Opinion
Impact of pandemic on right to education
Dr Laksiri Fernando
The World University Service (WUS) initially planned to celebrate its 100th anniversary in Vienna on 14-16 May 2020. The theme of the world conference was ‘Human Right to Quality Education for All,’ promoting the sustainable development goals on education, SDG 4.
Due to the pandemic, however, it had to be postponed and it is now scheduled to be held on 21-23 September 2021. Because of the pandemic, not only the conference but its theme is also affected. There are new challenges to the right to education because of the pandemic and new thinking also might be necessary to carry forward the intended primary goals of the WUS’ attempts on the subject.
Basic Facts
Nearly 875 million school population, and over 200 million university population are affected by the pandemic. Students, school teachers, and academics, are included in these figures. This is nearly 15% of the world population and in terms of education, career opportunities, and knowledge production and research this is devastating. Of course, the whole of the world population is affected by the Covid pandemic. But the above facts and figures are highlighted, given we are here focusing on education and the impact of Covid pandemic on the right to quality education.
When a right is normally violated or even infringed, there are culprits, or violators who are responsible. But in this case, it is difficult to pinpoint a violator, except in terms of who have aggravated or neglected the situation. Therefore, the Covid impact on education appears a common predicament, nevertheless exposing many underlying defects in the world education system or systems that this article would focus on.
Underlying Defects
What are these underlying defects? Inequality, lack of opportunity and discrimination are the most important causes even before the eruption of the pandemic. These three causes are interlinked although for the sake of simplicity or even otherwise they can be separated.
Inequality (1) between rich and poor countries, (2) between urban and rural (or remote) areas within countries, and (3) between rich and poor students/families are some of the features. In terms of schooling, 850 million children, equal to those who are in school, are always out of school for these and other reasons. This is even before the pandemic, and the situation has now worsened because the poor countries, poor areas and poor people have newly faced enormous difficulties. A new distinction is between ‘rich online’ and ‘poor online’ or ‘absence of online’
When parents are poor and also uneducated (or less-educated) for the same reason, the motivation to send children to school is low.UNICEF estimates roughly 160 million children are in child-labour or illicit employment due to various reasons. This is about neglect and exploitation. Even if some parents are motivated to send children to school, and even if school education is free and fair, there are certain amenities that the parents might not be in a position to afford. These are lack of opportunities from the demand side; no opportunity to claim even the right to education.
The lack of opportunities also come from the supply side, or the side of the governments or States. Some States might not give priority to education. (1) In conflict ridden countries, higher amounts of money, double or treble, are spent on defence or on military. This is unfortunate to say the least. (2) The neglect of public education also come from other sources of public policy. Privatisation of education is one. When it is done, the rich people might benefit, but not the poor or the marginalised. (3) The poverty of supply side of education also can be a vicious cycle. When inadequate money is spent on public education, the quality of education is inevitably poor. When the teachers are recruited from the same system, their inputs into the learning processes are also poor.
Most regrettable is discrimination in education. Discrimination in education (even if you are in school or university) can come from ethnic, racial, religious, indigenous, class or gender basis. Most widespread discrimination in some regions is based on gender. Women are discriminated either on religious interpretations or cultural basis. All these religious or cultural interpretations are given by men! All these are difficult to unravel because of political reasons. Men dominate politics. During the pandemic, these interpretations have become strengthened on easy excuses.
Different Effects of the Pandemic
One of the most direct effects of the pandemic on education is the closure of schools and universities. It is a disaster. On school closures, UNESCO has collected data and UNICEF has compiled a substantial report.i On university closures, the International Association of Universities (IAU) has collected information through a survey. ii
What are the key findings on school closures? (1) During one year between March 2020 and February 2021, schools in the whole world have been fully closed for 95 days and this means half the time intended for teaching and learning. (2) Countries in South America were the most affected with 158 days of full school closures, followed by countries in South Asia with 146 days. Countries in the Eastern and Southern Africa region were the third most affected with an average of 101 days. All these means the poor and developing countries. (3) Worldwide, 214 million students have lost three fourths of school hours in 23 countries. Among these students, 168 million had missed all classroom hours in 14 countries due to school closures.
