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Myth of unemployable arts graduates

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(This is a response by a group of Sri Lankan university teachers to the audit report Propensity to tend education under the Arts stream and the unemployment of Arts Graduates. 

 

Recently, the Committee on Public Accounts discussed a report prepared by the audit office, entitled “Propensity to tend education under the Arts stream and the unemployment of Arts Graduates.” The somewhat awkwardly titled report attempts to connect graduate unemployment to Arts Education at secondary and tertiary levels. The report is useful in that it locates some of the problems of tertiary education in a failing secondary educational system. The recommendations made in the report are also, for the most part, salutary. However, the assumptions that inform the body of the report, the material that it uses to come to conclusion regarding arts education, and the manner in which it is committed to undervaluing Arts Education, merits comment, especially in a policy environment where Arts Education is under attack. Arguably the manner in which it conceptualizes the role of education in society is limited and reflects all current policy making on the subject. We provide this analysis, therefore, to broaden the conversation driving the policy discourse regarding higher education in the country and to move it away from its current unhelpful preoccupation with employability. We argue in this response that to formulate policy on a narrowly defined understanding of “employability” is insufficient and does not adequately encompass areas in Humanities and Social Science higher education that require strengthening through reform and support. Currently, policies driven by “employability” are, in fact, negatively impacting Humanities and Social Science programmes within the university system.

The report usefully highlights a fundamental problem in our education system – the failing secondary schools – as impacting Arts Education in general. Using a range of data, the report is able to demonstrate how the system is fundamentally unequal and makes clear that the policy of free education is failing the most marginalized members and communities in our society. The report highlights the fact that many schools do not have resources to provide Advanced Level science education. And states also that many parents are not able to support Advanced Level science education due to their inability to provide funds for extra classes. Therefore, many who are economically marginalized are unable to pursue education in STEM subjects. The report also demonstrates that the provinces, where poverty is greatest, have the largest percentages of Arts students entering university.

In terms of the numbers taking up subjects for the Advanced Level examination, the largest percentage opt for the Arts stream. The report claims that students choose Arts subjects because they are “easy” and students can enter university quickly (through their first shy). The numbers of students that choose the Arts stream for the A-Levels have ranged between 40-50 percent in 2017/2018. Other than in the Western Province, where the numbers are slightly lower, (20-35%), all other provinces had close to 50% of all A-Level students follow Arts subjects (Audit report, pp14-21). Documenting how students who are compelled to attend under-resourced secondary schools have few choices with regards to their education, the report recommends that the education system address the inequality of access and provide all secondary school students the choice of pursing either a STEM focused education or one in Arts, Humanities and Social Sciences. We support this recommendation of the report. The report, however, fails to connect how the inequality that prevails in the school system and the inability to guarantee a good basic education for all, in turn limits the impact that higher education can make when no intervention specifically addresses this problem. The report then suggests that the graduates that the current system of Arts Education produces are unemployable and emphasizes the need to reduce the numbers that opt for the Arts stream. Such a reduction of numbers was planned through the introduction of the technology stream. However, the technology stream itself has its own problems, is insufficiently resourced and has not been a success in reducing the numbers choosing the Arts stream. Unfortunately, there is no recognition in the report that most students are being taught within a severely under-funded and under-resourced Arts stream and that strengthening Arts education itself would be an option that would result in Arts graduates with a higher quality Arts education.

The report is inadequately informed of what Arts education encompasses and the current state of tertiary Arts education in the country.

 

What is Arts Education?

While acknowledging the need for the Arts to enrich society, the report suggests that as a “developing country”, we have to emphasize economic growth and suggests that we cannot afford to spend resources (that could be spent on Science Technology Engineering Mathematics (STEM) education) on Arts education. Making reference to “literary men, actors, musicians and cinematographers and artists” as necessary for a society, the report states that we, as a developing country, must have a greater emphasis on growing the economy. It is unfortunate that the report’s authors consider the country to be undeserving of investment in the Arts and culture until economic development is achieved and also dissociates the Arts from engagement with economic activity. The lack of greater government support for the Arts is probably a reflection of this sensibility. Unfortunately, such shortsighted positions inform the report and much of education policy today. A vibrant society where the Arts and culture can thrive should be an aspiration that we should cultivate and share.

Arts Faculties also provide degrees in the social sciences, such as sociology, psychology, economics and geography, and in applied or “professional” fields such as education, archeology, and library sciences, as well as humanities subjects such as history, philosophy and literature, and modern and classical languages. Nowhere does the report name the wide variety of subjects that are categorized under Arts education or recognize the importance of such subjects. Other than pointing out in one instance that developed countries use their system of education to create “skilled persons”, while we in Sri Lanka create “academic persons,” the report only recognizes Arts subjects insofar as they are not Science Mathematics or Technology subjects. The skills and perspectives provided by the Humanities and Social Sciences (Arts subjects) are essential to a holistic understanding of any social problem, such as poverty or education, or even any “technical” problem, such as water scarcity. The ability to understand the philosophical and ideological bases of such problems, and identify the social, cultural, and human consequences of proposed solutions, is provided by the skillset cultivated by an Arts education. In fact, this is the very reason that multidisciplinary perspectives are frequently called upon for policy research. It is important then that we recognize the contribution that a good quality Arts education can offer to society. We as a country are suffering today from a lack of attention to the perspectives that social science and humanities education can provide. This is also why those with little or no exposure to the above fields feel qualified to drive policy in various sectors that have substantial social consequences. This situation does not bode well for our future.

