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Educational reforms Sri Lanka demands today for a brighter tomorrow

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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.



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Trump’s tariffs, AKD’s gazette and Sri Lanka’s diplomatic slumber

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“We are rather respectable in Colombo. We go to bed fairly early, and we remain there till morning. “

According to Sri Lanka’s diplomatic folklore, the late S.W. R. D. Bandaranaike uttered these words while explaining the reasons for Sri Lanka’s abstention on the UN resolution condemning the Soviet invasion of Hungary. Apparently, SWRD’s foreign ministry officials were asleep at home when the diplomatic cable seeking instructions was received from New York. In those days, there were no cell phones, Internet, or even fax or telex machines. The diplomatic cables were sent through post offices. Decoding them was a slow and time-consuming process. Thus, the government could not provide appropriate instructions to our mission in New York in time, and the Sri Lankan delegation abstained on that sensitive UN vote.

Sri Lanka’s Absence from Section 301 Consultations

But then, how does one explain Sri Lanka’s absence from the crucial bilateral consultation held in Washington by the Office of the United States Trade Representative (USTR) during March-April on “Forced Labour” under the Section 301 of the US Trade Act of 1974? Didn’t our foreign and trade ministries send appropriate instructions to Washington in time? Even if the instructions from the foreign ministry were transmitted to our embassy in Washington by pigeon carriers, there was enough time for Sri Lanka to participate in those meetings.

In March, the USTR initiated these 301 investigations on 60 trading partners, and invited all of them for confidential consultations. Out of the 60, 46 participated in these consultations. Sri Lanka was not one of them. Other countries that didn’t participate in these consultations included China, Russia, and Venezuela! In addition to that, the Section 301 Committee conducted a public hearing with interested parties on April 28 and 29. Washington-based diplomats, representatives from few trade ministries as well as representatives from many foreign trade associations and chambers participated in these hearings. Sri Lanka was once again conspicuously absent.

As a result, when the USTR published the proposed forced labour tariffs on June 2nd, Sri Lanka ended up with a 12.5% duty. Pakistani and Indonesian diplomats participated in these consultations and took appropriate follow-up measures, and managed to enter the 10% duty category. As even a threat of a modest tariff hike could disrupt supply chains and reduce competitiveness, particularly in an industry such as garments, I discussed this issue on 15 June and underscored the importance of Sri Lanka’s participation at the next hearing, which was scheduled to be held from July 7th .

Awakening from Diplomatic Slumber and AKD’s Gazette

Fortunately, Sri Lanka finally awoke from weeks of diplomatic slumber, and Ambassador Mahinda Samarasinghe participated in the public hearing on 9 July, and promised, “…. · We have agreed to the text in our negotiations with the USTR on forced labour, …. The gazette as we speak is being printed and I’m getting the gazette tomorrow morning, and the gazette will be shared with USTR as I get it“.

As promised, President Anura Kumara Dissanayake issued a gazette on 10 July banning the imports of goods produced by forced labour. These new regulations are very similar to what Pakistan and Indonesia enacted in April, after their consultations with USTR in March. Why couldn’t we do it in April? Why did we wait till the very last minute?

Challenges ahead

“War is too important to be left to generals alone,” is a famous saying attributed to former French Premier Georges Clemenceau. Similarly, monitoring our main markets is too important to be left to diplomats alone. The United States is the largest single-country market for Sri Lanka. Therefore, Sri Lankan trade chambers and associations should become more proactive in these markets and participate in these events. For example, the chairman of the Pakistani apparel exporters association participated in the April hearings. Similarly, representatives from the Indian Agricultural and Processed Food Products Export Development Authority, the Federation of Indian Chambers of Commerce and Industry, the Confederation of Indian Industry, and Reliance Industries also participated in July hearings. At an event where each speaker is given only five minutes (strictly enforced), having a number of speakers from a country is an advantage. The presence of industry representatives in these kinds of events also help them understand the market dynamics and the future challenges. This is important, particularly because there will be many more challenges with Trump’s tariffs.

With the gazette issued on 10 July, Sri Lanka has imposed a prohibition on the importation of goods produced with forced labour. Now, the challenge will be to effectively enforce the prohibition. And what are the goods produced with forced labour? The USTR list only focuses on aluminum, cotton, electronics, lithium-ion batteries, rice, and tobacco. However, according to the U.S. Department of Labour, the list is much longer. Hence, this list may change continuously during the next two years and tariffs may fluctuate once again.

So, this is definitely not the time to slumber.

