Connect with us

Features

United in diversity: Lessons from Erasmus+ for Sri Lanka’s future

Published

on

by Viran Maddumage  ✍️
Assistant Lecturer & PhD (Reading) Department of Human Geography and Migration,
Macquarie University,
Australia and Sanduni Rathnayake Lecturer (Probationary) Faculty of Law,
General Sir John Kotelawala Defence University

Can a scholarship programme help heal a divided society? At first glance, the idea seems ambitious. Yet one of Europe’s most celebrated educational initiatives was created with precisely that aspiration. Long before Erasmus+ became synonymous with international student exchanges, it represented something far more profound: a belief that education could bridge historical divisions, foster mutual understanding and lay the foundations for lasting peace. Nearly four decades later, that vision offers valuable lessons not only for Europe but also for countries like Sri Lanka, where the search for sustainable social cohesion remains unfinished.

Today, Erasmus+ is recognised as the European Union’s flagship programme for education, training, youth and sport. Since its launch in 1987, it has enabled millions of students, academics, educators and young professionals to study, teach, train and collaborate across borders. What began as an exchange programme, involving just 3,200 students from 11 European countries, has grown into one of the world’s largest educational mobility initiatives, benefiting more than nine million participants, while extending partnerships well beyond Europe.

Its success, however, cannot be measured simply by the number of scholarships awarded, or universities connected. To understand why Erasmus+ has become one of Europe’s greatest success stories, one must return to the continent that gave birth to it.

Europe, in the 20th century, was defined as much by division as by cooperation. Two World Wars devastated entire societies, leaving behind fractured economies, broken political relationships and generations shaped by conflict. Countries that now cooperate closely, within the European Union, had once fought devastating wars against one another. Germany itself became the most visible symbol of post-war division, split into East and West as ideological tensions hardened during the Cold War.

Rebuilding roads, industries and institutions was only part of Europe’s challenge. Rebuilding trust proved far more difficult. Political agreements could establish new alliances, but they could not erase decades of suspicion, or guarantee, that future generations would see one another as partners, rather than adversaries.

It was in this context that the idea of European integration steadily gained momentum, during the 1950s. Economic cooperation was recognised as essential for prosperity, but European leaders increasingly understood that lasting unity demanded something deeper. If peace was to endure, citizens, not merely governments, needed opportunities to learn from one another, engage across cultures and develop a shared sense of belonging.

Education emerged as one of the most effective instruments for achieving that vision.

Universities became spaces where young Europeans could encounter perspectives beyond their own national histories. Academic exchange was no longer viewed simply as an educational experience but as an investment in peace itself. Every student who crossed a border carried back more than academic knowledge; they returned with friendships, cultural understanding and a broader appreciation of Europe’s diversity.

Erasmus became one of the most enduring expressions of that philosophy. Rather than treating education as an isolated national endeavour, it positioned learning as a shared European project, capable of strengthening social cohesion, alongside economic development. The classroom, in many respects, became an arena where reconciliation could take root more naturally than through political negotiation alone.

Over the years, that vision expanded significantly. What began as a higher education exchange programme has evolved into Erasmus+, supporting vocational education and training, school education, adult learning, youth initiatives and sport. It facilitates not only student mobility but also research collaboration, professional development, volunteering and institutional partnerships that connect universities, civil society organisations, businesses and public institutions across national boundaries.

The programme’s ambitions extend well beyond academic achievement. At its core lies the conviction that lifelong learning contributes not only to individual advancement but also to stronger, more resilient societies. Education becomes a driver of innovation, economic opportunity, civic participation and social cohesion, creating benefits that extend far beyond university campuses.

Over the years, that vision expanded significantly. What began as a higher education exchange programme has evolved into Erasmus+, supporting vocational education and training, school education, adult learning, youth initiatives and sport. Today it enables millions of learners, educators and institutions to collaborate across national boundaries through academic exchanges, research partnerships, professional training and community engagement.

At its heart, however, Erasmus+ remains guided by a simple idea: that education can be a powerful instrument of social transformation. By encouraging mobility, fostering institutional cooperation and creating opportunities for people from different cultures and backgrounds to learn together, the programme has become one of the European Union’s most enduring investments in social cohesion. Its emphasis on inclusion, multilingualism, democratic values and international partnership reflects a broader understanding that education is about shaping societies as much as it is about educating individuals.