As indicated in the quotation above where the Sri Lankan system is accused of producing “academic persons” as opposed to skilled individuals, the report assumes that academically-oriented programmes are somehow antithetical to programmes that provide employment-oriented “skills.” Such a perspective mischaracterizes both the nature of academic engagement and the essence of job-oriented training. A strong academic programme that focuses on critical thought, substantive engagement with course material, independent learning, good writing, presentation and debate skills, will enable graduates to think independently, express themselves and work towards creating meaningful change in whatever surrounding they find themselves in, including their jobs. An effective programme of this nature would simultaneously result in the development of English skills, “soft skills”, and IT skills as part of the curriculum. The World Bank loan funded AHEAD programme, currently being implemented across the university system, has integrated elements of such a perspective and Bank loan supported initiatives are no longer insisting—as they did in earlier cycles– that we carry out stand-alone programmes to cultivate English, IT and “soft skills.”

The contention of the report as stated earlier is that Arts education is the subject area into which the largest numbers of the country’s students flock, and is also the repository of the country’s poorest students. The report then sweepingly suggests that arts programmes draw “weak” students and are themselves “weak” and are of little societal value. This seems to be the preferred policy position with regards to Arts Education. The report notes that the Technology Stream was introduced with the goal of reducing the number of Arts students to less than 25 percent and increasing the number of students pursuing Maths, Science and Technology. The report establishes, however, that the demand for Arts subjects among the student population has increased despite government efforts to decrease the number. The report’s lack of interest in understanding what positive elements of Arts education might be attracting the large student numbers (other than perhaps the ability to become a lawyer) and what elements of Arts education are worth supporting and developing, is quite telling of its general devaluing of Arts education.

The report provides little insight into the content of Arts programmes that are offered by the Sri Lankan university system and its assessment of the efficacy of the programmes is limited to employment numbers provided by the UGC Tracer Study of 2016/17. The report also states that no statistical information is available on unemployed graduates although insights from the Unemployed Graduates Union were obtained. Its critique of the programmes is based on two criteria – the number of programme revisions that have been reported and the introduction of new programmes of study. Outside of the above criteria, the study does not recognize the many differences among Arts degree programmes. For one, not all Arts programmes are the same across the country’s university system. There are internal and external degree programs, three-year general arts degree programmes following different subject combinations and Study Stream degree programmes that offer specialization within a three-year period, and four-year honours degree programmes involving a research component. While the subject areas covered by Arts programmes are also diverse, the content of programmes across the many universities differ as well. Thus, Arts students demonstrate a wide and disparate range of abilities and skills. Addressing Arts Education as a non-disaggregated whole is unhelpful when analyzing the skills and capabilities of Arts graduates and numbers that refer only to programme review and the introduction of new programmes does not adequately capture the status of those programmes. Disaggregating between Arts programmes is essential in order to recognize and develop the new and evolving programmes and provide support for the areas that require reforms.

Arts Faculties currently cater to a large number of students and relative to other faculties, their student body is more diverse and are likely to have differing and greater challenges and require greater support in transitioning to university education. Their student to staff ratios are larger, they tend to offer a large number of degree programmes that are delivered in different language media, and their per student funding is lesser than for other degree programmes. This creates a number of unique difficulties for arts faculties. These problems require systematic investigation in order for universities to provide the type of enriching education that an arts graduate requires.

These concerns that plague arts education cause difficulties in giving the arts graduate the type of education that they require and deserve. In the Commission’s report, these complex problems are not adequately presented or discussed.

Arts Education and Employment.

We recognize that some students who follow an arts education may have difficulties in finding work. As the report points out these difficulties stem partly from the immense social and economic disparities that influence student educational pathways and subsequent employment paths. The report suggests a number of solutions through which employment related problems that Arts students face may be addressed. These solutions proposed in the report require aligning educational paths with employment paths, through coordination among educational and employment providing institutions and greater funding for secondary and tertiary education. We pose, however three issues that the report has failed to address in making this case:

1. Framing recommendations with a rigorous analysis of the labour/job markets and their forecasts. The report neglects to include analyses of the job market or forecasts of the labour force. It does not address national policy to attract and create jobs, which are consistent with national trends in human capital. In short, the report does not link jobs and employment to broader policies to create good quality jobs that are secure and safe to all employees (see for instance, ILO, 2004). As a result, how the report construes where graduates will be placed once they graduate is unclear. Such an analysis should now be sensitive to changes caused by the Covid 19 pandemic, which likely hit youth and women particularly hard (ILO, 2020). Problems of the employment of arts graduates are especially salient to youth and women.

2. Justifying the linkages between employment and university education. The report rests on the assumption that students who follow a university education will become an “economic good”, meaning that their education will be transformed into some tangible, national, and tradable good. Yet the nature of this good is unclear, particularly considering that the labour market is in flux (see Blenkinsopp, 2011). For instance, with the rise in automation, jobs themselves are transforming in all sectors (see Oliver, 2015, Rothwell & Rothwell, 2016). These trends are likely to drastically reduce the number of jobs available and change how work is carried out. Skillsets, particularly those that are narrowly defined and context-specific, which are relevant and desired today, may have no importance in years to come. Thus, an analysis of jobs specific skills training, required of young people for employment in the future, should begin with an analysis of job markets of the future. Whether providing these skills should be the primary role of universities and whether the country has the jobs required for such trained individuals are also questions that will need to be addressed.

