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School education in Sri Lanka at a crossroads?

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by Dr B. J. C. Perera
Specialist Consultant Paediatrician

It is indeed no secret that all stages of education for children, adolescents and young people in Sri Lanka are in quite a state of disorder and chaos, being completely unable to produce a totally worthwhile learning experience at the present time. Vast reams of factual material are presented to students as a composite of the curricula which have assumed an ‘essential to know’ type of exalted status. These goings-on have produced generations of children and young people who have been converted to by-hearting zombies who can recall and even blurt out things like the way parrots do. There is intense stress for the students, hardly any free-time, and a life further complicated by the necessity to attend ‘Tuition Classes’. As a result of all this, the general attitude, the mannerisms, the values and even the behaviour of our young people remain as a plethora of things which perhaps leave a lot to be desired.

We could justifiably be proud of the provision of free education as virtually a birth right to each and every child of this island nation. Free education was the brain-child of that great visionary and statesman Dr C. W. W. Kannangara. He fought a great and valiant battle to provide this facility to all the children of our country, irrespective of mundane consideration such as ethnicity, colour, caste, creed, religion or wealth. The writer of this article is ever so conscious of the fact that anything and everything that he has achieved so far is a tribute to our priceless free education system. In the present context, that system should stand out as the best of the very best to fulfil the lofty ideals of our populace. However, providing policy changes to facilitate and even make a great endeavour that much better is one thing but the actual provision and ensuring of the proper implementation of those are another. On paper and in the drawing boards, free education is a fantastic thing but in reality, is it such a fabulous thing in its implementation today in this pearl of the Indian ocean?

When one looks critically at education, one realises that there are some very important and specific goals of education. It should equip the students to be life-long learners. Education is not merely learning things in school. It should make students to be passionate about learning, be able to think critically and solve problems. They should develop the ability to think out of the box and be able to look at many things from different angles. A good education should provide them the ability to be able to work independently as well as with others. They should inculcate a sense of integrity, have self-respect, be creative, care for others and sustain an admirable desire to give something back to the community at large. They should have the moral courage to persevere and be able to use the world around them well. Each student should cultivate the abilities to speak well, write well, read well, and work well with numbers. The end result would be a population of young people who would truly enjoy their life and their work.

A pertinent question at this stage is whether the current portals of school education, the systems in place, the content of the school curricula and even the higher educational facilities promote the path to achieve these goals and produce a better set of people in this country. If one was to be quite honest, the answer to that question is a resounding “no”. The Executive President of this country during his recent walk-abouts and conversations with the general public was quite concerned to remark to some unemployed University Graduates that even their tertiary education did not empower them to secure gainful employment. The new Minister of Education has been reported to have remarked very recently that the entire system of education needs a very close examination followed perhaps by some degree of revamping of the entire system.

The school curricula of the current system are far too top-heavy with loads of information and stuff that is not going to be all that useful in later life. Just as an example, some of the higher grades of students are forced to learn the minutiae of genetics that even a medical doctor is perhaps not expected to know. When one looks at the academic content of these curricula, it is quite apparent that most of it is not tailor-made for the average student. Of course, some with high Intelligence Quotients (IQs) would lap them up but what is generally not appreciated is that the content should not be aimed at only the high-flyers. To compound the situation further, students, even little children, are forced to carry large numbers of books in very heavy school-bags, to and from school, every day. The deleterious health effects of carrying improperly loaded and very heavy school-bags are another associated problem.

All subjects taught in educational institutes from school levels to higher educational portals need to have a judiciously selected core content of a ‘must know’ category. Such content must be very carefully assembled to provide a generally well-rounded ‘essential to know’ set of information. Then surrounding this hub on each topic are the ones that are to be labelled as ‘nice to know’. As implied by the label, these would not fall into the mandatory category.

It is heart-breaking to see a very young child, with the outlook of just a glorified baby, being subjected to virtually an unbearable amount of pressure and stress right from the time the child enters the Kindergarten. This latter term is equated to synonyms like Pre-school, Play-school, Play Group and even Nursery. The painful reality is that these are far from what is implied in the terminology. Children and young people have no time for play or other extra-curricular activities. When examination time comes up, they become totally unbalanced psychological wrecks. The expectations of teachers, parents and the society in general are way up in the skies, through a medium of testing that does not examine the total holistic make-up of the child.

As an example, it is quite pertinent to point out that in Japan, little children from about 5 years of age, right up to about 10 years, are taught totally different things in school. Special curricula have been designed to enhance their cognitive abilities, life-skills, mannerisms and behaviour. Serious stuff is not taught during these times and loads of play time are provided. Some learning occurs through play through carefully constructed manoeuvres. Serious academic pursuits are started only after this initial period. Many would frown on such a system but it must be one of the best in the world as the Organisation for Economic Co-operation and Development (OECD) in its world renowned Programme for International Student Assessment (PISA) reviews, has listed Japan as the top country in the world. In addition over 50 per cent of Japanese students get on to tertiary education.

The Sri Lanka College of Paediatricians (SLCP), the ultimate academic institution of all Consultant Paediatricians of the country, have initiated discussions with the Ministry of Education regarding the need to review the current curricula of the schools. The Paediatricians are not experts in education but are acclaimed authorities on mental and physical development of children, cognitive behaviour of children, the psychological make-up of children and every possible health issues of children and young people. As a start, they have suggested providing more play time for all children in schools and to increase the interval duration. They have also suggested to take steps to carefully examine the content of the curricula and to weed out all the unnecessary stuff. Almost all Consultant Paediatricians in SLCP have children or grandchildren and they are well aware of all the problems of children as well as the trials and tribulations that they are subjected to in childhood and youth. It is hoped that the powers-that-be would take what the Paediatricians say with all the respect that is due to people who have the welfare of our children in their heart of hearts.

