Features
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 Friday (21)
We believe the child who is ready to face the challenges of the 21st century is a child who meets all these requirements.”
They have identified six aims of general education as shown below. National aims of general education
1. An active contributor to national development
2. An effective and efficient employee or smart self-employee
3. An entrepreneur or person with an entrepreneurial mindset
4. A patriotic citizen
5. A good human
6. A member of a happy family
These six aims are divided into nine parts as follows.
1. Positive
2. Practical
3. Proactive
4. Pragmatic
5. Patriotic
6. Passionate
7. Peace loving
8. Preserving
9. Problem solver
The new educational reforms have identified the skills necessary to the child of the 21st century, as follows.
The twelve 21st century skills
Learning skills
1. Critical thinking and problem solving
2. Creativity
3. Collaborations and teamwork
4. Communication knowledge
Literacy skills
5. Information literacy
6. Media literacy
7. Technology literacy
Life skills
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
We then discuss social skills under six different criteria.
1. Understanding oneself
2. Managing oneself
3. Understanding others
4. Building and managing positive relationships with others
5. Relationship with the environment
6. Responsible decision making
Main domains of national reforms:
It is evident that these reforms have been proposed after in-depth analysis and that they are conceptually excellent plans. They are also well in line with the vision of Dr. Kannangara. The challenge, however, is how to effect these reforms in this country, given the social, economic and political challenges we are facing.
On the one hand, it is becoming impossible to hold school on all five days due to the fuel crisis. On the other hand, the question is how technical difficulties and shortcomings of on-line teaching can impact these reforms. Furthermore, it is very likely that these reforms will be viewed within a political framework by both union leaders and student unions.
The level of understanding of the key stakeholders of these reforms when they are being introduced will obviously be at different levels. Communicating these reforms to the different stakeholders at a level that they can clearly understand it will be a significant challenge. There appears to be a significant shortfall in employing social and electronic media, as well as influencers, to effectively communicate about these reforms, and we have a social responsibility to warn about this shortfall.
It is human nature to resist change. It is critically important to clearly communicate to the public, why the current education system needs to change, how it should change, how the direction of change and its final objectives are decided, in such a way that it addresses their fears and concerns. No one should be offended if I remind you that failure to carry out effective communication could lead to the same end as that of the proposal to shift to organic fertilisers.
Furthermore, however great the reforms are, it is necessary to remember that opposition against highly sensitive matters such as the Grade 5 scholarship examination, may come from those whose livelihood depends on tuition classes. It is also necessary to keep in mind that even the elements of society who are demanding a ‘system change’ may well behave in a different way when it is something that will affect them personally. As psychology tells us, this is because that the way we think when it is our personal problem is different to how we think when it is someone else’s problem. Another important challenge is how teachers’ mentalities can be aligned with these reforms. This does not mean that we assume opposition from the majority of teachers. However, it is doubtful if we have sufficient research data to determine the reality of this issue.
I would like to reiterate that the authorities, intellectuals and politicians already possess the mechanisms and strategies to win this massive challenge of effectively communicating these changes to all relevant layers of society and to convert them to honoured stakeholders of this change. Such strategic communication needs to be positioned as one of the most important aspects of the implementation of these reforms.
Other segments within the big picture that merit attention apart from the reforms within the school system in years 1-13
i. Early childhood development and the first 1,000 days
ii. The role of pre-schools as part of the education system
iii. Inclusive education and children with special needs
iv. Contribution of distance learning to educational reforms and challenges
v. Relationship between education and health
vi. Private universities and educational institutions
vii. Students at universities abroad
viii. Life-long education, adult education, continuous education for education professionals
ix. Integrating research within the overall scheme of education
Since there isn’t sufficient time to discuss all these sections fully, I will discuss some of the sections I believe are the most important.
(i) Early childhood development and the first 1,000 days
The greatest importance and greatest weight when investing in a child should be attached to the first 1,000 days. This is because 80% of a child’s brain development is completed within the first three years. Therefore, significant investment in educational reforms should be allocated to early childhood development, i.e., the Golden 1,000 days. A strong foundation laid at this stage will help the child successfully complete his / her education. From a health perspective, the Health Department, particularly the Family Health Bureau, makes a meaningful contribution towards this objective, however, there is a lack of an active mechanism to enrol parents as honoured stakeholders within this process. This is important because responsive care giving, i.e., observing a child’s signals in a timely and accurate manner, understanding such signals and responding to them, is an important part of childhood development.
