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Educational Experience in the COVID19 era : Challenges to Opportunities

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Senior Professor Chandrika N Wijeyaratne

MBBS (Colombo), MD (Colombo), DM (Colombo), FRCP (London),Vice-Chancellor, University of Colombo

I am deeply humbled and greatly privileged to deliver the 2021 memorial lecture to honour Professor J.E. Jayasuriya – a pioneer educationist, academic and a brilliant son of Sri Lanka.

Born on February 14, 1918, he received his education in three schools ending with Wesley College, Colombo. Having excelled at the Cambridge Senior Examination and being placed third in the British Empire he was awarded a scholarship to the University College Colombo from where he obtained a First Class in Mathematics.   

He was the first principal of Dharmapala Vidyalaya, Pannipitiya and forsook a career in the coveted civil administrative service due to his resolute stand on encouraging Buddhist schools. He was handpicked by the father of free education and then minister of education, Dr. C.W.W. Kannangara, to lead the central school established in his own electorate of Matugama.   

Following Postgraduate studies at University of London he was placed in charge of Mathematics education at the Teachers’ College Maharagama until being appointed as a lecturer in the Department of Education of the University of Ceylon. In 1957, he succeeded Prof. T.L Green as Professor of Education, with the singular distinction of being the first Sri Lankan to hold this post.   

In his capacity as Professor and the Head of Department, Prof. Jayasuriya undertook the task of professionalizing education. He was a role model to the academia with his professionalism, erudite outlook, integrity and a deep commitment to his chosen field.. It was his vision that paved the way for the first undergraduate degree- Bachelor of Education awarded by University of Peradeniya in the nineteen sixties. The majority of the first generation of B.Ed. graduates achieved high professional status both locally and globally. The popularity of this course, which is now offered at the University of Colombo, testifies the foresight of Prof. Jayasuriya in developing this programme. While there are moves to expand today’s Bachelor of Education programmes, it is necessary to review these programmes in the light of Prof. Jayasuriya’s vision to maintain the quality of the very study course he designed.

I am captivated by Professor J. E Jaysuriya’s close association with medical education. He assisted Professor Senaka Bibile to establish the Medical Education Unit at Peradeniya. He delivered several guest lectures on measurement techniques and psychometry. He was elected as a Chartered Psychologist (U.K.) having the right to practice as a Psychologist. in the U, K. Later he was the UNESCO Regional Adviser on Population Education in Asia and the Pacific and one of his articles on the ‘Inclusion of Population Education in the Medical School Curriculum’ was ublished in the British Journal of Medical Education.

Educating the educators of Sri Lanka has now become a norm in Sri Lanka, about which Prof Jayasuriya would be extremely proud. The distinct features of Prof Jayasuriya’s approach to education, based on the information I gathered about him, include his distinctive approach to psychology and mathematics, intelligence testing and educational policy with a holistic, practical and pragmatic outlook; that I propose modern-day educationists should emulate. May his memory remain etched in the education landscape of mother Lanka!

 

Preamble

Sri Lanka has remained unique in its obligation to universal education over the past seven decades, well before more advanced countries gave due consideration to this aspect of social development. Despite multiple challenges faced, we have safeguarded education as a sacred and quintessential commodity.

The infrastructure, human resource and facilities for education have remained a priority in the eyes of the general public. Nevertheless, there are many unmet needs of tertiary education in Sri Lanka that caused concern for whole of society over the last two decades. It is noteworthy that University Grant Commission (UGC) statistics show that only six percent of young adults (between 18 and 24 years) are enrolled in state universities, while another five percent are enrolled in other state higher educational institutions. A further six percent are enrolled in non-state higher educational institutes with an additional three percent enrolling for external degree programmes. In total, the Gross Enrolment Ratio (GER) for tertiary education in Sri Lanka is only approximately 20%, being the lowest among all middle-income countries and below the average value of 24% for South Asia.

Furthermore, Sri Lanka has one of the highest rates of brain drain in South Asia. The World Bank figure for migration stands at 27.5% among those who received tertiary education, with an average annual migration level of 6,000 professionals. I consider this to be an underestimate by not factoring in the youth migrating for tertiary education while draining our foreign exchange.

The vision statement of the incumbent head of state, His Excellency President Gotabaya Rajapaksa, elucidated the need to introduce a reformed education policy and aim for no student who is suitably qualified to be deprived of higher education.

While discussion and deliberations were in progress on how this transformation must be addressed, the country faced the first wave of the COVID19 pandemic and a shutdown of all education institutions by mid-March 2020. The Presidential Task Force (PTF) on Sri Lanka’s Education Affairs was established through a gazette notification on March 31, 2020. The PTF which consisted of experts in the fields of education and higher education, was initially formed into three (03) Core Groups to propose suitable recommendations in the education sectors of General Education, Higher Education and Vocational Education. This was probably the first attempt to address education holistically under one umbrella and as a lifelong need. The TF was required to explore differences and variation of students, institutions and available resources.