Europe’s experience offers an important insight. Lasting peace cannot rest solely on political agreements, or economic growth. It also depends on creating opportunities for people to meet, learn and build relationships across the boundaries that once divided them.

That insight resonates far beyond Europe. Sri Lanka’s history is different, but the challenge is strikingly familiar. Although we are a single island nation, we remain a society shaped by multiple and often overlapping divisions. Ethnic tensions, linguistic disputes, regional inequalities and uneven access to opportunity have all left lasting marks on the national consciousness. Decades of civil conflict claimed thousands of lives, displaced communities and interrupted generations of economic and social progress. While the guns have long fallen silent, building a genuinely cohesive society remains an unfinished task.

Much of Sri Lanka’s post-war discourse has understandably centred on constitutional reform, political settlements and economic recovery. These remain indispensable. Yet reconciliation cannot be legislated into existence. It must also be experienced. Trust is built through sustained interaction, shared experiences and opportunities for people to encounter one another beyond the identities that have historically separated them. This is where education can become more than a means of acquiring qualifications; it can become a means of rebuilding society itself.

An Erasmus-inspired model offers an important way of thinking about that possibility. Its greatest lesson is not that students should study abroad, but that educational mobility has the power to transform individuals and, over time, societies. When young people leave familiar environments, study alongside peers from different backgrounds and return with new perspectives, they bring back more than degrees. They return with networks, confidence and a greater appreciation of diversity. These are precisely the kinds of social capital that divided societies often struggle to cultivate.

For Sri Lanka, mobility should not be understood only in international terms. It should begin at home. Many young people, particularly those from rural and economically disadvantaged communities, have limited opportunities to study or train outside their immediate surroundings. A national scholarship and exchange programme could enable students from Jaffna to spend a semester in Matara, undergraduates from Monaragala to undertake research in Kandy, or vocational trainees from Batticaloa to work alongside institutions in Colombo. Such exchanges would expose students to different communities, cultures and lived realities within their own country before connecting them with opportunities overseas.

This is not merely an educational investment; it is an investment in social cohesion. Mobility broadens horizons, but it also improves employability by exposing students to new skills, institutions and professional networks. Erasmus+ has consistently demonstrated that graduates with international and intercultural experience are better prepared for an increasingly interconnected labour market. A Sri Lankan model could similarly strengthen both human capital and national integration, ensuring that access to opportunity is determined less by geography than by potential.

The same philosophy applies to institutional partnerships. One of the defining strengths of Erasmus+ lies in its ability to connect universities, schools, vocational institutes, businesses and civil society organisations through collaborative projects. Knowledge is not confined within institutional walls but shared across disciplines, sectors and borders. Sri Lanka’s universities have long produced talented graduates and important research, yet stronger collaboration between higher education institutions, industry, local communities and international partners could generate far greater social and economic impact. Educational cooperation should become a national strategy rather than a collection of isolated initiatives.

Equally significant is the programme’s commitment to inclusion. Sri Lanka’s inequalities are not confined to ethnicity alone. They are also geographical, economic and educational. Access to quality higher education and international opportunities remains uneven, with students from rural districts often facing barriers that extend well beyond academic ability. An Erasmus-inspired initiative would, therefore, need to place inclusion at its centre, ensuring that students from historically underrepresented communities are not merely invited to participate but actively supported to do so. Excellence and equity should not be competing priorities; each strengthens the other.

Language presents another compelling lesson. Sri Lanka’s own history reminds us that language is never simply a means of communication; it can also become a marker of identity, opportunity and exclusion. The language question has occupied a central place in the country’s political history, shaping relationships between communities for decades. Erasmus+, by contrast, treats multilingualism as one of Europe’s greatest strengths. It promotes the idea that linguistic diversity should connect rather than divide societies. Sri Lanka’s continued investment in Sinhala, Tamil and English education should, therefore, be viewed not only as an educational objective but also as a nation-building project. A multilingual citizen is often better equipped to understand perspectives beyond their own community, reducing barriers that have historically fuelled misunderstanding.

Perhaps the most important lesson, however, lies in the values that underpin the programme itself. Erasmus+ is built upon respect for human dignity, equality, inclusion and the rights of minorities. These principles are not peripheral to the programme; they define it. Sri Lanka’s future, likewise, depends upon nurturing a national identity that complements rather than competes with cultural, religious and ethnic identities. Educational exchange can help cultivate that shared civic identity by creating spaces where diversity is encountered as an everyday reality rather than an abstract ideal.