Early childhood protection cannot be achieved through pre-established rules and guidance. Parents need to understand the related scientific concepts and should incorporate these concepts into their day-to-day life. The relationship with children varies according to the parents, therefore parents need to analyse the existing interactions with their children and secondly, adapt these measures and develop them to suit their needs. However, there is no structured mechanism for parents to develop this skill set within the education system, nor within the health system.
I do no intend to discuss this in detail, but wish to point out the critical importance of this concept; to reiterate that the greatest investment is necessary in the first 1,000 days, far more than in the Grade 5 scholarship exam, the Ordinary Level or Advanced Level examinations. Stimulating brain development is an investment with high returns; the best investment for the Sri Lankan nation. Research data indicates that for every Rs.200 invested on brain development, the return can be valued at Rs.1 800
(ii) The role of pre-schools as part of the education system
I shall quote from the article Mala. N. De Silva, retired Deputy Head, National Education Faculty, published in the 39th edition of Gaveshana, that explained our stance on the role of pre-schools in educational reforms. A pre-school has been recognised as the ‘Golden door that gives a person access to society’. De Silva writes quoting Koswatte Ariyawimala Thero that “The role of a preschool is not to give a child a large number of modern toys. Neither is it to teach a child to recite a poem in English. Those are secondary. A pre-school is not a tutory. It is the place where small children play; where they form social relations. That is what human education is.”
Furthermore, the UNESCO report on ‘Education for Life’ states that pre-school education is a prior necessity for any educational or cultural system, indicating the importance of pre-schools. At the World Children’s Summit in 1990 in New York, the world’s leaders signed the ‘World Declaration on the Survival, Protection and Development of Children’, which had as its primary claim that early childhood should be a time of ‘joy and peace, of playing, learning and growing’.
The educational reforms of 1997 too had significant focus on early childhood education: it recommends increasing the number of pre-schools so that 3–5-year-olds can receive a better education. The National Census on early childhood education centres estimated that there are 19,668 pre-schools in Sri Lanka. The majority of these are, however, privately owned, and many parents cannot bear the cost of these schools. These pre-schools are frequently un-monitored and not standardised.
Under these conditions, I would like to reiterate that these pre-schools should be monitored and that the process of providing resource persons at these schools an adequate training needs to be expanded significantly.
(iii) Inclusive education and children with special needs
I would like to present a few points here based on the article written by Binoli Herath of the Institute for Research and Development on this topic.
‘All children have an equal right to education; however, it is not a secret that children with special needs face multiple challenges in accessing and receiving education’.
‘These children often are disregarded in society due to disabilities, poverty and the extreme nature of their problems. Most of them are unaware of the opportunities available to them. Similarly, most people are unaware of the abilities such children can possess’.
The Ayati Centre affiliated with the Kelaniya University provides health and education services for children with special needs with the mission to help such children reach their maximum potential through the use of modern scientific interventions and expertise. It also serves as a training centre for resource persons and as a research centre. There is great need to expand such services throughout the country.
I believe it is important to discuss alternative education for children with special needs.
1. Specialised schools: these are pre-schools, primary, junior secondary and senior secondary schools for children with relatively severe disabilities. Children with severe visual, auditory, physical or cognitive disabilities receive education in such specialised schools using specifically adapted curricula.
2. Special education units within mainstream schools: children with special needs can be educated in units specifically established for them.
3. Special resource centres attached to mainstream schools: children with special needs enter regular classes and work within them for the majority of the time whilst seeking special services necessary from the resource centres a few times a week. Such schemes provide necessary support to children with speech difficulties, autism, emotional disorders, auditory or visual difficulties, learning difficulties, attention disorders and ADHD, for example.
4. Inclusive mainstream schools: provide education to children with special needs in the mainstream schools. This is feasible for children with mild disorders who can enter mainstream schools.