 

COVID19 pandemic – the basis for the response of Higher Education Institutes

The single purpose required from us was to ensure there was no shutdown of education and to optimize the conversion of the process to online learning. Undoubtedly, adult education was the main sector deemed appropriate for an overnight transformation to the Online Distance Education (ODL) format.

With regard to long-term educational reforms beyond Covid-19 and the national expectations for broadening opportunities in tertiary education, far-reaching changes were required. The PTF recognized the need to transform the current tertiary education sector in Sri Lanka to become a globally recognized tri-partite system that consists of three key types of higher educational institutions (HEIs), namely,

 

1) State and Non-state Undergraduate HEIs

2) Postgraduate Research Universities, and

3) State and Non-state Vocational and Professional Institutions

 

This transformation was proposed with the explicit purpose to improve access to tertiary education, provide more flexibility and mobility within and among the three tiers and sectors, offer diverse opportunities for education, training and career paths, enhance standards, quality and relevance of training and promote postgraduate education, with particular emphasis on research, innovation and commercialization; all of which can upscale the economy and national development.

In terms of the required immediate change over to the digital mode, let us recollect the Sri Lankan State Sector experience with ODL by early 2020, immediately preceding the COVID19 pandemic. The Open University of Sri Lanka (OUSL), with a student population of 40,000, had the longest experience with ODL spanning 40 years. Online teaching commenced at the OUSL in 2003, with 50% of the courses made available online. This facility was provided as Supplementary, Blended and as an Online Plus. The open university included formative assessments as assignments, quizzes and discussion forums in the blended online courses. Limited summative assessments (final examinations) were conducted online, under a supervised environment in the computer laboratories of the Regional Centers of the OUSL.

An open-sourced support such as Moodle for the LMS, cloud based digital infra-structure and sustained interaction with LEARN, provided the necessary pathway to achieving the digital transformation.

Indeed, our IT experts provided speedy and unstinted support at the request of the UGC, with our own director of the University of Colombo School of Computing (UCSC) being a great pillar of strength. Permit me to divert here and share with you how this very personality, Prof KP Hewagamage the incumbent director of UCSC, recalls with gratitude how Prof J E Jayasuriya’s book on ‘Veeja Ganithaya’ for schoolchildren captivated his attention and was a life changing experience to learn mathematics from grade six in school! Free access to internet connection via LEARN was negotiated with service providers by HE the President, that ensured that the economically disadvantaged segments of our university population were not left behind. Nevertheless, many of our students still do not own a device to access online and/or have adequate internet bandwidth in their homes to effectively use the LMS. Smart phones were the first best option to ensure a timely transition – and was our only choice.

The concept of a virtual campus through the OUSL system that provides free internet access to students via computer laboratories based in Regional and Study Centers situated in every district was re-visited. Ensuring the provision of a Tablet PC to every student was recognized as priority, so that the new entrants in 2020/2021 are to be provided with student loans for this purpose.

Student centered independent learning was propelled into action. Despite many challenges, this transformation of the educational process would be viewed by the late Professor Jayasuriya as a veritable liberation from a stifled system, that was the main reason for the broader vision to transform education. Without doubt, Sri Lanka was entrapped in a tuition-based examination-oriented rote learning ethos, from which we clearly require to disengage. The COVID19 related shift in demand of educational lifestyle was the ideal opportunity for the deliverance of a more fulfilling and productive educational process and outlook for 21st Century Sri Lanka.

 

Learning Resources for
Online Education

Quality learning resources are vital for the success of online learning. In this context, internationally recognized free and open educational resources are available in the cyberspace free of charge.

It is noteworthy that the Government of India supports the most disadvantaged through an indigenously developed IT platform. Highly ranked Indian universities provide courses on the distance mode through SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) and share quality teaching learning resources for Indian nationals anywhere, at any time.

 

Learner Support

A distance learner should have plenty of self-motivation. A web conferencing system through which the teachers make regular contacts, both synchronously and asynchronously, enables access for students located in remote locations. As per the OUSL experience, effective learner support is achieved by offering multi-device/ multi-mode learning opportunities to meet the learning needs of a mixed student population.

The COVID 19 pandemic impacted severely on our educational processes and systems. Permit me to share with you my experience in this transition as the administrative and academic lead of the University of Colombo, the pioneer institution of modern tertiary education in Sri Lanka. I consider this experience personifies how challenges imposed by the pandemic were transformed into opportunities.

The need for a flexible attitude to the learning and teaching process is of paramount importance to achieve any success with ODL. I am proud to say that a wider sector of our own staff encouraged their students to engage in home gardening; with a view to augmenting psycho-social adjustment to the sudden transition to home-based education, loss of peer group interaction and encouraged students to support their family economy through agriculture. Nevertheless, tilling the land fell far short of the dignity of university education! Acquisition of skills from hands-on laboratory and clinical settings in parallel with the development of leadership, teamwork, soft skills, sports and recreation were clearly not possible with ODL.

