Opinion
Moving from #GotaGoHome to #SystemChange

By Kaushalya Perera
#GotaGoHome captures a diverse range of demands. One of these is the demand for ‘kramaya peralamu’ or systemic change. If the emotional fallouts, resulting from the appointment of the new Prime Minister show us anything, it is that the struggle for long-term change in Sri Lanka’s socio-political structures will take longer and be much harder than finding ways to deal with the economic crisis upon us now.
Today, I focus on the systemic changes necessary in education. The role of education in building a livable country should be self-evident. It is telling, for instance, that during this time, we citizens have had to educate ourselves on the fundamentals. What is the demarcation between state, government and politicians’ whims? Why did companies accept a tax rebate, knowing it would damage the country’s economy so much? Can a president resign and what happens then? How does one act in a peaceful protest? What happened in Sri Lanka in 1953? And so on.
Why were we caught unawares? One would imagine that the role of education is to teach us to apply what is learnt in class to what happens around us. To reflect on our own actions. To speak up when necessary. It should allow us to examine our values and understand when individual interests and actions are harmful to society. Yet we obviously don’t have such an education system, because education itself has been in crisis for decades. How can we create mindful citizens when the very foundation of education has disintegrated?
Here’s a brief overview of the current problems in education:
Multiple ‘systems’ of education co-exist uncomfortably in the country. Pre-schools are unregulated; pre-school teachers are paid a pittance. National, provincial and private schools work under different regulations while international schools operate as companies or charities. Tertiary education is provided via technical colleges, state universities, private higher education institutions, etc.
School teachers are recruited under multiple sets of criteria to the state (national and provincial), private and international schools. Novice teachers in the state system receive approximately Rs 40,000. One might expect teachers, in private or international schools, to be paid more but this, is rarely the case. A majority of the country’s teachers (whatever the sector) learn on the job, or if they receive training before being appointed, they probably won’t receive any opportunities for in-service training.
School syllabi are similarly defective. National school syllabi are usually boring, at times outdated, and do little to counter the sexism and racism at large in our society. Foreign syllabi used in international schools may not have the same problems but are unsuitable in that they cater to life outside rather than within Sri Lanka. Tertiary education is also problematic as we regularly discuss in this column.
The state has convinced its citizens to spend their private monies on education and has thereby divested itself of the responsibility to educate its own people. The low teacher salaries in state schools is one example of neglect. Here’s another – the monies set aside for ‘welfare’ in the budget estimate of 2022 (presented last year): Rs 2,445,500,000 was allocated for welfare in Defence, as opposed to Rs 1,825,000,000 for welfare in Education and Rs 2,000,000,000 for welfare in Health. This might explain for instance, why the school meal programme—crucial in alleviating malnutrition in school-going children—was funded through a foreign grant rather than state funds (and still does not explain why the programme stopped during the Covid-19 period). Meagre state funding for education means that citizens spend their own money for education-related expenses, including transport and stationery, continuous ‘donations’, events, private tuition, cooking meals, cleaning the schools, etc.
The Aragalaya—as we have come to call it—is a time of hope for many. Yet sustained work is necessary within the institutions where we work, if we are to take this struggle beyond this specific time and place.
Politicisation, corruption and cronyism have seeped into all our institutions, including the UGC and the universities, and if this is not glaringly obvious, it is because such practices have become normalised. We have seen little critique, or resistance, against politically-backed appointments in universities over the past two decades, for example. The principle of conflict of interest is sometimes forgotten by academics. Unquestioning compliance is an illustration of our own apathy in the state higher education sector. Change is too much trouble.
The impact of a system decaying from within is slow to be felt and therefore, it will be difficult to achieve significant change in our education system. We have seen evidence of this already. Teachers’ unions have not been able to change the decline of the education sector and sustained FUTA campaigns to ‘save free education’ has not led to democratised universities.
The current crisis has shown us that successive governments have neglected the education of its citizens. We have not learnt to be citizens. With their inefficiency, corruption and callousness, our governments have shown us that we can only rely on our own networks to ‘get things done’. The ability to see these as things that need to change—to feel the need to speak up and speak out about these issues, to resist in lawful ways—are all part of educating ourselves.
When we ask for policy change, let us ask for policies that are radically different to those we have now. Currently, education is a place where we build skills that will help us compete with each other, rather than build communities. The number of qualifications we acquire is more important than how we learn or the quality of our learning. By changing these things, we can demand an education that makes us more aware of country and community; one that helps us navigate our moral and ethical quandaries as well as our economic and political ones. And to do this, we need to change our own stance towards education and move away from the individualistic, competitive ethos that has overtaken us today.
If we want an educational environment that would deliver radical change, we must begin by asking for teachers who want to teach, whether in a Montessori, primary school or university. This also means demanding that school teachers are paid a higher salary and that they receive the training they need to be inspiring and committed educators. We must also ask that our curricula be changed. None of this will happen unless the state sets aside the required resources for education and creates informed policies.