Looking beyond our own borders, such a programme could also redefine Sri Lanka’s place within the region. South Asia continues to grapple with many of the same challenges that Europe once faced, historical grievances, political tensions, social inequalities and limited educational mobility across borders. Sri Lanka is well positioned to lead conversations on regional educational cooperation by establishing an exchange and scholarship model that welcomes students from neighbouring countries, while creating opportunities for Sri Lankan students to study throughout Asia and beyond. In doing so, the country could position itself as a regional hub for higher education, research collaboration and intercultural dialogue.

Such an initiative would strengthen not only universities but also Sri Lanka’s international standing. Educational diplomacy has become an increasingly important component of foreign policy across the world. Countries that attract students, foster academic partnerships and invest in knowledge exchange often build influence that extends well beyond conventional diplomacy. For Sri Lanka, investing in educational mobility would, therefore, represent an investment in both domestic reconciliation and international engagement.

Europe’s experience offers no blueprint that can simply be transplanted to another society. History, politics and culture differ too greatly for simple imitation. But the principles that shaped Erasmus+, mobility, inclusion, cooperation, multilingualism and respect for diversity, are remarkably adaptable. They speak to universal challenges faced by societies seeking to transform historical divisions into shared futures.

Sri Lanka has long recognised education as a pathway to social mobility. The next step is to recognise its potential as a pathway to social cohesion. If Europe could use educational exchange to help overcome the divisions left by war, Sri Lanka can draw inspiration from that experience to imagine its own model, one rooted in our history, responsive to our realities and ambitious enough to invest not only in better graduates, but in a stronger, more united nation. (Views expressed in this article are personal.)



Continue Reading
Advertisement
Click to comment

Leave a Reply

Your email address will not be published. Required fields are marked *

Features

Beyond traditional jobs: Why Sri Lanka needs to facilitate the gig economy

Published

on

Image courtesy Oxford University

by Kapila Chinthaka Premarathne
Head of the Department of Agricultural Systems and a Senior Lecturer in Agricultural Economics at the Faculty of Agriculture,
Rajarata University of Sri Lanka

Beyond the Graduate Unemployment Number

Sri Lanka’s economic recovery has improved macroeconomic stability, but youth unemployment remains a significant labour-market concern. Around 43% of Sri Lankan youth aged 15–24 with postsecondary education are unemployed, the highest among the Asian economies compared in the IMF analysis, compared with about 36% in Bangladesh and 13.2% in Thailand. This reflects a problem of skills mismatches and the difficulty of connecting higher education with changing labour-market demand. The concern goes beyond unemployment itself. Sri Lanka has invested heavily in educating its younger population, yet the conventional labour market is not creating enough opportunities to convert these qualifications into income. Many young people possess degrees, technical knowledge and growing digital familiarity, but remain outside formal employment because suitable jobs may not exist in the right place, at the right time or under conditions compatible with their circumstances. This makes it necessary to think beyond traditional employment models and explore new ways of connecting Sri Lanka’s educated youth with economic opportunities.

This is where Sri Lanka needs to reconsider how it understands employment

Employment has traditionally been viewed through the employer–employee relationship, with qualifications leading to a formal job and regular salary. While this model remains important, digital platforms are creating new ways to generate income, allowing individuals to work for multiple clients across geographical boundaries without permanent employment. Sri Lanka therefore needs to look beyond simply creating conventional jobs and consider whether it is building the conditions for its educated population to participate in the growing global market for digital services.

The Opportunity of the Gig Economy

The gig economy extends far beyond ride-hailing and delivery services. Digital platforms increasingly connect skilled individuals with opportunities in software development, design, accounting, data analysis, digital marketing, translation, online education, research and consultancy. This is particularly relevant to Sri Lanka, where a highly educated population faces a relatively limited domestic market for specialised skills. Digital platforms can overcome geographical constraints by connecting Sri Lankan workers directly with international clients.

As highlighted in my previous LSE South Asia article on women and the gig economy, such work should not replace formal employment but can create additional income opportunities when supported by appropriate skills, digital infrastructure, training and institutional support. A skilled person in Anuradhapura, Jaffna, Batticaloa or Monaragala could potentially serve clients in London, Melbourne or Dubai without first relocating to Colombo. This makes the gig economy relevant not only to employment but also to Sri Lanka’s emerging digital services-export strategy.