We received baseline information on the major issues faced by the students following relocation in their own homes. The impact had socio-economic and gender sensitive dimensions that required intensive support. Thus, the COVID19 threat of a pandemic brought into focus many unmet needs of the modern-day university student; ranging from the need for self-employment opportunities to sustain student education to their individual preferences for city-based versus. rural living. The wider community of the student groups suffered a major anxiety, with the haunting question – when can we graduate? Thereby, every faculty and institute along with the Sripalee campus and the school of computing, were able to effectively create and maintain channels of communication by linking the students with the central administrative process, in order to ensure a coordinated process for the provision of optimum support. I take pride in recounting this staff and alumni support for students that I believe made a meaningful impact on the personality development of our student population.

Our university, in parallel, was catalyzed into a new work norm – of a digital transformation in our educational activities. Online meetings became standard daily practice to manage the University administration. We took pride on becoming paperless, with the formalizing of an online document management system, with the official use of e-signatures and digital certification which resulted in improved efficiency, transparency and flexibility. The benefits of work from home, adopting healthy practices in the working environment, promotion of innovation to address social needs, with a fair share of the responsibility falling upon university systems were positive developments from the Covid-19 pandemic, that should be harnessed for future implementation.

I reiterate that our staff was very supportive to support the new model of ODL; often taking on re-orienting and re-learning while coping with the additional workload. Traditional wisdom and foresight enabled us to think positively and respond pragmatically. We had a few doubting Thomas’s, but such negative thoughts were considerably mitigated by an overwhelming ethos of resilience. Library information services were required to be digitalized.

Based on anecdotal evidence we have received from most sectors, many students became more aware of e-resources and started using the library journal databases at a greater speed that is supported by the recorded numbers of access or hits.

Online surveys were initiated for obtaining student feedback. We received feedback of the major impact on socio-economic and gender-based violence that soon followed student relocation in their own homes. COVID19 indeed brought into focus many unmet needs of the modern-day university student; ranging from self-employment opportunities in the city through tuition, Uber deliveries etc versus. rural living with no earning opportunity. The general anxiety among students was: When can we graduate? When can we stop being a burden to our parents?

As time progressed the digital engagement became apparent among diverse groups. Student centered community related e-activities, such as the Gavel Club, Societies related to social and cultural groups, leadership development through community service such as Rotaract and Leo clubs held their induction ceremonies on time through the digital mode. Addressing on-line, gender-based violence and psychological issues of COIVD 19, by the Golden Zs that comprises female and male medical students (supervised by a faculty representative of the Zonta Club of Colombo I) was an enriching and novel experience.

Online delivery of learning resources for students with disabilities and their special needs received special attention. The majority of students with special needs demonstrated a preference to attend a face-to-face teaching. The Faculty of Arts that accommodates the great majority of this special group that has developed a centre for disability research, education and practice (CEDREP) affiliated to the Department of Sociology. I am proud to state that CEDREP offers support to all students with disabilities irrespective of which faculty they belong to or which study stream they have chosen. They also individualize educational support and mitigate stigma and marginalization of the students with specific needs.

The digital transition was undertaken as a collective project to ensure a quality transition of Onsite Learning to Blended Learning at the University of Colombo. Blended learning is defined as an approach to education that effectively integrates classroom practices (teaching learning and assessment) with online learning (teaching learning and assessment) practices.

Soon after the COVID19 related shut down we had several inquiries made from highly rated universities in the USA. The foreign university looked to us as worthy partners to sustain their recruitment of Sri Lankan students at a discounted rate of 1/6 their original on campus fees with 10% for our university. Based on the discussion we did express an interest in partnership in the award of dual degrees through the “cyber campus” modality; which is a long process of planning. What brings into focus is that the format of blended learning provides opportunities for external partnerships to collaborate with foreign university in teaching and research.

Let me end by reiterating that consciously or unconsciously our inherent Lankan Culture encouraged us to counter threats imposed on higher education from the COVID19 pandemic by responding to the trendy management acronym VUCA through facing “Volatility with Vision, Uncertainty with Understanding, Complexity with Clarity and Ambiguity with Agility”.

Our fundamental values encouraged us to prioritize, risk manage, make pragmatic decisions, foster a change and seek sustainable solutions, while encouraging quick responses and a holistic outlook.



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Sri Lanka’s Foreign Policy amid Geopolitical Transformations: 1990-2024 – Part I

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President Reagan and Mikhail Gorbachev after signing the Intermediate Range Nuclear Forces Treaty in 1987, signalling the end of the Cold War

Sri Lanka’s survival and independence have historically depended on accurately identifying foreign policy priorities, selecting viable strategies as a small island state, and advancing them with prudence. This requires an objective assessment of the shifting geopolitical landscape through a distinctly Sri Lankan strategic lens. Consequently, foreign policy has been central to Sri Lanka’s statecraft, warranted by its pivotal location in the Indian Ocean—adjacent to South Asia yet separated by a narrow stretch of water.