3. The report also rests on the assumption that learning activities that specifically target narrowly defined soft skills and skills in ICT and English language will result in the economic good mentioned in #2. This assumption has no basis. For instance, a strong humanities or social science education can provide invaluable skills in thinking critically (see Fahim & Masouleh, 2012) that are very much relevant to jobs. Within the study of job-related competencies, conceptual and thinking skills that are adaptable across job contexts and Reinforce a desire and ability to learn for oneself are particularly important (Snow & Snell, 1993). Cultivating these types of foundational skills require a curriculum that is built on a gradual and sustained process of developing them (see Fahim & Masouleh, 2012) rather than one-off courses that teach students a narrow skill set.

 

Education, Work and Economic Development

For most university graduates, employment means to be employed in the government sector. When graduates report unemployment, they do not necessarily mean they are not engaged in other income-generating activities or a private sector job. (One of the reasons for unemployment noted in the report is to be waiting for a government job.) Defining a “job” as a government job alone may be understood as part of a cultivated culture of patronage and entitlement. Such a position also draws from a realization that the working conditions, job security, and benefits of a government position far outweigh those in the private sector, regardless of claims to creativity, job satisfaction, higher pay, etc. Additionally, most private sector jobs are only available in and around urban areas. The report recognizes many of these issues and recommends raising awareness on the benefits of private sector jobs among undergraduates and urges the government to address the working conditions in the private sector.

The report points out that the majority of unemployed Arts graduates are women, but does not explore the gendered reasons as to why university educated women may be unemployed or opt out of employment. The Labour Demand Survey of 2017 provides insights on this matter. According to the Survey results, employers expressed negative attitudes towards hiring women owing to their “family commitments,” “security concerns”, and “maternity leave.” Employers’ reluctance to accommodate women’s unpaid care responsibilities and fear of sexual harassment and violence point to yet another societal malaise that is not reducible to a factor of university education alone. Not only are women overburdened with care work and at risk of violence in society, employers neither recognize nor provide support to women to work despite these challenges. Recent discussions on the unpaid care economy and women’s unaccounted labour at home are relevant here.

Many women opt out of formal employment or engage in informal work to accommodate the demands of care work in the home. Additionally, workplace sexual harassment and risk of the same when traveling home late after work are factors that contribute to women’s low labour force participation. These issues must be taken into account to arrive at a complete picture of graduate unemployment.

The audit report highlights the fact that we, as a “developing country”, must concentrate on economic advancement. However, there is no acknowledgement that one of the factors that have directly impacted the Sri Lankan economy and continues to do so has been ethno religious conflict. Over 30 years of war, and after the end of the war increasing numbers of organized violent attacks against Muslims, and the Easter Sunday bombings carried out by Muslims channelling the rhetoric of global Islamic terrorism to respond to local problems have destroyed lives and livelihoods and decimated the Sri Lankan economy. There is no analysis of how universities could provide a space to imagine alternatives to conflict and hostility and how such alternatives can be nurtured.

Unfortunately, education institutions have so far served to produce, reproduce and sustain Sinhala-Buddhist hegemonic narratives and to glorify ‘Sinhala-Buddhist’ culture at the expense of the stories and the culture of the country’s minority communities. These political efforts to divide and pit communities against each other encounter little or no ideological resistance. It is ironic that policy makers choose to see no connection between the country’s long history of ethnoreligious conflict and the system of education. Instead of playing a vital role in building trust in the post-war context among our communities, the education system has served to perpetuate structural violence along class, gender, ethnic and other lines. It is time that policy makers and political leaders discuss the manner in which education will help nurture a polity that can imagine collective engagement that is not overdetermined by conflict.

No doubt education has to cater to the economic needs of society, but the world has come a long way since ‘development’ was reduced to the ‘economy’. Contemporary approaches to development are much broader with far-reaching goals and meanings beyond the economy. Education should be a vehicle for achieving larger social goals through the development of creative capabilities and peaceful co-existence, which could, in turn, facilitate realizing economic goals within a society that is not plagued by violence.

RECOMMENDATIONS

Addressing the problems that plague Arts education in Universities, will strengthen not only Arts education in the University system but education in general. By framing the problem more widely, we propose the following:

The Education System:

1. The salutary goals that were envisioned when a free education system was introduced to the country still remain relevant. The social transformation that education continues to promise to countless Sri Lankan citizens is currently under severe strain. Therefore it is important that the challenges to the free education system be recognized and addressed in a manner that strengthens its foundational principles of universality and equality of access.

2. Broaden the understanding of the problems of the education system. Employability—narrowly defined– should not be the only framework from which reform of education should be approached. Education as a democratic endeavor must be recognized and questions must be raised as to whether the education system succeeds in strengthening democracy.

3. Ensure that education at both the secondary and tertiary levels is designed to overturn ethno-religious tensions and prejudices related to class, caste gender, gender identity and sexual orientation.

4. Provide solutions to address the inequalities in access to secondary education options, and minimize disparities in resources, facilities, and teachers.

 

Arts Education:

5. Provide arts faculties with the option of having foundation courses that will better equip students to perform well in degree programmes.

6. Have a better understanding of the different Arts degree programmes in the country, conduct a holistic analysis of the problems facing arts education and provide support when needed and reform where needed.