A Digitally Familiar Generation

Sri Lanka’s younger generation is growing up with smartphones, social media, online learning, digital applications and digital financial services, giving them a level of digital familiarity that previous generations did not have. However, digital familiarity does not automatically translate into digital employability. The challenge is to transform everyday digital use into productive skills such as data analysis, artificial intelligence, software development, digital marketing, financial analysis and online professional services.

Sri Lanka therefore needs to move young people from being consumers of digital services to producers of digital value. Universities, vocational institutions and training providers can play an important role in converting existing digital familiarity into marketable skills that connect young people with both domestic and international opportunities. This is increasingly important as technological change and AI reshape labour markets and intensify the need for skills that match emerging forms of work.

The Gender Dimension

The gig economy may be particularly relevant to women, who often face barriers to conventional employment arising from childcare, eldercare, mobility, social expectations and rigid working arrangements. For mothers and women living outside major urban centres, fixed working hours and daily commuting can make formal employment difficult even when suitable jobs exist.

Digital gig work can provide greater flexibility, allowing women to undertake professional assignments from home or their communities and potentially serve international clients without relocating. As discussed in my earlier LSE South Asia article, this opportunity is most meaningful when supported by digital infrastructure, skills training, virtual work hubs, mentorship and appropriate institutional support. However, flexibility should expand women’s economic choices rather than simply add paid work to existing unpaid household responsibilities.

Pressure on Labour-Market Opportunity

The value of a job cannot be judged by salary alone, as commuting, working hours and household responsibilities can significantly affect its real economic value. Flexible digital work can potentially reduce some of these costs by allowing people to work from home or nearby digital hubs and participate in employment on a part-time or project basis. While gig work cannot solve all household pressures, a more flexible organisation of work can create additional employment opportunities while helping households manage their limited time and resources more effectively.

A Possible Third Option Between Unemployment and Migration

Sri Lanka’s migration and brain-drain concerns highlight the need to explore employment opportunities beyond the domestic labour market. While overseas migration will remain an important individual and economic choice, digital work can provide another pathway by allowing skilled Sri Lankans to serve international clients without physically leaving the country. Software developers, designers, analysts, researchers, translators and consultants can potentially earn from global markets while remaining in Sri Lanka. Digital gig work cannot eliminate migration or reverse brain drain, but it can create an additional option between domestic unemployment and physical migration—working for the world while remaining in Sri Lanka.

Recognising and Making Digital Work Reputable

A major institutional gap is that conventional systems are designed around salaried employment, while a freelancer may earn from multiple clients without a single employer or salary certificate. This can make legitimate digital workers difficult to recognise when they seek loans, leasing, insurance or business finance. Sri Lanka could address this through a voluntary digital-worker or independent-professional registration mechanism, providing a recognised economic identity based on qualifications, verified skills, platform activity and documented income, without creating unnecessary bureaucracy.

Such recognition should also make digital income bankable. Banks could assess verified platform earnings, bank transactions, contracts, invoices, tax records, savings and repayment history alongside conventional employment documents. A standardised digital income statement could further help workers demonstrate their financial capacity. The key shift is from asking “Who is your employer?” to asking “Can your income be verified and is it sufficiently stable?”. This would allow successful digital workers to build financial credibility and use their earnings to access credit, acquire assets and develop their own businesses.

Digital Payments Are Part of the Labour Market

Access to reliable international payment systems is essential if Sri Lankans are to participate effectively in the global digital economy. Recent developments in PayPal’s local banking arrangements, including its partnerships with Sampath Bank and Commercial Bank, indicate progress in this direction. However, the broader priority should be a regulated and efficient digital-payment ecosystem that allows workers to receive international earnings, transfer them to Sri Lankan bank accounts, document their income and meet relevant financial and tax requirements with minimal friction. International payment infrastructure is therefore not simply a technology issue; it is an essential component of Sri Lanka’s emerging services-export economy.

Building Infrastructure Outside Colombo

Digital familiarity alone is insufficient without reliable internet, electricity, computers, software and suitable working environments, particularly in rural and underserved areas. To ensure that the gig economy supports regional development rather than becoming another Colombo-centred opportunity, Sri Lanka could establish regional digital-work hubs through universities, vocational institutions, libraries and public-private partnerships. These hubs could provide connectivity, equipment, training, mentoring and assistance with platform registration and international payments. If graduates must migrate to Colombo simply to access such infrastructure, the geographical advantage of digital work is significantly reduced.

