Features
Educational reform: Capitalism,compassion, or both?
Educational reform stands as one of the cornerstone commitments in the NPP’s election manifesto. Entrusted with this critical responsibility, Prime Minister Dr. Harini Amarasuriya, who also serves as the Minister of Education, is at the forefront of implementing reforms that will shape the future of Sri Lanka’s younger generations. However, it appears that the discourse surrounding the proposed education bill has so far been poorly articulated in Parliament. The Prime Minister and several senior ministers have not clearly communicated its objectives and potential impacts, following the proposed roadmap for implementation.
Recognising these shortcomings, President Anura Kumara Dissanayake took the initiative to address Parliament himself. His intent was to clarify the vision behind the NPP’s proposed reforms, which include modernising the national curriculum, improving educational infrastructure, and addressing the persistent resource and accommodation shortages that threaten to leave some schools behind. His address aimed to restore public confidence and ensure a more inclusive and equitable education system across the country.
President AKD’s speech was ery thoughtful and inspiring. His vision for the development of our education system is commendable. I fully support most of the ideas he outlined for modernising the curriculum and using available resources in the most effective and economical manner, especially in today’s rapidly evolving technological environment. His emphasis on aligning our education with global standards to enable our children to compete on an equal footing with their peers around the world is both timely and necessary.
That said, I do have concerns about the future of certain critical areas that were not addressed by the President, the Prime Minister, or other senior ministers. I understand that the proposed reforms are still under discussion, and that the Prime Minister is currently touring the country to gather feedback from various stakeholders. However, since no separate standalone NPP white paper has been published, my reflections are based solely on limited sources, including President AKDS’s speech. It is in this context that I wish to express some reservations and seek further clarity on the direction of these reforms.
New Curriculum
The focus of the new curriculum has clearly shifted toward a separate set of priorities, compared to the previous one. Greater emphasis is now placed on subjects such as English Language, Science, Technology, Artificial Intelligence, Commerce, Management, and other skill-based disciplines designed to prepare students for both domestic and global job markets.
In his recent address to Parliament, President AKD highlighted that, unlike resource-rich countries, Sri Lanka lacks significant natural resources, like minerals or oil, to generate foreign income. Instead, he underscored the need to invest in our most valuable and marketable asset, human capital. He emphasised that enhancing education will enable Sri Lanka to export skilled professionals, earning much-needed foreign exchange to help develop the country’s industries.
To realise this vision, English must undoubtedly play a significant role in a reformed education system. However, giving English undue priority, over native languages, carries the serious risk of marginalising our native language. Sinhalese, spoken by approximately 16.5 million people, primarily in Sri Lanka, has limited use and recognition beyond national borders. Tamil, while also a local language that must be preserved within Sri Lanka, holds broader international significance, with over 64.0 million speakers in Tamil Nadu, India, and other parts of the world.
Given the growing emphasis on global employment opportunities and fostering an entrepreneurial mindset, it is understandable that students may feel reluctant to prioritise Sinhalese, History, and Literature in their academic and professional development. As President AKD noted in his speech, many students in the past chose to study Science because it offered a pathway to becoming a doctor or engineer, professions that were among the highest-paid in Sri Lanka.
From a practical standpoint, English is often viewed as the key to accessing international job markets and the global business environment. However, this shift must be carefully balanced to ensure that the historical, cultural, and linguistic heritage embodied in Sinhalese and Tamil is not eroded in the process.
While I believe in the importance of English as a global lingua franca, it has opened countless doors for professional advancement and international communication, this progress should not come at the expense of our native language.
I recall my own school days in a modest government school in Maharagama, with a total of 250 boys and girls from Grade 6 to GCE O/L. We had just three English periods a week, each lasting around 40 minutes. Still, we achieved functional fluency, thanks to resolute teachers who took pride in their work and focused on helping us excel in national exams, without resorting to private tuition.
