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Revisiting the role of education in shaping shared futures

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Faculty of Education, University of Colombo

BY RANDIMA ATTYGALLE

‘The primary task of a society is to find a real teacher – one who performs his duty with perfection and dedication and is a perfect moral teacher for the society’Rabindranath Tagore

The Faculty of Education at the University of Colombo which is the pioneering Faculty of Education in Sri Lanka marks 50 years on January 1, 2025.
In an interview with the Sunday Island, Emeritus Professor Marie Perera, one-time Dean of the Faculty of Education and the former Director, National Education Research and Evaluation Centre (NEREC),

elucidates on its evolution and contribution to the teaching landscape of the country.

Following are the excerpts:

Q: In what sense does the Faculty of Education at the University of Colombo mark a milestone in the state university setting of Sri Lanka?

A: When the Faculty was established in 1975, it was the only Faculty of Education in the university system in Sri Lanka. In 2003, the Open University of Sri Lanka (OUSL), established its Faculty of Education. However, aligned with the mission of the OUSL, it was to conduct courses in the Distance Mode. University of Peradeniya and University of Jaffna recommenced their Departments of Education in 1978 and 1990. They remain as departments of education in their respective faculties of Arts. Therefore, the Faculty of Education at University of Colombo marks a milestone in the state university setting when it celebrates 50 years of service as the only Faculty of Education in the ‘conventional university system’ in Sri Lanka.

Q: Who are the stalwarts behind the journey of its evolution?

A: Many of our pioneer educators paved the way for the Faculty of Education to be the center of excellence that it is today. Sadly, many of them are no more with us. However, I am very happy to remember Dr. Elsie Kotelawala who was the pioneering Head of the then Department of Education. With only five permanent staff members to assist her, the feat she achieved was exceptional. Dr. Kotelawala is still a source of inspiration and a ‘living library’ to us.

Former Head of the Department, Prof. C. Kariyawasam who was the longest serving Head of the Department of Humanities Education, former Deans and professors Dr. Raja Gunewardena and Dr. W.G. Kularatne in the Faculty are still resources to us. I acknowledge the services of the founder Dean of the Faculty, the late Emeritus Professor Ranjith Ruberu and all the past Deans, all the academics and non-academics of the Faculty during the last 50 years. I must acknowledge with gratitude the contribution of the late Emeritus Professor Swarna Wijethunga who was the founder Director of NEREC and was also a former Dean. If not for her untiring efforts, we would not be able to boast of a National Education Research Center in the Faculty today.

Q: What are the study programs the Faculty offers today?

A: Among the two main programs is the Four-Year Bachelor of Education Honours Degree for undergraduates. This is a combined Arts/Education Degree. From the academic year 23/24, the Faculty is offering an innovative B.Ed. in Primary Education to a direct intake of undergraduates selected by the UGC based on the A/L cut off marks. This program was initiated at the request of the Ministry of Education.

The second main program is the Post Graduate Diploma in Education (PGDE) to provide professional development for untrained graduate teachers in the system. In addition to the general PGDE there are specialization courses such as PGDE /TESL (Teaching English as a Second Language) Post Graduate Diploma in Drama and Theater and a Post Graduate Diploma in Counseling.

In addition, to encourage teachers to Education Research, there are Master of Education, Master of Philosophy and PhD programs. A Master of Education course is also offered to those learning Chinese.

Research Symposium 2024 of the Faculty of Education

Q: How has the Faculty of Education justified its vision of being a ‘center of excellence in scholarship, teaching and research in education, committed to serve humanity’ in its journey todate?

A: Currently there are 419 students following the B.Ed. program. In addition, 1,200 students are following the M.Ed. program and 74 MPhil/ PhD programs. There is a great demand for both Postgraduate Diploma as well as Master’s Programs offered by the Faculty and candidates for these courses are chosen through a selection test. Hence, the demand exceeds the available places. The courses offered by the Faculty, secured an A-Grade at the Institutional Review, conducted in June-July 2023 by the Quality Assurance Council of the University Grants Commission of Sri Lanka.

