the Grade Five scholarship exam, which offers the possibility of entrance to the so-called ‘elite’ schools, and the GCE A/L, which offers admission to an extremely limited number of university places, forces students into a set of learning habits which are detrimental to the development of their creative capabilities and critical thinking. The private tuition culture which started in the late 1970s has developed into a very elaborate network, which caters exactly to the needs of the examinations. The teaching is meticulously focused on developing the students’ capabilities to do well in the competitive examinations. This teaching is accompanied by preparing the students for examinations by getting them to practice answering questions from examinations of previous years. This is widely prevalent even in the Physical Science stream, which consists of subjects such as Mathematics and Physics, where logical reasoning rather than memorising is the skill that needs to be developed. Instead, ‘practice makes perfect’ has been the rationale, with the perception that a student who has done a greater number of similar questions has a greater probability of doing well in an examination, where questions are set according to a pattern that has been set and continued for over several decades. I was surprised to learn about 10 years ago that in the GCE(A/L), this practice of answering questions from previous years has moved on to memorising model answers written by a tuition teacher. This culture of rote learning has advanced to such an extent that ‘tuition classes’ are held for prospective entrants to the medical and engineering faculties on the subjects that they will learn during their first year in the university.
For the students who come through this dizzying maze of tuition classes, revision classes and practice examinations, and get into the university (only about 2% of the population in any age cohort), a set of learning habits that strengthens their habit of rote learning awaits in the university system. They are given access to the lecture notes of senior students and a group of supposedly competent senior students conduct what are called ‘Kuppi Classes’, which is a system ‘tuition classes’ aimed at filling the brain with subject content prior to the examinations (hence the meaning ‘filling the small bottle’ which is the brain). During a visit to a leading university in the Western Province which coincided with an examination period, I came across a ‘Kuppi Time Table’ for students in the Faculty of Science in the students’ canteen, which demonstrated the extent to which this culture of rote learning aimed at passing examinations was prevalent among the university student community. In science-based degree programmes with significant components of laboratory and field practical classes, it is common practice for a large majority of students to copy the lab report of a few supposedly competent students in the batch. This whole culture is strengthened and perpetuated by the institutionalised practice of ‘ragging’, strongly supported by the Students’ Unions, where students who do not subject themselves to ragging are denied access to the ‘Kuppi classes’ and the lecture notes of their seniors. The end product of all this is a graduate who expects a previously set pattern to bench mark his preparations to every single challenge that he/she faces in his/her profession. Preparation based on the practice of solving/meeting a similar problem/challenge that had occurred in the past is often the only strategy that these graduates know about. Hence, it is no wonder that they become almost clueless when the problems/challenges that come their way in their profession deviate even slightly from those that had come previously. This also explains the widespread incompetence in problem-solving among the government officials, at all levels of administration. While the politicians are rightly blamed for the current plight of Sri Lanka and its long-term post-independence failure, the system of education that has produced a set of mediocre and sub-competent officials, technical experts and bureaucrats should share the blame in equal measure.
The role of educators
A system that produces a majority of ineffective/sub-standard graduates, devoid of key competences, cannot have survived for so long if it has not been strengthened, wittingly or unwittingly, by its other stakeholders. In this regard, the educators, consisting of the curriculum experts in the relevant governmental institutions such as the National Institute of Education, and academics in the university faculties have failed in designing and implementing a system of education, curricula and examinations which are much less dependent on rote learning practices for success. Curricula have been progressively expanded with more and more information reflecting advances in the respective subject areas and disciplines. However, there has not been a proportional removal of outdated information so that the subject content that the students have to study has continued to expand in volume. Such an expansion reduces the space for students to engage in learning by exploration via reading and discussion, thus forcing them towards repeated reading and memorising of a set of lecture notes. The examinations have been made highly structured, which takes the novelty out of the questions. What makes the matters worse are the evaluation schemes where only answers containing specific words or sentences are considered ‘correct’ while answers containing the same meaning but written in different words and sentences are considered ‘incorrect’.