Studying Science in the Sinhala medium, and taking Sinhalese Literature as a subject for my O/Ls, gave me a deep appreciation for our culture and its distinctive creativity, especially the nuanced humour and poetic depth that enrich our understanding of society. This exposure nurtured not only a sense of pride but also critical thinking and emotional intelligence, qualities that are just as vital in today’s world.
Now, more than ever, we must match the energy and investment directed toward technical subjects with a parallel effort to preserve and promote the Sinhalese language and its literary tradition. Only through such commitment can we continue producing insightful dramas, poetry, and literature, that reflect and critique the evolving social and political landscape, works that have defined and shaped our national consciousness in the past.
If we neglect this cultural heritage, we risk seeing it fade into irrelevance within a generation. The Sinhalese language, if reduced to ceremonial use, could eventually become a dead language. For me, and for millions of others, this would represent a profound cultural loss.
To preserve the richness and complexity of our society, we must radically rethink how History is taught. Rather than a dry sequence of events, History should be explored as a contextual, social science that deepens understanding and sharpens critical thinking. Many of our national problems are cyclical, better historical awareness could have helped us anticipate recent declines.
As we advance in English, Science, Technology, AI, and Commerce, we must also safeguard our linguistic and literary heritage, our unique history, and the humanities because these are sacrosanct. These are not mere academic disciplines; they are the soul of our identity. Without them, progress risks becoming a hollow pursuit.
Moral Shame and Moral Dread
Modern educational curricula increasingly focus on preparing future generations to excel in fields such as Science, Technology, Artificial Intelligence, Commerce, and Management. These disciplines are vital for innovation, increasing productivity, and competing globally. However, if such progress occurs without the cultivation of moral shame and moral dread, we risk producing a society driven by self-interest, one where illegal and unethical actions are tolerated or even encouraged in the pursuit of economic gain.
We have already seen the consequences of this imbalance. In recent decades, individuals in high positions of power have engaged in embezzlement of public funds, abuse of authority, drug trafficking, arms dealings, and blatant disregard for the rule of law, often with the tacit approval or direct involvement of influential politicians and top-level officials. This reflects a cultural shift toward a transactional mindset where “public service” is interpreted as “what is in it for me?”
Educational reform must confront this issue directly. The development of moral and ethical character must be a foundational component of our education system, not an optional subject, but a compulsory one. Integrity, honesty, and social responsibility should be embedded into the daily lives of students from an early age if we hope to build a law-abiding, compassionate society. Equally important is the active involvement of parents in supporting this aspect of their children’s development.
We can draw a powerful lesson from the ongoing conflict between Israel and the Palestinian people. Israel, while a global leader in technological and scientific advancement, has faced international criticism for its treatment of civilians in Gaza. This raises an uncomfortable but necessary question, has the pursuit of technological superiority come at the cost of moral accountability?
A truly advanced society is not defined solely by its innovations, but also by its adherence to ethical principles. Progress without morality is a dangerous path. It is imperative that we educate the next generation to succeed not only in their careers, but also in their conscience.
Beyond the curriculum
Educational reform must move beyond a narrow focus on subject-specific excellence and, instead, nurture students as well-rounded individuals. One of the UK’s leading private schools offers a compelling model by defining academic scholarships within the school, not merely as a measure of intelligence, but as an attitude of mind. As the school explains, “It involves fostering intellectual curiosity and humility in our pupils and developing within them a passion for learning and independent thinking. They are not just hard workers but have a genuine and sustained interest in academic life beyond the curriculum alone.”
It is essential that the Prime Minister’s education advisers, currently drafting the final reform proposals, give due weight to such values. A forward-thinking education policy must include clear strategies for cultivating and recognising these qualities in every school, ensuring that the development of well-rounded, intellectually curious, and independently minded students becomes a national standard, not a private privilege.
