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Educational reforms: Need for cautious, holistic approach

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by N. A. de S. Amaratunga

The government seems to be planning educational reforms in every sector as evident from its proposal to revamp the higher education system by doing away with the UGC (University Grants Commission) and have in its place an independent National Higher Education Commission. One hopes this is not just a cosmetic change and the status quo would continue. The government must understand that higher education cannot be reformed without overhauling the primary and secondary education systems which are its foundation and nothing strong can be built on a weak foundation.

In this regard, serious thought should be given to the quality of products that come out of our schools, our universities, and other higher educational institutions. The primary function of schools must be the development of the child’s inquiring mind, the self-learning ability and the inborn creative talents. These are related characteristics and are inherited from parents. These genetically determined abilities and talents have evolved for generations, beginning from the inception of life, and are of crucial importance for human progress. With these abilities, the child would be better equipped to acquire knowledge, retain it and apply it in his or her career and to solve life’s problems.  This is the best way to learn.  The rote learning, now being carried out, is of little use to anybody and could be the cause of many ills that plague the educational system, from kindergarten to university, in this country. Further, new knowledge, scientific discovery, technological innovations, creative art, and literary work are born out of these talents. The foundation for the development of these abilities must be laid at a very early stage of a child’s formative age.  Therefore, it is the school that must provide the opportunity, the freedom and the facilities to uncover, foster and nurture the inquiring mind, the self-learning ability and the creative talent of the child. This process must continue into the universities and other educational institutions and these principles must form the cornerstone of our national educational policy.

However, our schools and also higher educational institutions do exactly the opposite. In school, the child is not given the time or the freedom to develop those talents and abilities. Only rote learning necessary for passing examinations is promoted to stuff his or her brain with so much material. What is the purpose of such learning, if it can be called as such?  This system suppresses, stultifies and stunts the development of inborn creative talent, the learning ability and the inquiring mind.

Further, it is overwhelmingly burdensome to the students, as well as to the teacher, and as a result both fail to perform. Thus, the phenomenon of supplementary tuition has come into being. Now, there are teachers who prepare notes for their private tuition classes during school hours when they are required to teach and also there are students who attend private tuition classes without going to school.

This kind of burdensome, oppressive ‘learning’ or ‘cramming’, which serves little or no purpose could be damaging to the formative mind. Killing of the natural talents in itself is most damaging but what is worse is that it could produce neurotic, psychiatric, mental wrecks out of our children. Mental illness and suicide are quite common in this age group. The fierce competition and the burden of retaining all that ‘learning’ until the conclusion of examinations could be extremely stressful. Competition starts very early in school, especially with the Grade Five Scholarship Examination.

Thus, the product that comes out of our schools is not a sensitive, generous, talented, kind young person with a developed inquiring mind and self-learning ability and thirsting for more knowledge but an exhausted, mentally unstable youth with a killer instinct which the fierce competition has instilled in him or her.  Violence in universities, inhuman ragging which has become an intractable problem in higher educational institutions are outcomes of the current education system.

The separation of subjects into watertight compartments in the GCE A/Level classes and also in universities is not conducive to the development of inherent talents and abilities. Subjects such as art, music and literature could make a person kind-hearted, understanding and appreciative and tolerant of different points of view. A person’s knowledge of history could enhance his or her vision for the future. It is said that how far you could see into the future would depend on how far you could see into the past. Further, the inborn talents cannot be separated into watertight compartments; the education system has to be sufficiently flexible to provide for individual variation of inherent talents and abilities. An individual may be well-versed in mathematics and in humanities. If he or she is allowed to pursue studies in both fields, he/she would be a better mathematician, more appreciative of different views and even develop into a great mathematician capable of creating literary works as well. More importantly, he or she would be a good human being.  It is perfectly all right to admit to a university a student who has done quite well in a combination of science and humanities at GCE A/L. The university, too, must be flexible enough to allow such students to study both subjects and award a double degree if necessary. An economist, who has also studied history at the university level, would be better equipped to solve economic problems his or her country faces. The freedom of choice of subjects and flexibility in the courses, both in schools as well as in the higher educational institutions, is the need of the hour.

