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Imperative for Academics to engage the public in times of crisis

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Trade unions held a demonstration recently, opposite the Fort Railway station, against the proposed labour laws reforms and the government’s debt restructuring initiative, which, they said, would adversely impact the EPF and the ETF. Some protesters arguing with the police. Pic by Nishan S. Priyantha

By Samarakoon

A couple of weeks ago, I attended the UN conference on Sustainable Development Goals at the University of Hull, in the United Kingdom. The theme of the conference was ‘Just Transition for Sustainable Development,’ and the popular discussions were spearheaded by natural science scholars who proudly presented new research—funded by private companies—on innovative technology for renewable energy.

During the discussions, a few social science scholars raised a significant question: How can new knowledge on innovative technology for the energy crisis be distributed evenly, especially when the research is funded by private sector companies aiming for surplus profit? The majority of natural science scholars at the conference presumed that policymakers should take responsibility to ensure that technological solutions are delivered equitably. They argued that this could only be achieved within democratic systems, leading me to pose this question to the audience: “If democracy thrives in a given context, equitable distribution of resources may be possible, but what would happen in a scenario where democracy is dying or withering away?” In response, Prof. Julian Agyeman of Tufts University, USA, offered a brilliant answer: “Collective effort is necessary to restore democracy and uphold it for social justice.” Prof. Agyeman’s answer prompted me to think about the academic role, particularly in the social sciences, in raising the public’s collective consciousness to restore democracy for social justice. This Kuppi article explores the gap in Sri Lankan higher education and the need to organize collective efforts or foster collective consciousness for social justice in the current crisis.

Universities and public engagement

Contemporary academia sees universities shifting from open intellectual discourse to a more business-oriented model, affecting their role in propagating universal knowledge. Ronaldo Munck, Helen McQuillan, and Joanna Ozarowska emphasize the growing importance of universities’ public engagement during economic austerity. However, capitalist systems’ evolution has limited universities’ capacity to fully embrace this role in public engagement, as discussed in “Higher Education and Civil Engagement: Comparative Perspectives” (2012).

The term “public engagement” in the academic context refers to universities’ active involvement and interaction with the broader community. This engagement entails a multifaceted process that encompasses both social and spatial interpretations of societal realities. Moreover, it plays a vital role in elevating and organizing political consciousness among the public, fostering a discerning evaluation of social, economic, and political environments.

The dilemma of organizing collective consciousness to restore democracy has been discussed in the Kuppi series, with attention to the emergence of social-economic disparities that threaten the democratic governing system of the country. For instance, Shamala Kumar, in her Kuppi article (08/11/2022)), highlighted We, the public, including academics, must remain vigilant about the current crisis situation in Sri Lanka, which poses a threat to democracy. The most viable and imperative solution is to reinstate democracy through collective endeavors, as advocated by Prof. Julian Agyeman referenced at the outset of this article.the disparity of crisis impacts on the public. She cited an everyday example of witnessing the struggles of women during her drive to the university: “As I drive to work each day, a luxury that I can still afford, I regularly see women with huge stacks of firewood, balanced on their heads, walking home having taken on the burden placed on them.” More recently, in an article titled ‘A People’s University and a National Crisis’ (04/07/2023), Shamala presented a self-critique of the academic’s role in the current crisis, touching upon academic engagement with labour reforms.

The labour reforms proposed by the government essentially aim to exploit workers’ rights and labour, with provisions to extend the working day to 16 hours from the current eight hours per day, with a one hour break, and maintain wages without a minimum standard. Sixteen hours of work per day in any industry, without the protection of a minimum wage policy, amounts to serious laboir exploitation and rights violation. Imagine the garment industry, where women comprise the majority of workers, workers sitting in small chairs, bending their heads down, and pushing the sewing machine pad for 16 hours, enduring the unbearable conditions of labour they face. Considering that Spain has legalized day-offs for period pain, one may question whether these Sri Lankan women in garment industry can afford such reprieve, or whether they will be asked to work for 16 hours per day instead.

A significant event was the realization of a statement signed by 116 academics that expressed a critical evaluation of the government’s prospective labour reforms. The statement was published in a public space (https://island.lk/labour-reforms-in-time-of-great-crisis/).

Missing threads in academic work

How have we acknowledged and addressed the issue of social-economic disparity in the distribution of resources under the theme of free education? How much attention have the university quality assurance programmes paid to this inequality in access to ‘free education’? To what extent do university curricula reflect social-economic disparities? As academics, our inquiry should focus on identifying whether university modules address labour exploitations.

