Features
Education: Personal goals attuned to social progress
by Susantha Hewa
Education, for an overwhelming majority of students and their parents, is the one and only way for gainful employment, financial success, upward mobility and social recognition. Yet, it is just where education is made to function in its most utilitarian gear, grooming the individual for a livelihood. Education is also a handy tool for the fashioning of a cultured person who can contribute towards both individual and social wellbeing. However, in an exam-oriented, competitive system, which is primarily designed to provide workers to run the economy, the above broader function of education naturally gets underrated and overlooked. This has produced two factions debating about the primary function of education: whether it should prepare individuals for jobs or guide them to be refined citizens, who can contribute towards social progress.
It’s no good eternally arguing whether education is for jobs or, alternatively, for making students to be good, intelligent citizens as well as furthering overall social progress. We often seem to think that these targets are mutually exclusive, which may not be the case.
Those who favour job-oriented education seem to consider ‘inculcating values’ as too naïve and wishy-washy. Conversely, those who overemphasize education’s role of value-inculcation seem to dismiss job-oriented education as starkly materialistic. Both parties seem to look at these two broad aims of education with some bias. However, the fact is, those seemingly opposite aims need not be contradictory. Education can be made to meet both these ends: employability and the inculcation of values for individual fulfilment and social cohesion. There is nothing to prevent proficient employees being broad-minded citizens and vice versa. What we need is the political will and the pooling of expertise of all interested parties including educationists, economists, psychologists, administrators, academics and professionals of arts and sciences to achieve both personal and collective goals.
In fact, education plays a crucial role in promoting self-fulfillment as well as social advancement. All beings are naturally self-centered and continuously look for opportunities for self-gain. Hence, it’s not strange that today, for each person, education appears to be one of the safest means of achieving their personal goals – wealth, comfort and social recognition. There is nothing reprehensible at all in it. After all, as a means of achieving those desirable things in life, education is more society-friendly than most other options available, specially, for those who don’t rely much on education: deceit, profiteering, theft, money laundering, sale of liquor and dangerous drugs and, last but not least, dabbling in politics. So how can we condemn those who pursue education for moving from “rags to riches”?
One may say that education should not be seen as a magic formula for prosperity and that learning is too sacred a pursuit to be regarded as a key to material success, power and social status. However, such a view often fails to recognize that education, in its different forms, serves as the best bet for securing a decent livelihood for many people in a civilised world and also, that it has taken the place of the brute force characteristic of primitive life which happened to be a relentless struggle for survival. As such, if one condemns education being used as a way to personal success, one may do it at one’s own peril, for the alternative paths available may turn out to be starkly antisocial.
In fact, our aversion towards higher education being used as a way of producing “employable graduates” seems to come from our disapproval of it being used to sustain a profit-oriented economy which divides education as ‘useful’ and ‘useless’ according to how it serves to maximise profit of a handful of elites while leaving an overwhelming majority in dire poverty. Further, we forget that ‘employability’ assumes that derogatory sense only in a context where the economy absorbs graduates to maximise profits of a few.
There would be nothing sinful about being groomed to be employable, if we happened to be living in a world where economic growth were an indicator of individual happiness and social wellbeing. George Monbiot, the author of “Out of the wreckage; a new politics for an age of crisis” captures the sense of cynicism of the average citizen living in a consumerist society, when he says, “Defined by the market, defined as a market, human society should be run in every respect as if it were a business, its social relations reimagined as commercial transactions; people redesignated as human capital”. The idea of ‘employable graduate’ should not be thrown out with the noxious bathwater of extreme competition and individualism.
The low estimation of humanities and social sciences in higher education is not an indication of their so-called irrelevance. The discriminatory attitude cannot be easily got rid of since it is the corporate interests that decide their ‘value’ in a competitive society. It is due to this that the disgruntled voices about arts stream subjects being neglected continue to fall on deaf ears. It would be an uphill task to raise them to the level of the subjects favoured by the business world. So far as the economic growth of a country remains to be just impressive statistics on paper without them reflecting the physical and mental wellbeing of the common people, the humanities and social sciences are going to look lacklustre in the eyes of those who call the shots.
Questioning, researching, analyzing and critical thinking that are often marketed to assert the importance of the so-called ‘soft subjects’, as against hard sciences, are not likely to cut much ice with those who want education to simply spawn workers, including professionals, to keep the economy going and huge profits flowing into their hands. In such a setting that workers, both skilled and unskilled, are not paid for their questioning or critical thinking skills cannot make headlines.