These demands may seem idealistic. How can a country in crisis, with no money for fuel or food, demand funding for education? Yet a few months ago, we would have thought that a protest in front of the President’s residence, in Mirihana, was impossible. Political scientists, language teachers, science teachers, economists and historians all have work to do. As Black feminist author bell hooks says the classroom is the ‘most radical place of possibility’. #GotaGoHome is a metaphor for a larger call for ‘system change’. I ask that we begin to imagine this change and work towards it. We can imagine more.
(Kaushalya Perera teaches at the Department of English, University of Colombo)
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.
Opinion
Prof. Harshana Sasanka Rambukwella: A Charismatic Pedagogue

Yesterday, a sumptuous rainbow manifested over Pera. I could not but think of you, my friend!
Harshana was my batchmate at Pera in 1997.
Since he was the only boy among a bevy of girls, taking the first year English course offered by the English Department, Professor Erskine called him the “thorn among roses” at the very first lecture we had with him. But Harshana Sasanka Rambukwella was never a thorn in anyone’s side, so the name did not stick.
He was a lovely human who was happy to spread goodwill among all he associated with. What I remember most distinctly about him is that he was level-headed even as a raw fresher and could argue a point with strength without showing an ounce of unnecessary aggression. Though he had a temper it was reserved for what called for anger.
My most distinct memory of him is when he and I went to the E.F.C. Ludowyk memorial lecture, when Dr. Jayantha Dhanapala spoke on Neruda, as a poet and diplomat. We were awe -struck and though shy as freshers enjoyed the academic atmosphere and the sophistication Dr. Dhanapala exuded. I am glad we did not know of Neruda’s darker side then. That would have spoilt the experience.
I also remember that we chortled when Professor Walter Perera told us not to partake of the refreshments, sotto voce because he had not thought that many people would show up. Then later, good old “Wally,” told us to go on and tuck in because there was enough to go around, with very visible relief. The two of us laughed and chuckled all the way home.
Those were good times.
I was reminded of his temper when I met him as my Professor in my Sociology of Education class, which he taught with Professor Harini Amarasuriya. It was one of the most enjoyable sessions that I was fortunate enough to attend. He would speak on Pierre Bourdieu with such magnanimous expertise helping even the most reluctant of students understand the depth of the French sociologist and philosopher’s views on education and other matters, relating these theories as they should be adopted in the teaching of English in Sri Lanka. When students in his zoom meetings were quiet, he would say with severity, ” the level of engagement is very low.”
The Charismatic Pedagogue was the title on one of his kuppi talks contributions. He was indeed a charismatic Pedagogue.
When he brought up the notion of the Brown Sahib and Thomas Macaulay, I could not help but feel nostalgic, reminded of the time we had spent as raw freshers at Pera. There was Ramila, who remained his best friend until he passed away and of course Prashani and many others. There was nothing very raw about Harshana. He was always a gentleman whether as a young man or as the gentleman I met last on 6th August 2022, when I first visited the PGIE. He would always check my availability when he called me later on and I would say “What men! Don’t stand on ceremony just call anytime!”
It was pure irony that he was one of the judges at a competition and when my entry which went without my name won, his happiness on my success was very evident when he called to congratulate me.
As a scholar, Professor Rambukwella has made many notable contributions both as the director of PGIE and also through his quite prolific writing and research which include research papers such as , Anagarika Dharmapala: the nation and its place in the world, Patriotic Science–The Corona Virus Pandemic, Nationalism, and Indigeneity, and the countless papers he co-authored with the best in the field, and his explorations on Sri Lankan English and last but not least his magnum opus: ‘The Politics and Poetics of Authenticity: A Cultural Genealogy of Sinhala Nationalism.’ This work translated by his good friend Professor Wasantha A. Liyanage, “Amare,” will influence the Sri Lankan reader for time to come. It was a timely and necessary work which will in future help countless students, scholars and readers make sense of the dialogue surrounding the notion of Sri Lankan Nationalism as manifest in politics and literature and Sri Lankan culture. He was not simply an academic he was a man of taste who lived and loved and partook of culture.
Harshana’s life, though brief made its mark on the world because he was not simply an idealist, he was an activist and a trade unionist. He led by example and was a mentor to countless people, students, writer and scholars and a miscellany of others who defy labelling. This must be a trait that he inherited from his father, who was a mild gentleman when we met him during his stint at the English Teaching Unit, but had a reputation as one of the best teachers and school masters Dharmaraja College, Kandy could boast of.
Harshana was a great scholar, a teacher par excellence and a warm kind hearted human being. He will be missed, not only by Prashani, and the two lovely girls about whom I have heard so much, but by everyone who knew him however briefly.
Rest easy my friend! You will be loved. Your life though brief is a cause for celebration not for lament!