Sri Lanka recently celebrated 200 years of the Tea-economy. How many graduates have hailed from the Tea-plantation sector in the last two centuries? Narayan Punniyaselvan, a graduate of the Colombo University, in Political Science, was the first in Glassaugh Estate, Nanu Oya, to obtain a university degree in 2022. The Tea-plantation sector assumes a pivotal role by contributing substantially to the country’s surplus labour, thereby generating essential economic output and government revenues, which, in turn, support the maintenance of the country’s free education system. However, it is noteworthy that despite their considerable contributions through economic inputs and indirect taxation, surplus labourers from the plantation sector have seldom benefited from the advantages of the free education system. How have we, as academics, examined such disparities?

Academics in the social sciences are increasingly instructed by the University Grants Commission (UGC) to produce ‘skilled labour’ to be integrated into the labour market. For years, the ‘unemployability’ of social science graduates has been highlighted in the media and within policy circles. It has been argued that these graduates end up in public service, which, in turn, has been defined as a mal-efficient structure. Many projects have been introduced since under various funded programmes to improve the skills of social science undergraduates, such as computer literacy and communication in the English language.

I do not deny the reality that social science graduates lack the aforementioned ‘marketable’ skills, but my question is whether all these programmes resolve the problem? Where can these graduates go with these skills? What is the scale of the Sri Lankan labour market? According to the Department of Census and Statistics (2022), in the first quarter of 2022, the total number of employed persons in Sri Lanka was estimated to be 8.4 million, among whom about 47.1% were in the service sector, 27.9% in the industry sector, and 25% in the agriculture sector. Despite efforts to improve the skills of social science graduates, through various programmes, the limited options provided by the labour market pose a challenge for these graduates. A critical aspect to explore pertains to how academics in the field of social sciences, who are tasked with implementing the UGC recommendations on skilled labour, perceive and integrate these intricate social realities into their pedagogical practices.

It is important to clarify that my intention is not to suggest that Sri Lanka’s higher education system completely disregards current social issues. Rather, my inquiry revolves around the adequacy of their engagement and proactive efforts in addressing these pressing concerns. Specifically, I seek to ascertain whether their initiatives and actions are sufficient to effectively address and contribute to the resolution of these matters.

The way to go

Organizing public consciousness holds significant political implications, wherein academics play a pivotal role despite the challenges faced by the current Sri Lankan academia. A historical example that exemplifies the collective action of academics and the public in securing the right to education is the march from Galle to Colombo in 2012. Similarly, academics bear the responsibility to unite in collective efforts to advocate for the rights of the public, particularly labourers in various industries across the country. This includes issuing statements and raising public awareness about the potential risks and hazards pertaining to prospective labour rights. In my observation, academics are struggling to connect with public consciousness due to their workloads, time commitments, and ethnic and class consciousness. However, if academics cannot engage with the public, their survival will also be questionable in this crisis.

We, the public, including academics, must remain vigilant about the current crisis situation in Sri Lanka, which poses a threat to democracy. The most viable and imperative solution is to reinstate democracy through collective endeavors, as advocated by Prof. Julian Agyeman referenced at the outset of this article. Central to this restorative process is the revitalization of university public engagement, a notion that Sri Lankan higher education institutions must actively embrace. This involves enhancing the curriculum’s content to reflect the complexities of social reality, fostering open spaces for public discussions, reevaluating historical movements to garner fresh insights, and critically scrutinizing government policies with despotic undertones, particularly those pertaining to labour exploitation. By recommitting to these active and participatory practices, academia can significantly contribute to the preservation and advancement of democracy in Sri Lanka, fostering a more informed and engaged citizenry capable of collectively addressing the challenges facing the nation.

(The author is attached to the Department of Public Policy, University of Ruhuna)

Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.



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Combining local resources,traditional knowledge and science to build a food-secure Sri Lanka

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World Food Day 2026: Innovating today for a better food future

by Dr. Kaushalya Wijayasekara

What will be on the Sri Lankan dinner table ten years from now? Will our children be able to get nutritious food at a price their families can afford? Will farmers be able to grow enough despite changing weather and rising costs? And how much of the food we produce will actually reach the consumer, instead of being lost or wasted along the way?

These questions can’t wait. A farmer faces unpredictable weather. A family faces rising food costs. Fruit goes unsold after a good harvest. Some children do not get enough nutrition. The future of food is tied to the future of Sri Lanka itself.

World Food Day 2026 is a chance to look beyond the immediate problems and ask whether we can build a food system that feeds our people well, gives farmers better opportunities, protects the environment and makes better use of what we already have. The answer can be yes, but we will have to think differently.