It has been found that medical graduates, who have no exposure to the arts and humanities, tend to be less kind to their patients. This attitude is attributed to the brutalising nature of the subjects they study for most of their lives. It has been found that the introduction of a few modules on humanities into the medical curriculum improves the attitudes of medical professionals.

A university should be a training centre, research centre and a cultural centre, all rolled into one. Everybody in university must have a role and be involved in all three activities and contribute to all of them. A national education policy must take into consideration our history, culture and civilization and heritage, all of which give us a sense of national pride.  At the same time, it should promote the appreciation of other cultures and views.

Universities must have an adequate degree of autonomy if they are to realise their full potential. Regulations the UGC enforces on the universities often have an inhibiting effect. The UGC consists of individuals drawn from the university system itself and their capacity to interpret the University Act and other government ordinances and codes, its members cannot be any superior to that of the members of the governing bodies of universities. Hence, universities should be able to manage its own affairs and for this purpose university governing councils should be able to have expertise from all important fields such as management, finance, legal, medical, engineering, art and culture and also representatives of the Ministries of Higher Education and Finance so that a wide range of opinions would be available for consideration in the policymaking process.

The government, while formulating a National Higher Education Commission in place of the UGC, must take cognizance of the need for greater autonomy for the universities. Financial management and the formulation of national guidelines, in collaboration with the Ministry of Higher Education, could be the responsibility of the proposed Commission but in academic matters universities must have full autonomy. The requirement for UGC approval for such matters as the creation of new faculties, departments, chair positions, marking schemes for promotions, curricula, cadre and buildings must be done away.



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Features

RuGoesWild: Taking science into the wild — and into the hearts of Sri Lankans

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Visiting Komodo

At a time when misinformation spreads so easily—especially online—there’s a need for scientists to step in and bring accurate, evidence-based knowledge to the public. This is exactly what Dr. Ruchira Somaweera is doing with RuGoesWild, a YouTube channel that brings the world of field biology to Sri Lankan audiences in Sinhala.

“One of my biggest motivations is to inspire the next generation,” says Dr. Somaweera. “I want young Sri Lankans to not only appreciate the amazing biodiversity we have here, but also to learn about how species are studied, protected, and understood in other parts of the world. By showing what’s happening elsewhere—from research in remote caves to marine conservation projects—I hope to broaden horizons and spark curiosity.”

Unlike many travel and wildlife channels that prioritise entertainment, RuGoesWild focuses on real science. “What sets RuGoesWild apart is its focus on wildlife field research, not tourism or sensationalised adventures,” he explains. “While many travel channels showcase nature in other parts of the world, few dig into the science behind it—and almost none do so in Sinhala. That’s the niche I aim to fill.”

Excerpts of the Interview

Q: Was there a specific moment or discovery in the field that deeply impacted you?

“There have been countless unforgettable moments in my 20-year career—catching my first King cobra, discovering deep-diving sea snakes, and many more,” Dr. Somaweera reflects. “But the most special moment was publishing a scientific paper with my 10-year-old son Rehan, making him one of the youngest authors of an international peer-reviewed paper. We discovered a unique interaction between octopi and some fish called ‘nuclear-forager following’. As both a dad and a scientist, that was an incredibly meaningful achievement.”

Saltwater crocodiles in Sundarbans in Bangladesh, the world’s largest mangrove

Q: Field biology often means long hours in challenging environments. What motivates you to keep going?

“Absolutely—field biology can be physically exhausting, mentally draining, and often dangerous,” he admits. “I’ve spent weeks working in some of the most remote parts of Australia where you can only access through a helicopter, and in the humid jungles of Borneo where insects are insane. But despite all that, what keeps me going is a deep sense of wonder and purpose. Some of the most rewarding moments come when you least expect them—a rare animal sighting, a new behavioural observation, or even just watching the sun rise over a pristine habitat.”

