Opinion
Educational reforms Sri Lanka demands today for a brighter tomorrow
The 32nd Dr. C. W. W. Kannangara Memorial Lecture titled ‘For a country with a future’: Educational reforms Sri Lanka demands today’ delivered by Prof. Athula Sumathipala, Director, Institute for Research and Development, Sri Lanka and Chairman, National Institute of Fundemental Studies, Hanthana on Oct 13 at the National Institute of Education, Maharagama
Continued From Yesterday
Defining the Kannangara legacy of free education to the Sri Lankan nation
It is an unfair comparison to analyse the central approach of the Kannangara educational reforms apart from the context of socio-economic, political conditions, literacy levels and educational opportunities that existed at the time and to consider these reforms under the current context. The primary strategic approach of the reforms was to increase access to education. At that time, in the 1930’s, over half of school-aged children and around three-quarters of school-aged girls did not attend school.
A large proportion of school-aged children being deprived of access to education can be traced back to multiple factors linked to the socio-economic and political situation in that era. Professor Swarna Jayaweera in the second Kannangara Memorial Lecture delivered on 13 October 1989 entitled ‘Expansion of educational opportunity–an unfinished task’, stated that many of the policies presented by Dr. Kannangara were a reaction to colonial education policies that had upset the regional socio-economic, ethnic and religious balance during their rule that extended for over a century. The dual system of education consisting of elite English schools and vernacular schools providing a minimum level education for the masses in either Sinhala or Tamil, the dominance of Christianity within the educational system, favoured status for the South-Western and Northern regions, anomalous economic growth within the country and the focus of education to meet the needs of the colonial economy, were all issues that Lankan policy makers were obliged to deal with in 1931. The aim of establishing 54 Central Colleges (Madhya Maha Vidyalayas) in rural areas throughout the island during 1940-47 was to pave the way for a more equitable distribution of secondary education facilities, which had been limited to urban English schools until then. His aim was ‘to provide free education from childhood to university’.
The executive committee report Dr. Kannangara presented to the State Council of Ceylon gives a clear indication of the core concept of Kannangara reforms. He said “If this esteemed council is able to state that we were able to transform education from something that was considered a birth right of the elite and the wealthy, to a right available at low cost to every child born in this country in the future, if we are able to transform the view on education as a closed book within a sealed box to an open letter that everyone, without regard to their religion, race, caste, can read, then this council can be prouder than Emperor Augustus who claimed that he found Rome a city of bricks and left it a city of marble.”
Dr. Kannangara’s biographer, Mr. K.H.M.Sumathipala, who was a former Secretary of the Department of Education, considers the Kannangara reforms as separable into two distinct eras: the first from 1931 to 1939 and the second from 1939 to 1946. The executive committee had limited powers during the first era and it can be termed a period of minor reforms. The conceptually most important of the reforms during this era is the rural education system, known as the Handessa Scheme, which incorporated practical training and work experience useful to rural societies and economies alongside formal education. This era marks the initial stages of the concept of ‘education for development’ mentioned in Professor Warnasuriya’s lecture. The long-term vision Dr. Kannangara had, clearly displays his concern for the welfare of the rural population of the country.
The years 1939 – 1946 mark the second era, during which the rural school development scheme extended to 250 schools. However, Dr. Kannangara was unable to further expand the scheme as initially planned due to the constraints brought about by drought, a malaria epidemic and the second world war.
The Kannangara reforms themselves are well-documented. In brief, as presented by Dr. Upali Sedere in the 27th Memorial lecture in 2016, they are as follows:
• Free education from kindergarten to university
• Establishing three types of schools – secondary, senior, and vocational schools
• Mother tongue as the medium of instruction at Primary level, bilingual or English medium schools for Junior Secondary level and English schools for Senior Secondary and higher education
• Establishing Central Schools with boarding facilities and scholarships to expand access to higher secondary education
• Introducing religious education
• Facilitating adult education for illiterate adults via Night Schools;
• Institutionalizing regular monthly salaries for teachers;
• Adapting curricula and examinations to suit Sri Lankan conditions
• Establishing an autonomous university
These reforms were approved by the State Council and introduced in October 1944. The increase in the number of schools and the number of teachers as well as the processes introduced to facilitate education led to a significant increase in the number of students completing primary and secondary education – four hundred new schools were constructed during 1944-1948 and 1.2 million students enrolled.