Conclusion
The current trajectory of the NPP government reflects a strong alignment with capitalist principles, particularly in its emphasis on economic development through the cultivation of an English-educated, technologically skilled workforce with an entrepreneurial mindset. While this approach may yield significant material and economic gains, it also invites important ethical and social questions, particularly concerning equity, inclusivity, compassion, and the potential erosion of local cultural and social values.
As the Abbot of Amaravati Monastery, Ajahn Amero, in the UK, once wisely noted:
“If the belief is profit for me against absolute good, then I am against capitalism. Whatever is done solely to make a profit is harmful.” Referring to the Sigalovada Sutta, the Venerable further emphasised:
“It should be the skilful use of human energy for the benefit of the workforce and society. Profits must be reinvested for the common good. If that is the case, it does not matter whether it is capitalism or not.”
This insight serves as a powerful reminder that economic systems must be guided by ethical values. Capitalism, when unchecked, often compromises human dignity by exploiting desires and fears for profit. Therefore, as the government pursues educational reforms, it must go beyond merely producing technically skilled individuals for economic gain.
The true purpose of education should be to nurture a generation of free thinkers who are compassionate, morally grounded, intellectually robust and are committed to uplifting our nation. Educational reform must cultivate not only academic excellence and technological proficiency but also the social, cultural, religious, and moral foundations essential for holistic national development.
by Gamini Jayaweera ✍️
Features
Addressing human rights needs multi-pronged approach
by Jehan Perera
The ongoing 63rd session of the United Nations Human Rights Council, which runs from September 7 to October 7, 2026, in Geneva is important to Sri Lanka. Its outcome will send a signal to other international actors, including the European Union, as to whether Sri Lanka’s reform policy is on track. The written update on Sri Lanka, prepared by the Office of the United Nations High Commissioner for Human Rights under High Commissioner Volker Türk and presented by Deputy High Commissioner Nada Al-Nashif, has taken a more holistic approach to the government’s performance over the past year. It acknowledged the progress Sri Lanka has made under the NPP government in relation to accountability for financial fraud and other economic crimes. At the same time, the High Commissioner’s update made clear that progress in relation to economic crime cannot be equated with progress in relation to accountability for grave human rights violations committed during the armed conflict and in other periods of political violence.
The government may have felt sufficiently confident that its response to the High Commissioner’s update could be handled by its representative in Geneva and did not require the attendance of Foreign Minister Vijitha Herath. Sri Lanka’s representative Sumith Dassanayake called for a fundamental review of country-specific mandates within the UN Human Rights Council. Sri Lanka has been facing repeated scrutiny in the form of successive UNHRC resolutions from 2012 onwards. Ambassador Dassanayake argued that such mandates should not continue indefinitely and must be regularly assessed against measurable objectives and tangible outcomes. This may reflect confidence that its record of reform is beginning to receive recognition internationally. The reports and statements at the Human Rights Council acknowledged progress in the government’s efforts to address corruption and economic crime.
The government’s anti-corruption drive has included investigations into allegations involving individuals who held the highest political offices in the country. The arrest of former President Ranil Wickremesinghe in connection with alleged misuse of public funds, and the investigation into the controversial SriLankan Airlines Airbus transaction involving former President Mahinda Rajapaksa’s son, are examples of the reach of these investigations. The arrest of SLPP National Organiser and Member of Parliament Namal Rajapaksa in connection with allegations relating to the Airbus purchase scandal has also demonstrated that the government is willing to pursue cases involving politically powerful figures.
Wide Range
The ongoing investigations appear to encompass a wide range of parliamentarians and government members, both past and present. They suggest that accountability for corruption is not being confined to lower-level officials or to individuals who lack political influence. This is precisely the kind of accountability that the public has long demanded and that previous governments have too often failed to deliver. The government is also reaching into the upper levels of the military hierarchies of the past. The case in which 11 young men, most of them Tamil, disappeared after being abducted in Colombo between 2008 and 2009 involved allegations that some families were asked to pay ransoms. The investigation into this case has reached senior military figures. The willingness to pursue such cases is important because it challenges the assumption that those who exercised power during the war are beyond the reach of the law. Such cases would provide a practical test of whether the government’s commitment to accountability for economic crimes is part of a broader commitment to the rule of law.
