Features
Are we educating our children in right way?
Need for rethink on Sri Lankan education
By Professor W. A. J. M. De Costa
Senior Professor and Chair of Crop Science, Faculty of Agriculture, University of Peradeniya
A few months ago, a former student of mine doing a PhD in Computational Biology in a top-ranked US university, while holding a teaching assistantship in the same university, called me. She was quite upset that the undergraduate students in her laboratory practical class had openly confronted her and told that her weekly quizzes were too difficult. On inquiring what was too difficult, they had said that her questions were not directly from their lecture notes or practical guidebook and that the students could not anticipate the type of questions that were coming. I knew that my former student spends a lot of time and effort in formulating questions for her weekly quizzes, making sure that her questions stimulate the thinking of students when searching for the answer and force them to apply the theory that they had learned in the lecture to solve a practical problem. However, the reaction of the students (she did not tell me whether the students who protested openly were a majority or not) clearly showed that they did not like being taken out of their comfort zone. While I was surprised that this incident happened in a top-ranked US university, it wouldn’t have surprised me in the least if it had happened in a Sri Lanka university. This would have been a common occurrence in Sri Lankan universities, if not for the semblance of outward respect (and a considerable measure of the fear of reprisal) for lecturers that is still maintained in Sri Lankan universities, thanks to the eastern culture. Nevertheless, it is an incident that begs the question whether the learning habits, that are nurtured by the system of education in Sri Lanka from childhood onwards, are in fact the right ones, both for the individual and for the country as a whole. Based on my experience of teaching in a leading Sri Lankan university for over thirty years, following a period of four years as an undergraduate in the same university, the answer to the above question is an emphatic ‘No’. What saddens and disappoints me is the observation that the learning habits of the students as well as the teaching habits of the lecturers have ‘moved in the wrong direction’ so that the future does not look promising in terms of producing a graduate who fulfils the needs of the country which spends so much on the so-called ‘free education’. In this article, I wish to highlight some of the fundamental flaws in the way Sri Lanka educates its young generation.
A system of education and a population of students driven by examinations and rote learning
Sri Lankan education is a succession of examinations, starting with the Grade Five scholarship exam, followed by the GCE O/L and the GCE A/L, and continuing in the universities. All these examinations are structured in a pattern that has been set for well over several decades, with very little change. They are also based on curricula which are very heavy on subject content. The extremely competitive nature of these examinations, especially, the Grade Five scholarship exam, which offers the possibility of entrance to the so-called ‘elite’ schools, and the GCE A/L, which offers admission to an extremely limited number of university places, forces students into a set of learning habits which are detrimental to the development of their creative capabilities and critical thinking. The private tuition culture which started in the late 1970s has developed into a very elaborate network, which caters exactly to the needs of the examinations. The teaching is meticulously focused on developing the students’ capabilities to do well in the competitive examinations. This teaching is accompanied by preparing the students for examinations by getting them to practice answering questions from examinations of previous years. This is widely prevalent even in the Physical Science stream, which consists of subjects such as Mathematics and Physics, where logical reasoning rather than memorising is the skill that needs to be developed. Instead, ‘practice makes perfect’ has been the rationale, with the perception that a student who has done a greater number of similar questions has a greater probability of doing well in an examination, where questions are set according to a pattern that has been set and continued for over several decades. I was surprised to learn about 10 years ago that in the GCE(A/L), this practice of answering questions from previous years has moved on to memorising model answers written by a tuition teacher. This culture of rote learning has advanced to such an extent that ‘tuition classes’ are held for prospective entrants to the medical and engineering faculties on the subjects that they will learn during their first year in the university.
