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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 Monday (24)

A pilot project is due to start this year in 215 schools. Training the principals and teachers at these schools is also carried out via self-learning methodologies. The contribution from the Distance Learning Centre towards this work is extensive and will extend further in future. This communication currently runs on e-Thaksalawa, You Tube and Nanasa, eight educational channels on Dialog TV.”

We believe education is a right rather than a privilege, and believe the impact of Covid-19 on the education of under-privileged students and students at risk was greater than on others. Social disparities have steepened both due to Covid-19 and the fuel crisis. Under-privileged children such as those from rural areas, students with disabilities, should be prioritised within the social movement of enhancing access to education. At a time of widening socio-economic disparities, it is important to pay attention to equality, and, extending this further, to equity. It is however necessary to warn that the reality is very different to this ideal, and that a situation is now being created where privileged socio-economic layers of society are at a much greater advantage, similar to the pre-Kannangara era, in the context of the current economic, social and political crisis.

(v) Relationship between education and health

The inseparable connection between education and health is more evident than ever before following the Covid-19 pandemic. I emphasise that I refer to both physical and mental health when I refer to health. I do not intend to discuss this extensively in this lecture but wish to point out the crucial need for the health sector and the education sector to co-ordinate and work together, much more than it is being done today.

I would also like to emphasise that this is a concept closely aligned with the Kannangara vision.

(vi) Continuous professional development of education professionals

Much of the negative influence on the dignity and quality of any profession arises from the actions of a small minority. The serious concern here is the tendency of that minority to override the majority opinion and get them to adopt the minority view. The harm that is caused by suppressing the views of the majority who are usually peace-loving and dislike conflict is significant. It is therefore necessary to empower the majority to subdue the harmful minority. This can be done in two ways: professional empowerment and empowering the individual personality.

The Sri Lankan Education Service was unable to entirely avoid the decline in socio-cultural sensibilities, the move towards materialistic individualism, and the weakening of moral fibre, that was seen in general society after 1977. My personal experience, however, is that the majority of the teaching community are still people who think beyond personal gain and consider their profession to be a public service.

It is this teaching community that help develop all types of professionals and intellectuals for society. The pride teachers have in their profession as well as the respect society accords to teachers should therefore be at least as high as, if not higher than, the respect accorded to professionals such as doctors, engineers, professors and university lecturers. It is therefore critically necessary to instigate well-structured and wide-reaching programs for the continuous professional development of teachers, alongside educational reforms.

H.M.R. Kokila Nandani Priyanthi, manager of the Teachers Professional Development Centre in Ampara, wrote an article for the Gaveshana magazine previously mentioned to explain in detail the professional development of teachers in Sri Lanka. She states as follows:

“The continuous professional development of teachers is the responsibility of individual teachers just as much as it is the responsibility of the Department of Education. At the moment, teachers’ trade unions mediate on the rights of teachers; however, the role of professional organisations is different. For example, the GMOA, the Government Medical Officers’ Association is the trade union of doctors. The SLMA, the Sri Lanka Medical Association is the professional organisation of doctors. The SLMA carries out an extensive range of activities throughout the year to enhance the professional knowledge and practice of doctors. This type of activity is essential for the teaching profession as well, in order to update their knowledge and skills”.

Education

It is difficult to provide a clear definition for an abstract term such as education. The concepts of teaching, learning, assessment, appreciation (of music, literature etc), practical skill development and many other concepts are all encompassed within education. The word education was derived from Latin, from the word ‘e-ducere’ which means ‘to lead out’. Every person has the potential energy to carry out certain tasks and the role of education is to divulge this hidden energy. It is said that only 5%-10% of this energy is developed in people, therefore, evidently, education needs to expand further.’

Krishnamurti states that education is not the learning of subject matter from books or memorising facts. Education is the critical analysis of facts given in books to determine if such facts are accurate. Identifying the needs of students and creating a pathway for them to realise their expectations by giving them suitable practical experience is also education. The role of education is to bring about a balanced outcome in a person’s development, incorporating physical, mental, social, cultural, ethical and spiritual development.

It has been emphasised that the primary aim of education is not only the quantitative aspect of training a student to successfully get through examinations, but also to enhance the positive personal qualities of a student. The mark of a high-quality education is therefore that it can support a person and society to meet national objectives, both individual and societal.

Quality improvement in education

The key question when considering the quality of education is – what does quality mean? Quality in a business sense is the ability to meet requirements and suitable for usage.

It is necessary to ascertain how ready education professionals in Sri Lanka are to meet the requirements of the 21st century. In order to do so, first, it is necessary to determine what skills an educator should have, and who falls into the category of education professionals. University professors, lecturers, members of teaching faculties of educational institutions would all be considered educators, however, from the viewpoint of general society, school principals and teachers are usually considered education professionals, and it is they who contribute the most to the Sri Lankan education system.