This practice is especially prevalent in the evaluation schemes of the GCE A/L examination. Such highly structured and repetitive examination papers and marking schemes inevitably condition the students’ minds to anticipate a certain structure and type of questions and write a certain type of answer, which has been memorised and/or practiced in advance. While such psychological conditioning helps the students to do well in examinations, it also leaves them clueless when confronted with an examination paper or a question, which deviates even slightly from the pattern of the previous years. Therefore, it is no wonder that the majority of students who graduate through such a system of evaluation are incapable of problem-solving and ‘out of the box’ thinking when confronted with real-life problems in their professional work environments. Such work environments include the very institutions which provide education where generations of teachers and lecturers who have come through this system perpetuate the same system.
During the 1990s, almost all universities and faculties in Sri Lanka converted their curricula to the so-called ‘course unit’ system. The whole subjects, which had hitherto been taught over the course of one academic year and evaluated in year-end examinations, were broken in to several smaller ‘course units’, which were evaluated at a higher frequency (the so-called continuous evaluation) via a series of quizzes, written assignments and mid-term and end-term examinations. This system of teaching and learning is practiced in an overwhelming majority of universities globally and the merits of continuous evaluation appear to be advocated by an equally overwhelming majority of education experts. However, as a product of the old ‘whole subject-one examination’ system, I have observed, over the course of the last three decades, several flaws in directly transplanting the ‘course unit’ system (which at that time was predominantly prevalent in the US and Canadian Universities, but not in the European Universities) in Sri Lanka on a student population who are psychologically conditioned in to rote learning within an examination-oriented system of education. The biggest flaw is the fragmentation of the process of learning and the subsequent knowledge gained and retained by the students. When one whole subject is broken down to several smaller units which are evaluated separately, the students’ learning is focused on getting through the smaller units. In this process, understanding the connections between different smaller units and building inter-relationships between different aspects of a whole subject, which is an integral aspect of deeper learning, is neglected. It has been a common experience for us teachers to find that students have forgotten most of what they had learned previously in the course units which had been completed and examined. It is a direct result of the ‘Kuppi’ type of learning where the ‘small bottle’ which is filled just before the examination is emptied as soon as the examination is over!
Introduction of the course unit system to Sri Lankan universities caused a change in student behaviour which, arguably, has had far-reaching consequences. The increased frequency of assessments and examinations on an already examination-oriented student population directed them even more towards preparing for examinations (often via rote learning methods and ‘Kuppi’ classes) at the expense of spending time on sports and extra-curricular activities, which are essential components of the holistic development of a ‘complete’ graduate and a human being. The weaning of students away from sports and extra-curricular activities from the 1990s onwards was clearly evident in a large residential university such as the University of Peradeniya, which offers a wide range of facilities and opportunities for sports and extra-curricular activities. There is no doubt that the introduction of the ‘course-unit’ system of curricula was the major cause of this shift in student behaviour. During my time as an undergraduate in Peradeniya in the early- to mid-1980s, I remember many of my own batchmates, who had not previously engaged in sports and extra-curricular activities during their school days, getting involved and participating in games and activities and thoroughly enjoying the experience despite not being in the official university teams.
Concluding remarks
The underlying structural flaws in the Sri Lankan system of education, teaching and learning is often hidden by the argument that many (but only a tiny fraction of the whole) Sri Lankans who have come through this system have gone on to reach top rungs in their chosen professions in the developed west. However, the true test of an education system of a country is that it should produce a human resource base equipped with competencies (and values) which are required to address the multi-pronged challenges that the country faces in trying to bring about its national development and prosperity. The trajectory that Sri Lanka has travelled as a nation during its 75-year post-independence period and the patently evident current trend of brain drain brings into stark question whether its ‘free-education’ has achieved its intended objectives. It is clear that a comprehensive re-think and a careful overhaul of the current Sri Lankan education system, including its core principles, values and modes of operation, is essential for the country to realize the full potential of its human resource base for the benefit of its own development and prosperity.
The writer has been a university teacher and a researcher for more than thirty five years and has received special training in university staff development, including teaching and learning methodology, at the University of Kassel, Germany.