We are not starting from zero. Sri Lanka has diverse crops, fisheries, traditional food knowledge, indigenous varieties, research institutions, universities and a young generation able to create new solutions. What we need is to bring these together and act. Producing more will not secure our food future on its own. It will depend on how intelligently we produce, process, preserve, distribute and consume food.

Making more of what we already have

Innovation does not always mean inventing something new. Often it means finding better uses for the resources we have.

Sri Lanka grows traditional rice varieties, kurakkan, green gram, cowpea, jackfruit, breadfruit, cassava, sweet potato, coconut and palmyrah. All of them have great potential for modern, nutritious, value-added foods. Jackfruit and breadfruit can be made into flour and other convenient products. Traditional rice varieties can go into new foods that suit changing consumer needs. Palmyrah, with its strong cultural heritage, can create new income through better processing, packaging, quality assurance and market development.

The aim is to connect our traditional food knowledge with modern consumer needs and technology, while keeping our food heritage.

Stop wasting the food we produce

Reducing food loss and waste should be a major priority. Seasonal fruits such as mango, banana, papaya and pineapple can be lost in large quantities when production exceeds demand or when storage, transport and processing facilities are inadequate. With suitable technology, these fruits can become dried products, pulps, powders, beverages and other shelf-stable foods.

Agricultural and fisheries by-products are resources too. They could be turned into food ingredients, animal feed, bio-based products and other useful materials, which would move us toward a more circular food economy.

Technology alone is not enough. We need stronger local processing facilities, cold storage, efficient transport, collection centres and market information systems, especially close to where food is produced. Cutting food loss raises the value of what our farmers and fishers already produce.

Nutrition and food safety come first

Food security means more than having enough food. People also need food that is safe and nutritious.

Sri Lanka can develop affordable, nutritious foods from local pulses, grains, vegetables, fruits and fish. Children and other vulnerable groups should get particular attention. Schoolchildren in particular deserve a focus: safe, nutritious, locally sourced products for school feeding programs would support child nutrition, local farmers and domestic food industries at the same time.

Food safety must stay at the centre of food innovation. Good hygiene, quality control, laboratory testing, traceability and appropriate food safety systems are what make new products safe as well as attractive and nutritious.

A food system that can cope with climate change

Climate change is already affecting agricultural production, water availability, crop yields and food prices. We need food systems that can handle changing conditions. That means climate-resilient crops, efficient water use, soil and water conservation, better storage and resource-efficient food processing.

Traditional knowledge matters here. Generations of Sri Lankan farmers have developed practices suited to local climates and ecosystems. Combining that experience with modern science can give us solutions that fit local conditions and are sustainable. Technology alone will not build the future of food. Science, experience and local knowledge together can.

Give young people a bigger role

Sri Lanka’s universities have an important part to play in shaping our food future. Young people should be encouraged to identify real problems in the food system and work on practical solutions in areas such as food waste, sustainable packaging, nutrition, food safety, modernising traditional foods and digital technologies.

A good research project should not always end as a research paper. Where appropriate, research should be supported to move on to products, technologies, enterprises and community solutions. That needs stronger partnerships between universities and industry, along with mentoring, research funding, business support and market connections. If young researchers and entrepreneurs can turn their ideas into viable food innovations, both consumers and producers will benefit.

A pathway designed for Sri Lanka

We do not need to copy food-system models from other countries. We can build a pathway that suits our own resources, culture and needs. It would bring together local resources, traditional knowledge, scientific research, appropriate technology and entrepreneurship, with farmers, fishers, universities, research institutions, food industries, entrepreneurs and policymakers working side by side.

The goal goes beyond selling raw materials. We need to create more value, reduce waste, improve nutrition, generate jobs and strengthen rural livelihoods. This matters especially for small and medium-scale food enterprises, which can drive local economic development when they get the right technical, financial and market support.

The choices we make today

The food future will not create itself. It will be shaped by what we grow, what we research, what we process, what we consume and what we choose not to waste.

So, the question for World Food Day 2026 is this: what can we do today so that every Sri Lankan has safe, nutritious, affordable and sustainable food tomorrow?

The answers are already around us, in our farms, fisheries, food businesses, universities, laboratories and communities. We have the resources, the traditional knowledge, the scientific expertise and talented young people. What we need now is to connect them and act.

A better food future begins with the choices we make today.