Among the whole gamut of worrisome issues in education are: resource-depleted rural schools, heavy workload for both students and teachers, obsolete teaching methods, long school hours, dependency on tuition industry, lack of opportunities for students for recreation, disproportionate homework, tedium, teachers burdened with redundant paperwork, obsession with continuous testing and crippling exams, insufficient scope for creative work, aesthetics, sports, soft skills, segregation of schools on ‘ethnicity’ and lack of timely upgrading of content and teaching methods., etc. All these problems cannot be separated from economy and politics. It would be a hard job for those who are sincerely concerned about using education’s many capacities for promoting good and eliminating vice, because education cannot be prevented from being putty in the hands of those with personal and political agendas.
Obviously, those who are ensconced in power and affluence cannot be expected to suffer education serving in any way to undermine their positions. Prof. Alvin Toffler in his book “The Third Wave” (sequel to his book “The Future Shock”) writes, “schools produced, just as factories do, employees who could fit into the slots of the hierarchical structure of industrial societies by programming them through a ‘covert curriculum’ to be compliant, dutiful and diligent”. This may not be far from the truth, because greedy politicians and business magnates who control the economy will always want the prevailing system to go on with the least resistance. They wouldn’t want to tap the full potential of education to prompt students to question and challenge anything established including the present economic order favouring the elites.
The fact is, our education system primarily appeals to the individual’s sense of self-aggrandisement in a society, in which being educated is to become humiliated if what you have studied has no market value. Unlike the students of science, IT and commerce streams, the graduates of history, sociology, literature, etc. cannot help business magnates to fatten on their profits. Therefore, education in humanities and social sciences, which doesn’t equip students to find their convenient niches in a profit-oriented economy, wouldn’t be favourably viewed at all by the major players.
Therefore, it would be futile to think that enhancing the quality of education will bring about a just society unless the natural desires of the student are aligned with education’s capacity for uncovering the essential link between individual happiness and social progress. In other words, the more ambitious the student is to realize his dreams, the more momentum it should give for social advancement.
The present situation of arts stream subjects inexorably receiving stepmotherly treatment cannot be changed until there remains a strict division between arts and science subjects. And, it is only when the so-called economic growth is made to serve all the people and not a lucky few that the society will be able to create meaningful space for humanities and social sciences to play a role in society as important as the hard sciences. It goes without saying that the economy should be made people-friendly instead of remaining self-serving and profit-friendly. In his book “Ruptures in Sri Lanka’s Education: Genesis, present status and reflections”, Prof. Panduka Karunanayake correctly points out that “when local industries pick up and overseas ones open up to our workers, qualification inflation will ease – educationists can then fruitfully focus on the broader issues in education, including the inculcation of civic values, etc.” Although he is optimistic that the growth of economy, in its present form itself, will pave the way for educationists to step in to play a broader and more important role in education, the point he emphasizes here, among other things, is the importance of harnessing education to realise full human potential instead of it being woefully underutilised to providing livelihoods. However, what is undeniable is that what role we get our economy to play – whether we leave it in the hands of those VIPs for money making or use its massive potential to primarily serve society – will have a lasting impact on the whole education system.
It is only within a humane model of governance, which makes economic interests subservient to human interests that education can be made to foster social cohesion rather than furthering division and estrangement.
Features
Combining local resources,traditional knowledge and science to build a food-secure Sri Lanka
World Food Day 2026: Innovating today for a better food future
by Dr. Kaushalya Wijayasekara
What will be on the Sri Lankan dinner table ten years from now? Will our children be able to get nutritious food at a price their families can afford? Will farmers be able to grow enough despite changing weather and rising costs? And how much of the food we produce will actually reach the consumer, instead of being lost or wasted along the way?
These questions can’t wait. A farmer faces unpredictable weather. A family faces rising food costs. Fruit goes unsold after a good harvest. Some children do not get enough nutrition. The future of food is tied to the future of Sri Lanka itself.
World Food Day 2026 is a chance to look beyond the immediate problems and ask whether we can build a food system that feeds our people well, gives farmers better opportunities, protects the environment and makes better use of what we already have. The answer can be yes, but we will have to think differently.
We are not starting from zero. Sri Lanka has diverse crops, fisheries, traditional food knowledge, indigenous varieties, research institutions, universities and a young generation able to create new solutions. What we need is to bring these together and act. Producing more will not secure our food future on its own. It will depend on how intelligently we produce, process, preserve, distribute and consume food.