Features
A life in colour and song: Rajika Gamage’s new bird guide captures Sri Lanka’s avian soul
Sri Lanka wakes each morning to wings.
From the liquid whistle of a magpie robin in a garden hedge to the distant circling silhouette of an eagle above a forest canopy, birds define the rhythm of the island’s days.
Their colours ignite the imagination; their calls stir memory; their presence offers reassurance that nature still breathes alongside humanity. For conservation biologist Rajika Gamage, these winged lives are more than fleeting beauty—they are a lifelong calling.
Now, after years of patient observation, artistic collaboration, and scientific dedication, Gamage’s latest book, An Illustrated Field Guide to the Fauna of Sri Lanka – Birds, is set to reach readers when it hits the market on March 6.
The new edition promises to become one of the most comprehensive and visually rich bird guides ever produced for Sri Lanka.
Speaking to The Island, Gamage reflected on the inspiration behind his work and the enduring fascination birds hold for people across the country.
“Birds are an incredibly diverse group,” he said. “Their bright colours, distinct songs and calls, and showy displays contribute to their uniqueness, which is appreciated by all bird-loving individuals.”
Birds, he explained, occupy a special place in the natural world because they are among the most visible forms of wildlife. Unlike elusive mammals or secretive reptiles, birds share human spaces openly.
“Birds are widely distributed in all parts of the globe in large enough populations, making them the most common wildlife around human habitations,” Gamage said. “This offers a unique opportunity for observing and monitoring their diverse plumage and behaviours for conservation and recreational purposes.”
This accessibility has made birdwatching one of the most popular forms of wildlife observation in Sri Lanka, attracting everyone from seasoned scientists to curious schoolchildren.
A remarkable island of avian diversity
Despite its small size, Sri Lanka possesses extraordinary bird diversity.
According to Gamage, the country’s geographic position, varied climate, and diverse habitats—from coastal wetlands and rainforests to montane cloud forests and dry-zone scrublands—have created ideal conditions for birdlife.
“Sri Lanka is home to a rich diversity of birdlife, with a total of 522 bird species recorded in the country,” he said. “These species are spread across 23 orders, 89 families, and 267 genera.”
Of these, 478 species have been fully confirmed. Among them, 209 are breeding residents, meaning they live and reproduce on the island throughout the year.
Even more remarkable is Sri Lanka’s high level of endemism.
“Thirty-five of these breeding resident species are endemic to Sri Lanka,” Gamage noted. “They are confined entirely to the island, making them globally significant.”
These endemic species—from forest-dwelling flycatchers to vividly coloured barbets—represent evolutionary lineages shaped by Sri Lanka’s long geological isolation and ecological uniqueness.
In addition to resident birds, Sri Lanka also serves as a seasonal refuge for migratory species traveling thousands of kilometres.
“There are regular migrants that arrive annually, as well as irregular migrants that visit less predictably,” Gamage explained. “Vagrants, birds that appear outside their typical migratory routes, have also been spotted occasionally.”
Such unexpected visitors often generate excitement among birdwatchers and scientists alike, providing valuable insights into migration patterns and environmental change.

Rajika Gamage
A guide born from passion and necessity
The new field guide represents the culmination of years of research and builds upon Gamage’s earlier publication, which was released in 2017.
“The stimulus for this bird guide was due to the success of my first book,” he said. “This new edition aims to facilitate identification and provide an idea of what to look for in observed habitats or regions.”
The book is designed not merely as a scientific reference but as an accessible companion for anyone interested in birds. Its structure reflects this dual purpose.
“The first section is dedicated to the introduction, geography, and life history of Sri Lankan birds,” Gamage explained. “The second section is the main body of the guide, which illustrates 532 species of birds.”
Each illustration has been carefully crafted in colour to capture the distinctive plumage of each species.
“All illustrations are designed to show each bird’s significant and distinct plumage,” he said. “Where possible, the breeding, non-breeding, and juvenile plumages are provided.”
This attention to detail is especially important because many birds change appearance as they mature.