Amid pivotal geopolitical transformations in motion across South Asia, in the Indian Ocean, and beyond, the formulation and implementation of Sri Lanka’s foreign policy has never been more critical to its national security. Despite the pressing need for a cohesive policy framework, Sri Lanka’s foreign policy, over the past few decades, has struggled to effectively respond to the challenges posed by shifting geopolitical dynamics. This article examines the evolution of Sri Lanka’s foreign policy and its inconsistencies amid shifting geopolitical dynamics since the end of the Cold War.

First

, the article examines geopolitical shifts in three key spaces—South Asia, the Indian Ocean, and the global arena—since the end of the Cold War, from Sri Lanka’s strategic perspective. Building on this, second, it analyses Sri Lanka’s foreign policy responses, emphasising its role as a key instrument of statecraft. Third, it explores the link between Sri Lanka’s foreign policy dilemmas during this period and the ongoing crisis of the post-colonial state. Finally, the article concludes that while geopolitical constraints persist, Sri Lanka’s ability to adopt a more proactive foreign policy depends on internal political and economic reforms that strengthen democracy and inclusivity.

Shifting South Asian Strategic Dynamics

Geopolitical concerns in South Asia—Sri Lanka’s immediate sphere—take precedence, as the country is inherently tied to the Indo-centric South Asian socio-cultural milieu. Sri Lanka’s foreign policy has long faced challenges in navigating its relationship with India, conditioned by a perceived disparity in power capabilities between the two countries. This dynamic has made the ‘India factor’ a persistent consideration in Sri Lanka’s strategic thinking. As Ivor Jennings observed in 1951, ‘India thus appears as a friendly but potentially dangerous neighbour, to whom one must be polite but a little distant’ (Jennings, 1951, 113).The importance of managing the ‘India Factor’ in Sri Lankan foreign policy has grown further with India’s advancements in military strength, economic development, and the knowledge industry, positioning it as a rising global great power on Sri Lanka’s doorstep.

India’s Strategic Rise

Over the past three decades, South Asia’s geopolitical landscape has undergone a profound transformation, driven by India’s strategic rise as a global great power. Barry Buzan (2002:2) foresees this shift within the South Asian regional system as a transition from asymmetric bipolarity to India-centric unipolarity. India’s continuous military advancements have elevated it to the fourth position in the Global Firepower (GFP) index, highlighting its formidable conventional war-making capabilities across land, sea, and air (Global Firepower, 2024). It currently lays claims to being the world’s third-largest military, the fourth-largest Air Force, and the fifth-largest Navy.

India consistently ranks among the fastest-growing major economies, often surpassing the global average. According to Forbes India, India is projected to be the world’s fifth-largest economy in 2025, with a real GDP growth rate of 6.5% (Forbes, January 10, 2025). India’s strategic ascendance is increasingly driven by its advancements in the knowledge industry. The country is actively embracing the Fourth Industrial Revolution (4IR) and emerging as the Digital Public Infrastructure (DPI) hub of South Asia. However, India’s rise has a paradoxical impact on its neighbours. On one hand, it offers them an opportunity to integrate into a rapidly expanding economic engine. On the other, it heightens concerns over India’s dominance, leaving them feeling increasingly overshadowed by the regional giant.

Despite significant geo-strategic transformations, the longstanding antagonism and strategic rivalry between India and Pakistan have persisted into the new millennium, continuing to shape South Asia’s security landscape. Born in 1947 amid mutual hostility, the two countries remained locked in a multi-dimensional conflict encompassing territorial disputes, power equilibrium, threat perceptions, accusations of interference in each other’s domestic affairs, and divergent foreign policy approaches. The acquisition of nuclear weapons by both countries in 1998 added a new dimension to their rivalry.

The SAARC process has been a notable casualty of the enduring Indo-Pakistani rivalry. Since India’s boycott of the Islamabad Summit in response to the 2016 Uri attack in Kashmir, the SAARC process has remained in limbo. Countries like Sri Lanka, which seek to maintain equally amicable relations with both India and Pakistan, often find themselves in awkward positions due to the ongoing rivalry between them. One of the key challenges for Sri Lanka’s foreign policy is maintaining strong relations with Pakistan while ensuring its ties with India remain unaffected. India now actively promotes regional cooperation bodies in South Asia, excluding Pakistan, favouring broader frameworks such as BIMSTEC. While Sri Lanka can benefit greatly from engaging with these regional initiatives, it must carefully navigate its involvement to avoid inadvertently aligning with India’s efforts to contain Pakistan. Maintaining this balance will require sharp diplomatic acumen.

India’s expansive naval strategy, especially its development of onshore naval infrastructure, has positioned Sri Lanka within its maritime sphere of influence. As part of the Maritime Infrastructure Perspective Plan (MIPP) launched in 2015 to enhance operational readiness and surveillance capabilities, India is developing an alternative nuclear submarine base for the Eastern Command under Project Varsha (Deccan Chronicle, 22.11.2016). This base is located in Rambilli village, 50 km southwest of Visakhapatnam and 1,200 km from Colombo (Chang, 2024). Additionally, INS Dega, the naval air base at Visakhapatnam, is being expanded to accommodate Vikrant’s MiG-29K and Tejas fighter aircraft.