What are the key findings on university closures? IAU survey was conducted during March and April 2020 covering 109 countries. Almost all countries reported that they have been impacted by the pandemic and 59 percent of them replied that all campuses were closed at that time. In the case of Africa, closures reported were high as 77 percent. The main concern of 80 percent of responding institutions was on the impact on student enrollment in the new academic year. 46 percent believed impact would be on both local and international students. Private universities were more concerned about the impact on financial consequences.
In terms of research, 80 percent of higher educational institutions have been directly impacted. The most common impact has been the cancellation of international travel (83 percent) and the cancellation or postponement of scientific conferences (81 percent). This is what happened even to the WUS conference although it is not directly a higher education institute or a research forum. Even at present, scientific projects are at risk of not being able to complete on time at various institutes and by individuals.
It is true that the pandemic, as a positive challenge, has opened up new research on Covid-19 and other diseases. However, without being limited to medical and pharmaceutical research, social impacts of the pandemic also should be investigated and researched. Apart from valid restrictions on travel that has affected international cooperation and research travel, there has emerged unnecessary bureaucratic barriers in some countries.
For example, to participate at the WUS conference in Vienna, over a dozen of Sri Lankan academics have received funding from the Austrian ministries/universities. But for nearly two months now their leave, approvals and exist permits have been delayed unnecessarily. This appears infringing on academic freedom and educational benefits to the country. This is unfortunate.
Expansion of eLearning
Of course everything is not hopeless. Facing the Covid challenge the world has positively shifted to more and more eLearning. This trend has been there even before but not in this scale. This is easy in the university sector, but not so much in the school sector. This is easy in rich countries, but not in poor or developing countries.
According to the UNICEF report, schoolchildren in the countries with the longest duration of school closures are the ones who have had the lowest opportunity for fixed online connections. Although the radio or TV must have been used in these countries, these are not that effective as internet or zoom teaching. Interactive learning is something lost in these media.
The repercussions of school closures can be diverse and long standing. Through eLearning alone these cannot be rectified. Schools are important not only for children’s learning, but also for health, safety and well-being. Most vulnerable children in some countries have lost their single most nutritional meal a day. For children coming from dysfunctional (or violent) families, schools are also a safe and a pleasing place. In many countries schools also play a major role in immunisation and health support.
Even in the university sector, the (quick) adoption of eLearning has not been easy. Although two-thirds of them had reported that they have replaced classroom teaching with distance teaching and learning, they reported that it has not come without challenges. The main challenges being access to technical infrastructure, competencies of both teachers and students to adopt them, and pedagogical impact on some specific fields of study. However in the medium term or in the long-run, eLearning can be an escape route from future pandemics, lockdowns or travel restrictions.
Facing the Challenge
The challenge for the university sector and academics is not limited to the pandemic or themselves alone. Without uplifting the school sector, the university sector cannot thrive or survive. Without addressing the education problems in poor countries, education in rich countries cannot prosper. This is also a moral obligation. This was a main message of the UNDP initiated sustainable goals, SDG 4. Now there is a clear setback for these goals because of the pandemic, initially to be achieved by 2030.
In answering the pandemic question, university academics or the World University Service should stand for full vaccination of all sections and particularly the school students, children of that age, university students and teachers and administrators in schools and universities. Vaccine hesitancy should be overcome and a booster might be necessary.
Universities in all countries should reach the broader communities and extend education, assistance and relief. They should have the academic freedom to do so. There can be risks involved. But this is a duty. If the vaccination programmes are expedited and covered all countries, rich and poor, schools can be reopened fully soon or by 2022. There can be many mitigating and catchup measures that needs to be implemented in terms of learning and other ways. There can also be a necessity to develop and introduce new modalities in education. Blended or hybrid methods might be more appropriate. This is applicable to both schools and universities. University academics and academic cooperation between countries might be able to play a major role in this sphere.
There can be gaps that might emerge compared to the past. Truly estimating them and innovating devices to optimise the existing resources, while seeking necessary resources to bridge those gaps through international cooperation between governments, ministries of education and universities can be some tasks. Academics can take a lead. The main public policy advocacy of this article is for the universities and academics to get involved in school education more than before, and bring benefits to the society.