(The writer, a retired public servant, can be reached at senadhiragomi@gmail.com)

by Gomi Senadhira ✍️

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Tales of Mystery and Suspense 10 Casino for Sale

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After the overwhelming grotesquerie of J K Rowling’s latest Cormoran Strike novel (written, I should have noted, as the others were, under the pseudonym Robert Galbraith), I thought I should return to the world of fun, and also a much shorter description since this thriller moves quickly without the layers of detail that Rowling engages in.

I then move to the second comic thriller by Caryl Brahms and S J Simon. This, their second story to feature Vladimir Stroganoff and Adam Quill, was Casino for Sale, as lunatic a romp as the first, though without the emphasis on the ballet that characterized A Bullet in the Ballet.

This one begins with the impresario Stroganoff buying a casino cheap from Baron Sam de Rabinovich, only to find that it was a rundown place, not the grand casino of La Bazouche, a resort on the Frenc+h Riviera, as he had initially thought. The grand one belonged to Lord Buttonhooke, and Stroganoff could  not compete, until he thought of bringing the Ballet Stroganoff to the casino – which of course leads to Buttonhooke deciding to have ballet performances in his Casino too.

Stroganoff invites Quill to visit him, which Quill decides to do since he has left Scotland Yard, having come into a legacy. No one believes this, and he has to face questions as to what he did to have been sacked, with sympathy for having been found out.

Caryl and Simon

The day he arrives in La Bazouche there is a murder, of a vitriolic critic called Citrolo, in Stroganoff’s office. He had been going to write a damning review of the opening night of the ballet and Stroganoff, when he realizes Citrolo cannot be swayed, drugs him and dictates the review himself to the papers. He leaves Citrolo sleeping and finds him shot the next morning, whereupon he decides to muddy the waters and leave a suicide note and lots of other murder weapons. So much overkill, as it were, of course ensures that he is arrested.

But the excitable French detective who makes the arrest follows up his suggestion that Buttonhooke was also involved, and so the two casino owners find themselves in cells next door to each other, with the detective Gustave quite happy to provide creature comforts for a fee.

Quill decides he must investigate, and finds Gustave most cooperative, since he has a laid back attitude to work. So it is Quill that finds a notebook which makes it clear Citrolo is an accomplished blackmailer, and that there are lots of possible murderers, including Stroganoff’s croupier, who was crooked, Rabinovich, who was now working for Buttonhooke, a confidence trickster called Kurt Kukumber, whose prospectus for a dud gold mine was found in the office and Prince Alexis Artishok who was engaged in a deal to buy diamonds from the ballerina Dyra Dyrakova.

Stroganoff had been trying to get Dyrakova to dance for him, but having done so previously she had refused. But then to Stroganoff’s chagrin she agreed to dance for Buttonhooke. The clearly crooked Artishok had told Buttonhooke’s mistress Sadie Souse, who was not very bright, that Dyrakova possessed diamonds she was willing to sell cheap, and Sadie was determined to have them.

Quill meanwhile finds out that there was a secret passage to Stroganoff’s office, the obvious solution to what had begun as a locked room mystery, and that this was known by almost everyone apart from Stroganoff himself. And then Rabinovich is murdered, just after Gustave had released his two original suspects, leading him to blame Quill for having insisted on that and thus allowing them to kill again.

Soon afterwards Dyrakova arrives, and the town is full of posters announcing that she will appear in the casinos, elaborate posters for either one, since Stroganoff is determined that she will dance for him, and if she does not come willingly, he has devised a scheme to make her do so unwillingly. So, though Buttonhooke has her taken off to his yacht immediately she arrives at the station, Quill along with Arenskaya gets her into a launch and to Stroganoff’s casino, where she performs to tumultuous applause, not knowing for whom she is dancing.

When Quill asked her about the diamonds, she said she had sold them long ago, and that gave Quill the solution to the mystery. Rabinovich had known about this, and Artishok had killed him to prevent Sadie learning it from him, he had killed Citrolo who had recognized him for an accomplished card sharper, not a Russian prince at all. But before he is arrested, he gets away in a boat, and the police launch that pursues him is on the point of catching him up when it runs out of petrol.

Again, lots of excitement, and entertaining references  – Gustave grows marrows – and if not quite as brilliant as its predecessor, Casino was certainly a delightful read.

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The challenge of being positive about SAARC

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The RCSS forum addressed by SAARC Secretary General Ambassador Md. Golam Sarwar in progress. (Pic courtesy RCSS)

It was a few years back that a former President of Sri Lanka took it on himself to pronounce SAARC ‘dead’. Since then there have been other sections of Sri Lankan opinion that have joined the critics of SAARC and taken the solemn stance that SAARC has indeed died what may be called a natural death.

Their fatalism is understandable. SAARC has failed to meet at heads of government or state level for the past several years to take the SAARC process notably forward. Regional cooperation has more or less been only an appealing idea. No substantive concrete projects have taken off to make the idea a hard reality. ‘Inner paralysis’ seems to be SAARC’s lot. Hence the fatalism in these circles.