Making more of what we already have
Innovation does not always mean inventing something new. Often it means finding better uses for the resources we have.
Sri Lanka grows traditional rice varieties, kurakkan, green gram, cowpea, jackfruit, breadfruit, cassava, sweet potato, coconut and palmyrah. All of them have great potential for modern, nutritious, value-added foods. Jackfruit and breadfruit can be made into flour and other convenient products. Traditional rice varieties can go into new foods that suit changing consumer needs. Palmyrah, with its strong cultural heritage, can create new income through better processing, packaging, quality assurance and market development.
The aim is to connect our traditional food knowledge with modern consumer needs and technology, while keeping our food heritage.
Stop wasting the food we produce
Reducing food loss and waste should be a major priority. Seasonal fruits such as mango, banana, papaya and pineapple can be lost in large quantities when production exceeds demand or when storage, transport and processing facilities are inadequate. With suitable technology, these fruits can become dried products, pulps, powders, beverages and other shelf-stable foods.
Agricultural and fisheries by-products are resources too. They could be turned into food ingredients, animal feed, bio-based products and other useful materials, which would move us toward a more circular food economy.
Technology alone is not enough. We need stronger local processing facilities, cold storage, efficient transport, collection centres and market information systems, especially close to where food is produced. Cutting food loss raises the value of what our farmers and fishers already produce.
Nutrition and food safety come first
Food security means more than having enough food. People also need food that is safe and nutritious.
Sri Lanka can develop affordable, nutritious foods from local pulses, grains, vegetables, fruits and fish. Children and other vulnerable groups should get particular attention. Schoolchildren in particular deserve a focus: safe, nutritious, locally sourced products for school feeding programs would support child nutrition, local farmers and domestic food industries at the same time.
Food safety must stay at the centre of food innovation. Good hygiene, quality control, laboratory testing, traceability and appropriate food safety systems are what make new products safe as well as attractive and nutritious.
A food system that can cope with climate change
Climate change is already affecting agricultural production, water availability, crop yields and food prices. We need food systems that can handle changing conditions. That means climate-resilient crops, efficient water use, soil and water conservation, better storage and resource-efficient food processing.
Traditional knowledge matters here. Generations of Sri Lankan farmers have developed practices suited to local climates and ecosystems. Combining that experience with modern science can give us solutions that fit local conditions and are sustainable. Technology alone will not build the future of food. Science, experience and local knowledge together can.
Give young people a bigger role
Sri Lanka’s universities have an important part to play in shaping our food future. Young people should be encouraged to identify real problems in the food system and work on practical solutions in areas such as food waste, sustainable packaging, nutrition, food safety, modernising traditional foods and digital technologies.
A good research project should not always end as a research paper. Where appropriate, research should be supported to move on to products, technologies, enterprises and community solutions. That needs stronger partnerships between universities and industry, along with mentoring, research funding, business support and market connections. If young researchers and entrepreneurs can turn their ideas into viable food innovations, both consumers and producers will benefit.
A pathway designed for Sri Lanka
We do not need to copy food-system models from other countries. We can build a pathway that suits our own resources, culture and needs. It would bring together local resources, traditional knowledge, scientific research, appropriate technology and entrepreneurship, with farmers, fishers, universities, research institutions, food industries, entrepreneurs and policymakers working side by side.
The goal goes beyond selling raw materials. We need to create more value, reduce waste, improve nutrition, generate jobs and strengthen rural livelihoods. This matters especially for small and medium-scale food enterprises, which can drive local economic development when they get the right technical, financial and market support.
The choices we make today
The food future will not create itself. It will be shaped by what we grow, what we research, what we process, what we consume and what we choose not to waste.
So, the question for World Food Day 2026 is this: what can we do today so that every Sri Lankan has safe, nutritious, affordable and sustainable food tomorrow?
The answers are already around us, in our farms, fisheries, food businesses, universities, laboratories and communities. We have the resources, the traditional knowledge, the scientific expertise and talented young people. What we need now is to connect them and act.
A better food future begins with the choices we make today.