These facilities are available to some level within the education system; however, educational reforms should include mechanisms to elevate the entire society to one that acts positively towards children with special needs and does not discriminate against them. Education systems for children with special needs usually follow the curricula in the mainstream schools, however, these systems need to be modernised, along with making modern equipment and trained teachers available.
(iv) Distance learning as a tool for educational reforms and challenges faced
We discussed this issue with Neil Gunadasa, Additional Secretary, State Ministry for Educational Reforms, Open Universities and Development of Distance Education. He explained that certain sections of distance education functioned to a limited extent within the general education system. Recently, a separate Distance Education Unit was established to make distance education an integral part of general education.
“With the increased use of modern technology such as computers, tablets, internet and smart phones, the stage had already been set for the expansion of distance learning. The advent of Covid 19 and the resultant issues helped further popularise distance learning.
The Information Technology Division of the Ministry of Education initiated e-Thaksalawa, a structured distance learning system which contained a limited amount of learning media for children. They have developed it further now so that it can be used for educational reforms. This system is similar to a virtual classroom, carrying out the process that usually happens in a classroom on a virtual basis, using technologies such as Microsoft Teams and Zoom.
All 10,165 schools in Sri Lanka have been added to the system and it is expected to facilitate any student pre-booking and accessing the lectures of any teacher. The e-Thaksalawa content is prepared to match the new educational reforms which offer lessons in a module system. For example, a student completing a ten-hour module receives one credit. Learning the module content may well be done at school, but e-Thaksalawa offers the student the possibility of expanding his knowledge of the subject matter further using extension material.
Content creation has been done in all three languages, using both teachers and external subject matter experts. For example, for a topic such as agriculture, experts on agriculture are invited to contribute to content creation. Steps are being taken to provide students knowledge of more subject-related matter using the internet and distance learning methods. The 107 computer centres covering every educational division in the country are to be developed further to use as local resource centres for the new reforms.
Features
The Truth will set us free – I

Sri Lanka becoming a Macbethian sick state?
The traditional ritual of anointing medicinal oil (or ‘hisa thel gaema’ in Sinhalese, literally, applying oil to the head) is unique to the Sinhala Aluth Avurudda observances. This year, the ritual was performed at the auspicious moment of 9:04 a.m. (Sri Lanka time) on Wednesday April 16. It was observed at appointed venues across the country at the same time. The anointing was done, as usual, mostly by Buddhist monks in their monasteries.
Where they were not available for the purpose, a senior citizen would do the needful. The oil anointing ceremony was held to invoke blessings of good health on all the individuals who subjected themselves to the ritual. Prime Minister Harini Amarasuriya was shown participating in the oil anointing ceremony at the historic Kolonnawa Raja Maha Viharaya. There were many social media videos showing similar oil anointing scenes that included even elephants and hippos in a zoo receiving the compassionate treatment; this is not seen as going too far with traditions, for extending loving-kindness even to animals is taken for granted in the majority Buddhist Sri Lanka. Watching this ritual (that used to be so familiar for me in my childhood and youth) from abroad I couldn’t help my eyes filling with tears, feeling kind of homesick, in spite of me having spent more than forty-three years of my adult life living and working away from my Mother Country Sri Lanka.
Though usually Buddhist monks do the anointing, it is not considered a religious practice by the ordinary Buddhists. It is only a part of the completely secular Sinhala Aluth Avurudda festival. The most important annual religious festival for the Sinhalese (especially Sinhala Buddhists) is Vesak, which will be held next month. However, the oil anointing ceremony impresses on the Avurudu celebrants the great importance of maintaining their physical and mental health throughout the coming year, reflecting the high level of attention that our traditional culture pays to that objective.
However, the actual discrepancy that is noticed between the ideal and the reality in the mundane world, as in other countries, is a different matter. Shining beacons like ideals of a long-evolved culture are important for what they are; their importance doesn’t go away because those ideals are only imperfectly realised by the people of that culture. But the values endure.
The news of this happy occasion and my awareness of a deepening political and cultural malaise in my beloved Motherland back home reminded me of a book I read during the Covid-19 lockdown period of 2020-2022: OUR MALADY by American historian and public intellectual, the Yale University professor Timothy D. Snyder published in 2020. The book, whose subtitle is ‘Liberty and Solidarity’, is about the weakness of the American healthcare system that he himself got a taste of, privately.