Another key strategic development in India’s ascent that warrants serious attention in Sri Lanka’s foreign policy formulation is India’s progress in missile delivery systems (ICBMs and SLBMs) and nuclear-powered submarines. In 1998, India made it clear that its future nuclear deterrence would be based on a nuclear triad consisting of land-based Intercontinental Ballistic Missiles (ICBMs), submarine-launched ballistic missiles (SLBMs), and strategic bombers (Rehman, 2015). Since then, India has steadily advanced in this direction. The expansion of India’s missile delivery systems, including ICBMs and SLBMs, serves as a reminder that Sri Lanka exists under the strategic shadow of a major global power.

The development of India’s nuclear-powered ballistic missile submarines (SSBNs) accelerated after 2016. The first in this class, INS Arihant (S2), was commissioned in August 2016, followed by the launch of INS Arighat in November 2021. Designed for strategic deterrence, INS Arighat is equipped to carry the Sagarika K-4 submarine-launched ballistic missiles (SLBMs), with a range of 3,500 kilometers, as well as the K-5, a long-range SLBM capable of reaching 5,000 kilometers. The submarine is based at INS Varsha (Deb, 2021).

India has significantly advanced its missile delivery systems, improving both their range and precision. In 2021, it successfully tested the Agni-5, a nuclear-capable intercontinental ballistic missile with a range of 5,000 kilometers. On March 11, 2024, India joined the ranks of global powers possessing Multiple Independently Targetable Re-entry Vehicle (MIRV) technology (The Hindu, January 4, 2022). These advancements elevate the Bay of Bengal as a pivotal arena in the naval competition between India and China, carrying profound political and strategic implications for Sri Lanka, which seeks to maintain equally friendly relations with both countries.

Further, India’s remarkable strides in space research have cemented its status as a global power. A defining moment in this journey was the historic lunar landing on 23 August 2023, when Chandrayaan-3 successfully deployed two robotic marvels: the Vikram lander and its companion rover, Pragyan. They made a graceful touchdown in the Moon’s southern polar region, making India the fourth nation to achieve a successful lunar landing. This milestone has further reinforced India’s position as an emerging great power, enhancing its credentials to assert itself more confidently in South Asian, Indian Ocean, and global power dynamics.

India envisions a stable and secure South Asia as essential to its emergence as a great power in the Indian Ocean and global strategic arenas. However, it does not consider Pakistan to be a part of this stability that it seeks. Accordingly, when India launched the ‘Neighbourhood First Policy’ in 2008 to strengthen regional ties, Pakistan was excluded. India’s ‘Neighbourhood First Policy’ gained renewed momentum after 2015 under Prime Minister Narendra Modi. His approach to South Asia is embedded in a broader narrative emphasising the deep-rooted cultural, economic, and social exchanges between India and other South Asian countries over centuries. India’s promotion of heritage tourism, particularly the ‘Ramayana Trail’ in Sri Lanka, should be viewed through this strategic lens as part of its broader strategic narrative.

Evolving Indian Ocean Geo-political Dynamics

The Indian Ocean constitutes the next geopolitical frame for Sri Lanka’s foreign policy. The Indian Ocean is a huge bay bordered by the Afro-Asian landmass and Australia on three sides and the South Asian peninsula extends into the Indian Ocean basin centrally. Situated at the southern tip of South Asia, Sri Lanka extends strategically into the heart of the Indian Ocean, shaping its geopolitical significance and strategic imperatives for maintaining sovereignty. Historically, Sri Lanka has often been caught in the power struggles of extra-regional actors in the Indian Ocean, repeatedly at the expense of its independence.

Sri Lanka’s leadership at the time of independence was acutely aware of the strategic significance of the Indian Ocean for the nation’s survival. The first Prime Minister D.S. Senanayake, who was also the Minister of Defence and External Affair, stated in Parliament that: “We are in a dangerous position, because we are on one of the strategic highways of the world. The country that captures Ceylon would dominate the Indian Ocean. Nor is it only a question of protecting ourselves against invasion and air attack. If we have no imports for three months, we would starve, and we have therefore to protect our sea and air communications” (Hansard’s Parliamentary Debates, House of Representative. Vol. I, 1 December 1947, c. 444)

As naval competition between superpowers during the Cold War extended to the Indian Ocean, following the British naval withdrawal in the late 1960s, Sri Lanka, under Prime Minister Sirimavo Bandaranaike, played a key diplomatic role in keeping the region free from extra-regional naval rivalry by mobilising the countries that were members of the Non-Aligned Movement (NAM). In 1971, Sri Lanka sponsored a proposal at the UN General Assembly to establish the Indian Ocean as a Peace Zone (IOPZ). While the initiative initially gained traction, it stalled at the committee stage and ultimately lost momentum.