The only Education Research Center in Sri Lanka which is The National Education Research and Evaluation Centre (NEREC,) is also in the Faculty of Education. NEREC had been selected since its inception, to conduct research pertaining to students’ learning outcomes which are funded by the World Bank. Faculty staff and students are involved in conducting these studies.

Q: To what extent has the Faculty bench marked itself with global trends in education so far and what are the areas where it still needs to improve to meet current global trends?

A: Faculty of Education was a part of a project – Contessa, led by the University of Graz, Austria, aimed to further the development of teaching skills in carefully selected partnerships with institutions of higher education. It was held from November 2018 -2022. This was an Erasmus+ project funded by the European Commission.

In 2012, the Faculty of Education won a Quality Innovation Grant funded by the World Bank to improve doctoral studies. Seven students were selected and all of them completed innovation research and presented the findings overseas and also published papers in peer reviewed journals.

For five years, from 2011, there was staff and student exchange programs with Umea University in Sweden.

At the Annual International Research symposium, many foreign scholars present their papers. In terms of cross-disciplinary studies and research as well as international collaborations, the Faculty still needs to do a lot of work to leverage itself with global trends in education.

Q: Although the Department of Education is responsible for producing teachers with credentials, we do not see a significant collaboration between the department and schools. What measures do you propose to give this relationship more muscle?

A: In many of the universities in developed countries, university teachers are given a period of time to teach in schools to strike a balance between theory and practice which may help to enhance quality and professionalism. However, the experience of the Sri Lankan faculties and departments of education is different. The interaction between universities and schools is increasingly becoming minimal. The main reason for this lack of collaboration is, while the universities fall under the purview of the Ministry of Higher Education, the schools come under the Ministry of Education.

Even though teachers are sent by the Ministry of Education on full-time study leave to complete their Postgraduate Diploma in Education, it is becoming increasingly difficult to find placements in schools for their compulsory teaching practicum. This was not the situation in the past. This could be because there are other teacher training institutes such as National Colleges of Education and the Teacher Training Colleges which come under the direct purview of the Ministry of Education and the Ministry of Education has to priorities these institutes when providing placements for practicum.

In the past, there were practicing schools linked to teacher training institutes. For example, the practicing school for the Teachers’ College Maharagama was the present Maharagama Central College. In some countries, there is a pre-assigned school attached to the faculty or school of education in a university. For example, Vorarlberg University of Education, Austria has a school within the university premises. The school and the university work in collaboration and share their resources; the classrooms are used as lecture rooms in the afternoon and the lecturers and teacher trainees walk in and out of the school for teaching and research purposes. It is worthwhile to explore the possibility of re implementing the practicing school concept.

Q: What are your thoughts about graduates being directly placed in schools for teaching with no prior training?

A: I would answer that question with a cliché, ‘to teach John Latin, you need to know Latin as well as John,’ and I would add how to teach John Latin. When graduates are directly placed in schools without prior training they may know ‘Latin’ which is the subject knowledge, but they will not be able to understand the students nor how to teach them. This is the reason that in developed countries, without a ‘license’ to teach, – which is the professional training, no teacher is allowed to teach in a school.

In Sri Lanka, every government that comes to power, especially before an election gives teaching appointments to unemployed graduates without a systematic professional development program. According to the School census 2023, as many as 37.32% of graduate teachers in government schools are untrained. However, as large number of graduates were recruited to the teaching cadre just prior to the Presidential Election, this number will be more by the next school census. This is a grave situation that needs urgent attention.

Q: In the good old days, there were fully-fledged teachers who were above their subject expertise- equipped with communication skills, social skills etc. which is sadly eroding today. What is the responsibility of relevant state agencies such as universities, training colleges etc. to fill this vacuum and empower teachers who could be good counselors, administrators etc.