Dr. Kaushalya Wijayasekara
Senior Lecturer, Department of Biosystems Technology, Faculty of Technology, University of Ruhuna
Features
20th Anniversary of Digampathana blast – the day Sri Lanka Navy cried
By Admiral Ravindra C Wijegunaratne
WV, RWP and Bar, RSP, VSV, USP, NI (M) (Pakistan), ndc, psn, Bsc
(Hons) (War Studies) (Karachi) MPhil (Madras)
Former Navy Commander and Former Chief of Defence Staff
Former Chairman, Trincomalee Petroleum Terminals Ltd
Former Managing Director Ceylon Petroleum Corporation
Former High Commissioner to Pakistan
The Digampathana suicide truck attack on 16th October 2006 remains the deadliest single strike in Sri Lanka Navy history, leaving scars that time cannot erase.
It was a seemingly ordinary Monday morning on 16 October 2006, but the calm of that day would soon be shattered in a way none of us could have imagined. As the Commandant of the Naval and Maritime Academy and Flag Officer Commanding Naval Fleet at Trincomalee, I was aware that a number of my cadets were travelling that morning, part of a convoy of fifteen buses carrying naval personnel from Trincomalee, Colombo, and other bases, heading toward Dambulla to rendezvous with another group. The convoy also included trucks and escort vehicles, a routine movement planned and coordinated with the army to ensure the roads were clear. The morning started quietly. Some personnel greeted friends, handed over their weapons, or strolled to a nearby tea shop. It all seemed so ordinary—too ordinary for what would come next.

Sri Lanka Navy sunk LTTE Ships carrying arms, ammunition and warlike materials thousand miles away from Sri Lanka in Indian Ocean in September and October 2007.
By late morning, both convoys had reached the small ground at Digampathana, near the Sigiriya junction, and personnel mingled briefly, unaware that a carefully orchestrated act of terror was waiting. Then, suddenly, an empty half-truck veered directly into the convoy. It exploded with a ferocity I can still recall as if it were yesterday. Nuts, bolts, and high explosives tore through the air. Pandemonium erupted instantly. I later learned that 107 of our naval personnel were killed on the spot and another 153 critically injured. The scene was indescribable—bodies scattered, vehicles mangled, personal effects strewn across the ground. I remember later hearing that the head of the suicide bomber was recovered more than 100 meters away from the blast, a grim testament to the sheer force of the explosion.
I was in my office at the Naval and Maritime Academy when my mobile phone rang. A young midshipman from the 21st intake called, his voice trembling: “Sir, there was a huge explosion at the convoy point! Many are dead … my batch mate Wijesundara is among them.” I immediately jumped into my jeep with my escort Chief Petty Officer and driver and rushed to Digampathana, relying on every ounce of my driving skill to reach the scene. The journey, which usually took little more than an hour, felt endless that day, each passing mile weighed down by dread.
When I arrived, I was confronted with a sight that no training can prepare you for. The injured were being rushed to Dambulla Hospital, where doctors and nurses worked tirelessly, improvising in ways that saved lives despite the overwhelming chaos. I went back to the site after visiting the hospital. The remains of our naval personnel were scattered across the ground, and someone had begun collecting weapons and protective gear. I immediately contacted Surgeon Rear Admiral Nico Jayasekara and received his instructions: collect all body parts in separate bags and transport them to the Trincomalee Naval Hospital mortuary. This gruesome work had to be done with care and dignity, and it filled the icebox in my vehicle. Through DNA testing initiated by Rear Admiral Nico, we were able to identify every naval personnel lost that day, bringing some closure to grieving families.
The Navy Commander at the time, Vice Admiral Wasantha Karannagoda, was devastated. I had worked closely with him and knew how deeply he cared for his men. He ensured that the fallen were honoured with full ceremonial naval funerals at Welisara Naval Base, attended by families and comrades. Sixty-seven funerals were conducted in a single day—a number that still haunts me.
The Digampathana attack remains the largest single loss of naval life in our history. It was a day of sorrow, but also a day that reinforced our resolve. The tragedy galvanized the Navy to target the LTTE Sea Tiger wing with renewed determination and reshaped our maritime operations forever. Every time I think of that day, I remember not just the lives lost, but the courage, professionalism, and dedication of those who survived, those who treated the injured, and those who ensured the fallen were honored properly. May the souls of our naval hero’s rest in peace, their sacrifice guiding us and inspiring generations of naval personnel to come.
Features
‘Murder at Whitby Abbey’
Tales of Mystery and Suspense – 24
I was intrigued by the title of a book I found in a book drop at the condominium of a friend, Murder at Whitby Abbey, and I brought it home with me though I will not be able to return it in the near future. It was described on the cover page as ‘a standout in the crowded medieval mystery field’, though I fear I do not know of other books in this field, apart from the Cadfael series, which I have dealt with earlier.