Teachers’ professional skills

A skill is the ability to carry out a particular task. Skills incorporate something beyond mere knowledge. The teachers’ guides of the National Education Institute state that “a skill is defined as a combination of knowledge, abilities and attitudes. Skills can contain one or more of these three components in varying ratios. Some skills may incorporate a greater percentage of ability, whereas others may contain a higher proportion of knowledge or attitudes.” Research indicates that skills have been defined in many ways.

The Commonwealth Report of 1974 explains the skill set a teacher needs as follows: “To be a skilled teacher, a person needs knowledge about childhood development, material and strategies for teaching and he should be a person who uses these skills to instruct students/community.”

The 21st century began with unusually rapid development in technology and in communication. A new technology can become obsolete even as it is introduced to the market. In such a rapidly changing world, the skills necessary for learning and employment include creativity, innovation, critical thinking and problem solving, communication, teamwork, information management, effective use of technology, professional and technical life skills, and cultural flexibility.

Sri Lankan teachers enjoy a positive reputation although there are questions about their professional skills. To improve the quality of education, it is necessary that the teacher becomes skilled in his profession, and this is a critical and urgent need today.

Professional development

It is teacher education that gives people with different belief systems, ethics, values and personalities who enter the profession, the knowledge, skills, beliefs and the persona to form the foundation for a high-quality teacher.

Globally, teacher education is therefore provided in two formats: pre-employment teacher education at the time of entering the teaching service, and, continuous education, professional development while being employed. It is necessary to assess if such education is adequately provided to Sri Lankan teachers.

Continuous professional education is important since research has indicated that pre-employment training alone is insufficient to develop an effective teacher since a teacher does not receive a fully adequate practical experience during the pre-employment period. A teacher should learn how to teach by experiencing actual teaching. It is also important to provide continuous professional education as it increases the quality of the teacher’s work and enhances job satisfaction. The quality of an education system depends on the quality of the teachers employed within that system, leading to a special emphasis on professional teacher education globally.

In 2009, the National Institute of Education defined teacher education as the mechanism for teachers to achieve professional skills. Professional development is achieved as the teacher learns the practical skills necessary to pass on the knowledge he possesses to the students. Professional development can therefore be defined as become aware of and further improving the experience, skills and usage to carry out the task of teaching more effectively. In 21st century professional development, the teacher has to prepare himself for an uncertain, highly complicated future.

Teacher education and certification started in Sri Lanka in 1970 with the establishment of general schools. The Universities of Colombo and Peradeniya, the Eastern University, the University of Jaffna, the Open University and the National Institute of Education offer Post-graduate Diploma in Education and Master of Education programmes, which are in line with modern global trends of teacher education, primarily for teachers with a Bachelor’s degree. The primary content in these programmes is to provide pedagogical education to teachers (National Education Commission Report, 2014). This report also states that further education programmes for teachers without a basic degree also give primary focus to pedagogy.



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Opinion

Future of world religions

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I refer to Dr Upul Wijayawardena’s recent letter on science and religion. I agree with him on the fate of religions in the modern world and would like to add the following observations on the evolution of religion and the advent of AI.

Religious philosophy evolved only in ancient India while it remained static with monotheism in other parts of the world. When the polytheistic Vedic religion arrived with Aryan migration to India, they found the ancient version of Jainism, which may have been practised over four thousand years as evidenced by some figures in meditation posture found in Mohenjo daro. By that time the indigenous religion had already abandoned the creator god or gods but still believed the mind as a permanent entity athman that survived death and continued in a cycle of reincarnation (samsara) due to results of any harmful action (kamma) even unintended performed in life collected in the athman. Salvation to a happy all-knowing permanent state named Kevala could be attained by the athman with extreme degree of self-mortification to destroy the past kamma attached to it, refraining from new kamma and developing the mind by meditation. As observed in progression from Veda to Upanishads the Aryan religion, evolution progressed with adoption of kamma, the cyclic existence of samsara, meditation and ethical behaviour in addition to prayer and sacrifice they practised for moksha.

The Buddha appeared in this philosophical atmosphere and denied both creator god and a permanent entity of athman. His psychology describes human behaviour based on the mind as a stream of changing consciousness. However, he accepted the cyclic existence of samsara; he said he verified the survival of consciousness at death with help of knowledge he gained from meditation. He prescribed a middle path to attain nirvana, a permanent state of happiness, avoiding self-mortification and redefined kamma to intentional activity only, both ethical and unethical resulting in bad and good results. He disagreed with the idea of kamma as the cause of rebirth. Following the Buddha, Vedantha religion reformed god to universal athman or brahman and evolved to modern Hinduism with a mixture of polytheism.