A: Education has been the medium through which the noblest ideas of mankind have been transmitted through civilizations. Aristotle has put this succinctly when he remarked that human excellence was his aim in all his efforts in education. Erosion of values is a worldwide phenomenon and the academia in Sri Lanka too is affected by it.

In the Faculty, in all its curricular platforms, development of soft skills is embedded and students are evaluated during teaching practicum by two internal examiners. However, how much of these skills have been internalized can be seen only when they go back to the workplace. Their behaviour in the work place will be influenced by their commitment and love for humanity and the role models available in that sub-culture.

Q: A national policy for education still remains an unrealized dream for Sri Lanka. What are your thoughts?

A: The absence of a strong, consistent and clear-cut national policy on education which is consistently implemented irrespective of the change of political regimes, has been a critical issue that needs careful attention. Since the 1940s, there had been policy proposals but they have never become a long-term national policy. The absence of such a national regulatory framework has caused serious repercussions. Whenever a new government comes in to power, ongoing education reforms are abandoned without a critical review if they are not in line with the new government’s political manifesto. This results in a waste of resources as well.

Q: The skills-based formative years of learning is virtually non-existent in our setting. As an educator what are your thoughts on this matter?

A: We need to change the exam-oriented teaching and make students producers of knowledge rather than consumers of knowledge. Education and learning systems are at a critical juncture. The climate crisis, the pervasive rise of Artificial Intelligence, growing inequality and societal divisions compel us to rethink the role of education in shaping shared futures.

We face an existential choice between continuing an unsustainable path or radically changing course. There is an urgency to shape alternatives and re-imagine possible futures. Education is crucial to this change of course. It has great potential to help shape more just, inclusive and sustainable futures by re-balancing our relationships with each other, the living planet and technology. Yet, to do so, education itself must be transformed.

Q: What are the most urgent reforms you would like to lobby to address Sri Lanka’s outmoded education system, especially in terms of producing future-ready professionals who can meet the current job demands?

A: Teaching methodologies must be radically changed for the newly emerging times of flux as most education systems now in existence were established for other times and purposes with the ‘one size fit for all’ model intended to produce learners who store inert knowledge in a passive manner.

It is also important to produce globally competent, professional socialized teachers in an interdependent globalized world. Professional socialization is the process of learning the values, attitudes, skills and knowledge that are part of a profession. In this context, the present need is for teachers who will be knowledge-producers rather than mere knowledge-consumers.

Teachers must be equipped with the minimum competencies such as the 7Cs of Conceptualization, Communication, Commitment, Collaboration, Compassion, Critical thinking, and Creativity as well as digital dexterity.

According to the great guru Rabindranath Tagore, “the primary task of a society is to find a real teacher – one who performs his duty with perfection and dedication and is a perfect moral teacher for the society.” This is rather a tall order but the Faculty of Education has to strive towards this goal.

Q: Finally, as the Faculty Education marks its 50 years, what are its future plans to take it to the next level and become a stronger hub of academic excellence?

A: Throughout the history of the Faculty, the greatest challenge had been the inadequate physical and human resources. The problem of space was alleviated to a certain extent when the Faculty was granted a four-storied multi-functional building in 2011.

However, the challenge of human resources still continues with 53 approved cadre out of which 23 are vacant. The collaboration between the Ministry of Education and the Faculty is also a major challenge. Laboratories are where new knowledge is created in science and technology fields. Similarly, classrooms are the laboratories for education faculties.

In order to take the Faculty of Education to the next level and make it a stronger hub of excellence, my suggestion is to make it a University of Education. This concept is totally different to the proposal of the previous Government to form a University of Education amalgamating the National Colleges of Education under the Ministry of Education. I am proposing a University of Education in the lines of Vorarlberg University of Education, Austria which will pave way for academic excellence, innovative cross disciplinary research, and contribute to Policy and Practice for the betterment of society.