7. Increase spending on Arts Education. Recognize the contribution that Humanities and Social Sciences can make to society and provide support for such programmes.

8. Recognize and support the unique environments of the Arts Faculties as arguably consisting of the most diverse student bodies and serving the largest number of under privileged students.

9. Resist the formulation of one- size-fits-all policies for the improvement of Humanities and Social Science Education.

 

Technology Stream:

 

10. Ensure that students are guided into such streams through provision of services at both secondary and tertiary levels.

11. Provide trained teachers for technology education, revisit curricula, and improve infrastructure facilities.

Employment and employment markets:

 

12. Look into the job requirement of the country and the policies in place for job creation.

13. Ensure laws are in place to provide the necessary support services for women to enter the labour force.

14. Provide greater state support for the Creative Arts (as a job creation strategy that will strengthen the economy).

15. Ensure that the benefits and work conditions in the private sector match those of the public sector and remain attractive to university graduates



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Challenges to addressing allegations during Sri Lanka’s armed conflict

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A handout picture of President Mahinda Rajapaksa browsing through the LLRC report. (File photo)

A political commentator has attributed the UK sanctions against four individuals, three of whom were top ranking Army and Navy Officers associated with Sri Lanka’s armed conflict, to the failure of successive governments to address human rights allegations, which he describes as a self-inflicted crisis. The reason for such international action is the consistent failure of governments to conduct independent and credible inquiries into allegations of war crimes; no ‘effective investigative mechanism’ has been established to examine the conduct of either the Sri Lankan military or the LTTE.

He has not elaborated on what constitutes an “effective investigative mechanism. He has an obligation and responsibility to present the framework of such a mechanism. The hard reality however is that no country, not even South Africa, has crafted an effective investigative mechanism to address post conflict issues.

INVESTIGATIVE MECHANISMS

The hallmark of a credible investigative mechanism should be unravelling the TRUTH. No country has ventured to propose how such a Mechanism should be structured and what its mandate should be. Furthermore, despite the fact that no country has succeeded in setting up a credible truth-seeking mechanism, the incumbent government continues to be committed to explore “the contours of a strong truth and reconciliation framework” undaunted by the failed experiences of others, the most prominent being South Africa’s Truth and Reconciliation Commission.

South Africa’s Truth and Reconciliation Commission is often cited as the gold standard for post conflict Mechanisms. Consequently, most titles incorporate the word “Truth” notwithstanding the fact that establishing the “Truth” was a failure not only in South Africa but also in most countries that attempted such exercises.

Citing the South African experience, Prof. G. L. Peiris states: “pride of place was given to sincere truth-telling which would overcome hatred and the primordial instinct for revenge. The vehicle for this was amnesty…… Despite the personal intervention of Mandela, former State President P. W. Botha was adamant in his refusal to appear before the Commission, which he deemed as ‘a fierce unforgiving assault’ on Afrikaaners” (The Island, 01 April, 2025). In the case of Sri Lanka too, disclosures to find the “Truth” would be all about the other party to the conflict, thus making Truth seeking an accusatory process, instead of a commitment to finding the Truth. The reluctance to engage in frank disclosure is compounded by the fear of recrimination by those affected by the Truth.

Continuing Prof. Peiris cites experiences in other countries. “Argentina, the power to grant amnesty was withheld from the Commission. In Columbia, disclosure resulted not in total exoneration, but in mitigating sentences. In Chile, prosecutions were feasible only after a prolonged interval since the dismantling of Augusta Pinochet’s dictatorship ….” (Ibid).

The mechanisms adopted by the countries cited above reflect their own social and cultural values. Therefore, Sri Lanka too has to craft mechanisms in keeping with its own civilisational values of restorative and not retributive justice for true reconciliation, as declared by President J. R, Jayewardene in San Francisco as to what the global attitude should be towards Japan at the conclusion of World War II. Since the several Presidential Commissions appointed under governments already embody records of alleged violations committed, the information in these commission reports should be the foundation of the archival records on which the edifice of reconciliation should be built.

ESTABLISHING DUE CONTEXT

The suggestion that an independent and credible inquiry be conducted into allegations of war crimes reflects a skewed understanding of the actual context in which the armed conflict in Sri Lanka occurred. Even the UNHRC has acknowledged that the provisions of “Article 3 common to the four Geneva Conventions relating to conflicts not of an international character is applicable to the situation in Sri Lanka, as stated in para. 182 of the OISL Report by the UNHRC Office. Therefore, the correct context is International Humanitarian Law with appropriate derogations of Human Rights law during an officially declared Emergency as per the ICCPR.; a fact acknowledged in the OISL report.

Consequently, the armed conflict has to conform to provisions of Additional Protocol II of 1977, because “This Protocol, which develops and supplements Article 3 common to the Geneva Conventions is the due context. There is no provision for “alleged war crimes” in the Additional Protocol. Although Sri Lanka has not formally ratified Additional Protocol II, the Protocol is today accepted by the Community of Nations as Customary Law. On the other hand, “war crimes” are listed in the Rome Statute; a Statute that Sri Lanka has NOT ratified and not recognized as part of Customary Law.

Therefore, any “investigative mechanism” has to be conducted within the context cited above, which is Additional Protocol II of 1977.