The maritime security architecture of the Indian Ocean entered a new phase after the end of the Cold War. The United States became the single superpower in the Indian Ocean with an ocean-wide naval presence bolstered by the fully fledged Diego Garcia base. Correspondingly, the regional strategic linkages that evolved in the context of the Cold War were eventually dismantled, giving way to new strategic relationships. Additionally, three key developments with profound implications for Sri Lanka should be noted: India’s projection of political and naval power into the deeper Indian Ocean, China’s rapid economic and military rise in the region, and the entry of other extra-regional powers into Indian Ocean politics. Although Sri Lanka adopted a broader strategic perspective and a more proactive foreign policy in the 1970s, its approach to geopolitical developments in the Indian Ocean in the post-Cold War era became increasingly shaped by domestic challenges—particularly countering the LTTE threat and addressing post-war exigencies.

India’s Expanding Naval Diplomatic Role in the Indian Ocean

Parallel to its strategic rise, India has intensified its engagement in the broader strategic landscape of the Indian Ocean with renewed vigor. This expansion extends beyond its traditional focus on the South Asian strategic theatre, reflecting a more assertive and multidimensional approach to regional security, economic connectivity, and maritime diplomacy. India’s active participation in multilateral security frameworks, infrastructure investments in critical maritime hubs and strategic alignments with major global powers signify its role in the changing naval security architecture of the Indian Ocean. India’s shifting strategic posture in the Indian Ocean is reflected in the 2015 strategy document Ensuring Secure Seas: Indian Maritime Security Strategy. It broadens the definition of India’s maritime neighbors beyond those sharing maritime boundaries to include all nations within the Indian Ocean region (Ensuring Secure Seas, p. 23).

In 2015, Indian Prime Minister Narendra Modi launched his signature Indian Ocean diplomacy initiative, Security and Growth for All in the Region (SAGAR) to foster trust and transparency, uphold international maritime norms, respect mutual interests, resolve disputes peacefully, and enhance maritime cooperation. Strategic engagement with the littoral states in the Indian Ocean region, especially Sri Lanka, the Maldives, Seychelles, and Mauritius and Madagascar has emerged as a key component of India’s Indian Ocean naval diplomacy.

The Seychelles archipelago, located approximately 600 miles east of the Diego Garcia base, holds particular significance in India’s maritime strategy. During Prime Minister Narendra Modi’s official visit to Seychelles in March 2015, India and Seychelles signed four agreements. A key strategic outcome of the visit was Seychelles’ agreement to lease Assumption Island, one of its 115 islands, to India—a move that reinforced Seychelles’ alignment with India’s broader naval diplomacy in the Indian Ocean

Similarly, Mauritius holds a central position in India’s naval diplomacy in the Indian Ocean. During Prime Minister Modi’s visit to Mauritius in March 2015, India signed a Memorandum of Understanding with Mauritius to establish a new base on North Agalega Island, a 12-kilometer-long and 1.5-kilometer-wide Island. The base is crucial for air and surface maritime patrols in the southwest Indian Ocean. It will also serve as an intelligence outpost. In September 2016, defense and security cooperation between India and Mauritius deepened alongside the signing of the ‘Comprehensive Economic Cooperation Partnership Agreement’ (CECPA).

India’s expanding strategic interests across the Indian Ocean are reflected in its growing economic, educational, and defense collaborations with Madagascar. In 2007, India established its first overseas listening post in northern Madagascar to monitor shipping activities and intercept marine communications in the Indian Ocean. This initiative provided India with a naval foothold near South Africa and key sea-lanes in the southwestern Indian Ocean. The significance of India’s defense ties with Madagascar is further highlighted by Madagascar’s participation in China’s Belt and Road Initiative (BRI). As a crucial hub along the Maritime Silk Road connecting Africa, Madagascar’s strategic importance is underscored in the broader geopolitical landscape.

Another element of India’s expanding naval diplomacy in the Indian Ocean is its participation in both unilateral and multilateral anti-piracy operations. India’s commitment to regional security was reinforced in 2008 when it established a ‘Strategic Partnership’ with Oman, securing berthing and replenishment facilities for its navy, along with a strategically significant listening post in the Western Indian Ocean. India’s naval presence in the Arabian Gulf gains additional significance amid reports of a new Chinese naval base in Djibouti and recent submarine deployments. Successful anti-piracy missions in the western Indian Ocean underscore India’s growing influence in the region’s evolving naval security architecture.