For the students who come through this dizzying maze of tuition classes, revision classes and practice examinations, and get into the university (only about 2% of the population in any age cohort), a set of learning habits that strengthens their habit of rote learning awaits in the university system. They are given access to the lecture notes of senior students and a group of supposedly competent senior students conduct what are called ‘Kuppi Classes’, which is a system ‘tuition classes’ aimed at filling the brain with subject content prior to the examinations (hence the meaning ‘filling the small bottle’ which is the brain). During a visit to a leading university in the Western Province which coincided with an examination period, I came across a ‘Kuppi Time Table’ for students in the Faculty of Science in the students’ canteen, which demonstrated the extent to which this culture of rote learning aimed at passing examinations was prevalent among the university student community. In science-based degree programmes with significant components of laboratory and field practical classes, it is common practice for a large majority of students to copy the lab report of a few supposedly competent students in the batch. This whole culture is strengthened and perpetuated by the institutionalised practice of ‘ragging’, strongly supported by the Students’ Unions, where students who do not subject themselves to ragging are denied access to the ‘Kuppi classes’ and the lecture notes of their seniors. The end product of all this is a graduate who expects a previously set pattern to bench mark his preparations to every single challenge that he/she faces in his/her profession. Preparation based on the practice of solving/meeting a similar problem/challenge that had occurred in the past is often the only strategy that these graduates know about. Hence, it is no wonder that they become almost clueless when the problems/challenges that come their way in their profession deviate even slightly from those that had come previously. This also explains the widespread incompetence in problem-solving among the government officials, at all levels of administration. While the politicians are rightly blamed for the current plight of Sri Lanka and its long-term post-independence failure, the system of education that has produced a set of mediocre and sub-competent officials, technical experts and bureaucrats should share the blame in equal measure.
The role of educators
A system that produces a majority of ineffective/sub-standard graduates, devoid of key competences, cannot have survived for so long if it has not been strengthened, wittingly or unwittingly, by its other stakeholders. In this regard, the educators, consisting of the curriculum experts in the relevant governmental institutions such as the National Institute of Education, and academics in the university faculties have failed in designing and implementing a system of education, curricula and examinations which are much less dependent on rote learning practices for success. Curricula have been progressively expanded with more and more information reflecting advances in the respective subject areas and disciplines. However, there has not been a proportional removal of outdated information so that the subject content that the students have to study has continued to expand in volume. Such an expansion reduces the space for students to engage in learning by exploration via reading and discussion, thus forcing them towards repeated reading and memorising of a set of lecture notes. The examinations have been made highly structured, which takes the novelty out of the questions. What makes the matters worse are the evaluation schemes where only answers containing specific words or sentences are considered ‘correct’ while answers containing the same meaning but written in different words and sentences are considered ‘incorrect’.
This practice is especially prevalent in the evaluation schemes of the GCE A/L examination. Such highly structured and repetitive examination papers and marking schemes inevitably condition the students’ minds to anticipate a certain structure and type of questions and write a certain type of answer, which has been memorised and/or practiced in advance. While such psychological conditioning helps the students to do well in examinations, it also leaves them clueless when confronted with an examination paper or a question, which deviates even slightly from the pattern of the previous years. Therefore, it is no wonder that the majority of students who graduate through such a system of evaluation are incapable of problem-solving and ‘out of the box’ thinking when confronted with real-life problems in their professional work environments. Such work environments include the very institutions which provide education where generations of teachers and lecturers who have come through this system perpetuate the same system.
During the 1990s, almost all universities and faculties in Sri Lanka converted their curricula to the so-called ‘course unit’ system. The whole subjects, which had hitherto been taught over the course of one academic year and evaluated in year-end examinations, were broken in to several smaller ‘course units’, which were evaluated at a higher frequency (the so-called continuous evaluation) via a series of quizzes, written assignments and mid-term and end-term examinations. This system of teaching and learning is practiced in an overwhelming majority of universities globally and the merits of continuous evaluation appear to be advocated by an equally overwhelming majority of education experts. However, as a product of the old ‘whole subject-one examination’ system, I have observed, over the course of the last three decades, several flaws in directly transplanting the ‘course unit’ system (which at that time was predominantly prevalent in the US and Canadian Universities, but not in the European Universities) in Sri Lanka on a student population who are psychologically conditioned in to rote learning within an examination-oriented system of education. The biggest flaw is the fragmentation of the process of learning and the subsequent knowledge gained and retained by the students. When one whole subject is broken down to several smaller units which are evaluated separately, the students’ learning is focused on getting through the smaller units. In this process, understanding the connections between different smaller units and building inter-relationships between different aspects of a whole subject, which is an integral aspect of deeper learning, is neglected. It has been a common experience for us teachers to find that students have forgotten most of what they had learned previously in the course units which had been completed and examined. It is a direct result of the ‘Kuppi’ type of learning where the ‘small bottle’ which is filled just before the examination is emptied as soon as the examination is over!