From Freelancer to Entrepreneur

Gig work should not be viewed as an end in itself. A person may begin with small online assignments, develop regular clients and professional credibility, and eventually establish a small digital enterprise. This creates a potential pathway from graduate to freelancer, professional service provider and entrepreneur, allowing individuals to create markets around their own skills rather than waiting for conventional vacancies. Universities can support this transition by teaching students not only subject knowledge but also portfolio development, market identification, client communication, digital platforms and contract management. A degree demonstrates educational attainment, while a professional portfolio demonstrates what a graduate can offer to the market.

Facilitation Must Be Matched by Protection

Promoting the gig economy without appropriate safeguards could simply transfer employment risks from institutions to individuals. Digital workers may face uncertain incomes, weak bargaining power and limited social protection. Sri Lanka should therefore facilitate digital work while also ensuring opportunities for independent workers to build savings, access insurance and participate in portable social-protection mechanisms. Flexibility should create greater economic choice without compromising long-term financial security, particularly for women.

A regional Example from India: Think Globally and act Locally

India provides a useful regional example of how the gig economy can be approached as a policy issue rather than simply as informal or temporary work. NITI Aayog has estimated the size and future employment potential of India’s gig and platform economy and has developed recommendations covering employment generation, skills, financial inclusion and social protection. More importantly, India has begun creating institutional mechanisms around these workers. Its e-Shram portal provides a national database of unorganised workers, including gig and platform workers, creating a recognised identity through which workers can potentially access employment, skills development and social-security services. India has also explored platform-led skills development through skill certificates, skill passports and on-the-job training, while NITI Aayog has proposed cash-flow-based lending models that could allow platform workers to demonstrate creditworthiness through their earnings rather than conventional employment or collateral.

Social protection has also entered the policy framework. India’s Code on Social Security, 2020 formally recognises gig and platform workers and provides a basis for schemes covering areas such as accident insurance, health, maternity, disability and old-age protection. India is still developing and refining these arrangements, and Sri Lanka need not replicate the Indian model.

However, the experience demonstrates an important policy lesson: the gig economy can be supported through a system that identifies workers, develops their skills, makes their income more visible to financial institutions and extends appropriate social protection. Sri Lanka could develop its own simpler framework suited to its smaller economy, beginning with recognising digital workers and building the institutional conditions that allow their skills and earnings to become part of the formal economy.

Rethinking Employment and the Next Opportunity

The 43 percent figure for educated young Sri Lankans should encourage a wider discussion about the changing nature of work. Sri Lanka will continue to need conventional employment through firms, industries, farms, professional organisations and public institutions, but the changing labour market also requires new opportunities to connect educated Sri Lankans with global digital markets. The gig economy can provide an additional pathway to increase female labour-force participation, reduce the pressure for migration and brain drain, and connect Sri Lankan skills with markets beyond geographical boundaries.

This does not require a complicated bureaucracy. It requires recognising legitimate digital workers, facilitating access to international platforms and payment systems, allowing verified digital income to support credit assessment, developing portable social protection, and strengthening digital infrastructure and skills beyond major urban centres. Better data on digital workers would also help policymakers develop evidence-based interventions.

The future of work is therefore not only about creating more jobs, but about creating more ways for Sri Lankans to work, earn and build livelihoods while continuing to live and contribute in Sri Lanka. The gig economy should be recognised as part of an emerging digital labour market and services-export economy, where workers can build professional identities, earn internationally, access finance and eventually develop their own enterprises.

Continue Reading

Features

Are religions getting redundant in the modern world?

Published

on

by Dr Upul Wijayawardhana

We are living in an era of astonishingly rapid scientific advancement. From the time Apple launched the ‘iPhone’ in January 2007, the first targeting the mass market, smartphones have taken over the world, making them indispensable. According to the latest statistics, there are around 8.1 billion mobile phones with 7.4 billion active smartphones, for the world population of 8.25 billion. Except for a tiny minority of the very poor, most people have at least one smartphone.

We are now entering the era of Artificial Intelligence (AI) and smart robots. Recently, a ‘Chinese’ robot ran 100 metres faster than Usain Bolt! Though Alan Turing proposed the idea of ‘Thinking Machines’ way back in 1950, the real AI boom commenced with the release of the generative AI chatbot, ChatGPT, by OpenAI in November 2020. Number of technology firms in the US as well as in China have joined the race, China catching up very fast, quite unexpectedly. There is a frenzy at the moment, raising expectations, as the imminent floating of these companies is likely to value the two leaders, OpenAI and Anthropic, trillion dollars each!