“Some groups, especially gulls, display many plumages between juveniles and adults,” Gamage noted. “Many take several years to develop full adult plumage and pass through semi-adult stages.”
By illustrating these stages, the guide helps birdwatchers avoid misidentification and deepen their understanding of avian development.
New discoveries and evolving science
One of the most exciting aspects of the new edition is its inclusion of newly recorded species and updated scientific classifications.
“Changes in the bird list of Sri Lanka, especially newly added endemic birds such as the Sri Lankan Shama, Sri Lanka Lesser Flameback, and Greater Flameback, are now included,” Gamage said.
Scientific names and classifications are not static; they evolve as researchers learn more about genetic relationships and species boundaries. The guide reflects these changes, ensuring it remains scientifically current.
The book also incorporates conservation status information based on the latest National Red Data Report and global assessments.
“The conservation status of Sri Lankan birds, as listed in the 2022 National Red Data Report and the global Red Data Report, are included,” Gamage said.
This information is vital for conservation planning and public awareness, highlighting which species face the greatest risk of extinction.
The guide also documents rare and accidental visitors, including species such as the Blue-and-white Flycatcher, Rufous-tailed Rock-thrush, and European Honey-buzzard.
“These represent accidental visitors and newly recorded vagrants,” Gamage said. “Altogether, the first edition offers some 25 additional species, all illustrated.”
Art and science in harmony
Unlike many field guides that rely heavily on photographs, Gamage’s book emphasises detailed illustrations. This choice reflects the unique advantages of scientific art.
Illustrations can emphasise diagnostic features, eliminate distracting backgrounds, and present birds in standardised poses, making identification easier.
“The principal birds on each page are painted to a standard scale,” Gamage explained. “Flight and behavioural sketches are shown at smaller scales.”
The guide also includes descriptions of habitats, distribution, nesting behaviour, and alternative names in English, Sinhala, and Tamil.
“The majority of birds have more than one English, Sinhala, and Tamil name,” he said. “All of these are included.”
This multilingual approach reflects Sri Lanka’s cultural diversity and ensures the guide is accessible to a wider audience.
A tool for conservation and connection

Beyond its scientific value, Gamage believes the book serves a deeper purpose: strengthening the bond between people and nature.
By helping readers identify birds and understand their lives, the guide fosters appreciation and responsibility.
“This field guide aims to facilitate identification and provide a general introduction to birds,” he said.
In an era of rapid environmental change, such knowledge is essential. Habitat loss, climate change, and human activity continue to threaten bird populations worldwide, including in Sri Lanka.
Yet birds also offer hope.
Their presence in gardens, wetlands, and forests reminds people of nature’s resilience—and their own role in protecting it.
Gamage hopes the guide will inspire both seasoned ornithologists and beginners alike.
“All these changes will make An Illustrated Field Guide to the Fauna of Sri Lanka – Birds one of the most comprehensive and accurate guides available within Sri Lanka,” he said.
A lifelong devotion takes flight
For Rajika Gamage, birds are not merely subjects of study—they are companions in a lifelong journey of discovery.
Each call heard at dawn, each silhouette glimpsed against the sky, each feathered visitor from distant lands reinforces the wonder that first drew him to ornithology.
With the release of his new book on March 6, that wonder will now be shared more widely than ever before.
In its pages, readers will find not only identification keys and scientific facts, but also something more enduring—the story of an island, told through wings, colour, and song.
By Ifham Nizam
Features
Letting go: A Buddhist perspective
Buddhism, one of the world’s oldest religions, offers profound insights into the nature of existence and the ways we can alleviate our suffering. As one of the world’s most profound spiritual traditions, it offers a transformative solution: the art of letting go. Unlike simply losing interest in things or giving up, letting go in Buddhism is about liberation, releasing ourselves from the chain of attachment that prevents us from experiencing true peace and happiness. Letting go is a profound philosophical concept in Buddhism, deeply intertwined with an understanding of suffering, attachment, and the nature of reality. This philosophy encourages us to release our grip on desires, attachments, and on what we hold dear- whether relationships, material goods, or even their identities, ultimately leading to greater peace and enlightenment. Our tendency to cling tightly to the various aspects of life leads to a significant source of stress. We tend to grasp at things, perceiving them as solid and permanent, yet much of what we hold onto is transient and subject to change. This mistaken belief in permanence can trap us in cycles of worry, fear, and anxiety.