Introduction of the course unit system to Sri Lankan universities caused a change in student behaviour which, arguably, has had far-reaching consequences. The increased frequency of assessments and examinations on an already examination-oriented student population directed them even more towards preparing for examinations (often via rote learning methods and ‘Kuppi’ classes) at the expense of spending time on sports and extra-curricular activities, which are essential components of the holistic development of a ‘complete’ graduate and a human being. The weaning of students away from sports and extra-curricular activities from the 1990s onwards was clearly evident in a large residential university such as the University of Peradeniya, which offers a wide range of facilities and opportunities for sports and extra-curricular activities. There is no doubt that the introduction of the ‘course-unit’ system of curricula was the major cause of this shift in student behaviour. During my time as an undergraduate in Peradeniya in the early- to mid-1980s, I remember many of my own batchmates, who had not previously engaged in sports and extra-curricular activities during their school days, getting involved and participating in games and activities and thoroughly enjoying the experience despite not being in the official university teams.
Concluding remarks
The underlying structural flaws in the Sri Lankan system of education, teaching and learning is often hidden by the argument that many (but only a tiny fraction of the whole) Sri Lankans who have come through this system have gone on to reach top rungs in their chosen professions in the developed west. However, the true test of an education system of a country is that it should produce a human resource base equipped with competencies (and values) which are required to address the multi-pronged challenges that the country faces in trying to bring about its national development and prosperity. The trajectory that Sri Lanka has travelled as a nation during its 75-year post-independence period and the patently evident current trend of brain drain brings into stark question whether its ‘free-education’ has achieved its intended objectives. It is clear that a comprehensive re-think and a careful overhaul of the current Sri Lankan education system, including its core principles, values and modes of operation, is essential for the country to realize the full potential of its human resource base for the benefit of its own development and prosperity.
The writer has been a university teacher and a researcher for more than thirty five years and has received special training in university staff development, including teaching and learning methodology, at the University of Kassel, Germany.
Features
True Santa & Fake Santa in the US. NPP underwhelmed by Square-toed Critics
A telling Christmas cartoon in a Canadian newspaper (The Globe and Mail) shows the American Immigration and Customs Enforcement (ICE) agents apprehending and attacking Santa Claus as he lands in the US presumably without a visa. For their part, ICE agents have gone a step worse and got one of their men to be a fake Santa, with an ICE logo, in an advertisement that promises US immigrants a payment of $3,000 and free flight ‘home’ for Christmas if they would voluntarily turn themselves in. The overexcited and out-of-depth Department of Homeland Secretary Kristi Noam has added her two cents: “Illegal aliens should take advantage of this gift and self-deport.”
That is Trump’s America and it is at terrible odds with the historical image of America that the first American Pope in Vatican devoutly cherishes and is unabashedly defending. Paraphrasing the gospel of Matthew, the Pope had pointedly admonished, “Jesus says very clearly, at the end of the world, we’re going to be asked, ‘How did you receive the foreigner?” The American Bishops followed suit and in a rare rebuke of the Administration, have expressed their “concern for the evolving situation impacting immigrants in the United States”.
But not all American Catholics are with the Pope and their Bishops. Sixty percent of white American Catholics are said to be in favour of Trump’s vicious crackdown on immigrants. They and their voluble intelligentsia are a bulwark of Trump’s MAGA (Make America Great Again) bandwagon. Five of the nine Supreme Court judges are conservative white Catholics. They are aided and abetted by Clarence Thomas, the lone male African-American and conservative judge on the bench. The six judges, ignoring the dissenting liberal judges, have been giving judicial cover to practically all of Trump’s controversial second term initiatives.
The new bullhorn foreign policy towards Europe is the speciality of Vice President JD Vance, a late convert to Catholicism and married to a Hindu Indo-American. The oversight of Central and South America is the responsibility America’s new neocons, the Cuban neocons, led by Secretary of State Marco Rubio, a Catholic Cuban American with a ton of chips on his shoulders. Trump used to deride him as “little Marco.” Marco Rubio wants the US to browbeat Venezuela and use it as an example to other Latin American countries.