India increasingly views its vast Diaspora as a soft power tool to bolster its status as an Indian Ocean power. In June 2014, it launched the Mausam project to reinforce its cultural ties across the region, showcasing its heritage, traditions, and contributions to global arts, literature, cinema, yoga, and cuisine. This initiative complements India’s expanding naval diplomacy and strategic presence in the Indian Ocean. Over the years, it has established listening facilities, airfields, and port infrastructure in key locations such as northern Madagascar, Agaléga Island (Mauritius), and Assumption Island (Seychelles). This has led India Today to ask: “Could this mark the emergence of an Indian ‘String of Flowers’ to counter China’s ‘String of Pearls’?” (The be continued)

by Gamini Keerawella

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Greener Pastures, Mental Health and Deception in Marriage:

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Exploring Sunethra Rajakarunanayake’s Visachakayo

Sunethra Rajakarunanayake’s Sinhala novel Visachakayo (published in 2023) is a thriller in its own sense due to its daring exploration of social themes that modern Sinhala writers fail to touch. To me, the novel is a mosaic that explores pressing issues that middle-class Sri Lankans go through in the 21st Century. The narrative is seen from the perspective of Akshara, a Tamil girl whom the reader first meets in an infamous ‘Visa Queue’ to get her passport to go to England.

Akshara lives with her grandmother ‘Ammamma’ and her aunt ‘Periyamma’ (the younger sister of her mother). Both Ammamma and Periyamma look after her in the absence of her mother, Chinthamani who passed away a long time ago. Akshara’s father lives in Jaffna, with the kids of the second marriage. Later, we are told that Akshara’s father had to marry the second wife due to the loss of his wife’s first husband, who was an LTTE cadre. The second marriage of men seems to be a common theme in the novel due to their commitments to the family as an act of duty and honour.

The most iconic character in the novel is Preethiraj, ‘the man with a big heart’ who functions as a father figure to the other characters in the novel. It is through Preethiraj’s memory that the reader becomes aware of sociological themes in the novel: displacement and immigration, the institution of marriage and mental health issues. Preethiraj (fondly known as Preethi) is the son of Pushpawathi, the second wife of Akshara’s grandfather. Preethi goes to Royal College, but he has to relocate to Jaffna in 1958. Preethi endures social injustice in both public and private spheres. His studious sister, a medical student, labels him as a ‘lunatic’, while his mother condemns him as the ‘odd one’.

The novel intersects between the three themes: immigration and displacement, mental health issues and the institution of marriage. Almost all the characters have to go through displacement, suffer from intricacies of love laws and marriage rules like in The God of Small Things by Arundathi Roy. The writer offers a nuanced analysis of these three themes. For example, take mental health issues. The novel portrays a spectrum of mental health issues, such as schizophrenia, psychosis, Othello Syndrome, depression, autism and even malingering. At times, the representation of such ailments is extremely sarcastic:

“Hm… Canadian citizenship is an easy solution to secure those opportunities. However, unless I am asked to intervene, I will not meddle with their affairs. The son of one of my friends was introduced to a pretty girl. They liked her, not because of her money, but because of her looks and her ability to play the piano. But later, they discovered she has schizophrenia. Now their son follows whatever she says to save the marriage. My friend says she has lost her son” (p.20).

“Those opportunities” refer to material wealth including money and property in Colombo. Here, Rajakarunanayake does not fail to capture the extreme materialism and consumerism. However, in general, her representation of human follies is extremely humane.

   The title ‘Visachakayo’ is another interesting coinage that reflects the plight of Sri Lankans who migrate to the ‘global north’ in search of greener pastures. Akshara’s friend, Subhani, who has migrated to England, explains that the term ‘Visachaya’ captures the in-between status of immigrants who are waiting for PR in a foreign country. Subhani mockingly says that they are equal to beggars who beg for visas. Subhani’s coinage and other accounts of Sri Lankan immigrants in England, the novel shows how difficult it is for an immigrant from the ‘global south’ to fight for a living in a country like England where immigrants come to resolve their financial struggles back home.

The novel is an eye-opener in many ways. First, it is an attempt to bridge the gap caused by the Sinhala-Tamil ethnic strife. It is also a cultural mosaic that captures both the joys and sorrows of Sinhala, Tamil and Burgher families in Sri Lanka. The novel also delves into mental health issues, categorically tied to marriage, a daring task even for a seasoned writer. However, Rajakarunanayake’s writing style compels the reader to adopt a more humane and empathetic approach towards individuals grappling with mental health challenges at various stages of their lives. The linguistic technique of using ‘ne’ tag at the end of sentences creates a conversational tone, making the narrative as if it is a conversation between a therapist and a patient. Her writing style also resembles that of Sri Lankan and Indian diasporic writers, a style that is used when writing about the motherland in exile, of which food becomes a critical trope in the narrative that unites the characters who live in exile.

Rajakarunanayake has done a commendable job in the representation of social issues, making this novel a must-read for anyone who is interested in researching social dynamics of contemporary Sri Lanka. It soon needs to be translated into English which will offer a unique experience to Sri Lankan English and international readers. A good book is something that affects the reader. Visachakayo has this quality, and it makes the reader revisit the past, reflect on the present and anticipate the future with hope for humanity just as Preethi does regardless of hardships he endured in the theatre of life.