Dr. Kaushalya Wijayasekara

Senior Lecturer, Department of Biosystems Technology, Faculty of Technology, University of Ruhuna

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20th Anniversary of Digampathana blast – the day Sri Lanka Navy cried

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Aftermath of the terror attack

By Admiral Ravindra C Wijegunaratne
WV, RWP and Bar, RSP, VSV, USP, NI (M) (Pakistan), ndc, psn, Bsc
(Hons) (War Studies) (Karachi) MPhil (Madras)
Former Navy Commander and Former Chief of Defence Staff
Former Chairman, Trincomalee Petroleum Terminals Ltd
Former Managing Director Ceylon Petroleum Corporation
Former High Commissioner to Pakistan

The Digampathana suicide truck attack on 16th October 2006 remains the deadliest single strike in Sri Lanka Navy history, leaving scars that time cannot erase.

It was a seemingly ordinary Monday morning on 16 October 2006, but the calm of that day would soon be shattered in a way none of us could have imagined. As the Commandant of the Naval and Maritime Academy and Flag Officer Commanding Naval Fleet at Trincomalee, I was aware that a number of my cadets were travelling that morning, part of a convoy of fifteen buses carrying naval personnel from Trincomalee, Colombo, and other bases, heading toward Dambulla to rendezvous with another group. The convoy also included trucks and escort vehicles, a routine movement planned and coordinated with the army to ensure the roads were clear. The morning started quietly. Some personnel greeted friends, handed over their weapons, or strolled to a nearby tea shop. It all seemed so ordinary—too ordinary for what would come next.

Sri Lanka Navy sunk LTTE Ships carrying arms, ammunition and warlike materials thousand miles away from Sri Lanka in Indian Ocean in September and October 2007.

By late morning, both convoys had reached the small ground at Digampathana, near the Sigiriya junction, and personnel mingled briefly, unaware that a carefully orchestrated act of terror was waiting. Then, suddenly, an empty half-truck veered directly into the convoy. It exploded with a ferocity I can still recall as if it were yesterday. Nuts, bolts, and high explosives tore through the air. Pandemonium erupted instantly. I later learned that 107 of our naval personnel were killed on the spot and another 153 critically injured. The scene was indescribable—bodies scattered, vehicles mangled, personal effects strewn across the ground. I remember later hearing that the head of the suicide bomber was recovered more than 100 meters away from the blast, a grim testament to the sheer force of the explosion.

I was in my office at the Naval and Maritime Academy when my mobile phone rang. A young midshipman from the 21st intake called, his voice trembling: “Sir, there was a huge explosion at the convoy point! Many are dead … my batch mate Wijesundara is among them.” I immediately jumped into my jeep with my escort Chief Petty Officer and driver and rushed to Digampathana, relying on every ounce of my driving skill to reach the scene. The journey, which usually took little more than an hour, felt endless that day, each passing mile weighed down by dread.

When I arrived, I was confronted with a sight that no training can prepare you for. The injured were being rushed to Dambulla Hospital, where doctors and nurses worked tirelessly, improvising in ways that saved lives despite the overwhelming chaos. I went back to the site after visiting the hospital. The remains of our naval personnel were scattered across the ground, and someone had begun collecting weapons and protective gear. I immediately contacted Surgeon Rear Admiral Nico Jayasekara and received his instructions: collect all body parts in separate bags and transport them to the Trincomalee Naval Hospital mortuary. This gruesome work had to be done with care and dignity, and it filled the icebox in my vehicle. Through DNA testing initiated by Rear Admiral Nico, we were able to identify every naval personnel lost that day, bringing some closure to grieving families.

The Navy Commander at the time, Vice Admiral Wasantha Karannagoda, was devastated. I had worked closely with him and knew how deeply he cared for his men. He ensured that the fallen were honoured with full ceremonial naval funerals at Welisara Naval Base, attended by families and comrades. Sixty-seven funerals were conducted in a single day—a number that still haunts me.

The Digampathana attack remains the largest single loss of naval life in our history. It was a day of sorrow, but also a day that reinforced our resolve. The tragedy galvanized the Navy to target the LTTE Sea Tiger wing with renewed determination and reshaped our maritime operations forever. Every time I think of that day, I remember not just the lives lost, but the courage, professionalism, and dedication of those who survived, those who treated the injured, and those who ensured the fallen were honored properly. May the souls of our naval hero’s rest in peace, their sacrifice guiding us and inspiring generations of naval personnel to come.