The challenge of letting go is especially evident during difficult periods in life. We may find ourselves ruminating over lost opportunities, failed relationships, and unmet expectations. Such thoughts can keep us ensnared in emotions like hurt, guilt, and shame, hindering our ability to move forward. By holding onto the past, we often prevent ourselves from embracing the present and future.
At the heart of Buddhist practice lies the concept of letting go, often encapsulated in the term “non-attachment.” Letting go is a crucial concept in both Buddhism and Christianity, emphasising the release of attachments that bind us and contribute to our suffering. At its core, letting go is about finding freedom from desires and acknowledging that both relationships and material possessions are fleeting and transient.
In Buddhism, letting go, or non-attachment, is fundamental for achieving inner peace. The First Noble Truth acknowledges that life is filled with suffering, often rooted in our cravings and attachment to things. The Second Noble Truth teaches that by letting go of this craving, we can transcend the cycles of life and attain enlightenment.
Spiritually, Buddhism emphasises the impermanence of all things (annica). We tend to cling to people, experiences, and even our identities, but everything is fleeting. Recogniing this helps us appreciate the present moment and fosters compassion. Instead of allowing attachments to cloud our relationships, letting go encourages us to engage with others without judgment or expectation, fostering deeper connections.
Philosophically, Buddhism challenges the notion of a permanent self (anatta) that is often the focus of human attachment. It teaches that our identity is not a fixed entity but a collection of experiences and perceptions in constant flux. Understanding this can help us see the futility of clinging to desires and identities, paving the way for a liberated state of being built on wisdom cultivated through meditation and mindfulness.
From a psychological standpoint, letting go can significantly improve our emotional health and well-being. Attachment often breeds fear, anxiety, and stress, while non-attachment promotes resilience and adaptability. When we embrace the idea of impermanence, we become more capable of handling life’s challenges without being overwhelmed. Mindfulness—being present and accepting our emotions without judgment—allows us to process difficult feelings constructively, making it easier to let go of what we cannot control.
Letting go is also an essential concept in Christianity, which emphasises surrender and trust in God. Biblical teachings encourage believers to let go of worries and anxieties, placing their faith in divine providence. For instance, verses like Matthew 6:34 remind individuals not to be anxious about tomorrow, but to focus on the present. By surrendering our burdens to God, we find peace and freedom from the weight of excessive attachment.
Moreover, both traditions highlight the importance of community. In Buddhism, the sangha, or community of practitioners, supports individuals on their journeys toward non-attachment. Similarly, the Christian community encourages believers to lean on one another for support, fostering a sense of belonging and shared faith that helps mitigate the loneliness that comes with attachment.
Ultimately, the concept of letting go serves as a powerful antidote to suffering in both Buddhism and Christianity. By embracing impermanence, cultivating wisdom, and practising mindfulness or faith, individuals can experience profound liberation. In our chaotic world, the principles of letting go offer a clear path toward inner peace, fulfilment, and deeper connections with ourselves, others, and the divine.
Buddhism explores the profound concept of letting go, providing valuable insights into the human experience and pathways to alleviating suffering. Rooted in one of the world’s oldest spiritual traditions, Buddhism presents letting go as a transformative practice, distinct from mere disengagement or giving up. Instead, it encompasses liberation from the chains of attachment that hinder us from experiencing genuine peace and happiness. Christianity too explore this profound concept in its teachings
At the core of Buddhist philosophy lies the idea of non-attachment, which encourages individuals to free themselves from desires and possessions, ultimately leading to tranquility and enlightenment. Letting go is intertwined with an understanding of suffering, attachment, and the transient nature of existence. This philosophy instructs us to relinquish our grip on what we hold dear—whether relationships, material goods, or even our identities—recognising that these are impermanent.