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Dilemmas of ‘hurting economies’ – the case of Sri Lanka

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Dr. Ganeshan Wignaraja (right) and Ambassador (Retd) Ravinatha Aryasinha.

Maldives President Dr. Mohamed Muizzu was in Sri Lanka recently on what was apparently a goodwill visit and this event, no doubt, bodes very well for Maldives-Sri Lanka relations. Besides, the visit would go some distance in strengthening Sri Lanka’s claims to Non-Alignment.

However, the commentator on regional politics could be accused of simplistic thinking if he/she glosses over or ignores the regional politics nuances or undertones of the Maldivian President’s visit. In Sri Lanka we currently have a government which is eager to solidify its bridges, so to speak, with China and which, given the chance, would be courting increasingly close relations with Russia. In other words, the NPP government is likely to see itself as a ‘natural ally’ of the East and would prefer to distance itself to the extent possible from the West, if that is a realistic proposition.

Given the foregoing backdrop, it would be in some of the NPP regime’s best interests to be on cordial terms with the Maldives which is a close ally of China in the South Asian region. However, the NPP government, given the utter financial helplessness of Sri Lanka, cannot afford to distance itself politically and diplomatically from India and the West. Sheer economic necessity compels Sri Lanka to adopt this foreign policy stance. In other words, the latter has no choice but to be ‘Non-Aligned.’

This columnist was led to the above observations on listening to a lucid and comprehensive presentation titled, ‘A Global Economy in the Shadow of the Iran War and implications for Sri Lanka’s debt recovery’, by Dr. Ganeshan Wignaraja, Visiting Senior Fellow, ODI Global London, at the Regional Centre for Strategic Studies (RCSS), Colombo on May 4th. The forum, RCSS Strategic Dialogue – 4, was moderated and presided over by RCSS Executive Director Ambassador (retd) Ravinatha Aryasinha.

The forum brought together a wide cross section of society, including diplomatic personnel, academicians, public and private sector personalities and the media. After the presentation a very lively and informative Q&A followed.

Ambassador Aryasinha at the outset set an appropriate backdrop to the presentation and discussion by stressing ‘the increasing interconnectedness of geopolitical and economic developments, noting how disruptions in the Middle East could have significant ramifications for global markets, trade flows, energy prices and broader economic stability, including Sri Lanka.’

Indeed, there are occurring currently very disruptive economic and material consequences for the world from ‘the Iran War’, and with US-Iran hostilities spiraling in West Asia it may not be wrong to surmise that the worst could be yet to come, unless a peace process materializes in earnest.

Meanwhile, ‘hurting countries’ such as Sri Lanka would need to summon their best economic management capabilities to remain materially and economically afloat. ‘Economic transformation’ is what is urgently needed and not mere management and some of the insights thrown up by Dr. Ganeshan Wignaraja should have the local polity thinking.

There was the following observation, for instance: ‘Sri Lanka has achieved remarkable cyclical stabilization but faces critical challenges in transitioning to transformative growth, with 2027-2028 debt repayments looming and only $5.4 billion usable reserves.’

Needless to say, the path ahead to ‘transformative growth’ for Sri Lanka is strewn with multiple challenges and meeting them effectively is of the first importance. Sri Lanka must soldier on towards even a semblance of development in the short and medium terms and such initiatives cannot be separated from its foreign policy choices since the country’s economic partners and their growth prowess have a close bearing on the country’s material fortunes.

As mentioned, Sri Lanka will be compelled to be ‘a friend of all countries and an enemy of none’ going forward but it cannot afford to be seen as cultivating China as a close growth partner at the expense of India and other major economies of the region.

This is primarily because while India is remaining a major economic power, the current West Asian crisis notwithstanding, China’s economy is being seen as ‘slowing’. Dr. Wignaraja singled out the following in the main as the factors causing this slow-down: a bursting property bubble, increasing state regulation, and weakening investor confidence. Besides, the speaker sees production cycles moving away from China and India replacing China and Hong Kong as ‘manufacturing hubs’.