SRI LANKAN EXPERIENCE

On the other hand, why would there be a need for Sri Lanka to engage in an independent and credible inquiry into allegations, considering the following comment in Paragraph 9.4 and other Paragraphs of the Lessons Learnt and Reconciliation Commission (LLRC)?

“In evaluating the Sri Lankan experience in the context of allegations of violations of IHL (International Humanitarian Law), the Commission is satisfied that the military strategy that was adopted to secure the LTTE held areas was one that was carefully conceived in which the protection of the civilian population was given the highest priority”

9.7 “Having reached the above conclusion, it is also incumbent on the Commission to consider the question, while there is no deliberate targeting of civilians by the Security Forces, whether the action of the Security Forces of returning fire into the NFZs was excessive in the context of the Principle of Proportionality…” (Ibid)

The single most significant factor that contributed to violations was the taking of Civilians in the N Fire Zone hostage (NFZ) by the LTTE. This deliberate act where distinction between civilian and combatant was deliberately abandoned, exposed and compromised the security of the Civilians. The consequences of this single act prevent addressing whether military responses were proportionate or excessive, or whether the impact of firing at make-shift hospitals were deliberate or not, and whether limiting humanitarian aid was intentional or not. These issues are recorded and addressed in the Presidential Commission Reports such as LLRC and Paranagama. This material should be treated as archival material on which to build an effective framework to foster reconciliation.

UK SANCTIONS

Sanctions imposed by the UK government as part of an election pledge for Human Rights violations during the armed conflict is a direct act of intervention according to Article 3 of the Additional Protocol of 1977 that is the acknowledged context in which actions should be judged.

Article 3 Non-intervention states:

1 “Nothing in the Protocol shall be invoked for the purpose of affecting the sovereignty of a State or the responsibility of the government by all legislative means, to maintain or re-establish law and order in the State or to defend the national unity and territorial integrity of the State”.

2 “Nothing in the Protocol shall be invoked as a justification for intervening directly or indirectly, for any reason whatsoever, in the armed conflict or in the internal or external affairs of the High Contracting Party in the territory on which the conflict occurs”.

Targeting specific individuals associated with the armed conflict in Sri Lanka is a direct assault of intervention in the internal affairs of Sri Lanka. The UK government should be ashamed for resorting to violating International Law for the sake of fulfilling an election pledge. If Sri Lanka had issued strictures on the UK government for not taking action against any military officers responsible for the Bloody Sunday massacre where 26 unarmed civilians participating in a protest march were shot in broad daylight, Sri Lanka would, in fact be intervening in UK’s internal affairs.

CONCLUSION

The UK’s action reflects the common practice of making election pledges to garner targeted votes of ethnic diasporas. The influence of ethnic diasporas affecting the conduct of mainstream politics is becoming increasingly visible, the most recent being the Tamil Genocide Education Week Act of Ontario that was dismissed by the Supreme Court of Canada on grounds the Provincial Legislations have no jurisdiction over Federal and International Laws.

However, what should not be overlooked is that the armed conflict occurred under provisions of common Article 3 of the Geneva Conventions. This Article is developed and supplemented by Additional Protocol II of 1977. Therefore, since all Geneva Conventions are recognised as Customary Law, so should the Additional Protocol II be, because it is a development of common Article 3.

Imposing sanctions under provisions of Additional Protocol II amounts to Intervention in internal affairs of a State as stated in Article 3 of the Protocol; II cited above. Such interventions are prohibited under provisions of international law.

The need to revive independent and credible inquiries after the lapse of 16 years is unrealistic because those who were perpetrators and victims alike cannot be identified and/or located. Furthermore, the cost of disclosure because of the possibility of retribution would compromise their security. A realistic approach is to use the material recorded in the Presidential Commission Reports and treat them as archival records and use the lessons learnt from them to forge a workable framework that would foster unity and reconciliation with the survivors in all communities This is not to live in the past but to live in the here and now – the present, which incidentally, is the bedrock of Sri Lanka’s civilisational values.

by Neville Ladduwahetty

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The Silent Invasion: Unchecked spread of oil palm in Sri Lanka

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Invasive fast growing palm trees in the Kalu Ganga basin. Pictures courtesy Rajika Gamage

Sri Lanka’s agricultural landscape is witnessing a silent yet profound transformation with the rapid expansion of oil palm plantations. Once introduced as a commercial crop, the oil palm (Elaeis guineensis) is now at the center of a heated debate, with environmentalists and scientists warning of its devastating ecological consequences.

Speaking to The Island research scientist Rajika Gamage, said: “The spread of oil palm in Sri Lanka is not just a concern for biodiversity, but also for water resources, soil stability, and even local economies that rely on traditional crops.”

A Brief History of Oil Palm Cultivation

Oil palm, originally from West and Central Africa, was first cultivated for commercial purposes in Java in 1948 by Dutch colonists. It reached Malaysia and Indonesia by 1910, where its lucrative potential drove large-scale plantations.

According to Gamage, in Sri Lanka, the first significant oil palm plantation was established in 1968 at Nakiyadeniya Estate by European planters, initially covering a mere 0.5 hectares. Today, oil palm cultivation is predominantly concentrated in Galle, Matara, and Kalutara districts, with smaller plantations in Colombo, Rathnapura, and Kegalle.

Over the decades, he says the commercial viability of oil palm has prompted its expansion, often at the cost of native forests and traditional agricultural lands. Government incentives and private investments have further accelerated the spread of plantations, despite growing concerns over their environmental and social impacts.