Q: How do you balance scientific rigour with making your work engaging and understandable?

“That balance is something I’m constantly navigating,” he says. “As a scientist, I’m trained to be precise and data-driven. But if we want the public to care about science, we have to make it accessible and relatable. I focus on the ‘why’ and ‘wow’—why something matters, and what makes it fascinating. Whether it’s a snake that glides between trees, a turtle that breathes through its backside, or a sea snake that hunts with a grouper, I try to bring out the quirky, mind-blowing parts that spark curiosity.”

Q: What are the biggest misconceptions about reptiles or field biology in Sri Lanka?

“One of the biggest misconceptions is that most reptiles—especially snakes—are dangerous and aggressive,” Dr. Somaweera explains. “In reality, the vast majority of snakes are non-venomous, and even the venomous ones won’t bite unless they feel threatened. Sadly, fear and myth often lead to unnecessary killing. With RuGoesWild, one of my goals is to change these perceptions—to show that reptiles are not monsters, but marvels of evolution.”

Q: What are the most pressing conservation issues in Sri Lanka today?

“Habitat loss is huge,” he emphasizes. “Natural areas are being cleared for housing, farming, and industry, which displaces wildlife. As people and animals get pushed into the same spaces, clashes happen—especially with elephants and monkeys. Pollution, overfishing, and invasive species also contribute to biodiversity loss.”

Manta Rays

Q: What role do local communities play in conservation, and how can scientists better collaborate with them?

“Local communities are absolutely vital,” he stresses. “They’re often the first to notice changes, and they carry traditional knowledge. Conservation only works when people feel involved and benefit from it. We need to move beyond lectures and surveys to real partnerships—sharing findings, involving locals in fieldwork, and even ensuring conservation makes economic sense to them through things like eco-tourism.”

Q: What’s missing in the way biology is taught in Sri Lanka?

“It’s still very exam-focused,” Dr. Somaweera says. “Students are taught to memorize facts rather than explore how the natural world works. We need to shift to real-world engagement. Imagine a student in Anuradhapura learning about ecosystems by observing a tank or a garden lizard, not just reading a diagram.”

Q: How important is it to communicate science in local languages?

“Hugely important,” he says. “Science in Sri Lanka often happens in English, which leaves many people out. But when I speak in Sinhala—whether in schools, villages, or online—the response is amazing. People connect, ask questions, and share their own observations. That’s why RuGoesWild is in Sinhala—it’s about making science belong to everyone.”

‘Crocodile work’ in northern Australia.

Q: What advice would you give to young Sri Lankans interested in field biology?

“Start now!” he urges. “You don’t need a degree to start observing nature. Volunteer, write, connect with mentors. And once you do pursue science professionally, remember that communication matters—get your work out there, build networks, and stay curious. Passion is what will carry you through the challenges.”

Q: Do you think YouTube and social media can shape public perception—or even influence policy?

“Absolutely,” he says. “These platforms give scientists a direct line to the public. When enough people care—about elephants, snakes, forests—that awareness builds momentum. Policymakers listen when the public demands change. Social media isn’t just outreach—it’s advocacy.”

by Ifham Nizam

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Benjy’s vision materalises … into Inner Vision

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Inner Vision: Only keyboardist to be finalised

Bassist Benjy Ranabahu is overjoyed as his version of having his own band (for the second time) is gradually taking shape.

When asked as to how the name Inner Vision cropped up, Benjy said that they were thinking of various names, and suggestions were made.

“Since we have a kind of a vision for music lovers, we decided to go with Inner Vision, and I guarantee that Inner Vision is going to be a band with a difference,” said Benjy.

In fact, he has already got a lineup, comprising musicians with years of experience in the music scene.