But Trump’s support is falling and almost all of his new initiatives are beginning to unravel even before he has finished the first year of his second term. Even among Catholics who are 20% of the population numbering 50 million, the 60% support of white American Catholics is negated by the opposition of 70% Hispanics to Trump’s deportation program even though Trump made significant inroad among Hispanics in the 2024 election. Among all Americans Trump has a negative approval rating with nearly 60% of Americans dissatisfied with his policies and performance across the board.
At 79, Trump is beginning to walk and talk like Biden when the latter was in office as the oldest American President. Trump is not losing his grip on power but he cannot keep tab on his zealous acolytes as they rush to further their own agendas on immigration, controlling Latin America and jettisoning Europe. It is the economy that is his business. It is literally so insofar as his family is enabled to make as much hay as they can before the curtain crashes. And the country’s economy will be his Achilles Heel just as it was for Biden. Trump will be considerably deflated should the Supreme Court rule against him on the constitutionality of his idiosyncratic tariff scheme. On the other hand, if the Court’s conservative judges were to rule in his favour it will do lasting damage to their already tattered credibility.
Regardless, the Trump presidency is not going to end all of a sudden like in so many other countries including Sri Lanka in 2022. The built in inertia of the US system will provide for the Trump presidency to peter out and for the country to take an even longer time to be rid of the damages he has done to the institutions and to restore them slowly. In the meantime, one would hope that the carnage in Ukraine will be soon brought to an end. And, as Pope Leo XIV said in his Christmas homily, the people “in the tents in Gaza, exposed for weeks to rain, wind and cold, ” should be soon helped out of the “rubble and open wounds.”
While it is too soon to speculate about post-Trump America, Trump’s impact on the American political system over the last 10 (to be 15) years in politics is obvious. First, he was able to instigate a critical mass of people into believing that the mainstream political discourse is a fake enterprise. That was his route to victory in 2016 and much of his first term was about consolidating the belief of his followers that everyone who was opposing him were fake and un-American. He took the next step and made them believe that the 2020 presidential election was stolen from him by the political establishment and was given to Joe Biden. The Trump’s playbook is being adapted by like-minded leaders in other countries to score their own political victories. Accusations of fake news, allegations of stolen elections, and widespread disinformation – i.e. intentionally spreading incorrect information – have now become the stock of politics in a number of countries. Sri Lanka is not one of them but it does manifest symptoms of this new malaise.
The NPP and its Square-toed Critics
Allegations of election fraud have always been a fact of political life Sri Lanka. A sizeable forensic industry grew out of petitioning courts to challenge the results of individual constituency elections based on allegations of fraud and corruption. The two old Left Parties would have none of it and would accept the results of the election based on the official counts. They never challenged the results of any election that was lost by any of its candidates. When the Left was shut out of parliament in 1977, NM Perera wrote for the LSSP that the Party had been shut of the legislature twice in its history. First, from the State Council by colonial Order in Council, and in 1977 by the people themselves. It fought the colonial expulsion but accepted the verdict of the people.
Allegations of foreign interference are also not new. The Left had its routine rhetorical flights to warn of the circumambient presence of imperialism. The UNP countered with homemade stories of Chinese spies. But the first serious questioning of an election result and the accusation of foreign interference came after the 2015 presidential election that saw the defeat of Mahinda Rajapaksa when he tried to win an illegitimate third term in office. It was also the first defeat of a sitting president. The first reaction was to blame Tamil treachery. The second was to blame the long hand from New Delhi. Neither took serious traction but they created a local genre of political punditry that keeps itself busy.
The Rajapaksas have grown out of it. Their elders have no time for it and their next generation is desperate about finding a future foothold. But their loyal pundits keep churning. The latest addition to this genre of commentary is the finally revealed revelation about the supposedly sensational proposition made by former Indian High Commissioner Gopal Baglay to former Speaker Mahinda Yapa Abeywardena, on the morning of that fatefully eventful day of 13 July 2022, that Mr. Abeywardena should immediately become Sri Lanka’s new President.