Professor Snyder came to know first-hand how America failed its citizens in the public healthcare sphere as an inmate of a hospital ward, where he was admitted to the emergency room at midnight on December 29, 2019. He was complaining of a condition of severe bodily ‘malaise’. Doctors later told him that he had an abscess the size of a baseball in his liver. The emergency operation to remove the abscess was done after seventeen hours of his having had to wait confined to a hospital bed!
‘Rage’ is the word he repeatedly uses to describe how he felt during his hospitalisation. He was not raging against God or any particular person or a group or the bacteria that caused his illness. ‘I raged against a world where I was not’, Snyder writes in the Prologue to the book (implying how much he was angry about there not being a healthy enough healthcare system to look after Americans who fell ill like himself. The book grew out of entries he made in a diary that he maintained while recuperating in hospital. Proficient in a number of European languages including English, French and Polish, he adopts a sort of poetic idiom to deal with his naturally dull subject.
He imagined he was not suffering in solitude, though. He thought about other Americans in his situation, and empathised with them. The absence of a sound healthcare system is America’s malady according to Snyder. Probably, the current situation in America is different, having changed for the better. We must remember that the time he is talking about was the last year of the first term (January 20, 2017-January 20, 2021) of the 45th US president Donald Trump of the Republican Party.
Currently, Trump is serving as the 47th US president. The ideas that professor Snyder develops in the book have global topical relevance, I think. They are organised into four Chapters or ‘Lessons’ as he dubs them, which in my opinion, have implications that could be utilised even by the citizens of the Macbethian ‘sick state’ that Sri Lanka has become today, complete with a Macbeth (though a muppet) and a shadowy but more determined Lady Macbeth.
Timothy Snyder offers the four Lessons for his fellow Americans, and by extension, to fellow humans around the world including us, Sri Lankans. Perhaps these are uniquely American issues, with little direct relevance to a small country like Sri Lanka with no stake in the international pharmaceutical industry. But then no country can escape from the implications of the following facts (taken from Wikipedia): In 2023, the global pharmaceutical industry earned revenues of US $ 1.48 trillion, whereas the top 10 arms manufacturing companies earned only US $ 632 billion. In the same year, the global life and health insurance carriers industry, which is the biggest industry in the world in terms of revenue, earned US $ 4.3 trillion.
Our own late medical professor Senake Bibile (1920-1977), a pharmacology expert and a rare philanthropist and compassionate social activist of the Trotskyite Sama Samaja party persuasion who always had the welfare of the suffering poor at heart, met his death allegedly in mysterious circumstances in Guyana where he was attending a UN conference, promoting the domestic drug policy that he had developed for Sri Lanka, as a model for use in other countries and by the World Health Organization (WHO), United Nations Conference on Trade and Development (UNCTAD), and the Non-Aligned Movement (NAM) for developing policies for ‘rational pharmaceutical use’.
It goes without saying that Sri Lankans are also highly vulnerable to the deleterious effects of the inhuman excesses of the purely profit oriented international Big Pharma; these harmful consequences get transferred to the innocent citizens magnified several times through the unholy alliance between the local corporate drugs mafiosi and corrupt politicians. Be that as it may, Snyder adds another three equally important related points, covering all four, each in a Lesson that must receive the utmost attention of all adult Sri Lankans: health care for children and children’s education, truth in politics, and the supremacy of the doctors’ role in a malady situation. We will look at these briefly, intermittently taking our eyes off America to reflect on our own country Sri Lanka.
Lesson 1 is ‘Health care is a human right’.
Despite its wealth, professor Snyder complains, America is a sick nation; life expectancy is falling for Americans. Moody’s Analytics suggests that US millennials will die younger than their parents or grandparents, though there is no lack of money spent. What is causing this decline in life expectancy? Snyder’s unsettling answer is that the American healthcare system prioritises profit over people’s lives. America still lacks a universal healthcare system, in spite of being a supporter of the Universal Declaration of Human Rights and this leads to unequal access to health care, as Snyder asserts.