Benjy says he has now only to finalise the keyboardist, continue rehearsing, get their Inner Vision act together, and then boom into action.

“Various names have been suggested, where the keyboard section is concerned, and very soon we will pick the right guy to make our vision a reality.”

Inner Vision will line-up as follows…

Anton Fernando

Benjy Ranabahu:
Ready to give music
lovers a new vision

(Lead guitar/vocals): Having performed with several bands in the past, including The Gypsies, he has many years of experience and has also done the needful in Japan, Singapore, Dubai, the Maldives, Zambia, Korea, New Zealand, and the Middle East.

Lelum Ratnayake

(Drums/vocals): The son of the legendary Victor Ratnayake, Lelum has toured Italy, Norway, Japan, Australia, Zambia, Kuwait and Oman as a drummer and percussionist.

Viraj Cooray

(Guitar/vocals): Another musician with years of experience, having performed with several of our leading outfits. He says he is a musician with a boundless passion for creating unforgettable experiences, through music.

Nish Peiris

Nish Peiris: Extremely talented

(Female vocals): She began taking singing, seriously, nearly five years ago, when her mother, having heard her sing occasionally at home and loved her voice, got her involved in classes with Ayesha Sinhawansa. Her mom also made her join the Angel Chorus. “I had no idea I could sing until I joined Angle Chorus, which was the initial step in my career before I followed my passion.” Nish then joined Soul Sounds Academy, guided by Soundarie David. She is currently doing a degree in fashion marketing.

And … with Benjy Ranabahu at the helm, playing bass, Inner Vision is set to light up the entertainment scene – end May-early June, 2025.

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Can Sri Lanka’s premature deindustrialisation be reversed?

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As politicians and economists continue to proclaim that the Sri Lankan economy has achieved ‘stability’ since the 2022 economic crisis, the country’s manufacturing sector seems to have not got the memo.

A few salient points need to be made in this context.

First, Sri Lankan manufacturing output has been experiencing a secular stagnation that predates external shocks, such as the pandemic and the Easter Attacks. According to national accounts data from UNIDO, manufacturing output in dollar terms has basically flatlined since 2012. Without a manufacturing engine at its core, it is no surprise that Sri Lanka has seen some of the lowest rates of economic growth during this period. (See graph)

Second, factory capacity utilisation still remains below pre-pandemic levels. Total capacity utilisation stood at 62% in 2024, compared to 81% in 2019. For wearing apparel, the country’s main manufactured export, capacity utilisation was at a meagre 58% in 2024, compared to 83% in 2019. Given the uncertainty Trump’s tariffs have cast on global trade, combined with the diminished consumer sentiment across the Global North, it is hard to imagine capacity utilisation recovering to pre-pandemic levels in the near future.

Third, new investment in manufacturing has been muted. From 2019 to 2024, only 26% of realised foreign investments in Board of Investment enterprises were in manufacturing. This indicates that foreign capital does not view the country as a desirable location for manufacturing investment. It also reflects a global trend – according to UNCTAD, 81% of new foreign investment projects, between 2020 and 2023, were in services.

Taken together, these features paint an alarming picture of the state of Sri Lankan manufacturing and prospects for longer-term growth.

What makes manufacturing so special?

A critical reader may ask at this point, “So what? Why is manufacturing so special?”

Political economists have long analysed the transformative nature of manufacturing and its unique ability to drive economic growth, generate technical innovation, and provide positive spillovers to other sectors. In the 1960s, Keynesian economist Nicholas Kaldor posited his famous three ‘growth laws, which argued for the ‘special place’ of manufacturing in economic development. More recently, research by UNIDO has found that 64% of growth episodes in the last 50 years were fuelled by the rapid development of the manufacturing sector.

Manufacturing profits provide the basis on which modern services thrive. London and New York could not have emerged as financial centres without the profits generated by industrial firms in Manchester and Detroit, respectively. Complex and high-end services, ranging from banking and insurance to legal advisory to logistics and transport, rely on institutional clients in industrial sectors. Meanwhile, consumer-facing services, such as retail and hospitality, depend on the middle-class wage base that an industrial economy provides.