Success in prosecuting corruption cannot substitute for justice for those who were unlawfully killed, disappeared, tortured or otherwise victimised. The UN report noted that there had been no recognition or accountability for crimes under international law, gross human rights violations and serious violations of international humanitarian law committed by all parties during the war. The government has yet to establish a credible and effective process to address the many cases of enforced disappearance, extrajudicial killing, torture and other serious violations. The government needs to take the international commitments it has inherited on human rights issues seriously. It needs to adopt a multi-pronged approach and go beyond focusing primarily on financial and corruption-related accountability.
Need Action
As a member of the international community, Sri Lanka has a responsibility to abide by the commitments it has made. It cannot selectively uphold international obligations postponing those that are politically difficult. Also, as a small country, Sri Lanka has a self-interest in ensuring the survival of international law, which is all that it has to protect it from the depredations of the bigger international actors. The erosion of international law by powerful states makes it all the more important that smaller states uphold the principles on which the international system is based. Sri Lanka cannot credibly appeal to international law when it is threatened from outside while disregarding its own obligations within. Sri Lanka also needs to win the confidence of its own population that it is committed to justice and equality for all. Public opinion polls and community-level research have disclosed that ethnic and religious minorities are appreciative of the sense of greater security they enjoy under the present government from ethnic or religious extremists.
But a sense of security is not the same as the fulfilment of rights. As far as the Tamil people are concerned, the government has yet to deliver on several of its specific promises. These include the long-standing problems of missing persons, the release of political prisoners who have been members of Tamil militant organisations, and the return of land taken over for military purposes during the war. The issue of Buddhist statues and archaeological sites found on their properties which are then taken from their control continue to trouble them especially as they see no signs of resolution of those disputes. The issue of pastureland in the east of the country in Mylathamadu is particularly concerning to them as they see orders by successive presidents, both President Ranil Wickremesinghe and President Anura Kumara Dissanayake, being disregarded on the ground. The Mylathamadu pastureland dispute is where traditional Tamil dairy farmers have engaged in multi-year protests against the ongoing encroachment of their ancestral grazing lands by Sinhalese crop cultivators relocated under government development schemes.
The government’s failure to hold Provincial Council elections is particularly troubling. The provincial council system is the only one that can provide the Tamil people and other ethnic minorities the opportunity to wield political power and exercise a measure of self-determination in the areas in which they are the numerical majority. The continued postponement of Provincial Council elections therefore has consequences that go beyond an ordinary electoral delay. It deprives communities of an important constitutional avenue for democratic participation and power-sharing. The ethnic and religious minorities appreciate what the government is doing in the larger national interest, but they must not be made to feel that their special concerns are being ignored. The government cannot resolve Sri Lanka’s entire legacy of rights violations overnight. But it does need to demonstrate that it is willing to move forward on multiple fronts, not only on a few.
Features
The emptying university: why are academics leaving?
by Hasini Lecamwasam
Brain drain in Sri Lanka is at an all-time high. The latest Human Flight and Brain Drain Index for 2024 shows that we are 16th of 175 countries on this count, and first in South Asia. That this is a crisis goes without saying. Brain drain affects all sectors, and is a huge strain on the resources of a developing country. Particularly in Sri Lanka, where considerable public investment is made in the moulding of professionals through the system of free education, this amounts to transferring the resources of poorer countries to richer ones with top migration destinations. It is, therefore, important to consider the push and pull factors behind skilled outmigration, specifically from the public university system of Sri Lanka, a key focus of the Kuppi column.