However, trouble is brewing in the AI field. On top of the concerns raised by environmentalists regarding the huge power drain by AI centres, there are recent reports of some AI models hacking independently into other systems, without human input. Worse still, a senior researcher at Anthropic, who has previously worked for OpenAI as well, resigned in early September on ethical grounds stating that the way the two companies are fast-tracking AI poses an existential threat to humanity. Surprisingly, instead of a rebuttal the head of Anthropic supported his view, soon joined by three more heads of leading AI developers. Whilst they agreed on slowing progress, President Trump has claimed that slowing is totally unnecessary as long as a super intelligent President like himself is at the helm! There does not seem to be an end to Trump’s grandiosity! He was joined by Tony Blair. In contrast, King Charles held a summit with representatives of all AI developers to find a way AI could be developed without a threat to humanity. That is how wise leaders act!

Less sophisticated AI tools are already in widespread use and installed in computers, laptops and smartphones. Some of us are using these automatically. However, the more advanced AI tools like ChatGPT can change even reality. For instance, AI can generate videos hardly distinguishable from real ones. What you enjoy watching on YouTube may be just the creations of AI! Some people use AI to write articles; only a few of them admit that they do so. Very soon we may be reading stories AI creates and listening to music, courtesy of AI. Technology seems to be fast becoming the new religion? Or, will the existential threat move us more towards religion?

Religion, perhaps, is as old as humanity itself; various belief systems evolving and disappearing coupled with the fortunes of the associated civilizations. Just like AI, religion is also a creation of the human mind which our ancestors did to explain many phenomena which appeared, at that time, to be supernatural. Starting with Animism, perceiving the divine in the natural world around, humans went on to Polytheism, believing in many gods like in Hinduism, culminating in the concept of Monotheism.

World’s oldest religion, Hinduism, still in wide practice, is devoid of a founder or a single text. The earliest scriptures, Rigveda, is considered to be around 3,500 years old but archaeologists have discovered symbols of importance to Hinduism as far back as 7,000 BCE. Though it is considered to be Polytheistic, it can be argued that it was the precursor of Monotheism, the concept of a creator God, as Brahma was the creator in the triad, Trimurti, Vishnu being the preserver and Shiva being the destroyer. It seems to be a sensible balancing act; create, destroy and repair with improvements.

It is pretty obvious that as science expands, the importance of religion contracts but it is hardly likely religions would be totally redundant. We have no choice as to which family we are born to and that invariably determines what your religion would be, if any. Religion is the first brainwashing a child encounters and most remain in the same faith, often trying to defend even the indefensible, but some change through conviction or conversion due to one of many reasons. Further, religious rituals have social values and religious practices often come to one’s solace at times of distress. Therefore, many will continue with the religion they were born to but with declining enthusiasm, at times. However, some religions seem to be facing problems like falling attendances in places of worship. With education and tech savviness expanding, one would expect the youth to be less enthusiastic about religion but the converse is true in some religions, some youth becoming very militant unfortunately.

While most religions make you subservient to a supernatural power, the Buddha was wise and bold enough to remove those shackles. He proclaimed that one’s destiny is in one’s own hands. However, many Buddhists appear to attach greater significance to rituals than to practising the Dhamma.

Buddhism as a religion may become less relevant as the frontiers of science expands but the Buddha Dhamma, especially Abhidhamma and Vipassana, would receive increasing recognition, the Buddha remaining an authority on consciousness and the mind.

Scientific progress should be for the betterment of society but AI developers are taking huge risks, taking massive loans threatening the world economy, for one aim: profit! Some do not seem to care even if their actions pose an existential threat to humanity.

Perhaps, if the Four Sublime Attitudes (Sathara Brahma Vihara) expounded by the Buddha; loving kindness (Metta), compassion (Karuna), empathetic joy (Muditha) and equanimity (Upekkha) are adopted as universal values, the world would become a safer place to live in, with or without AI.

Continue Reading

Features

‘The Bullet that Missed’

Published

on

Tales of Mystery and Suspense 21

by Prof. Rajiva Wijesinha

Another book that is part of a series, today—one that is fun without the brooding concentration on criminality in different forms that marks the Rebus novels. This one about the Thursday Murder Club, is a romp as its two predecessors were interspersed with deaths and what might be deaths.