The limited time I have is not at all adequate for an in-depth analysis of the broad vision Dr. Kannangara held. I would like to quote and re-emphasise a few facts stated by Mr. R.S.Medagama in the 25th Memorial Lecture. He states that “The Report of the Special Committee on Education in Ceylon (Sessional Paper XX1V- 1943) contains many ideas on education which the subsequent educational reformers have attempted to accomplish.” Unfortunately, soon after the publication of the report, Dr. Kannangara lost the opportunity to spearhead the implementation of the proposed reforms. Dr. Kannangara also points out the important role education has in promoting unity among different races in the report. In the context of a country divided along multiple lines, it is useful to reiterate some facts he pointed out in the report:
“Our fundamental need is to weld the heterogeneous elements of the population into a nation. The existence of peoples of different racial origins, religions and languages is not peculiar to Ceylon, and history shows that it is by no means impossible to develop a national consciousness even among a population as diverse as ours. There is, indeed, a large common element in our cultures already, and under the stimulation of educational development, the notion of national unity has been growing among us. In planning the future of education in Ceylon we should strive to increase the common element and foster the idea of nationhood.”
“The nationalism that we hope to see established depends for its being on tolerance and understanding. Among a people so varied as ours, any other kind would produce not national unity but national disruption. And the tolerance that we ask our own people to apply to each other we would also wish to see applied to other nations. This tolerance is in fact a characteristic of our citizens. The communities of the island have for many years lived in peace and amity. We are anxious that the teaching in the new educational structure may be inspired by the same tolerance and the same desire for peace among men of all nations” (P10 S.P XX1V, 1943).
Mr. Medagama cited another valuable excerpt from this report: “The most useful citizen is he who can face a new problem and find his own solution. The spark of genius is nothing more than the spark of originality”(p.12 S.P XX1V, 1943).
It is almost unbelievable how a country that initiated a free education system with such a great vision ended up with a toxic culture that is the polar opposite of the original vision. We need to find the root causes of the entrenched problems that we currently face, and find sustainable solutions to these issues.
Before I enter into a discussion of these matters I would like to summarise the key reforms undertaken and the landmarks in education since the time of Dr. Kannangara. This summary section is only up to 2007 needs to be updated from 2007 to 2022, but the limited time did not permit the task.
( To be continued)
Opinion
Thoughts for Unduvap Poya
Unduvap Poya, which falls today, has great historical significance for Sri Lanka, as several important events occurred on that day but before looking into these, as the occasion demands, our first thought should be about impermanence. One of the cornerstones of Buddha’s teachings is impermanence and there is no better time to ponder over it than now, as the unfolding events of the unprecedented natural disaster exemplify it. Who would have imagined, even a few days ago, the scenes of total devastation we are witnessing now; vast swathes of the country under floodwaters due to torrential rain, multitudes of earth slips burying alive entire families with their hard-built properties and closing multiple trunk roads bringing the country to a virtual standstill. The best of human kindness is also amply demonstrated as many risk their own lives to help those in distress.
In the struggle of life, we are attached and accumulate many things, wanted and unwanted, including wealth overlooking the fact that all this could disappear in a flash, as happened to an unfortunate few during this calamitous time. Even the survivors, though they are happy that they survived, are left with anxiety, apprehension, and sorrow, all of which is due to attachment. We are attached to things because we fail to realise the importance of impermanence. If we do, we would be less attached and less affected. Realisation of the impermanent nature of everything is the first step towards ultimate detachment.