Exorbitantly priced commercial medicine has a devastating effect on the protection of the health-care rights of the people. It has robbed the American citizens of their health, in Snyder’s view. The American health-care system’s profit-focussed approach and lack of investment in protective equipment for medical professionals jeopardised their safety during the Covid-19 pandemic. In America, 20 million people lost their jobs and over 150,000 died from pandemic. Health insurance became too expensive, and health care unaffordable. Without a diagnosis, many became dangerously ill or unknowingly infected others with the virus.
Though poor, Sri Lanka beats America in respect of looking after public health. It has a better record in providing satisfactory health care for the citizens. The state runs an almost 100% free medicare service for all the citizens. There is a (kind of) parallel paid private hospital system as well, that caters to the better off segment of the population that can resort to it if they prefer to do so. This potentially eases the burden on the free state medical services, which can then focus more on attending to the needs of the economically weaker section of the population.
The maintenance by the state of such a public welfare-based healthcare system is desired and supported by our dominant socio-cultural background that strongly resonates with the humanistic spirit of the Aluth Avurudda that prioritises health over all forms of wealth. This is embodied in the principle Arogya parama labha ‘Good health is the greatest wealth’, the antithesis of the American attitude towards citizens’ health.
Sri Lanka was among the handful of countries that contained the Covid-19 pandemic most efficiently, minimizing deaths, whereas in America, according to Snyder, flaws in the healthcare system were aggravated by the contagion. This led to more deaths in America than in other wealthy nations like Japan and Germany. But the not so well-to-do Sri Lanka escaped with a minimum number of Covid-caused fatalities amidst obstacles mounted by antinationalist ill-wishers as I saw it at the time. That is Professor Snyder’s Lesson 1, which is about the human right of easily accessible health care. Sri Lanka is actually ahead of America in this respect in spite of relative poverty.
by Rohana R. Wasala
(To be concluded.)
Features
Four-day work week; too much rigidity; respectful farewell

I received a video that announced Japan was considering changing to a four-day work week. Suspicious of such news in my cell phone, I googled and found that certain countries had already opted for work weeks of four days and thus three-day weekends. This change too is a consequence of closedowns of work due to the Covid pandemic.
“Several countries are experimenting with or have implemented four-day work weeks, including Belgium, Iceland, Spain, the United Kingdom and Portugal. Other countries like Germany, Australia, Canada, the Netherlands and the US have also shown interest in, or have tested the four-day work week model.”
The video I got was about Japan changing its government work week to four days from mid-April with many projected objectives. One is to improve government employees’ work-life balance and to address the country’s declining birth rate. Also, the hours of the work day are to be reduced so parents can spend more time caring for their kids termed: ‘Childcare partial leave’. Flexible work hours for women to be implemented so choosing between careers and family will not be necessary.
In Germany experimental trials were carried out in 2023-24 involving 43 companies; 73% plan to continue with the new work structure. Noted for productivity and efficiency, Germany has in addition to one day less working, on average only 34 hours per week. A five-day week of 9 to 5 has 40 work hours per week. Fewer hours at work has been found to promote smarter and more focussed effort with employees happier and more engaged.
Long ago in the 1970s Cassandra shifted from employment in the private sector to a semi government job. She was shocked at the laissez faire attitude of her co-workers in an information centre. Most came to work at around 9.00 am: discussed the bus journey and home; had breakfast; read the morning newspapers; did a bit of work and were ready to have lunch by 12.00 noon. Two hours for this and half for a small snooze. Work till 3.30 pm or so when books/files were closed and grooming selves commenced, to depart at 4.30 pm sharp.
The work ethic in a remote government school and a private school in a city were as opposed to each other as the proverbial chalk to cheese. Do minimum against teaching; don’t care attitude to dedication and commitment; take leave to maximum vs hardly taking leave in consideration of the fact parents of students pay fees; non disciplining principals to dedicated pedagogues who set an example.
Cassandra supposes, and correctly, that with the change of government and a system change, even though many offices are overstaffed, employees put in a solid day’s work. The public is better served, most definitely.
Hence how would it be for Sri Lanka to lop off one work day a week? There will certainly be benefits, but aren’t many of us complaining about the presence of too many public holidays; we enjoy 24 to 30 a year including every full moon Poya Day. A travesty!