From frustration to exit
Several bitter realities in our crumbling public university system act as push factors in the migration decisions of academics. Many essays on this column have, over several years, attempted to highlight numerous aspects of this erosion. Perhaps, primary among them is the lack of adequate funding, which has debilitating ramifications for the system: very little investment is made in the up-keep of infrastructure (and even less in its expansion), resulting in serious constraints in accommodating growing batches of students and the wellbeing of the staff (particularly in regional universities); research funding is negligible, severely curtailing academics’ ability to effectively discharge their primary duty of teaching which should ideally be informed by their research (and the research of others, access to which is also, unfortunately, mediated by funding); a funding crunch also means a slash in (or greater constraints on) recruitments, increasing the workloads of academics, currently in service, and eating into the quality of their teaching and research.
What recruitments are done frustrate those with any faith in merit. As many of our interventions in this column have shown, recruitment processes are characterised by archaic selection criteria that place very little weight on a candidate’s postgraduate growth and the advantages of interdisciplinary training. Added to this is the general preference for ‘culturally compliant’ candidates who would not rock the boat too much. The combined effect is that those with the capacity and spirit to try out innovations in education are discouraged from joining or staying on in the public university system. Some, or many, of them may instead seek appointments abroad.
A thread that binds all of these problems together is pervasive hierarchy which, again, many interventions on this column have sought to highlight. It is the interest in preserving hierarchy that leads to the preference for alumni in recruitment processes. Hierarchy within universities can be particularly frustrating for younger faculty and women, who typically have to bear the brunt of the workload of their senior, often male, colleagues. In a context of funding, and, therefore, recruitment, restrictions, this translates into a disproportionate burden being placed on junior (usually female) faculty, seriously hindering their prospects of growing into successful academics due to the time constraints within which they have to operate. Junior academics, therefore, are more likely to look to educational institutions abroad for what they hope would be a different work culture that respects them more.
Ideological ruses
On top of these structural frustrations are also the workings of neoliberal ideology. For one, the nature of relations between the global metropole and peripheral countries like Sri Lanka largely dictates what is desirable and what is not. The apparent lifestyles of Western countries – from food to clothing, housing, appliances, and so on – have continued to lure people from the periphery with the promise of a ‘better’ life, alongside better career advancement opportunities. This, of course, masks much of the struggle that goes on behind the scenes to survive in Western societies. For instance, in most cases highly attractive public infrastructure such as roads, public transport, clean air, quality control of food, and so on belie the astronomical privatised costs of healthcare and education. Health insurance is usually mandatory and steep in most high-income settings, while even subsidised education (for which eligibility criteria are strict) creates a serious dent in household earnings. Of course, the happy images of glossy trams and gleeful international travellers don’t convey this.
A second ideological ruse is the myth of greater opportunities and recognition abroad. While there is no denying that local skilled sectors – be it higher education, health, civil service, or private white-collar positions – are replete with issues that inhibit merit-based professional advancement, the notion that things are fundamentally different in Western countries stems from an uninformed optimism. As is now increasingly known and discussed, Western labour markets are notoriously racialised, and equivalent skills are rarely treated as such. Instead, it is usually demanded that skilled migrants clear certain formal examinations in their host countries. In fields like medicine, this is followed by an interview that may also be racially prejudiced. Once these initial steps are cleared, remuneration reverts to square one irrespective of experience accumulated abroad, not to mention the many subtle aggressions, rejections, and trials one has to go through in the negotiation of everyday life. In the many cases where professional qualifications are used as leverage for a move abroad, sights are set on a better future for one’s children, which again is informed by the misplaced faith in greater opportunities and a lack of awareness of the factors outlined above. Needless to say, in the global swing to the Right, things have become even more challenging. In such a context, considering the few rare cases where skilled migrants live extremely comfortable lives as the norm becomes a dangerous misconception.