Accordingly, the NPP regime in Sri Lanka would need to craft its regional policy in particular with the utmost far-sightedness. It will need to have close economic links with all the growth centres that matter.

On the question of authentic economic transformation, the following observations of Dr. Wignaraja on Sri Lanka’s economy are of the first importance as well: ‘Foreign reserves are now at $ 5.4 billion, the cost of living is high, an estimated 20 per cent of the population lives below the poverty line of $ 3.65 per day, the recent cyber security breach at the Treasury would affect some 10 payments.’ These factors were termed ‘critical vulnerabilities’.

It is difficult to conceive of an economic transformation worthy of the phrase minus a steady economic empowerment of the populace. The above data point to the considerable magnitude of the local poverty problem. Right now, the disruptive effects of the West Asian crisis render swift poverty alleviation a most difficult proposition.

One possible way out of the present economic debacle is the forging of a national consensus by the present government on all outstanding problems that have been bedeviling the country’s advancement. That is, there needs to be a meeting of minds across current political divides. Considering the present inflammatory political polarities in Sri Lanka this would prove an insurmountable challenge.

Unfortunately, conscience-filled and civic minded sections in Sri Lanka have chosen to be laid back rather than seize the initiative, come centre stage and impress on politicians the need for enlightened governance and progressive change. There needs to be a historic coming together of the right thinking to ensure that the best interests of the people and of the people only are served by governments. In the absence of such a process, might would be projected as right and brute force would come to increasingly rule politics and society.

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Australia funds project to restore climate-resilient vegetable livelihoods in cyclone-affected highlands

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(L-R) D. P. Wickramasinghe, Secretary of Agriculture; Matthew Duckworth, Australian High Commissioner to Sri Lanka, K. D. Lal Kantha, Minister of Agriculture, Livestock, Lands and Irrigation, and Vimlendra Sharan, FAO Representative for Sri Lanka and the Maldives at the signing ceremony.

The Ministry of Agriculture, Livestock, Lands and Irrigation, the Government of Australia, and the Food and Agriculture Organization of the United Nations (FAO) have launched of a AUD 2 million (USD 1.4 million) recovery initiative to restore and transform vegetable production systems in the cyclone-affected districts of Nuwara Eliya and Badulla.

The FAO said yesterday (5) that the agreement was formalized through the signing of the grant agreement by Matthew Duckworth, Australian High Commissioner to Sri Lanka, and Vimlendra Sharan, FAO Representative for Sri Lanka and the Maldives, alongside the signing of the project document by D. P. Wickramasinghe, Secretary of Agriculture.

Cyclone Ditwah, which struck Sri Lanka in November 2025, caused widespread devastation across the country, severely disrupting agricultural production systems and livelihoods. The highland districts of Nuwara Eliya and Badulla, key suppliers of vegetables such as beans, carrots, leeks, cabbage, tomato and potato, were among the hardest hit, with thousands of smallholder farmers losing crops, seed stocks, and productive assets.

This 12-month initiative aims torestore and strengthen climate-resilient vegetable production systems, with a strong focus on empowering women farmers and supporting persons with disabilities. The project will directly benefit more than 2,400 smallholder farmers, through improved seed and seedling production systems, small machinery, training, and market linkages while indirectly supporting thousands more.

“This initiative is an important step not only in restoring what was lost, but in building a more resilient and self-reliant agricultural sector,” said Minister Lal Kantha. “By strengthening local seed systems and supporting smallholder farmers, particularly women and vulnerable groups, we are investing in the long-term sustainability of Sri Lanka’s food systems.”