The book, by Cassandra Clark, is set during the reign of Richard II and has as a backdrop his precarious position, which led to his being replaced, and murdered, by his cousin Henry, who reigned as Henry IV. It is a gloomy book, the action taking place in the twelve days of Christmas leading up to the Epiphany. And the gloom is pervasive, even though this is supposed to be a time of festivity, with mummers performing, and many of those in the guest house where the heroine stays going to town to enjoy themselves, with much drinking and much music, which also fills the guesthouse.
The heroine Hildegarde is a nun, sent to try to acquire a relic being sold by Whitby Abbey, though this was also a penance set by the Abbot of the monastery that governed her abbess because she had had sex with a man. Soon after she and her companions reach the Abbey set high on a cliff, she finds that there are other bidders, and soon suspects that the hierarchy, not perhaps the Abbot who seems a weakling, but his rapacious bursar, is determined to make money, and not above creating false relics to sell to several aspirants.
After Hildegarde and her Cistercian companions – Whitby is a Benedictine Foundation – two monks, Gregory and Egbert, and a young priest Mark, reach the abbey, they find that Aelwyn, a monk they had met on their way to the guesthouse had died. This was in the apple store, and they realize, when they find the surplices of novices stuffed into the air vents, that he had been left to suffocate in the overwhelming scent of apples.
The Cistercians are asked to look into the death, perhaps because they are likely to get no cooperation from the Abbey folk, but perhaps because those in charge are keen to know what happened. And the infirmarer, an old monk, suggests Hildegarde talk to a man called Edred who worked for the bursar, and had been a friend of Aelwyn’s. But Edred too is killed, before he can keep an appointment he had made with Hildegarde, drowned in a pool near the farmhouse of the Abbey.
Meanwhile tensions arise between the fisherfolk and the abbey for the bursar wants to charge them for using the beach that technically belongs to the abbey to dry their fish and their nets. This leads to physical battles, when the guards used by the abbey, under the command it seems of the bursar whose determination to make money is not resisted by the abbot and the prior, try to storm the area where the fishermen live.
Hildegard finds out more about what had happened through two youngsters, one of whom Torold is the son of Aelwyn by a woman who worked as a prostitute for a cartel, and with whom Mark fell in love. The other works on the farm and had seen Edred meet someone near the pool, after which that someone left the place by himself. And the boy had also found in the pool a sort of dagger with the seal of the abbey.
He and his dog, and Torold who follows her, rescue Hildegarde from a man at arms who has waylaid her and tries to rape her earlier. Escaping into the abbey she was nearly been raped then by the bursar, but she managed to escape, in the process setting fire to him and the muniments room, which led, when he was rescued, to the discovery of a box with the money he said had been stolen, blame being cast on both Aelwyn and Edred.
Matters come to a head when the fisherfolk try to storm the abbey, being resisted by the men at arms stationed on the towers. But then Hildegarde realizes that behind the murders was the bursar’s clerk, whom she pursued to the cathedral. There is great drama then as she escapes from him when he tries to kill her, and then from the man at arms who had tried to both rape and kill her, but they both fall from the scaffolding she had climbed, the latter coming from a tower where he had been stationed.
Both of them think they run the rapacity of the abbey, the latter claiming to work for the nobles opposed to Richard, who is presented throughout the book as devoted to his subjects, not to power or money. But though the villains die, the bursar continues, having got over the hysteria the fire had caused and his acknowledgment then of guilt – and though the abbot and the prior seem less vicious, whether they will be able to assert themselves is questionable.
Before the climax, when the others in the guesthouse were leaving, Hildegarde found that two of them were in possession of the relic, for which they seem to have paid well. Hildegarde herself had made a derisory offer, but before she leaves the abbot gives her the relic, perhaps in gratitude for what she and her fellow Cistercians had discovered, the abbey having made as much money as it needed and more from the gullible other buyers.
Mark’s inamorata is saved from the stews because she moves in with Edred’s widow whom the bursar had thrown out of the rooms he occupied when her husband was found dead. Hildegarde had paid for lodgings, in a house run by the man who ran the brothels, but he had a kindly side and was going to finance them to make nets for the fishermen.
So, the Cistercians set off for their home as swiftly as they can to get there on the day of the Epiphany, having stopped en route to pray for King Richard whose birthday it was.
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