Obviously, this meeting would have taken place after Gotabaya Rajapaksa had fled the country in the wee hours of that same morning. But what is not clear is whether GR’s letter of resignation was already official and whether GR’s appointment of Ranil Wickremesinghe as Acting President had already come into effect. Mr. Wickremesinghe himself has revealed the circumstances of his taking oath as president after GR’s fleeing – that the oath was taken in secrecy in a Colombo Temple – in an interview with former Canadian Prime Minister Stephen Harper, after a meeting of the International Democracy Union (IDU) in London. The UNP is an IDU member and Harper its Chairman.
There is no reason to question the veracity of Speaker Abeywardena’s account of his meeting with the then Indian High Commissioner, in the Speaker’s parliamentary office. But what is amusing is the use of this single data point of a meeting between the High Commissioner and the Speaker – to draw a line of conclusion in two directions: (1) a causal line going backward to suggest that the entire Aragalaya phenomenon was potentially orchestrated by India and America; and (2) a consequential line going forward to the election of the NPP government with the assertion that the new government came into office after displacing Gotabaya Rajapaksa to serve Sri Lanka’s two masters – India and the US. The people of Sri Lanka are reduced to doormats in this political theatre and their votes were political counterfeits to elect a government of fake Marxists. Even Trump would be impressed by this creativity.
As amusements go, this genre of political punditry is fully supplemented by the NPP’s current critics and quondam comrades from the bookish left (as Philip Gunawardena used to scoff). They take NPP to task for any and all of its actions and non-actions – from its apparent ambivalence towards Israel to its alleged foot dragging on the Prevention of Terrorism Act, not to mention its similarly alleged kneeling before the IMF.
The criticisms themselves are not inaccurate, but their tone and timing do not appear to be intended for any positive outcome. They are also esoteric and out of place in a situation when the country has been ravaged by a torrential cyclone. I will conclude by paraphrasing a witty response to a recent online critique of the NPP on the PTA matter: in blaming the NPP government for not repealing all the bad laws enacted by every previous government, are we not forgetting that the NPP is the only government that is – not only against making use of bad laws enacted by others, but also against enacting any new bad law of its own.
by Rajan Philips ✍️
Features
2025: The Year We Let It Happen
“I was saved by God to make America great again,” Donald Trump said, a line that circulated widely during his political comeback rallies. “The golden age of America begins right now,” Trump declared as he was inaugurated for a second term on 20 January 2025, marking a major shift in US politics with consequences likely to extend across generations. Trump’s appeal lay not in moderation but in confrontation, rooted in the assertion that democracy works best when it produces winners unencumbered by restraint. He rewarded many who delivered him power, while leaders in other democracies often spent their mandates managing survival and retreating from pledges once deemed non-negotiable. The old Marxian line about history repeating itself as tragedy and farce felt newly apt as elections continued to produce both at once.
While deteriorating democratic systems grappled with their contradictions, quasi-democratic and openly authoritarian administrations pursued power with less ceremony. Beijing tightened its hold over Taiwan, Tibet, and Hong Kong while projecting its global power with mixed success, and Moscow prosecuted its war in Ukraine with brutal persistence, accepting sanctions and isolation as the cost of imperial memory. The EU’s plan to use frozen Russian funds for Kyiv stalled and was replaced by a €90 billion loan package, which will cost taxpayers around €3 billion annually in interest. Pyongyang continued its missile testing, while its state-linked hackers reportedly stole an estimated $2.02 billion in cryptocurrency in 2025 alone. Tehran, for its part, passed another turbulent year, marked by a 12-day military confrontation with Israel in June 2025 that inflicted significant damage on both countries. Power in these systems remained centralized and unapologetic, justified by security and sustained by fear.
Across the globe, 2025 witnessed a wave of Gen Z-led protests that challenged authority and disrupted the social order in ways reminiscent of the Arab Spring, yet carried their own perils. From climate strikes in London and Berlin to anti-corruption demonstrations in São Paulo, Mexico City, Dhaka, and Kathmandu, young activists confronted entrenched elites with unprecedented energy and digital coordination. In Morocco, Madagascar, Tunisia, Indonesia, and the Philippines, student-led and youth-driven uprisings rattled governments, while in the United States, marches over climate action and student debt repeatedly clashed with authorities.