However, being one of the worst cash-strapped regions of the world and a teemingly populated one with people virtually left to their devices, what choices do the ‘SAARC Eight’ have other than to try their best to band together and continue with their cooperation efforts, however small they may be?

There is no escaping the mounting debt trap for many of these countries and bankrupt Sri Lanka is a glaring example, but ‘throwing in the towel’ and abandoning themselves entirely to the diktats of the strongest economies and their agencies will prove a ‘living death’ for many countries in the SAARC fold.

The gains may be meagre but giving-up on SAARC cooperation in full would prove self-defeating for the organization and South Asia. Right now, the collective intention ought to be to salvage what the region could from the tenuous cooperative efforts. Moreover, such initiatives could go some distance to generate a degree of goodwill among the Eight and help in sustaining a dialogue process.

Given this backdrop it proved ‘a stich in time’ for the Regional Centre for Strategic Studies (RCSS), Colombo, to recently host the SAARC Secretary General Ambassador Md. Golam Sarwar to a round table discussion on the unifying potential of SAARC and its future possibilities, besides other related issue areas.

Held on June 24th and moderated by RCSS Executive Director and former ambassador Ravinatha Aryasinha, the forum brought together a vibrant, wide ranging audience comprising academicians, diplomats, senior public servants, civil society activists and many others. Following the presentation by Ambassador Golam Sarwar titled, ‘Reigniting SAARC: Achievements, Challenges and the Way Ahead’, a lively Q&A followed.

The above forum could be described as an act of lighting the proverbial ‘candle’ rather than ‘cursing the darkness.’ It surely is a ‘darkness’ that could be seen as daunting considering that the region’s pivotal powers, India and Pakistan, are failing to act in a spirit of accord but are engaged in bitter finger-pointing on a number of questions of vital importance to SAARC.

On the other hand, what is the rest of the region doing to bring the above sides together? It is disappointing that to date the rest of SAARC has failed to launch a major diplomatic drive to bring peace between the feuding regional heavyweights. It needs to act without delay and establish its earnestness and this effort would need to prove SAARC’s staying power in the unfolding months and even years.

In assessing SAARC’s seeming failure local opinion in particular has failed to factor in what could be described as weak leadership. Since Sheikh Mujibur Rahman of Bangladesh, the founding father of SAARC, the region has failed to produce a visionary leader who could advance the SAARC cause with charisma and drive.

Among other reasons, weak leadership accounts considerably for the faltering and stuttering status, as it were, of SAARC. Badly needed are leaders who could go the extra mile, think less of narrow national interests and work diligently towards the collective well being of the region but SAARC’s millions of ordinary people have been made to wait in vain for leaders of such stature. Instead, they have been burdened with politicians who seem to be relishing the apparently moribund state of SAARC.

Looking back, it could be said that it was the dynamic leadership factor that led to the launching of the Non-Aligned Movement and for its sustenance for a few decades. True, it could be seen in some quarters that NAM is no more, but as in the case of SAARC, the former too has been unfortunate to be burdened over the years with politicians who lack the vision and drive to unflaggingly advance the fortunes of the South. NAM and SAARC lack the dynamism and vision of leaders of the stature of Jawaharlal Nehru, for example, to give them the required guidance and intellectual depth.

The reasons are complex for there not being among us currently political leaders with the vision and the steadfast commitment to advance the legitimate interests of the South. However, it could be stated with conviction that the majority of Southern leaders have too easily caved in to the demands of the global North and its financial agencies.

These leaders have failed to see, for instance, that the largely market economy oriented Northern governments would not view with favour a centrist economic model that attaches priority to the interests of the dis-empowered publics of the South. This realization ought to have dawned on the current government in Sri Lanka, for instance, some while ago but it has no choice but to abide by IMF dictates since economic survival at present is unthinkable without the latter’s succour.

Accordingly for SAARC this should be the time for some soul-searching. Priority needs to be attached to ending the feuding between India and Pakistan since at present the material fortunes of the region hinge largely on these regional giants giving peaceful relations among them a try. This is no easy challenge to meet but some daring, visionary diplomacy needs to take hold among the rest of SAARC.

There is some sense in SAARC bringing the peoples of the region together through programs that address their best collective interests. A meeting of minds among SAARC nations could enable SAARC and its agencies to build a region-wide people’s movement for progressive political and economic change that could in turn lead to the region’s political leaders sensitizing themselves more to the neglected needs of their publics.

However, the time is ‘now’ for the initiation of these progressive changes and the voice of SAARC well wishers would need to drown out those of their critics.

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