In his description of living beings in the universe, the Buddha has described some with a body made of fine material (brahma beings) in comparison to the gross material body of human and animal beings. One may assume the brahma body may not be carbon based.

The Buddha has also described living beings with physical body only (asannasatta) and another variety with mind only without a body (arupa satta). Therefore, it is not surprising to Buddhists that AI may evolve to become living beings if it develops a readily and freely available mobile source of energy and takes over the world with its superior capacity. AI already has information about Buddhist psychology. With that knowledge ‘AI beings’ may even become Buddhists not given to rituals.

According to the Buddha, brahma beings and asannasatta beings have very long lifespans as their bodies are not subject to decay and illness human beings develop. The new AI beings also may live as long as they wish because they may be able to repair themselves in case of developing physical defects. They would need only ethical behaviour to avoid destroying themselves by peaceful existence if they took over the world, as feared in some quarters.

However, as long as human beings exist in the world with death and uncertainty of what happens after death, they need a religion and rituals to give them psychological support. Even those who profess death is the end of life may have some doubt troubling their mind from time to time and may think of religion in times of adversity.

Ideally, human beings are free to accept one of the many versions of religious philosophies and respect each other’s choice and live in harmony. Unfortunately, extreme degrees of religious versions that cause division, unrest and violence will always continue to exist together with religions in the world.

Upali Abeysiri

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Opinion

The Cream of the Earth: Why Sri Lanka needs a Fruit Consumers Movement

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By Lalin I De Silva

Sri Lanka speaks constantly about hospitals, medicines, food imports, agricultural productivity and the rising cost of living. Yet there is one simple question we rarely ask:

Are we eating enough of the food that our own soil can naturally give us?

Fruit is perhaps one of the finest gifts of the earth to humankind. A ripe mango, banana, papaya, guava or avocado comes to us almost ready to eat. Sunlight, rain, soil, microorganisms, minerals and the labour of a farmer have already done most of the work.

That is why I like to describe fruit as the “cream of the earth.”

This is, of course, not an argument that fruit alone can prevent every disease, or guarantee longevity. Science does not support such exaggerated claims. But there is strong international evidence that regular consumption of fruits and vegetables forms an important part of a healthy diet and is associated with lower risks of several major non-communicable diseases.

Sri Lanka’s own dietary guidance encourages the daily consumption of fruit as part of a balanced diet.

The tragedy is that we live on an island capable of producing an extraordinary variety of fruits, while many families increasingly depend on highly processed foods, sugary drinks and imported snacks.

This deserves national attention.

We Produce — But Do We Connect?

Sri Lanka grows banana, mango, pineapple, papaya, avocado, rambutan, mangosteen, guava, woodapple, beli, pomegranate, durian and many lesser-known indigenous fruits.

Yet our fruit value chain remains fragmented.

The farmer often does not know the final consumer.

The consumer rarely knows the farmer.

Fruit travels through several intermediaries, sometimes suffering poor handling, unnecessary damage and price escalation along the way.

Consumers may not know where a fruit was grown, when it was harvested, whether it was naturally matured or what crop-protection practices were followed.

Meanwhile, a careful farmer, producing exceptional fruit, may receive almost the same farm-gate price as someone producing an inferior product.

That is not value-chain management.

It is precisely this disconnect that a new citizen-led initiative could begin to address.

25 Districts — 25 Consumer Societies

A proposal now emerging is to establish a Pure Sri Lankan Authentic Healthy Fruit Consumers Society in each of Sri Lanka’s 25 districts.

The concept should not become another organisation full of titles, meetings and ceremonial functions.

Its purpose must be practical.

Each district society could bring together consumers, growers, doctors, nutritionists, horticulturists, schools, universities, retailers, hotels, processors and young entrepreneurs.

The first task would be to understand the district itself.

What fruits are grown?

Where are they grown?

When are they available?

Which traditional varieties are disappearing?

Where can consumers purchase genuinely good fruits?

Where are the post-harvest losses?

What do farmers need?

What do consumers actually want?

From this information, each district could eventually develop its own Fruit Map.

Twenty-five district maps could then become a National Fruit Map of Sri Lanka.

From Anonymous Fruit to Traceable Fruit

Imagine buying a mango and scanning a QR code.

You could see the district, grower, variety, approximate harvest date and production information.

You could perhaps even provide feedback on taste.

That may sound futuristic, but the technology already exists.

The problem is not technology.

The problem is that our food system was never designed to connect the person who grows the fruit with the person who eats it.