The utter mayhem of Poya weekends
Those who lived through the period when the calendar in this overzealous Buddhist country went lunar (sic) and made the four Poya Days of a month and half the pre-Poya Day as the country’s weekend. It was a total mess since many a week had more than five week days in it till the moon changed from one phase to another. Ceylon was completely out of sync with the rest of the world. That was in 1966 with Dudley Senanayake as Prime Minister. Mercifully, in 1970, the Saturday Sunday weekend was reverted to, and sanity regained.
Conclusion is that making our week of four days’ work and weekend three days has to be carefully considered, tested and implemented, or kept as it is. Better it would be if government offices were pruned of excess staff recruited on politicians’ orders and genuinely legitimate officers made to work efficiently.
VVIP Mother in queue
A photograph made the rounds on social media of a frail looking, white haired lady in a queue in Kandy moving slowly to pay homage to the Sacred Tooth Relic. It was said to be President AKD’s mother who was hospitalised just a couple of months ago. Admired is her devotion as well as the fact she came incognito; not informing her son of her intended travel.
But Cass is censorious. Here was a genuine case of needing a bit of stretching of points and helping her to fulfil her desire to pay homage with ease. After all, he is working hard and very probably long hours to get this country on an even keel. He needs appreciation and if he refuses advantages, let a less able person benefit.
A truly honourable Pope
Roman Catholics across the globe mourn the death of the 266th Pope on the Monday after the Easter weekend; and the world respects and reveres him. People comment he must have willed himself to live through Easter, even presenting himself to crowds gathered in the huge grounds of St Peter’s Basilica.
Pope Francis was born Jorge Bergoglio on December 17, 1936, in Buenos Aires, Argentina. He was inspired to join the Society of Jesus or Jesuits in 1958 after a serious illness. Ordained a Catholic priest in 1969, he was the Jesuit provincial superior in Argentina from 1973 to 79. He became the Archbishop of Buenos Aires in 1998 and was created a cardinal in 2001 by Pope John Paul II. He was elected in the papal conclave following the resignation of Pope Benedict XVI as head of the Catholic Church and Sovereign of the Vatican City State in 1913, claiming many firsts: a Jesuit becoming Pope; first from America, from the Southern Hemisphere. He chose his papal name in honour of Saint Francis of Assisi, kind to all living beings. “Throughout his public life, Francis was noted for his humility, emphasis on God’s mercy, international visibility as pope, concern for the poor and commitment to interreligious dialogue. He was known for having a less formal approach to the papacy than his predecessors.”
We remember his visit to Sri Lanka from January 13 to 15, 2015, when he travelled to the Shrine of Our Lady of Madhu and canonized Sri Lanka’s first saint, Joseph Vaz. He conducted a Mass and bestowed blessings to the multitude at Galle Face Green. As he entered and left the Green, he placed his hands on the heads of infants, children, the very poor, the old and infirm; never mind oil and dirt on heads. A truly great and good person.
Features
Kashmir terror attack underscores need for South Asian stability and amity

The most urgent need for the South Asian region right now, in the wake of the cold-blooded killing by gunmen of nearly 30 local tourists in Indian-administered Kashmir two days back, is the initiation of measures that could ensure regional stability and peace. The state actors that matter most in this situation are India and Pakistan and it would be in the best interests of the region for both countries to stringently refrain from succumbing to knee-jerk reactions in the face of any perceived provocations arising from the bloodshed.
The consequences for the countries concerned and the region could be grave if the terror incident leads to stepped-up friction and hostility between India and Pakistan. Some hardline elements in India, for instance, are on record in the international media as calling on the Indian state to initiate tough military action against Pakistan for the Kashmiri terror in question and a positive response to such urgings could even lead to a new India-Pakistan war.
Those wishing South Asia well are likely to advocate maximum restraint by both states and call for negotiations by them to avert any military stand-offs and conflicts that could prove counter-productive for all quarters concerned. This columnist lends his pen to such advocacy.
Right now in Sri Lanka, nationalistic elements in the country’s South in particular are splitting hairs over an MoU relating to security cooperation Sri Lanka has signed with India. Essentially, the main line of speculation among these sections is that Sri Lanka is coming under the suzerainty of India, so to speak, in the security sphere and would be under its dictates in the handling of its security interests. In the process, these nationalistic sections are giving fresh life to the deep-seated anti-India phobia among sections of the Sri Lankan public. The eventual result will be heightened, irrational hostility towards India among vulnerable, unenlightened Sri Lankans.