Even in authoritarian countries such as Iran, Vietnam, and, to some extent, Thailand, clandestine movements mobilized online and in the streets, forcing concessions while provoking brutal crackdowns. Yet these eruptions of youthful revolt, as electrifying as they were, revealed a dangerous pattern: like the Arab Spring, the protests often destabilized societies without delivering durable reform, leaving governments weakened, institutions strained, and political vacuums that could be exploited by opportunistic elites. The Gen Z moment in 2025 was a showcase of idealism and impatience, but also a warning that the seductive energy of revolt can become the architect of new disorder and unfulfilled promise. The question remains: who will have the last laugh?
The dissonance between public display and private conclave became starkly visible in Beijing in September 2025 during the 80th-anniversary commemorations of the end of the Second World War. State television followed Xi Jinping and Vladimir Putin as they approached the parade ground, and microphones accidentally left live picked up a fragment of conversation that ricocheted around the world. According to reports, Putin’s interpreter was heard saying, “Human organs can be continuously transplanted. The longer you live, the younger you become,” to which Xi replied, “Some predict that in this century humans may live to 150 years old.”
The Kremlin later confirmed the exchange, insisting it was a casual discussion about medical advances, not a policy statement. Yet the symbolism was hard to miss: two leaders whose authority rests on longevity speculating, however lightly, about defeating mortality itself. In a century marked by demographic decline in both Russia and China, the fantasy of extended life carried political weight.
That moment intersected with a broader obsession that cut across systems: the promise and threat of artificial intelligence. Governments unable to agree on climate targets found common urgency in machine learning, particularly its military and medical applications. The United States National Security Commission on Artificial Intelligence warned in 2021 that AI would “accelerate the speed of warfare beyond human comprehension”. By 2025, the Pentagon had embedded AI across military operations, deploying commercial models and prioritizing generative tools to maintain America’s technological edge.
Project Stargate, a high-profile initiative with commitments from OpenAI, Microsoft, Nvidia, Oracle, and SoftBank, was said to involve hundreds of billions of dollars in public-private investment to expand AI infrastructure and research across sectors. In parallel, China’s state and corporate ecosystems together channeled tens of billions into AI development, sustaining the world’s second-largest cluster of AI firms and an expanding suite of generative tools. Critical minerals remained a strategic fulcrum, with China controlling more than 90 per cent of global rare-earth processing capacity and wielding that dominance as leverage over technology and defence supply chains.
Space in 2025 saw competition in orbit intensify rather than abate. The number of active satellites in low Earth orbit surpassed 9,350, led by SpaceX’s Starlink constellation, which accounts for the largest share of operational spacecraft. The Space Development Agency awarded US$3.5 billion in contracts for 72 new infrared tracking satellites to strengthen missile-warning and defence architecture. China’s on-orbit presence also expanded markedly in 2025, with Beijing conducting a record number of launches and placing hundreds of satellites into space to advance communications and surveillance networks, including early deployments for its ambitious Guowang low Earth orbit mega constellation. Close encounters between Chinese, Russian, and Western satellites exposed weak space-traffic coordination, with orbit increasingly framed in martial rather than peaceful terms.
On the ground, the uglier side of power refused to remain hidden. In the United States, the Epstein Files Transparency Act compelled the Department of Justice to disclose federal records by mid-December, but heavy redactions and omissions drew bipartisan criticism from lawmakers who argued the release undermined the law’s intent and shielded powerful individuals. Thousands of pages referenced disturbing allegations and reinforced a widely held sense that wealth and influence can insulate the well-connected from scrutiny or accountability. Elsewhere, established democracies continued to confront systemic failures: France grappled with unresolved clerical abuse scandals; Britain faced renewed criticism over policing gaps in handling grooming gangs; and India’s chronic under-reporting of sexual violence remained a persistent human rights concern.
Meanwhile, the language of peace was deployed with similar cynicism. Trump repeatedly suggested he deserved the Nobel Peace Prize, citing what he described as a series of peace initiatives in which he claimed to have played a decisive role. These included the Abraham Accords of 2020, which normalized relations between Israel and several Arab states, and the 2025 United States-brokered ceasefire in Gaza, under which all remaining living Israeli hostages held by Hamas were released and hostilities were paused through a phased arrangement.