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‘Murder at Whitby Abbey’

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Tales of Mystery and Suspense – 24

I was intrigued by the title of a book I found in a book drop at the condominium of a friend, Murder at Whitby Abbey, and I brought it home with me though I will not be able to return it in the near future. It was described on the cover page as ‘a standout in the crowded medieval mystery field’, though I fear I do not know of other books in this field, apart from the Cadfael series, which I have dealt with earlier.

The book, by Cassandra Clark, is set during the reign of Richard II and has as a backdrop his precarious position, which led to his being replaced, and murdered, by his cousin Henry, who reigned as Henry IV. It is a gloomy book, the action taking place in the twelve days of Christmas leading up to the Epiphany. And the gloom is pervasive, even though this is supposed to be a time of festivity, with mummers performing, and many of those in the guest house where the heroine stays going to town to enjoy themselves, with much drinking and much music, which also fills the guesthouse.

The heroine Hildegarde is a nun, sent to try to acquire a relic being sold by Whitby Abbey, though this was also a penance set by the Abbot of the monastery that governed her abbess because she had had sex with a man. Soon after she and her companions reach the Abbey set high on a cliff, she finds that there are other bidders, and soon suspects that the hierarchy, not perhaps the Abbot who seems a weakling, but his rapacious bursar, is determined to make money, and not above creating false relics to sell to several aspirants.

After Hildegarde and her Cistercian companions – Whitby is a Benedictine Foundation – two monks, Gregory and Egbert, and a young priest Mark, reach the abbey, they find that Aelwyn, a monk they had met on their way to the guesthouse had died. This was in the apple store, and they realize, when they find the surplices of novices stuffed into the air vents, that he had been left to suffocate in the overwhelming scent of apples.

Clark

The Cistercians are asked to look into the death, perhaps because they are likely to get no cooperation from the Abbey folk, but perhaps because those in charge are keen to know what happened. And the infirmarer, an old monk, suggests Hildegarde talk to a man called Edred who worked for the bursar, and had been a friend of Aelwyn’s. But Edred too is killed, before he can keep an appointment he had made with Hildegarde, drowned in a pool near the farmhouse of the Abbey.

Meanwhile tensions arise between the fisherfolk and the abbey for the bursar wants to charge them for using the beach that technically belongs to the abbey to dry their fish and their nets. This leads to physical battles, when the guards used by the abbey, under the command it seems of the bursar whose determination to make money is not resisted by the abbot and the prior, try to storm the area where the fishermen live.

Hildegard finds out more about what had happened through two youngsters, one of whom Torold is the son of Aelwyn by a woman who worked as a prostitute for a cartel, and with whom Mark fell in love. The other works on the farm and had seen Edred meet someone near the pool, after which that someone left the place by himself. And the boy had also found in the pool a sort of dagger with the seal of the abbey.

He and his dog, and Torold who follows her, rescue Hildegarde from a man at arms who has waylaid her and tries to rape her earlier. Escaping into the abbey she was nearly been raped then by the bursar, but she managed to escape, in the process setting fire to him and the muniments room, which led, when he was rescued, to the discovery of a box with the money he said had been stolen, blame being cast on both Aelwyn and Edred.

Matters come to a head when the fisherfolk try to storm the abbey, being resisted by the men at arms stationed on the towers. But then Hildegarde realizes that behind the murders was the bursar’s clerk, whom she pursued to the cathedral. There is great drama then as she escapes from him when he tries to kill her, and then from the man at arms who had tried to both rape and kill her, but they both fall from the scaffolding she had climbed, the latter coming from a tower where he had been stationed.

Both of them think they run the rapacity of the abbey, the latter claiming to work for the nobles opposed to Richard, who is presented throughout the book as devoted to his subjects, not to power or money. But though the villains die, the bursar continues, having got over the hysteria the fire had caused and his acknowledgment then of guilt – and though the abbot and the prior seem less vicious, whether they will be able to assert themselves is questionable.

Before the climax, when the others in the guesthouse were leaving, Hildegarde found that two of them were in possession of the relic, for which they seem to have paid well. Hildegarde herself had made a derisory offer, but before she leaves the abbot gives her the relic, perhaps in gratitude for what she and her fellow Cistercians had discovered, the abbey having made as much money as it needed and more from the gullible other buyers.

Mark’s inamorata is saved from the stews because she moves in with Edred’s widow whom the bursar had thrown out of the rooms he occupied when her husband was found dead. Hildegarde had paid for lodgings, in a house run by the man who ran the brothels, but he had a kindly side and was going to finance them to make nets for the fishermen.

So, the Cistercians set off for their home as swiftly as they can to get there on the day of the Epiphany, having stopped en route to pray for King Richard whose birthday it was.

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