It was on a day like this that Arahant Bhikkhuni Sanghamitta arrived in Lanka Deepa bringing with her a sapling of the Sri Maha Bodhi tree under which Prince Siddhartha attained Enlightenment. She was sent by her father Emperor Ashoka, at the request of Arahant Mahinda who had arrived earlier and established Buddhism formally under the royal patronage of King Devanampiyatissa. With the very successful establishment of Bhikkhu Sasana, as there was a strong clamour for the establishment of Bhikkhuni Sasana as well, Arahant Mahinda requested his father to send his sister which was agreed to by Emperor Ashoka, though reluctantly as he would be losing two of his children. In fact, both served Lanka Deepa till their death, never returning to the country of their birth. Though Arahant Sanghamitta’s main mission was otherwise, her bringing a sapling of the Bo tree has left an indelible imprint in the annals of our history.
According to chronicles, King Devanampiyatissa planted the Bo sapling in Mahamevnawa Park in Anuradhapura in 288 BCE, which continues to thrive, making it the oldest living human planted tree in the world with a known planting date. It is a treasure that needs to be respected and protected at all costs. However, not so long ago it was nearly destroyed by the idiocy of worshippers who poured milk on the roots. Devotion clouding reality, they overlooked the fact that a tree needs water, not milk!
A monk developed a new practice of Bodhi Puja, which even today attracts droves of devotees and has become a ritual. This would have been the last thing the Buddha wanted! He expressed gratitude by gazing at the tree, which gave him shelter during the most crucial of times, for a week but did not want his followers to go around worshipping similar trees growing all over. Instead of following the path the Buddha laid for us, we seem keen on inventing new rituals to indulge in!
Arahant Sanghamitta achieved her prime objective by establishing the Bhikkhuni Sasana which thrived for nearly 1200 years till it fell into decline with the fall of the Anuradhapura kingdom. Unfortunately, during the Polonnaruwa period that followed the influence of Hinduism over Buddhism increased and some of the Buddhist values like equality of sexes and anti-casteism were lost. Subsequently, even the Bhikkhu Sasana went into decline. Higher ordination for Bhikkhus was re-established in 1753 CE with the visit of Upali Maha Thera from Siam which formed the basis of Siam Maha Nikaya. Upali Maha Thero is also credited with reorganising Kandy Esala Perahera to be the annual Procession of the Temple of Tooth, which was previously centred around the worship of deities, by getting a royal decree: “Henceforth Gods and men are to follow the Buddha”
In 1764 CE, Siyam Nikaya imposed a ‘Govigama and Radala’ exclusivity, disregarding a fundamental tenet of the Buddha, apparently in response to an order from the King! Fortunately, Buddhism was saved from the idiocy of Siyam Nikaya by the formation of Amarapura Nikaya in 1800 CE and Ramanna Nikaya in 1864 CE, higher ordination for both obtained from Burma. None of these Niakya’s showed any interest in the re-establishment of Bhikkhuni Sasana which was left to a band of interested and determined ladies.
My thoughts and admiration, on the day Bhikkhuni Sasana was originally established, go to these pioneers whose determination knew no bounds. They overcame enormous difficulties and obtained higher ordination from South Korea initially. Fortunately, Ven. Inamaluwe Sri Sumangala Thero, Maha Nayaka of Rangiri Dambulla Chapter of Siyam Maha Nikaya started offering higher ordination to Bhikkhunis in 1998 but state recognition became a sore point. When Venerable Welimada Dhammadinna Bhikkhuni was denied official recognition as a Bhikkhuni on her national identity card she filed action, with the support of Ven. Inamaluwe Sri Sumangala Thero. In a landmark majority judgement delivered on 16 June, the Supreme Court ruled that the fundamental rights of Ven. Dhammadinna were breached and also Bhikkhuni Sasana was re-established in Sri Lanka. As this judgement did not receive wide publicity, I wrote a piece titled “Buddhism, Bhikkhus and Bhikkhunis” (The Island, 10 July 2025) and my wish for this Unduvap Poya is what I stated therein:
“The landmark legal battle won by Bhikkhunis is a victory for common sense more than anything else. I hope it will help Bhikkhuni Sasana flourish in Sri Lanka. The number of devotees inviting Bhikkhunis to religious functions is increasing. May Bhikkhunis receive the recognition they richly deserve.” May there be a rapid return to normalcy from the current tragic situation.”
by Dr Upul Wijayawardhana
Opinion
Royal Over Eighties
The gathering was actually of ‘Over Seventies’ but those of my generation present were mostly of the late eighties.