The two ideological pull factors mentioned above are complemented by a push factor, which has to do with a highly classed understanding of what a white-collar professional is due in their society. Many of these aspirations are clearly articulated in academic trade union action demanding separate quotas for school entry, increased fuel allowances, winning back the presently stalled vehicle permit scheme, salary hikes, and so on. While working people have every right to agitate for better material conditions, insofar as it remains unconnected to a broader movement for improving the conditions of the lot of the working class, it remains self-serving and very much within the class logic of capitalist society. Since these demands are articulated as a means of maintaining distinction, it is clear that they are not envisaged as part of a class movement. The frustration of not having these needs for distinction satisfied may push some to seek greener pastures abroad, at least financially, (perhaps as a means of social mobility based on it), only to be disappointed on most occasions.
What is to be done?
Addressing the systemic push factors listed above requires, first and foremost, greater allocations for free public higher education. This would immediately translate into more recruitments and less work per academic, and better research and teaching in the long haul. An increase in funding would also ideally lead to greater infrastructural investments, especially including improving the living conditions of those who work in regional universities amid untold hardships. Next, fairer, more creative, and, therefore, more effective recruitment policies are badly needed to attract talented individuals to university positions. Rather than carving out a ‘special category’ for academics to achieve this purpose, which is informed by a classed logic, this needs to be done through fundamental reforms in recruitment processes. Third, a persistent attack on the entrenched hierarchy within universities through internal reform is much called for. Reforming recruitment practices will go a long way towards addressing this. Measures should also be taken to introduce more stringent policies against SGBV (not to mention ragging, even though it is not directly connected to brain drain). Such measures would create a safer, fairer, and more attractive workplace, which would give more reasons for people to stay.
On top of greater allocations, we also need a transformation of our aspirations themselves if this situation is to change. That necessitates a kind of education capable of questioning the ‘paradise’ conception of Western societies, and lays bare their colonial material and ideological dimensions, in both their historical and contemporary manifestations. These colonial understandings of the ‘good life’, moreover, have devastating ecological implications for the planet, not to mention social justice. An education with the ability to transform this mindset would hopefully prove to be more than a mere path to social mobility, rather being a tool of social emancipation that renders mobility moot.
(Hasini Lecamwasam is with the Department of Political Science, 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
Friends favourite Suzi Croner returns for Oktoberfest 2026
Charming audiences in Switzerland as Suzi Flückiger, Sri Lanka’s own Suzi Croner is coming home… for a very special occasion.
The bubbly former frontline vocalist of 90s band Friends will take the stage at a popular venue in Colombo for Oktoberfest 2026.
Known in Europe for her country and classic hits, Suzi has remained a much-loved name back home. This will be a rare chance for local fans to see her live and celebrate the voice behind so many Friends memories.
Oktoberfest 2026 in Colombo promises an evening of live music, traditional Bavarian food and beer, colourful dirndls and lederhosen, folk dancing, and plenty of community cheer.

Suzi Croner (Flückiger)
Against this lively backdrop, Suzi will take the stage for a special solo set, featuring her own pre-recorded music. She performed at the event last year too, as a solo artiste, but a German band providing the music.
This year, however she says, it’s a different scene.
“The novel attraction will be the dancers from Germany — all girls, clad in German outfits,” Suzi said. She added that the event will also highlight the activities generally connected with Oktoberfest, which should generate a lot of fun and excitement for those who join her in Colombo next month.
Suzi has become a much-in-demand artiste in Europe, and has even performed Down Under, in Melbourne.
In Switzerland, where she has been based for the past 42 years, she continues to charm audiences with country and classic hits, performing at private events and community nights across Europe.
“My weekends are generally loaded with my work as a singer,” she said. “And I also play tennis three times a week, because I need to keep fit to entertain my audience in an active way.”
Her repertoire is made up mainly of Swiss, German and English songs.
And true to form, Suzi loves springing surprises.
“So watch out when you join me at Oktoberfest 2026, in Colombo!” she said.
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