Buddhism’s First Noble Truth acknowledges that life inherently involves suffering, often stemming from our cravings and attachments. The Second Noble Truth reveals that overcoming this craving is key to transcending the cycles of life and achieving enlightenment. Emphasising the impermanence of all things, Buddhism invites us to appreciate the present moment and fosters compassion by helping us detach from fixed identities and experiences. This awareness enriches our relationships, allowing us to connect with others free from judgment or expectation.
Philosophically, Buddhism challenges the notion of a static self (anatta), asserting that our identity is not a fixed concept but rather a fluid collection of experiences. Recognising this notion helps highlight the futility of clinging to desires and identities, opening the door to a liberated existence founded on wisdom cultivated through meditation and mindfulness practices.
From a psychological perspective, the act of letting go can significantly enhance emotional health and well-being. Attachment often fuels fear, anxiety, and stress, while embracing non-attachment cultivates resilience and adaptability. By accepting impermanence, we equip ourselves to face life’s challenges with greater ease. Practicing mindfulness—being present and accepting emotions without judgment—further facilitates the process of releasing what is beyond our control.
In Christianity, the theme of letting go is also prominent, emphasizing surrender and trust in God. Scripture encourages believers to release their worries and anxieties by placing their faith in divine providence. For example, Matthew 6:34 advises individuals to focus on the present rather than fret over the future. By surrendering our burdens to God, we can experience relief from the weight of excessive attachment.
Both traditions underscore the significance of community in supporting the journey of letting go. In Buddhism, the sangha, or community of practitioners, encourages the pursuit of non-attachment. Likewise, Christian fellowship fosters belonging and shared faith, helping believers lean on one another for strength and mitigating the loneliness that can arise from attachment.
Ultimately, the concept of letting go serves as a powerful antidote to suffering in both Buddhism and Christianity. Embracing impermanence, nurturing wisdom, and practising mindfulness or trust can lead individuals toward profound liberation. In an increasingly chaotic world, the principles of letting go illuminate a pathway to inner peace, fulfilment, and deeper connections with ourselves, others, and the divine. By understanding and embodying this philosophy, we can navigate life’s complexities with grace and openness.////Buddhism delves into the profound concept of letting go, offering valuable insights into the human experience and pathways to alleviating suffering. As one of the world’s oldest spiritual traditions, Buddhism presents letting go as a transformative practice that goes beyond mere disengagement or resignation. It represents liberation from the chains of attachment that prevent us from experiencing true peace and happiness. Similarly, Christianity explores this profound concept in its teachings.
At the heart of Buddhist philosophy is the idea of non-attachment, which encourages individuals to free themselves from desires and possessions, ultimately leading to tranquility and enlightenment. Letting go is closely related to an understanding of suffering, attachment, and the impermanent nature of existence. This philosophy guides us to loosen our hold on what we cherish—be it relationships, material possessions, or even our own identities—recognizing that everything is transient. Through this understanding, we can cultivate a deeper sense of peace and fulfillment in our lives.
BY Dr. Justice Chandradasa Nanayakkara
Features
Brilliant Navy officer no more
Rear Admiral Udaya Bandara, VSV, USP (retired)
This incident happened in 2006 when I was the Director Naval Operations, Special Forces and Maritime Surveillance under then Commander of the Navy Vice Admiral Wasantha Karannagoda. Udaya (fondly known as Bandi) was a trusted Naval Assistant (NA) to the Commander.
We were going through a very hard time fighting the LTTE Sea Tigers’ explosive-laden suicide boats that our Fast Attack Craft (s) and elite SBS’ Arrow Boats encountered in our littoral sea battles.
Brilliant Marine Engineer Commander (then) Chaminda Dissanayake, who was known for his “out of the box” thinking and superior technical skills on research and development, met me at my office at Naval Headquarters and showed me a blueprint of an explosive- laden remotely controlled small boat.