Opinion
Panadura debate: special exhibition most welcome
The special exhibition displaying original manuscripts relating to the Panadura Debate at Rankoth Vihara is welcome and, as Nishantha Peiris mentions (News, 30 Aug), the debate gained international interest following the publication of a book containing the speeches made in the debate. The credit for this must be given to John Capper, the then editor of the Ceylon Times. He published an account of each day’s proceedings in his paper and the full text of the speeches in a book entitled ‘Full Account of the Buddhist Controversy Held at Pantura in August 1873.
The preface of the book stated: ‘In the belief that an authentic account of the Controversy which took place at Pantura in August last, between a Buddhist Priest and two Ministers of the Protestant religion, will be read with interest by a large number of persons here and in Europe. I have produced the proceedings in the present form. The report has been revised by the respective disputants, so that it may be taken as a correct account of what passed’.
Capper’s book was picked up by J M Peebles who was in India, who then published an extended version in the United States. If an original copy of Capper’s book is available in Sri Lanka, it should be exhibited in the Rankoth exhibition.
Yours faithfully,
Dr R P Fernando,
19 Danetree Close,
Epsom UK
Opinion
In Memory of Dr Upatissa Pethiyagoda
It is with a deep sense of sadness that I record the passing of Dr Upatissa Pethiyagoda, who died on 27 August 2026 at the age of 94. To many, he was a distinguished scientist, accomplished administrator, diplomat and public intellectual. To me, he was much more than that.
Dr Pethiyagoda was a proud product of Trinity College, Kandy. At a time when a first class in Botany was a rarity, he obtained one and subsequently pursued postgraduate studies in London. His scientific career reflected not only his knowledge but, more importantly, an enquiring and restless mind that was never satisfied with simply accepting what was known.
In the 1970s, he headed the Plant Physiology Department of the Tea Research Institute of Sri Lanka. He was part of a formidable team of scientists that included Drs R L de Silva, R L Wickramasinghe, P Sivapalan, Tilak Wettasinghe and W Danthanarayana. They were scientists who contributed enormously to the development of the tea industry in Sri Lanka, and Dr Pethiyagoda stood comfortably among them.
In 1978, he moved to the Coconut Research Institute as its Director. It was there that I had the privilege of working with him. Those years left a lasting impression on me.
Dr Pethiyagoda was, in every sense, a complete scientist. Although his formal specialisation was plant physiology, he was remarkably comfortable discussing almost anything scientific. What distinguished him was his curiosity. He questioned the science behind the ordinary things that most of us simply accepted. I remember his asking questions such as, why is an orange green in Sri Lanka? It was typical of him: an apparently simple observation would lead him to ask what lay behind it.
That curiosity never left him.
After his tenure at the CRI, he undertook an FAO assignment in the Middle East, working on the improvement of date palms. There he was exposed to agriculture under conditions of severe water scarcity. He pursued this further during a visit to Israel, learning about agronomic practices suited to such environments. Later, when he worked with the Mahaweli Authority, he was able to translate that knowledge into practice, introducing high-value horticultural crops to Systems B and C.
What impressed me was not merely that he acquired knowledge, but that he connected knowledge from one context to another and turned it into practical solutions. His enquiring mind and analytical ability enabled him to do this with remarkable effectiveness.
He was equally impressive as a communicator. Dr Pethiyagoda was an eloquent speaker, whether he was talking about science, agriculture, public policy or the everyday affairs of our country. His speeches were often laced with wit, humour and the occasional tongue-in-cheek remark. But beneath the humour was a very serious mind. He was forthright in his opinions and, importantly, he was not afraid to express them, whatever the possible repercussions.
His contributions to the media demonstrated this courage.
Writing about the travel to London by a former President, he observed:
“Where a person enjoys immunity by virtue of his position, this carries a reciprocal obligation to exercise an abundance of exemplary behaviour. In effect, immunity is best exercised, when the need to invoke it, is never allowed to arise.”
[Immunity Does Not Confer Impunity – Colombo Telegraph]
That was quintessential Pethiyagoda—precise, pointed and impossible to misunderstand.