Economic Boon or Environmental Curse?

Supporters of oil palm industry argue that it is the most efficient crop for vegetable oil production, yielding more oil per hectare than any other alternative. Sri Lanka currently imports a significant amount of palm oil, and expanding local production is seen as a way to reduce dependence on imports and boost local industries. However, Gamage highlights the hidden costs: “Oil palm plantations deplete water sources, contribute to soil erosion, and threaten native flora and fauna. These are long-term damages that far outweigh the short-term economic benefits.”

One of the primary environmental concerns is the aggressive water consumption of oil palm, which leads to the depletion of underground aquifers. This is particularly evident in areas such as Kalu River and Kelani River wetlands, where native ecosystems are being severely affected. Additionally, soil degradation caused by extensive monoculture farming results in loss of fertility and increased vulnerability to landslides in hilly regions.

Furthermore, studies show that oil palm plantations disrupt the natural habitats of endemic species. “Unlike rubber and coconut, oil palm does not support Sri Lanka’s rich biodiversity. It alters the soil composition and prevents the regeneration of native plant species,” Gamage explains. The loss of forest cover also exacerbates human-wildlife conflicts, as displaced animals venture into human settlements in search of food and shelter.

Rajika Gamage

A Threat to Indigenous Agriculture and Culture

Beyond environmental concerns, oil palm is also threatening traditional crops like kitul (Caryota urens) and palmyrah (Borassus flabellifer), both of which hold economic and cultural significance. “These native palms have sustained rural livelihoods for centuries,” says Gamage. “Their gradual replacement by oil palm could lead to economic instability for small-scale farmers.”

Kitul tapping, an age-old tradition in Sri Lanka, provides a source of income for thousands of families, particularly in rural areas. The syrup extracted from kitul is used in local cuisine and traditional medicine. Similarly, palmyrah has deep roots in Sri Lankan culture, particularly in the Northern and Eastern provinces, where its products contribute to food security and local industries.

The rise of oil palm plantations has led to the clearing of lands that once supported the traditional crops. With large-scale commercial investments driving oil palm expansion, small-scale farmers are finding it increasingly difficult to sustain their livelihoods. Gamage warns, “If we allow oil palm to replace our native palms, we risk losing not just biodiversity, but also a vital part of our cultural heritage.”

The Global Perspective: Lessons from Other Nations

Sri Lanka is not the first country to grapple with the consequences of oil palm expansion. Malaysia and Indonesia, the world’s leading producers of palm oil, have faced severe deforestation, biodiversity loss, and socio-economic conflicts due to unchecked plantation growth.

In Indonesia, for example, vast tracts of rainforest have been cleared for palm oil production, leading to habitat destruction for endangered species such as orangutans and Sumatran tigers. Additionally, indigenous communities have been displaced, sparking legal battles over land rights.

Malaysia has attempted to address some of these issues by introducing sustainability certifications, such as the Malaysian Sustainable Palm Oil (MSPO) standard. However, implementation challenges remain, and deforestation continues at an alarming rate.

Sri Lanka can learn valuable lessons from these experiences. Implementing strict land-use policies, promoting agroforestry practices, and ensuring transparency in plantation expansion are crucial steps in mitigating environmental damage while supporting economic development.

The Urgent Need for Action

Despite these concerns, Sri Lanka has yet to enforce strict regulations on oil palm expansion. Gamage urges authorities to intervene: “It is imperative that we implement policies to control its spread before it is too late. The unchecked expansion of oil palm will lead to irreversible environmental damage.”

To address this issue, experts suggest a multi-pronged approach:

Stronger Land-Use Policies

– The government must enforce restrictions on oil palm cultivation in ecologically sensitive areas, such as wetlands and forest reserves.

Reforestation and Rehabilitation

– Efforts should be made to restore degraded lands by reintroducing native tree species and promoting sustainable agroforestry.

Supporting Traditional Agriculture

– Incentives should be provided to farmers growing traditional crops like kitul and palmyrah, ensuring that these industries remain viable.

Public Awareness and Education

– Raising awareness among local communities about the environmental and social impacts of oil palm can empower them to make informed decisions about land use.

Sustainable Alternatives

– Encouraging research into alternative vegetable oil sources, such as coconut oil, which has long been a staple in Sri Lankan agriculture, could reduce reliance on palm oil.

As Sri Lanka stands at a crossroads, the decisions made today will determine the country’s ecological and agricultural future. While the economic benefits of oil palm are undeniable, its long-term environmental and social costs cannot be ignored. The challenge now is to strike a balance between economic growth and environmental sustainability before the damage becomes irreversible.

In conclusion Gamage said, “We must act now. If we allow oil palm to spread unchecked, future generations will bear the cost of our inaction.”

Sri Lanka has the opportunity to take a different path—one that prioritises biodiversity conservation, sustainable agriculture, and the well-being of local communities. The time for decisive action is now.

By Ifham Nizam

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A plea for establishing a transboundary Blue-Green Biosphere Reserve in Gulf of Mannar and Palk Bay

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Blue-green land and waterscapes act as ecological corridors across land and water in creating an ecological continuity in order to protect and restore the habitats of native and naturalised species.

In addition, these ecological corridors also help to conserve and improve the habitats of migratory species, as well. One of the main objectives of establishing blue-green land-waterscapes is to reconcile increasing local/regional development and human livelihood challenges in a sustainable manner while, at the same time, safeguard biodiversity and their habitats/ecosystems, as far as possible.