Udaya’s Naval Assistant’s office was next to mine, the Director Naval Operations office. Both places are very close to the Navy Commander’s office. I walked into Bandi’s office with Commander Dissa and showed this blueprint a brilliant idea. Being a Marine Engineer “par excellence”, Bandi immediately understood the great design. I urged him to brief the Commander of the Navy with Commander Dissa.
My burden was over! Bandi took over the project and within a few weeks we tested our first prototype “Explosive-laden Remotely Controlled arrow boat “at sea off Coral Cove in the Naval Base Trincomalee. It was a complete success.
This remotely controlled boats went out to sea with our SBS arrow boats fleet and had devastating effects against LTTE suicide boats and their small boats fleet. Thanks, Bandi, for your contribution. The present-day Admiral of the Fleet used to tell us during those days “you cannot buy a Navy – you have to build one”!
We built our own small boats squadrons at our boat yards in Welisara and Trincomalee to bring LTTE Sea Tigers. The Special Boats Squadron (SBS) and rapid action boats squadron (RABS) being so useful with remotely controlled explosive-laden arrow boats to win sea battles convincingly.
Bandi used to say, “Navy is a technical service and we should give ALL SRI LANKA NAVY OFFICERS FIRST A TECHNICAL DEGREE AT OUR ACADEMY (BTec degree).” That idea did not receive much attention here, but the Indian Navy—Bandi graduated as a Marine Engineer- at Indian Navy Engineering College SLNS Shivaji in Lonavala, Pune, India— understood this idea well over two decades ago. Indian Navy Commissioned their new Naval Academy at Ezhimala (in Kerala State) which is the largest Naval Academy in Asia (Campus covers area of 2,452 acres) starts its Naval officers training with a BTech degree, regardless of what branch of the navy one joined.
Bandi’s technical expertise was not limited to SLN. He was the pioneer of “Mini – Hydro Power projects” in Sri Lanka. When I was a young officer, he urged me to invest some money in one of these projects and advised me “Sir! as long as water flows through turbines, you will get money from the CEB, which is always short of electricity”. I regret that I did not heed Bandi’s advice.
When he worked under me when I was Commander Southern Naval Area, as my senior Technical Officer, I observed pencil marks on walls of his chalet and I inquired from him what they were. He said it was the result of his “pencil shooting training”, a drill Practical Pistol Firers do to improve their skills. He used to practice “draw and fire” drills and pencil shooting drills late into nights to be a good Practical Pistol firer in Sri Lanka Navy team. He didn’t stop at that. He represented Sri Lanka National Practical Pistol Firing team and won International Championships.
As the Officer in charge of Technical Training in the Navy, he worked as Training Commander to train Royal Oman Navy Engineering Artificers in Sri Lanka, especially on Fast Attack Craft Main Engine Overhauls. The Royal Oman Navy Commander was so impressed with the knowledge acquired by Artificers that he donated money for the construction of a four-storey accommodation building for Sri Lanka Navy Naval and Maritime Academy, Trincomalee now known as “Oman Building”. The credit for this project should go to Bandi.
Bandi’s wife was a senior Judge of Kegalle High Court, and she retired a few years ago. Their only child, a son studied at the British School, Colombo and followed in his mother’s footsteps became a lawyer. Bandi was so much attached to his family and very proud of his son’s accomplishments.
When Bandi was due to retire in 2016 as a Rear Admiral and Director General Training, after distinguished service of 34 years, and reaching retirement age of 55 years, I requested him to serve for some more years after mobilising him into our Naval Reserve Force. He had other plans. He wanted to take his mini-Hydro Power projects to East African countries.
His demise after a very brief illness at age of 64 years was a shock to his family and friends. His funeral was held on Feb. 27 with Full Military Honors befitting a Rear Admiral at his home town Aranayake.
Dear Bandi, the beautiful Sri Lanka Navy, Naval and Maritime Academy in Trincomalee, which was built with your efforts will serve for Sri Lanka Navy Officer Trainees and sailors for a very long time and remember you forever.
May dear Bandi attain the supreme bliss of Nirvana!

Naval and Maritime Academy, Trincomalee
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
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