He was equally outspoken about the government’s decision to ban inorganic fertiliser with ‘immediate effect’. He was deeply distressed by what he believed would be the consequences for farmers, particularly the poorer farming community. He would speak about it almost every day, driven not by political considerations but by his conviction that science and evidence had been disregarded.
In one of his writings on the subject, he remarked:
“What the ‘Vipathmaga’ caper taught us was that advice of sundry ‘Experts’ can be disastrous. Professors of Surgery, clergymen and Pediatricians are not the best equipped to advise on fertilisers, as much as a Soil Scientist should not prescribe treatment for a sick child.’ [Some Lessons That Can Be Learned Even From Disasters – Colombo Telegraph]
And in another article, his frustration was summed up in the memorable words:
“Stupidity, like History, has a way of repeating itself.”
[Unscrambling eggs – Colombo Telegraph]
These were not simply provocative statements. They reflected a scientist who believed deeply that public decisions, particularly those affecting agriculture and the livelihoods of farmers, should be based on evidence and sound scientific advice.
Perhaps, what I will remember most about Dr Pethiyagoda is that his curiosity survived almost to the very end of his life.
Very recently, he was still asking questions and pursuing ideas. He was interested in the possible genetic differences between the waraka and wela varieties of jak, because he wondered whether the wela variety might have commercial potential for cellulose extraction. He was disappointed that he could not find relevant scientific literature in Sri Lanka. More than the particular subject, what struck me was that at 94 he was still thinking about a scientific question, looking for evidence and wondering whether an apparently ordinary resource could have an important national application. He lamented the lack of interest among scientists and academics in such questions of national importance. That concern, too, was very much part of who he was.
Dr Pethiyagoda also served as President of the National Academy of Sciences, Sri Lanka. Unfortunately, he was unable to complete his term because he was appointed Ambassador to Italy, with representation at the Food and Agriculture Organization in Rome. Even in that role, he remained very much the scientist. I understand that he made a significant contribution to FAO discussions. As Ambassador, he also had the unenviable task of entertaining Sri Lankan Ministers of Agriculture who attended FAO sessions. I know from my own conversations with him that those informal dinners were not merely social occasions. He would discuss agricultural issues with the Ministers, and I have little doubt that his views—and the force with which he expressed them—sometimes influenced their thinking.
Looking back, what I admired most about Dr Pethiyagoda was not any particular position he held or any particular achievement. It was the way he thought.
He questioned.
He analysed.
He connected ideas.
He challenged conventional wisdom.
And he was willing to say what he believed to be true.
He also demonstrated that science should not remain confined to laboratories, research papers or academic institutions. For him, science was a way of looking at the world and, ultimately, a means of improving the lives of people.
It is perhaps ironic that, only a few months ago, he wrote about “The Cost of Dying”, as distinct from the “Cost of Living”. In that article, he reflected on the manner in which our mortal remains should be disposed of, observing: “I am in two minds regarding the manner in which the mortal remains are disposed of, ‘according to the will of the deceased’. But with the cessation of the breath, ownership or tenancy ceases.” Even in contemplating death, he brought his characteristic questioning mind to the subject. What particularly caught my attention, however, was his explanation of the Buddhist practice of holding dânes (almsgivings) for monks of the local temple in the seventh day and third month following a death. I had never really thought about the significance of this practice before. That, too, was typical of Dr Pethiyagoda: he could take something that we had accepted as ordinary and familiar and make us stop, think and see it differently.
His passing has created a colossal vacuum in Sri Lanka’s scientific community. People of his intellectual breadth, curiosity, courage and independence are rare. We may not always have agreed with everything he said, but we could never doubt that he had thought deeply about it and that he had the courage of his convictions.
For those of us who had the privilege of knowing him, there is sadness in his passing. But there is also gratitude—for having known such an extraordinary mind, for having learnt from him, and for having witnessed at close quarters his unwavering commitment to science and to the development of our country.
I shall remember Dr Pethiyagoda with great affection and immense respect.
Ranjith Mahindapala
Past President, National Academy of Sciences of Sri Lanka.