Trump further asserted that his administration had “settled” or eased a widening range of conflicts, pointing to diplomatic efforts aimed at initiating talks towards a negotiated end to the Russia–Ukraine war, although substantive peace terms remain elusive and negotiations continue amid resistance from Kyiv, Moscow, and key European Union states. He also publicly referenced conflicts or diplomatic tracks involving India and Pakistan; Thailand and Cambodia; Kosovo and Serbia; the Democratic Republic of the Congo and Rwanda; Israel and Iran; Egypt and Ethiopia; and Armenia and Azerbaijan as evidence of his claimed peacemaking credentials, despite the absence of durable or comprehensive peace settlements in any of these cases.
Trump did not receive the Nobel Prize, whose awards have often favoured aspiration over results. Instead, it went to María Corina Machado, a Venezuelan opposition leader who told me in 2020 that “a mafia group has destroyed my beloved nation, Venezuela”, and whom Washington now treats as a key ally. Meanwhile, the United States has reportedly sought to seize another oil tanker linked to Caracas while pursuing an alleged drug cartel, amid claims that the Secretary of War ordered forces to “kill them all”. At the same time, Latin America has seen a significant rise in right-wing politics, with Argentina’s Javier Milei consolidating power, Chile electing far-right leader José Antonio Kast, and conservative presidents such as Daniel Noboa in Ecuador and Nayib Bukele in El Salvador gaining influence amid broader regional shifts to the right.
Africa was not immune to global disorder. In Sudan, a brutal civil war between the Rapid Support Forces (RSF) and rival factions continued throughout 2025, marked by repeated mass atrocities, including ongoing killings around El Fasher in North Darfur that left tens of thousands dead and displaced millions, making it one of the world’s most devastating humanitarian crises. The United Nations and humanitarian agencies reported widespread executions, sexual violence, and attacks on civilians and health facilities. Meanwhile, in the Democratic Republic of the Congo, fighting between the Congolese army and the Rwanda-linked M23 rebel group forced thousands to flee, with more than 84,000 refugees crossing into neighbouring Burundi in 2025.
Nigeria’s security situation also deteriorated, with jihadist factions, including Boko Haram and Islamic State West Africa Province, expanding operations and causing civilian casualties and displacement. Across West Africa, political realignment followed coups in Mali, Burkina Faso, and Niger, which jointly withdrew from ECOWAS and formed the Alliance of Sahel States, commonly dubbed the “African NATO”. The bloc has announced plans to establish a shared central bank and investment fund aimed at economic autonomy and reducing reliance on traditional financial systems, but it remains too early to assess its capacity to curb the continent’s growing Islamic extremism and militant gangs.
Through all this, inequality hardened. The latest World Inequality Report 2026 showed that the richest 0.001 per cent of adults — fewer than 60,000 individuals — now control three times more wealth than the poorest half of the global population combined, while the richest 10 per cent own around three-quarters of global wealth. While leaders speculated about extended lifespans and investors poured money into longevity start-ups, life expectancy stagnated or fell in several countries: in the United States it remained lower than a decade earlier, and in parts of sub-Saharan Africa gains were erased by conflict and weak health systems.
Orwell’s line continues to resonate, even at the risk of banality: “All animals are equal, but some are more equal than others.” The events of this year have not disproved it; they have updated it with satellites, algorithms, and offshore accounts. Power now moves faster and hides better, but it still feeds on the same asymmetries. As another year closes, the temptation is to wish for renewal without reckoning. That wish has become a luxury. The facts are stubborn: inequality widens, wars persist, technology accelerates without consensus, and leaders speak of salvation while tolerating cruelty. New Year greetings sound hollow against that record, but perhaps honesty is a start. The age we are entering will not be golden by proclamation; it will be judged, as ever, by who is allowed to live with dignity — and who is told, politely or otherwise, to wait. To the New Year — hopefully wiser.
by Nilantha Ilangamuwa ✍️
Features
After Christmas Day
We are in this period – the days immediately following Christmas – December 25. The intense religious and festive two days are over, but just as the festive season precedes Christmas Day, it follows it too, notwithstanding the day that marks the beginning of the new year.