“Australia stands alongside Sri Lanka in its ongoing recovery from Cyclone Ditwah,” said High Commissioner Duckworth. “Australia is a steadfast partner in the agriculture sector with its importance for food security, rural development and climate resilience. By focusing on climate smart practices, farmer-led solutions and inclusive economic opportunities, this project will deliver meaningful and lasting benefits to affected communities.

The project will prioritize the restoration of farmer-led seed systems for beans and potatoes, support the re-establishment of both open-field and protected cultivation systems and women led seedling supply nurseries while empowering all farmers with Climate-Smart Good Agricultural Practices (CSGAP) with small scale machinery and input support.

A key feature of the initiative is the establishment of six accessible and inclusive nurseries in Nuwara Eliya and Badulla. These nurseries will serve as sustainable agri-based enterprises, producing high-quality vegetable seedlings while creating new income opportunities and strengthening local input supply chains.

By combining recovery support with long-term resilience measures, the project will help stabilize vegetable production, improve household food security and nutrition, and reduce reliance on imported seeds.

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War on Iran may hasten unraveling of New World Order

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It took several decades for the US to realise it was losing the war in Vietnam. It took a bit shorter time in Afghanistan. And what is happening in the countries the US and Israel intervened and broke up? The US has been asked to leave Iraq. Syria is talking to Russia about establishing military bases, President al-Sharaa met with Vladimir Putin in Moscow to discuss the project, which is vital for Russian power projection in the Middle East. Libya has been divided into two competing administrative units with the Eastern section actively engaged with Russia in defence matters. The Sudanese government has finalised a 25-year deal to allow a Russian naval facility in the Red Sea in exchange for weapons, including anti-aircraft systems. On the Eastern side of the Red Sea, Yemen remains divided, with the main power center, the Houthis maintaining a staunchly anti-US, anti-Israel stance, while the internationally recognised government remains in exile.

When the Iranian Foreign Minister recently undertook a tour of Pakistan, Oman and Russia, the US wanted to meet him and got ready to send its negotiators Vice President J. D. Vance and his team to Pakistan, but Iranian FM snubbed them and left Pakistan, saying Iran did not want to talk to the US while a blockade of their ports were in place. The Iranian FM met President Putin, who congratulated Iran for courageously defending their country and then phoned US President Trump and told him further attacks on Iran would not be acceptable. During this conversation on April 27, 2026, Putin reportedly warned Trump that further U.S. or Israeli attacks on Iran would have dangerous consequences, according to Al Jazeera). Such a sequence of events would not have been possible in the unipolar world we had in the past.

Furthermore, the damage that Iran has inflicted on the US and Israel in this war would have been unimaginable in the late 20th Century and early 21st Century. Sixteen US military bases spread across Saudi Arabia, Qatar, UAE, Bahrain, Kuwait, Iraq, Jordan and Oman have been either destroyed or severely damaged. Advanced surveillance aircraft and radar systems worth more than $ 2.8 bn were destroyed. This had a far-reaching effect on the war as the US could not use these bases in the war against Iran and also in the defence of its allies in the Gulf.

The attacks on Israel have been equally damaging. In  Central Israel and Tel Aviv area multiple attacks targeted military and intelligence assets, resulting in massive damage. Iranian missiles hit the Haifa oil refinery, causing a shutdown, and hit residential buildings, leading to injuries and structural damage. Residential and commercial areas were damaged in Bat Yam and Petah Tikva with significant casualties and destruction. Attacks in Dimona and Arad targeted the Negev Nuclear Research Center, with casualties reported in both towns. The Soroka Medical Center in Beersheba was hit in a strike. The strategic port and naval base in Eilat were targeted. In Rishon LeZion suburban residential areas suffered extensive damage.

Usually, Israel makes short work of its many enemies in the region, for example it took just six days to defeat the combined military of Egypt, Jordan and Syria in 1967 and grab their land as well. Hamas, Fatah and Palestinians would suffer ignominious defeats if they dare challenge Israel. However, the recent war against Hamas, following a daring wide scale invasion into Israel by Hamas in October 2023, went on for more than two years with no conclusive victory for Israel.