Similarly, technologies generated in the manufacturing process can have massive impacts on raising the productivity of other sectors, such as agriculture and services. Indeed, in most OECD countries, manufacturing-oriented private firms are the biggest contributors to R&D spending – in the United States, 57% of business enterprise R&D spending is done by manufacturing firms; in China it is 80%.

It has become increasingly clear to both scholars and policymakers that national possession of industrial capacity is needed to retain advantages in higher value-added capabilities, such as design. This is because some of the most critical aspects of innovation are the ‘process innovations’ that are endemic to the production process itself. R&D cannot always be done in the comfort of an isolated lab, and even when it can, there are positive spillovers to having geographic proximity between scientists, skilled workers, and industrialists.

Produce or perish?

Sri Lanka exhibits the telltale signs of ‘premature deindustrialisation’. The term refers to the trend of underdeveloped countries experiencing a decline in manufacturing at levels of income much lower than what was experienced by countries that managed to break into high-income status.

Premature deindustrialisation afflicts a range of middle-income countries, including India, Brazil, and South Africa. It is generally associated with the inability of domestic manufacturing firms to diversify their activities, climb up the value chain, and compete internationally. Major bottlenecks include the lack of patient capital and skilled personnel to technologically upgrade and the difficulties of overcoming the market power of incumbents.

Reversing the trend of premature deindustrialisation requires selective industrial policy. This means direct intervention in the national division of labour in order to divert resources towards strategic sectors with positive spillovers. Good industrial policy requires a carrot-and-stick approach. Strategic manufacturing sectors must be made profitable, but incentives need to be conditional and based on strict performance criteria. Industrial can choose winners, but it has to be willing to let go of losers.

During the era of neoliberal globalisation, the importance of manufacturing was underplayed (or perhaps deliberately hidden). To some extent, knowledge of its importance was lost to policymakers. Karl Marx may have predicted this when, in Volume 2 of Das Kapital, he wrote that “All nations with a capitalist mode of production are, therefore, seized periodically by a feverish attempt to make money without the intervention of the process of production.”

Since the long depression brought about by the 2008 financial crisis, emphasis on manufacturing is making a comeback. This is most evident in the US ruling class’s panic over China’s rapid industrialisation, which has shifted the centre of gravity of the world economy towards Asia and threatened unipolar dominance by the US. In the Sri Lankan context, however, emphasis on manufacturing remains muted, especially among establishment academics and policy advisors who remain fixated on services.

Interestingly, between the Gotabaya Rajapaksa-led SLPP and the Anura Kumara Dissanayake-led NPP, there is continuity in terms of the emphasis on the slogan of a ‘production economy’ (nishpadana arthiakaya in Sinhala). Perhaps more populist than strictly academic, the continued resonance of the slogan reflects a deep-seated societal anxiety about Sri Lanka’s ability to survive as a sovereign entity in a world characterised by rapid technological change and the centralisation of capital.

Nationalist writer Kumaratunga Munidasa once said that “a country that does not innovate will not rise”. Amid the economic crises of the 1970s, former Prime Minister Sirimavo Bandaranaike popularised a pithier exhortation: “produce or perish”. Aside from their economic benefits, manufacturing capabilities are the pride of a nation, as they demonstrate skill and scientific knowledge, a command over nature, and the ability to mobilise and coordinate people towards the construction of modern wonders. In short, it is hard to speak of real sovereignty without modern industry.

(Shiran Illanperuma is a researcher at Tricontinental: Institute for Social Research and a co-Editor of Wenhua Zongheng: A Journal of Contemporary Chinese Thought. He is also a co-Convenor of the Asia Progress Forum, which can be contacted at asiaprogressforum@gmail.com).

By Shiran Illanperuma

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