Christmas is significant, I need not even mention, as the celebration of Jesus Christ’s birth in Bethlehem in a manger as there was no room at the inn. It however symbolizes God‘s love and salvation for his ‘children’. People make merry with traditional gift giving (custom from the three kings), carols, bright lights concentrated in indoor fir trees and general goodwill epitomized by jolly old Santa. It is also a time of spiritual reflection on God’s love of people by his giving his son to their will.
The day after Christmas – 26 December – is also a day marked in the calendar of the festive season. Named Boxing Day, it too is a holiday of fun. Originally a day of generosity and giving gifts to those in need, it has evolved to become a part of Christmas festivities. It originated in the UK and is observed by several Commonwealth countries, including Ceylon.
It is concurrent with the Christian festival of Saint Stephen’s Day, which in many European countries is considered the second day of Christmas. It honours St. Stephen who was the first Christian martyr who was stoned to death for his faith. More commonly, it is called Boxing Day, also known as Offering Day, for giving servants and the needy gifts and financial help. The term boxing comes from the noun boxes, because alms were collected in boxes placed in Churches and opened for distribution on the day after Christmas. This day is first mentioned in the Oxford English Dictionary on 1743.
The Twelve Days of Christmas follow the 25th and make up the Christmas Season. It marks the days the kings of Orienta –Magi – took to visit the infant Jesus with gifts of gold, myrrh and frankincense, symbolizing Christ’s royalty, future suffering and divinity/ priesthood respectively.
The “Twelve days of Christmas” we know as a Christmas carol or children’s nursery rhyme which is cumulative with each verse built on the previous verse. Content of the verses is what the lover gives his /her true love on each of twelve days beginning with Christmas day, so it ends on January 6, which marks the end of the Xmas season. The carol was first published in England in the late 18th century. The best known version is that of Frederic Austen who wrote his rhymes in 1909.
“On the first day of Christmas my true love sent to me
A partridge in a pear tree.
On the second day of Christmas my true love sent to me
Two turtle doves
And a partridge in a pear tree.”
And so on with three hens, four calling birds; five gold rings, six geese a-laying, seven swans a-swimming, eight maids a-milking, nine ladies dancing, ten lords a-leaping, eleven pipers piping, twelve drummers drumming. But the most important fact is that each animal or human represents a Christian object or key tenet of the faith, serving as a religious tool where each gift depicts a religious concept.
For instance, it is believed the partridge symbolizes Jesus and two turtle doves represent the Old and New Testaments. Doves are symbols of truth and peace, once again reinforcing the tie to Christ and Christmas. Reference is also made to the Ten Commandments, the 12 Apostles and the Creed. However, this is a popular theory and not a historic fact with some believing it is a love song pure and simple.
And so 2025 draws to an end. One cannot but throw one’s thoughts back to when one was an eager beaver child. Buddhist though I was, I attended a Christian school from Baby Class and was very influenced by the Christian faith. In fact, an older sister was so indoctrinated she wanted to convert to Christianity. Our Methodist missionary school did not encourage conversions.
Mother was unaware of this great attraction; her emphasis was on an English education for her children,. But being so drawn to the Christian religion with all its celebration and merriment was no surprise, added to the fact that Vesak was such a solemn occasion with sil redi restraint and the death of the Buddha too commemorated.
It is a very heartening fact that in this country Buddhists too join in the pleasures of Christmas. Many go for Midnight Mass on 24th because of religiously mixed marriages or merely to enjoy that experience too. Our family, when the children were young, invariably celebrated with the traditional XMas tree in the house with my husband taking great pleasure in buying a branch of a cypress tree sold in Colombo, and decorating it. We often spent the holiday in Bandarawela and so Christmas became extra special with the strong smell of the tree branch bought indoors. Santa visited my young one for long years; he being a strong believer in the delightful myth.
Delightful memories are made of these…
I wish everyone a wonderful Christmas. Let’s substitute the sorrows and despair of the aftermath of the cyclone and give ourselves, all Sri Lankans, a break and renew our togetherness and one-ness as a nation of decent people..
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