While green landscapes are natural and semi-natural terrestrial vegetation types like natural forests and grasslands, blue waterscapes are aquatic or semi-aquatic vegetation types such as seagrass meadows, mangroves and coastal and other wetlands. These vegetated coastal ecosystems known as ‘blue carbon’ ecosystems are some of the most productive on Earth and located at the interfaces among terrestrial, freshwater and marine environments. They provide us with essential ecosystem services, such as serving as a buffer in coastal protection from storms and erosion, spawning grounds for fish, filtering pollutants and contaminants from coastal waters thus improving coastal water quality and contributing to all important food security.

In addition, they capture and store “blue” carbon from the atmosphere and oceans at significantly higher rates per unit area than tropical forests (Figure 1) and hence act as effective carbon sinks. By storing carbon, these ecosystems help to reduce the amount of greenhouse gas in the atmosphere, thus contributing significantly to mitigate the effects of climate change.

Figure 1: Carbon storage in different vegetation types (Source – What Is Blue Carbon and Why Does It Matter? – Sustainable Travel International)

.Blue-green Carbon Markets

The recognition of blue carbon (BC) ecosystems (primarily mangroves, seagrasses and tidal marshes) as an effective natural climate solution paved the way for their inclusion within carbon markets. Blue carbon is the marine analog of green carbon, which refers to carbon captured by terrestrial (i.e., land-based) plants. The blue-green carbon market involves buying and selling carbon credits from projects that protect and restore coastal and marine ecosystems (blue carbon) and terrestrial ecosystems (green carbon). Since Blue Carbon ecosystems have higher carbon sequestration (capture and store) potential compared to their terrestrial counterparts, blue Carbon credits are worth over two times more than green carbon credits. They offer opportunities for commercial enterprises to offset carbon emissions and in turn support climate action.

Blue Carbon projects are expected to grow twofold in the near future. With the recent surge in international partnerships and funding, there is immense growth potential for the blue carbon market. However, it is critically important to look beyond the value of the carbon sequestered to ensure the rights and needs of local communities that are central to any attempt to mitigate climate change using a blue and green carbon project.

Blue Carbon projects can serve as grassroot hubs for sustainable development by developing nature-based solutions in these ecosystems thus contributing to both climate change mitigation and adaptation. Globally, numerous policies, coastal management strategies, and tools designed for conserving and restoring coastal ecosystems have been developed and implemented. Policies and finance mechanisms being developed for climate change mitigation may offer an additional route for effective coastal management. The International Blue Carbon Initiative, for example, is a coordinated, global program focused on conserving and restoring coastal ecosystems for the climate, biodiversity and human wellbeing.

Until recently, most of these opportunities focus on carbon found in the above ground vegetative biomass and do not account for the carbon in the soil. On the other hand, blue carbon, in particular has the potential for immense growth in carbon capture economics in the near future and can provide significant socioeconomic and environmental benefits. Consequently, blue -green carbon habitats in the Gulf of Mannar – Palk Bay region represent invaluable assets in climate change mitigation and coastal ecosystem conservation and sustainable development.

Gulf of Mannar and Palk Bay  Trans-boundary Region

The Gulf of Mannar and Palk Bay region form a transboundary area within the waters of southeastern India and northwestern Sri Lanka. This region supports dense seagrass meadows having a high level of marine biodiversity including marine mammals such as dugong. Sea turtles are frequent visitors to the gulf while sharks, dolphins, sperm and baleen whales too, have been reported from this area. The Mannar region is recognized as an Important Marine Mammal Area (IMMA) of the world by IUCN (Figure 2) and also an Important Bird Area by Birdlife International. This region as a whole is a store house of unique biological wealth of global significance and as such is considered as one of the world’s richest regions from a marine biodiversity perspective.

Figure 2. Gulf of Mannar and Palk Bay IMMA (Source – IUCN Joint SSC/WCPA Marine Mammal Protected Areas Task Force, 2022 IUCN-MMPATF (2022)

Gulf of Mannar Biosphere Reserve – India

India has already declared a part of this region as the UNESCO Gulf of Mannar Biosphere Reserve covering an area of 10,500 km2 of ocean with 21 islands and the adjoining coastline. The islets and coastal buffer zone include beaches, estuaries, and tropical dry broadleaf forests, while the surrounding seascape of the Marine National Park (established in 1986) and a 10 km strip of the coastal landscape that include seaweed communities, seagrass communities, coral reefs, salt marshes and mangrove forests form the coastal and marine component of the biosphere reserve on the Indian side of the Gulf of Mannar.

Sri Lankan ‘Proposed’ Biosphere Reserve

On the Sri Lankan side of the Palk Bay there is a semi-enclosed shallow water body between the southeast coast of India and Sri Lanka, with a water depth maximum of 13 m. To the south, a chain of low islands and reefs known as Adam’s Bridge or Rama Setu (Rama’s Bridge), separates Palk Bay from the Gulf of Mannar. The Palk Bay leads to Palk Strait (Figure 3). Palk Bay is one of the major sinks for sediments along with the Gulf of Mannar. Sediments discharged by rivers and transported by the surf currents as littoral drift settle in this sink.