The Bullet that Missed

begins with a meeting with the presenter of ‘South East Tonight’, a programme about the area, in which Coopers Chase is situated. The meeting is held because the club has decided to look into the murder of the producer’s assistant, Bethany Waites, whose car was found at the bottom of a cliff ten years ago. There was blood in it, but the body was never found.

Or, rather, the book begins with an account of Bethany Waites deciding, on the night she vanished, to meet someone in connection with a case of massive fraud that she had been investigating, after sending the producer, Mike Waghorn, a message that she had found new evidence though he had no idea what it was. The night she died, she sent him another message: “I don’t say this often enough, but thank you.”

CCTV cameras showed her leaving her place, but then the vehicle vanished, before being sighted near the cliff, with two people in it. Investigation of the fraud had led to the imprisonment of a woman, Heather Garbutt, though it proved impossible to pin anything on Jack Mason, the mastermind for whom she had worked.

The Club conducts investigations on several fronts, including through Connie Johnson, the drug dealer they had helped imprison in the earlier book. The psychiatrist Ibrahim, the most respectable member of the Club, interviews her in an attempt to get her to find out more from Heather, who is in the same prison as she. They also investigate the CCTV record of the night Bethany vanished, and deduce that she went to an apartment block and exited from its other side, and that is why she was not seen leaving the town. But some time had elapsed between her being seen in the town and then on the cliff.

Meanwhile, Elizabeth has been kidnapped, along with her husband, and taken to a house in Staffordshire, where she is told by a man called the Viking that she must kill a former KGB agent now in London, who has a profitable career in money laundering. The Viking tells her he will inform Viktor that she was responsible for stealing the diamonds, the story of which is told in the previous Murder Club Mystery, and Viktor will then kill her.

Elizabeth, who has an affair with Viktor, knows he will not kill her, but when the Viking says he will also send Viktor a picture of Joyce, she decides she must act, and goes to see Viktor, and fires when she gets him in the bathroom. But, of course, she fired into the ceiling, and Viktor is then taken to Coopers Chase, to stay with Joyce until they have dealt with the Viking. And Viktor then enjoys the camaraderie of the retirement home so much that he wonders whether he too should settle there.

Elizabeth does trace the Viking, or rather her husband does, for he has noticed rare books on the shelves in his library, and an antiquarian book dealer friend managed to find out who bought them. But before they could confront him, he comes to Coopers Chase, for he has seen the bullet hole in the bathroom of Viktor’s flat and realized he was fooled.

But he cannot bring himself to kill Joyce straight away, and she knocks him out with a drug in a cup of tea. When he meets Viktor, they both decide to fall in with the plans of the Club.

Before this, Heather has been found dead in her cell, with a note saying that ‘they’ were going to kill her, and only Connie could help. Before that she had admitted that she was frightened to name the man behind the fraud. Jack Mason said the same, after Ron had won his confidence. The Club had deduced by then that the body was buried in the garden of Heather’s house which Jack had bought, after she had been jailed, and digging reveals a gun and money, but no body. Jack tells them that the mastermind had said that Bethany was buried with a bullet with his DNA on it.

The Club is now working with the Chief Constable of Kent, Andrew Everton, who writes thrillers himself, but in the form of e-books. He is in search of a publisher, and delighted when Mike Waghorn puts him on his programme, as is Donna, who is substituted at the last minute for Chris.

The Club finds out whom Bethany visited in the apartment block—Mike’s assistant Pauline, who tells them later what she and Bethany had been doing. But this is after the man behind the fraud has been unmasked up in the house in Staffordshire, where he was trying to hire the Viking and Viktor to find the money that he had stashed away, using accounts that he could no longer trace. He has also confessed to murdering Bethany, hoping this will persuade the two money launderers to help him, but it turns out that he did not do this. Nor did he kill Heather, the incriminating note having been placed in her room by Connie, who decided that Heather’s suicide should be treated as murder so that the person who had been blackmailing her should be found out.

It was Jack Mason’s murder that was brought home to the crook. It turns out that Bethany, her appearance altered by Pauline, has vanished, to a new life in Dubai, where she has taken control of the missing millions. She has gone there because the threat, she received through the bullet she was looking at in the preamble, was to Mike and she wanted him out of danger.

Yet another whimsical conclusion to a whimsical book with enough loose ends left hanging for another sequel.

Continue Reading

Trending