Even of them I shall mention only those whom I know at least by name. But, first, to those few of my years and older with whom speech was possible.
First among them, in more sense than one, was Nihal Seneviratne, at ninety-one probably the oldest present. There is no truth to the story that his state of crisp well-being is attributable to the consumption of gul-bunis in his school days. It is traceable rather to a life well lived. His practice of regular walks around the house and along the lane on which he lives may have contributed to his erect posture. As also to the total absence of a walking stick, a helper, or any other form of assistance as he walked into the Janaki hotel where this gathering took place.
Referencing the published accounts of his several decades-long service in Parliament as head of its administration, it would be moot to recall that his close friend and fellow lawyer, J E D Gooneratne, teased him in the following terms: “You will be a bloody clerk all your life”. He did join service as Second Assistant to the Clerk to the House and moved up, but the Clerk became the Secretary General. Regardless of such matters of nomenclature, it could be said that Nihal Seneviratne ran the show.
Others present included Dr. Ranjith de Silva, Surgeon, who was our cricket Captain and, to the best of my knowledge, has the distinction of never engaging in private practice.
The range of Dr. K L (Lochana) Gunaratne’s interests and his accomplishments within each are indeed remarkable. I would think that somebody who’d received his initial training at the AA School of Architecture in London would continue to have architecture as the foundation of his likes /dislikes. Such would also provide a road map to other pursuits whether immediately related to that field or not. That is evident in the leadership roles he has played in the National Academy of Sciences and the Institute of Town Planners among others. As I recall he has also addressed issues related to the Panadura Vadaya.
My memories of D L Seneviratne at school were associated with tennis. As happens, D L had launched his gift for writing over three decades ago with a history of tennis in Sri Lanka (1991). That is a game with which my acquaintance is limited to sending a couple of serves past his ear (not ‘tossing the ball across’ as he asked me to) while Jothilingam, long much missed, waited for his team mates to come for practices. It is a game at which my father spent much time both at the Railway sports club and at our home-town club. (By some kind of chance, I recovered just a week ago the ‘Fred de Saram Challenge Cup’ which, on his winning the Singles for the third time, Koo de Saram came over to the Kandana Club to hand over to him for keeps. They played an exhibition match which father won). D L would know whether or not, as I have heard, in an exhibition match in Colombo, Koo defeated Frank Sedgman, who was on his triumphant return home to Oz after he had won the Wimbledon tournament in London.
I had no idea that D L has written any books till my son brought home the one on the early history of Royal under Marsh and Boake, (both long-bearded young men in their twenties).
It includes a rich assortment of photographs of great value to those who are interested in the history of the Anglican segment of Christian missionary activity here in the context of its contribution to secondary school education. Among them is one of the school as it appeared on moving to Thurstan road from Mutwal. It has been extracted from the History of Royal, 1931, done by students (among whom a relative, Palitha Weeraman, had played a significant role).
As D L shows, (in contra-distinction to the Catholic schools) the CMS had engaged in a largely secular practice. Royal remained so through our time – when one could walk into the examination room and answer questions framed to test one’s knowledge of Christianity, Buddhism, Hinduism and Islam; a knowledge derived mostly from the lectures delivered by an Old Boy at general assembly on Friday plus readings from the Dhammapada, the Bhagavad Gita, the St. John’s version of the Bible or the Koran recited by a student at senior assembly on Tuesday / Thursday.
D L’s history of Royal College had followed in 2006.
His writing is so rich in detail, so precise in formulation, that I would consider this brief note a simple prompt towards a publisher bringing out new editions at different levels of cost.