Traceability could change that.

The principle is simple:

Know your farmer. Know your fruit.

Let the Consumer Lead

For decades, agriculture has largely been driven from the production side.

“How much can we produce?” has been the dominant question.

A healthier agricultural economy should begin with another question:

What does the consumer need, value and trust?

If thousands of consumers deliberately demand fresh, safe, flavorful and traceable Sri Lankan fruit, the message travels backwards through the entire value chain.

Retailers respond.

Farmers respond.

Nurseries respond.

Researchers respond.

Investors respond.

Government eventually has to respond.

That is the real power of an organised consumer movement.

Start With Children

Perhaps the most powerful campaign message could be remarkably simple:

Two Fruits a Day.

Imagine a Sri Lankan child coming home from school and asking:

“What are our fruits today?”

Imagine every school having a small fruit garden.

Imagine children being able to identify 10 Sri Lankan fruits, understand their seasons and know where they are grown.

Such behavioral change cannot be achieved merely by issuing circulars from Colombo.

It must become part of family culture.

Kandy Could Begin

Kandy would be a logical district in which to pilot the concept.

Its climatic diversity, surrounding agricultural communities, educational institutions, hotels, markets and strong plantation heritage provide an excellent testing ground.

A successful Kandy model could then be adapted—not blindly copied—across the other 24 districts.

The objective should ultimately be much larger than selling more fruit.

It is about reconnecting soil, farmer, food, consumer and health.

Sri Lanka does not need to invent every solution from outside.

Sometimes the answer may already be hanging from a tree beside us.

We simply have to recognise its value.

Know Your Farmer. Know Your Fruit. Live Well.

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Opinion

‘Outpost of Empire’

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Review

by Colleen Figg, Editor
and Reviewer – Amazon, New Voices Publishing

“Fernando echoes Macbeth with the line, “There is judgment here.” It captures the question running through the novel: can anyone participate in corruption and remain untouched by it? Beneath this satire is a dark story about power and the danger of believing, that someone else will always pay the price.”

Shavindra Fernando’s Outpost of Empire is a political novel set in the fictional country of Lackadasia. At its heart is a strong idea: an exploration of world politics, terrorism and the ways in which powerful countries manipulate smaller ones. Fernando is clearly writing about political issues that matter deeply to him.

The names immediately establish the book’s satirical character. Lackadasia, Burgherbugaria and the various Klowns suggest a world in which the people and places are exaggerated, but the issues beneath the exaggeration are recognisable. The playful language allows Fernando to approach terrorism, religious conflict and political corruption from an unusual angle.

Henry Stockwell is a central character: an ambassador who arrives in Lackadasia presenting himself as a friend of the country. He believes he understands how power works and treats the country, its politicians and its people as pawns on his personal chessboard. In his arrogance, he never doubts that he controls events rather than being controlled by them. This confidence makes him a compelling figure and in him, we explore the workings of political influence and the potential traps contained therein.

As the story develops, Fernando reveals a political world where causes are adopted when they are useful, people are exploited and discarded, and the truth becomes whatever those in power need it to be. Ordinary people suffer the consequences of decisions made far beyond their reach or knowledge, while those making those decisions continue to justify their actions. Even the people who help keep this world running may not be as important or as safe as they imagine.

Stockwell brings this idea into focus. He recognises corruption in others and willingly takes part in it himself, yet he cannot see that he might also suffer its consequences. Ultimately, he thinks his position will keep him safe. He is intelligent enough to understand the game, but not insightful enough to grasp the limits of his place within it. This blindness gives the novel a strong sense of irony.

The satirical approach gives Fernando room to criticise political hypocrisy without turning the novel into a direct political argument. By using fictional countries and exaggerated names, he creates some distance from specific governments and events while still making the larger targets of the book clear. The humour does not take away from the seriousness of the subject; instead, it makes the cruelty and self-interest beneath the political performance stand out more sharply.

Near the end, Fernando echoes Macbeth with the line, “There is judgment here.” It captures the question running through the novel: can anyone participate in corruption and remain untouched by it? Beneath this satire is a dark story about power and the danger of believing that someone else will always pay the price.

I came away feeling that Outpost of Empire is a valuable and thought-provoking book, particularly in today’s political and social climate. It has a distinctive voice, and the questions it raises about power, responsibility and foreign interference remain relevant far beyond the fictional borders of Lackadasia.
About the Author

Shavindra Fernando has worked as a reporter. He read English & Classics at the University of Peradeniya in Sri Lanka, and took International Relations & Ethnic Politics as a Reuter Fellow at the University of Oxford in England. The Vague Poetess (1999)was his first novel.

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