Figure 3: Gulf of Mannar and Palk Straits Source: Drishti IAS & Google Images

On the Sri Lankan side of the Palk Bay, studies are being conducted by the Dugong and Seagrass Conservation Project to establish an additional 10,000 hectares of Marine Protected Area to support the conservation of dugongs and their seagrass habitat in the Gulf of Mannar and Palk Bay. This project will involve the preparation of a multiple-community-based management plan in conjunction with government, fishing communities and the tourism industry.

With this valuable information emerging from projects of this nature, Sri Lanka has real opportunities to create a large marine protected area in the Gulf of Mannar and Palk Bay region and eventually merging them together with the Gulf of Mannar Biosphere Reserve of India to form a trans-boundary biosphere Reserve.

Terrestrial cum Marine Spatial Plan for the Gulf of Mannar and Palk Bay Region

Therefore, an excellent opportunity awaits both the Governments of Sri Lanka and India to collaborate in preparing of a terrestrial and marine spatial plan for this region, a prerequisite before going further on designing and implementing large scale development plans in establishing wind energy farms, mineral sand extraction, fishing industry, oil exploration and tourism development.

Coastal and Marine Spatial Planning (CMSP) is an integrated, place-based approach for allocating coastal and marine resources and space, while protecting the ecosystems that provide these vital resources.

On the Indian side, the Gulf of Mannar Biosphere reserve is well established and functional. On the Sri Lankan side, already there are three DWLC managed protected areas i) Adam’s Bridge Marine National Park (# 29 in the map – 18,990 ha declared in 2015), ii) Vedithalathiv Nature Reserve (# 35 -29,180 ha declared in 2016) and iii) Vankalai Sanctuary ( # 97 -4839 ha declared in 2008) (Figure 4) which can serve as the core zone of the Sri Lankan counterpart of a trans-boundary biosphere reserve. Due to the integrated nature of shallow wetland and terrestrial coastal habitats, Vankalai Sanctuary, in particular is highly productive, supporting high ecosystem and species diversity.

Figure 4: Protected Areas in Norther Sri Lanka Managed by the Department of Wildlife Conservation Source: DWLC

This site provides excellent feeding and living habitats for a large number of water bird species, including annual migrants, which also use this area on arrival and during their exit from Sri Lanka.

Having several coastal and marine protected areas already within the Sri Lankan territory provide an excellent opportunity to establish the Gulf of Mannar – Palk Bay blue-green Biosphere Reserve (Sri Lanka) initially and eventually to join up seamlessly with the already established Gulf of Mannar Biosphere Reserve on the Indian side to create a trans-boundary blue-green biosphere reserve.

This makes perfect sense because unlike sedentary plant species, mobile animal and plant groups (phytoplankton, in particular) do not respect human demarcated territorial boundaries. The provision of a common and unhindered protected coastal and marine passage for their customary movement for food and raising young is therefore of crucial importance in conservation management. Scientific evidence-based selection of additional areas, if necessary and their respective boundaries are best be determined in consultation with expert groups on marine mammals and reptiles, birds, fish, coastal vegetation conservation, sociology and industrial development from both sides of the divide.

Proper spatial planning needs to be done before large-scale development plans are designed and implemented in order to avoid conflicts of interest leading to inordinate delays and teething problems in project initiation. As a priority, the protected blue-green core and buffer regions need to be demarcated for their conservation. This could best be done in this narrow passage of land and water between Sri Lanka and India

( Palk Strait & Gulf of Mannar) by preparing a marine and terrestrial spatial plan along the UNESCO Man and Biosphere conceptual guidelines differentiating core, buffer and transition zones. While the protected areas in the core and buffer zone provide all important ecosystem services that would also serve as breeding ground for fish, crustaceans, marine reptiles, birds and mammals thereby provisioning sustainable industries to be developed in the surrounding transition areas demarcated in the joint spatial plan.

In addition, the Satoyama Global Initiative established by the Japanese at UNESCO as a global effort in 2009 to realise ‘societies in harmony with nature’ in which – Satoumi – specifically referring to the management of socio-ecological production landscapes in marine and coastal regions, is also a good model to be considered for conservation of biodiversity and co-existence between humans and nature.

Final Plea

In order to take this proposal forward from the Sri Lankan side, a number of useful baseline reports are already available including, but not limited to, the following: i. Biodiversity Profile of the Mannar District (CEJ & USAID 2022), ii. The Gulf of Mannar and its surroundings (IUCN 2012), iii) Atlas of Mangroves, Salt Marshes and Sand Dunes of the Coastal Area from Malwathu Oya to Pooneryn in the Northwestern Coastal Region, Sri Lanka (Ecological Association of Sri Lanka, Peradeniya, Sri Lanka, 2020). iv. Integrated Strategic Environment Assessment of the Northern Province of Sri Lanka (CEA 2014).

If this proposal to establish a Trans-boundary Blue-Green Biosphere Reserve in the Gulf of Mannar and Palk Bay is acceptable in principle to the Governments of Sri Lanka and India, it would be ideal if the Man and the Biosphere (MAB) program UNESCO which is an intergovernmental scientific program whose mission is to establish a scientific basis for enhancing the relationship between people and their environments to partner with the relevant Government and non-governmental agencies in both countries in making it a reality. This proposed concept has all the necessary elements for developing a unique sustainable conservation cum industrial development strategy via nature-based solutions while at the same time contributing to both climate change mitigation and adaptation.

by Emeritus Professor Nimal Gunatilleke,
University of Peradeniya

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