Opinion
A neighbour’s view of India’s strategic strengths
What India chooses to do with the strategic freedom it has built over eight decades may be the defining question of its next phase
by Milinda Moragoda
In the emerging global economy, countries will increasingly seek multiple sources of energy, technology, capital, minerals and markets. India can contribute by helping create an open network rather than another exclusive bloc.
As India marks eight decades of Independence, its strategic position has changed almost beyond recognition. Yet the central question of strategic autonomy remains. What India chooses to do with the strategic freedom it has built over eight decades may be the defining question of its next phase.
India has spent the past decade expanding its strategic choices — deepening ties with the US, Europe and Japan while maintaining important ties with Russia and strengthening engagement with the Gulf, Africa and Southeast Asia. Australia and New Zealand are also becoming increasingly important partners in the wider Indo-Pacific. At the same time, India has sought a larger voice for the developing world in international institutions. Strategic autonomy has traditionally been understood in diplomatic terms: the ability to maintain freedom of action without being drawn into competing power blocs. In an increasingly interconnected world, however, that freedom will depend just as much on economic choices.
The objective should be strategic interdependence — building sufficiently diverse relationships that dependence on any one country or economic system does not become a vulnerability. India is unusually well placed to pursue this. Its geography connects the Gulf and wider West Asia, the manufacturing economies of Asia, Africa across the Indian Ocean and the Eurasian space extending through Russia. The opportunity, therefore, is to become a connector between economies increasingly fragmented by geopolitical competition.
India’s relationship with Japan is extending into advanced manufacturing, technology, energy, semiconductors and critical minerals. Its engagement with the US is deepening across technology, investment, advanced manufacturing, energy and strategic cooperation, while its engagement with Europe is becoming increasingly economic and technological. Its relationships with the Gulf are expanding beyond energy into investment and connectivity. Australia and New Zealand add an important southern dimension to its wider Indo-Pacific engagement, while Southeast Asia provides pathways into wider Asian production networks.
Russia remains an important part of this equation. India’s continuing engagement with Moscow, alongside its deepening relationships with Washington, Tokyo, Europe and the Gulf, demonstrates that strategic autonomy gives India the flexibility to maintain important relationships across geopolitical divides.
China inevitably occupies a special place in this landscape. India’s answer cannot be either excessive dependence or complete separation. It will require strengthening domestic capabilities, diversifying supply chains and building partnerships elsewhere, while retaining space for engagement where interests permit.
India possesses another asset that few countries can match: a large, globally active and influential diaspora. Yet the diaspora can also present challenges, as political currents within these communities do not always align with India’s interests and can occasionally create sensitivities in its relations with host countries. The greater opportunity lies in nurturing the economic, intellectual and cultural connections the diaspora can create, while respecting its diversity and independence. In the emerging global economy, countries will increasingly seek multiple sources of energy, technology, capital, minerals and markets. India can contribute by helping create an open network rather than another exclusive bloc.
Ports, shipping routes, energy corridors, digital infrastructure, supply chains and trade agreements increasingly shape strategic influence. India’s challenge is to bring these strands together without turning them into a closed sphere of influence.
India’s economic rise will be more sustainable if other countries see themselves as participants in its growth rather than simply as markets for it. The value for India lies in making these relationships complementary rather than choosing among them. India’s leadership of the Global South can now move beyond representation in international forums towards creating an international economic environment in which developing countries have greater choices. India’s own experience is relevant here. It has moved from a relatively closed economic model towards deeper global integration while retaining a strong emphasis on domestic capability. The lesson is that openness and strategic autonomy need not be contradictory.
As the G20 meets again in Miami in December, India can continue to argue that the Global South should not merely seek greater representation within existing institutions, but a greater stake in shaping the economic networks and institutions of the future. An economically integrated Indian Ocean could allow countries such as Sri Lanka, Bangladesh and the Maldives to participate more deeply in regional supply chains, logistics, energy, tourism, technology and services. Influence based on shared prosperity is more durable influence based on dependence. India’s strategic opportunity, therefore, lies in becoming one of the principal connectors of a changing world.
(Milinda Moragoda is founder of the Pathfinder Foundation, strategic affairs think tank, and can be contacted via email @milinda.org.)
Courtesy Hindustan Times
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