By Ashanthi Ekanayake
Opinion
Ragging and loss of life

Recently another life of an undergraduate was lost due to barbaric ragging at the Sabaragamuwa University. This is not the first time this happened at this University and sometime back a girl committed suicide due to inhumane ragging. It is pertinent to examine some of the factors as to why this sort of inhumane ragging goes on unabated in the universities. The most important factor as to why ragging cannot be stopped falls on the university administration. Vice Chancellors are mortally scared of these violent student groups backed by their unions to take punitive action against the perpetrators of this violence. This may be because they want to paint a picture of a peaceful atmosphere in the universities to their political masters who appointed them in the first place. These vice Chancellors are also aware of instances where strong action taken against ragging by Vice Chancellors in the past resulted in their removal such as Prof. Epitawatte at Sri Jayewardenepura and Prof, Sujeewa Amarasena at the Ruhuna University. They desist from taking action with the students because of the fear that the students will organiSe protests and even resort to physical violence against them. Academic staff members also turn a blind eye even when they see instances where ragging is openly carried out by the seniors. This may be because they themselves were raggers in the past and see nothing harmful in such sordid instances of ragging. Unlike in the past, ragging today is inhuman, violating privacy and forcing hapless undergraduates into the worst forms of human torture.
Ragging is most prevalent in halls of residence where the wardens and sub wardens simply turn the other way and never try to stop this menace. Wardens are collecting points for their next promotion and do not see that it is their duty to look after the welfare of the students.
Police, too, are to be blamed for not taking action against raggers under the Anti-ragging Act even after the university produces these culprits at the police station. I can well remember the case of a ragging incident at the Peradeniya University, where the accused were handed over to the police and they wanted to record it as a case of two student groups involved in a fight. Some time ago, the Police Department stated that all forms of ragging should be reported to the CID but nothing happened under this arrangement. Similarly, recently the Attorney General gave an undertaking to the supreme court that the vice chancellors have been instructed to prevent ragging in the universities but this is just restricted to actions on paper and nothing substantial has come out. Similarly, the Attorney General’s department takes years to prosecute raggers who have been caught, produced before judges and released on bail. There is a case of some agriculture faculty students who were caught red handed in a safe house outside the University premises at Peradeniya several years ago. The Attorney General has still not filed action against these students.
This year 1250 students have been selected to the Faculty of Arts at the Peradeniya University, where there are only150 males including 30-Buddhist monks. This shows that males shy away from attending a state university and think that it is better for them to go to a private university where there is no ragging. In fact, private universities have more males than females and the underlying reason is the lack of ragging in these private universities.
The political parties who back the student unions cry hoarse for preserving free education but they do not have the slightest idea that these ragging incidents are a big threat to free education. It is up to the Government to set up effective mechanisms to curb ragging including strict instructions to the police and the legal system to deal with these cases under the anti-ragging act.
by Professor O. A. Ileperuma,
Emeritus Professor, University of Peradeniya
Opinion
Remembering Dr. Samuel Mathew: A Heart that Healed Countless Lives

It is with a deeply heavy heart that I express my sincere condolences on the passing of Dr. Samuel Mathew Kalarickal on the 20th of April 2024. Born in 1948, Dr. Samuel was not only a pioneer of interventional cardiology in India but a giant in South Asian healthcare whose influence extended far beyond national borders.
A Beacon of Excellence and Compassion
Known as the “Father of Angioplasty” in India, Dr. Samuel introduced life-saving coronary interventions when they were still rare. His leadership at Apollo Hospitals and Kokilaben Dhirubhai Ambani Hospital brought cardiac care to global standards. But beyond the accolades, it was his humility, compassion, and unwavering dedication to patients that truly set him apart.
A Lasting Impact on Sri Lanka
Dr. Samuel played a pivotal role in shaping modern cardiac care in Sri Lanka. In the 1990s and early 2000s, many Sri Lankan patients sought his expertise in India, trusting him with their lives. He treated them with care and dignity, leaving lasting impressions on families across the island.
He also trained and mentored numerous Sri Lankan cardiologists, generously sharing knowledge of advanced procedures and technologies. His efforts helped uplift cardiac care back home and empowered many of us to bring those skills to our own communities.
A Mentor Who Lit the Path
To me, Dr. Samuel was more than a mentor—he was a fatherly figure. I fondly recall our time at the 2011 Coimbatore meeting, where he urged me to form the Sri Lanka STEMI Forum. His guidance helped us create national strategies and treatment models for heart attack care—an initiative that continues to save lives today.
A Legacy That Lives On
Dr. Samuel leaves behind more than medical breakthroughs. He leaves behind a legacy of service, inspiration, and heart. His memory will live on in every life he touched, every doctor he guided, and every patient he healed.
You will be remembered always, Sir—not just for what you did, but for who you were.
May your soul find eternal peace.
– Dr Gotabhaya Ranasinghe
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