Nothing new will be said if the point is made that such irrational fears with respect to India are particularly marked among India’s smaller neighbouring states and their publics. Needless to say, collective fears of this kind only lead to perpetually strained relations between India and her neighbours, resulting in regional disunity, which, of course would not be in South Asia’s best interests.
SAARC is seen as ‘dead’ by some sections in South Asia and its present dysfunctional nature seems to give credence to this belief. Continued friction between India and Pakistan is seen as playing a major role in such inner paralysis and this is, no doubt, the main causative factor in SARRC’s current seeming ineffectiveness.
However, the widespread anti-India phobia referred to needs to be factored in as playing a role in SAARC’s lack of dynamism and ‘life’ as well. If democratic governments go some distance in exorcising such anti-Indianism from their people’s psyches, some progress could be made in restoring SAARC to ‘life’ and the latter could then play a constructive role in defusing India-Pakistan tensions.
It does not follow that if SAARC was ‘alive and well’, security related incidents of the kind that were witnessed in India-administered Kashmir recently would not occur. This is far from being the case, but if SAARC was fully operational, the states concerned would be in possession of the means and channels of resolving the issues that flow from such crises with greater amicability and mutual accommodation.
Accordingly, the South Asian Eight would be acting in their interests by seeking to restore SAARC back to ‘life’. An essential task in this process is the elimination of mutual fear and suspicion among the Eight and the states concerned need to do all that they could to eliminate any fixations and phobias that the countries have in relation to each other.
It does not follow from the foregoing that the SAARC Eight should not broad base their relations and pull back from fostering beneficial ties with extra-regional countries and groupings that have a bearing on their best interests. On the contrary, each SAARC country’s ties need to be wide-ranging and based on the principle that each such state would be a friend to all countries and an enemy of none as long as the latter are well-meaning.
The foregoing sharp focus on SAARC and its fortunes is necessitated by the consideration that the developmental issues in particular facing the region are best resolved by the region itself on the basis of its multiple material and intellectual resources. The grouping should not only be revived but a revisit should also be made to its past programs; particularly those which related to intra-regional conflict resolution. Thus, talking to each other under a new visionary commitment to SAARC collective wellbeing is crucially needed.
On the question of ties with India, it should be perceived by the latter’s smaller neighbours that there is no getting away from the need to foster increasingly closer relations with India, today a number one global power.
This should not amount to these smaller neighbours surrendering their rights and sovereignty to India. Far from it. On the contrary these smaller states should seek to craft mutually beneficial ties with India. It is a question of these small states following a truly Non-aligned foreign policy and using their best diplomatic and political skills to structure their ties with India in a way that would be mutually beneficial. It is up to these neighbours to cultivate the skills needed to meet these major challenges.
Going ahead, it will be in South Asia’s best interests to get SAARC back on its feet once again. If this aim is pursued with visionary zeal and if SAARC amity is sealed once and for all intra-regional friction and enmities could be put to rest. What smaller states should avoid scrupulously is the pitting of extra-regional powers against India and Pakistan in their squabbles with either of the latter. This practice has been pivotal in bringing strife and contention into South Asia and in dividing the region against itself.
Accordingly, the principal challenge facing South Asia is to be imbued once again with the SAARC spirit. The latter spirit’s healing powers need to be made real and enduring. Thus will we have a region truly united in brotherhood and peace.
-
Business7 days ago
DIMO pioneers major fleet expansion with Tata SIGNA Prime Movers for ILM
-
News6 days ago
Family discovers rare species thought to be extinct for over a century in home garden
-
Features4 days ago
RuGoesWild: Taking science into the wild — and into the hearts of Sri Lankans
-
Foreign News6 days ago
China races robots against humans in Beijing half marathon
-
Editorial7 days ago
Selective use of PTA
-
News3 days ago
Orders under the provisions of the Prevention of Corruptions Act No. 9 of 2023 for concurrence of parliament
-
Features5 days ago
New species of Bronzeback snake, discovered in Sri Lanka
-
Features6 days ago
The ironies of history