These significant massive military setbacks suffered by the combined forces of the US and Israel have been made possible by the unprecedented advancement in military technology achieved mainly by China and to a degree by Russia as well. Iran has been able to develop ballistic missile systems that could penetrate the “iron dome” that Israel boasted, with technological assistance from China and North Korea. Iran’s drones are very cheap yet very effective, requiring interceptors worth millions of dollars to counter them, thus making it much more costly for the US to fight this war than it is for Iran.

Further, Hezbollah in Lebanon, Houthies in Yemen and Hamas in Palestine are well equipped with advanced missiles and drones. Hezbollah has been able to destroy about hundred Israel tanks and stop their advance. According to Larry Johnson, former CIA intelligence analyst, Israel soldiers are much war weary and mentally affected and are being withdrawn. Netanyahu’s 40 year dream of a “Greater Israel” is telling on the poor soldiers.

If a person like Barack Obama had been the US President instead of the hyper egoistic, blustering, intellectually barren Trump, things may have been different. An attempt would have been made to reconcile with the fact that the world is changing, instead of trying to stop it and make “America Great Again”.  Perhaps, it could be said that Trump is facilitating the emergence of the new world order by enabling the US citizens to see the reality, the futility of war and the fact that Israel is a liability because the US is fighting its war. Further, the war has enabled Iran to assert its place in the region and negotiate from a position of strength.

Perhaps, Israeli people may realise that the Palestine problem cannot be solved by militarily occupying their land, and that in a changing world a “Greater Israel” is a “pie in the sky”. They may have to agree to a two-state solution. US support may not always be forthcoming, certainly not at the level that Trump could extend, as this war is very unpopular and expensive. The other very significant fact is that Israeli settlers in the occupied lands feel insecure and one in three wants to leave and the numbers may grow when Palestinians and their sympathisers grow in strength in the new world order.

Moreover, the war on Iran has afforded China the opportunity to demonstrate with authority the fact that it stands for universal peace and does not tolerate illegal wars. Its message to the US conveyed its world view and its desire for peace in no uncertain terms. Trump cannot afford to disregard the Chinese position on the war on the eve of his visit to that country which may decide on future trade between the two countries as the US depends on China for several essential materials like rare earth minerals. Furthermore, China has shown that peace could be achieved by developing the economies of the underdeveloped countries irrespective of their alliances. It helps Iran as well as Saudi Arabia and try to build bridges between these foes. It welcomes Trump in the coming weeks and hopes to strengthen ties between the two countries despite the weaknesses of the latter.

Another important factor is the gradual decline of the critical value of the petro-dollar. Following the end of the gold standard in 1971, the US struck deals with Saudi Arabia and other OPEC nations (around 1974) to price oil exclusively in USD in exchange for military protection and arms sales. Dollars earned by selling oil came to be known as petro-dollar. Oil producers, holding large dollar surpluses, reinvest these funds in the US Treasury securities, real estate, and financial assets ensuring the recycling of petro-dollars. The system ensures a consistent global demand for US dollars, which helps fund the US budget deficit and maintains the currency’s dominance.

However, the petro-dollar system is on the decline and there are two main reasons for this, firstly the gradual rise of the new world order with organisations like BRICS, making a concerted effort to extricate from the dollar dominance by developing alternate currencies and methods to bypass the dollar. Secondly, the need felt by most countries to develop alternative energy sources to replace enormously harmful fossil fuel would eventually result in a decline in the demand for it and consequently the effectiveness of the petro-dollar. China is leading the world in both these endeavours; depolarisation process and renewable energy production. The war on Iran seems to have hastened the process of depolarisation as Iran insists that it will sell its oil for yuan only.

These revolutionary changes in the aftermath of the Iran war have their undeniable implications for the Global South, where more than 60% of the poor live.

by  N. A. de S. Amaratunga

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