It was also a pleasure to meet Senaka Amarasinghe, as yet flaunting his Emperor profile, and among the principal organisers of this event.
The encounter with I S de Silva, distinguished attorney, who was on Galle road close to Janaki lane, where I lived then was indeed welcome. As was that with Upali Mendis, who carried out cataract surgery on my mother oh so long ago when he was head of the Eye Hospital. His older brother, L P, was probably the most gifted student in chemistry in our time.
Most serendipitous perhaps was meeting a son of one of our most popular teachers from the 1950s, – Connor Rajaratnam. His cons were a caution.
by Gamini Seneviratne
Opinion
“Regulatory Impact Assessment – Not a bureaucratic formality but essentially an advocacy tool for smarter governance”: A response
Having meticulously read and re-read the above article published in the opinion page of The Island on the 27 Nov, I hasten to make a critical review on the far-reaching proposal made by the co-authors, namely Professor Theekshana Suraweera, Chairman of the Sri Lanka Standards Institution and Dr. Prabath.C.Abeysiriwardana, Director of Ministry of Science and Technology
The aforesaid article provides a timely and compelling critique of Sri Lanka’s long-standing gaps in evidence-based policymaking and argues persuasively for the institutional adoption of Regulatory Impact Assessment (RIA). In a context where policy missteps have led to severe economic and social consequences, the article functions as an essential wake-up call—highlighting RIA not as a bureaucratic formality but as a foundational tool for smarter governance.
One of the article’s strongest contributions is its clear explanation of how regulatory processes currently function in Sri Lanka: legislation is drafted with narrow legal scrutiny focused mainly on constitutional compliance, with little or no structured assessment of economic, social, cultural, or environmental impacts. The author strengthens this argument with well-chosen examples—the sudden ban on chemical fertilizer imports and the consequences of the 1956 Official Language Act—demonstrating how untested regulation can have far-reaching negative outcomes. These cases effectively illustrate the dangers of ad hoc policymaking and underscore the need for a formal review mechanism.
The article also succeeds in demystifying RIA by outlining its core steps—problem definition, option analysis, impact assessment, stakeholder consultation, and post-implementation review. This breakdown makes it clear that RIA is not merely a Western ideal but a practical, structured, and replicable process that could greatly improve policymaking in Sri Lanka. The references to international best practices (such as the role of OIRA in the United States) lend credibility and global context, showing that RIA is not experimental but an established standard in advanced governance systems.
However, the article could have further strengthened its critique by addressing the political economy of reform: the structural incentives, institutional resistance, and political culture that have historically obstructed such tools in Sri Lanka. While the challenges of data availability, quantification, and political pressure are briefly mentioned, a deeper analysis of why evidence-based policymaking has not taken root—and how to overcome these systemic barriers—would have offered greater practical value.
Another potential enhancement would be the inclusion of local micro-level examples where smaller-scale regulations backfired due to insufficient appraisal. This would help illustrate that the problem is not limited to headline-making policy failures but affects governance at every level.
Despite these minor limitations, the article is highly effective as an advocacy piece. It makes a strong case that RIA could transform Sri Lanka’s regulatory landscape by institutionalizing foresight, transparency, and accountability. Its emphasis on aligning RIA with ongoing national initiatives—particularly the strengthening of the National Quality Infrastructure—demonstrates both pragmatism and strategic vision.
At a time, when Chairmen of statutory bodies appointed by the NPP government play a passive voice, the candid opinion expressed by the CEO of SLSI on the necessity of a Regulatory Impact Assessment is an important and insightful contribution. It highlights a critical missing link in Sri Lanka’s policy environment and provides a clear call to action. If widely circulated and taken seriously by policymakers, academics, and civil society, it could indeed become the eye-opener needed to push Sri Lanka toward more rational, responsible, and future-ready governance.
J. A. A. S. Ranasinghe,
Productivity Specialty and Management Consultant
(rathula49@gmail.com)
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