By C. M. Arsakulasuriya

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A strategy for Mahaweli authority to meet future challenges amidst moves to close it down

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The potential available in lands under Mahaweli Project, which cover about one third of farming areas of the Dry Zone, could easily help the country become self-sufficient in healthy foods, provided it is managed properly. However, at present, the main focus of the Mahaweli Authority of Sri Lanka (MASL) is mainly on Operation & Maintenance of Canal network feeding the farms. Main purpose of the Mahaweli Restructuring & Rehabilitation Project (MRRP) funded by the World Bank in 2000 was to diversify that objective to cover enhancement of agriculture aspects also. System H Irrigation Systems covering about 20,000 Hectares commanded under Kalawewa Tank located in the Anuradhapura District was used as a pilot area to initiate this effort. However, only the Canal Rehabilitation component of the MRRP was attended because of the government policy at that time. Restructuring component is still awaiting to be completed. Only, a strategy called Water Quota was introduced under the MRRP to initiate the restructuring component. However, the management restructuring required addressing the agriculture component expected under MRRP is still not attended.

Propose Strategy

Total length of the canal network which needs seasonal maintenance is about 1,000 Km in a typical large-scale irrigation project such as Kalawewa. Main role of the Resident Project Managers (RPM) appointed to manage such projects should be to enhance the food production jointly with the Farmer Organizations. Therefore, the abbreviation used for RPM should be redefined as Resident Production Manager. The role of a Production Manager is not limited to maintenance of canal networks as adapted presently. In the current production phase, Irrigation projects should be perceived as a Food Producing “Factory” – where water is the main raw material. Farmers as the owners of the factory, play the role of the labour force of the factory. The Production Manager’s focus should be to maximize food production, deviating from Rice Only Mode, to cater the market needs earning profits for the farmers who are the owners of the “factory”. Canal systems within the project area which need regular maintenance are just “Belts” conveying raw materials (water) in a Typical Factory.

Required Management Shift

In order to implement the above management concept, there is a need for a paradigm shift in managing large scale irrigation projects. In the new approach, the main purpose of managing irrigation systems is to deliver water to the farm gate at the right time in the right quantity. It is a big challenge to operate a canal network about 1000 KM long feeding about 20,000 Hectare in a typical Irrigation System such as Kalawewa.

It is also very pathetic to observe that main clients of irrigation projects (farmers providing labor force) are now dying of various diseases caused by indiscriminate use of agrochemicals. Therefore, there is a need to minimize the damages caused to the ecosystems where these food production factories are located. Therefore, the management objectives should also be focused on producing multiple types of organically grown crops, profitably without polluting the soil and groundwater aquifers causing diseases like Kidney Failures.

Proposed Management Structure

Existing management staff should either be trained or new recruitments having Production Engineering background, should be made. Water should be perceived as the most limited input, which needs to be managed profitably jointly with the farming community. Each Production Manager could be allocated a Fixed Volume of water annually, and their performance could be measured in terms of $s earned for the country per Unit Volume of water, while economically upgrading a healthy lifestyle of the farmers by using climate smart agriculture.

In addition to the government salary, the production management staff should also be compensated in the form of incentives, calculated in proportion to income generated by them from their management areas. It should be a Win-Win situation for both farmers as well as officers responsible for managing the food production factory. Operation of the Main Canal to cater flexible needs of each factory is the main responsibility of the Resident Production Manager. In other countries, the term used to measure their performance is $ earned per gallon of water to the country, without damaging the ecosystem.

Recent Efforts

Mahaweli Authority introduced some of the concepts explained in this note during 2000 to 2006, under MRRP. It was done by operating the Distributary canals feeding each block as elongated Village Tanks. It was known as the Bulk Water Allocation (BWA) strategy. Recently an attempt was made to digitize the same concept, by independently arranging funds from ICTA / World Bank. In that project, called Eazy Water, a SMS communication system was introduced, so that they can order water from the Main Reservoir by sending a SMS, when they need rather; than depend on time tables decided by authorities as normally practiced.

Though the BWA was practiced successfully until 2015, the new generation of managers did not continue it beyond 2015.

Conclusion

The recent Cabinet decision to close down the MASL should prompt the MASL officers to reactivate the BWA approach again. Farmer Organisations at the distributary canal level responsible for managing canal networks covering about 400 Hectares can be registered as farmer cooperatives. For example, there are about 50 farmer cooperatives in a typical irrigation project such as Kalawewa. This transformation should be a gradual process which would take at least two years. I am sure the World Bank would definitely fund this project during the transition period because it is a continuation of the MRRP to address the restructuring component which was not attended by them in 2000 because of government policy at that time. System H could be used as a pilot demonstration area. Guidelines introduced under the MRRP could be used as tools to manage the main canal. World Bank funded Agribusiness Value Chain Support with CSIAP (Climate Smart Irrigated Agriculture Project) under the Ministry of Agriculture which is presently in progress could also provide necessary guidelines to initiate this project.

by Eng. Mahinda Panapitiya
Engineer who worked for Mahaweli Project since its inception

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