From a personal perspective, one laments the fact that the current generation of students and young people do not have either the education, or for that matter even the life, that people of my generation had. School then was an absolute delight. Everybody just loved to go to school. Our teachers took it upon themselves their profession of imparting knowledge as a God-given sacrosanct duty. We got on so well with our friends. There was plenty of time for play. ‘Tuition’ was the last resort for someone who was really bad at something. If one had difficulties with a subject or some topic, others who were good at it would rally round you to lift you up. Some of us rioted a bit as well in school, but in the most non-offensive way. The entire education process, right up to the tertiary level, was geared towards character-building and producing decent citizens for the future. The beauty of all this was that everything was provided free of charge or at a nominal rate in the Private Schools. Alas, what we have today is most lamentably a near-complete violation of everything listed above.

When a young person leaves school, we want him or her to have the basic life skills that will help the person to get along in the adult world. It is the basic stuff that too many schools forget about in their rush to cram in a plethora of sciences, several social studies, a number of maths, and so on. We also want that young one to be the kind of person who will keep building on what he or she got in school as well as one who will keep developing skills, keep learning and keep growing. Each of us, if we live to be 80 years old, spends only about 15 per cent of our lives in school. Considering that the other 85 per cent is spent “out there”, the only really substantial thing education can do is to help us to become continuous and lifelong learners. We will later learn without textbooks and tests, without certified teachers and standardized curricula. We will become learners who love to learn. To me, this is the ultimate goal of education. In that context, I can only echo the memorable words of W. B. Yeats, the Irish poet and one of the foremost figures of 20th century literature, who said, “Education is not the filling of a pail but the lighting of a fire”. That fire would be the burning desire to learn, learn, and learn even more and more, right throughout a productive and rewarding life.



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Federalism and paths to constitutional reform

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Chelvanayakam (R) and S. W. R. D. Bandaranaike shaking hands.

S. J. V. Chelvanayakam: Visionary and Statesman

S. J. V. Chelvanayakam KC Memorial Lecture Delivered at Jaffna Central Collage on Sunday, 26 April, by Professor G. L. Peiris – D. Phil. (Oxford), Ph. D. (Sri Lanka); Rhodes Scholar, Quondam Visiting Fellow of the Universities of Oxford, Cambridge and London; Former Vice-Chancellor and Emeritus Professor of Law of the University of Colombo.

I. Life and Career

Had Mr. Chelvanayakam been with us today, he would no doubt be profoundly unhappy with the state of our country and the world.

Samuel James Velupillai Chelvanayakam was born on 31 March, 1898, in the town of Ipoh, in Malaya. When he was four years of age, he was sent by his father, along with his mother, for the purpose of his education to Tellippalai, a traditional village at the northern tip of Sri Lanka, or Ceylon as the country was then called, in close proximity to the port of Kankesanturai. He attended three schools, Union College in Tellippalai, St John’s College Jaffna and S. Thomas’ College Mount Lavinia, where he was a contemporary of S. W. R. D. Bandaranaike, with whom he was later destined to sign the Bandaranaike-Chelvanayakam Pact.

He graduated in Science as an external student of the University of London, in 1918. In 1927, he married Emily Grace Barr-Kumarakulasinghe, daughter of the Maniyagar, or administrative chief for the area, appointed by the colonial government. He had four sons and a daughter. His son, S. C. Chandrahasan, worked closely with me during my time as Foreign Minister on the subject of repatriation of refugees from India. Chandrahasan’s wife, Nirmala, daughter of Dr. E. M. V. Naganathan, was a colleague of mine on the academic staff of the University of Colombo.

Mr. Chelvanayakam first contested the Kankesanturai constituency at the parliamentary election of 1947. His was a long parliamentary career. He resigned from his parliamentary seat in opposition to the first Republican Constitution of 1972, but was re-elected overwhelmingly at a by-election in 1975. He died on 26 April, 1977.

There are many strong attributes which shine through his life and career.

He consistently showed courage and capacity for endurance. He had no hesitation in resigning from employment, which gave him comfort and security, to look after a younger brother who was seriously ill. As his son-in-law, Professor A.J. Wilson remarked, he learned to move in two worlds: a product of missionary schools, he was a devout Christian who never changed his religion for political gain. He was, quite definitely, a Hindu by culture, and never wished to own a house in Colombo for fear that his children would be alienated from their roots.

Gentle and self-effacing by disposition, he manifested the steel in his character by not flinching from tough decisions. Never giving in to expediency, differences of principle with Mr. G. G. Ponnambalam, the leader of the All Ceylon Tamil Congress, of which Mr. Chelvanayakam was a principal organiser, led him to break away from the Congress and to form a new party, the Ilankai Tamil Arasu Kachchi, or the Federal Party.

During the disturbances in March and April, 1958, he was charged in the Magistrate’s Court in Batticaloa and sentenced to a week’s imprisonment. He was also subject to house arrest, but he never resorted to violence and used satyagraha to make his voice heard. When, in 1961, he was medically advised to travel to the United Kingdom for surgical treatment, he had to be escorted to the airport by the police because he was still under detention. Although physically frail and ailing in health during his final years, he lost none of the indomitable spirit which typified his entire life.

II. Advocacy of Federalism: Origins and Context

At the core of political convictions he held sacrosanct was his unremitting commitment to federalism. A moment of fruition in his life was the formation of the Federal Party, Ilankai Tamil Arasu Kachchi, on 18 December, 1949.

Contrary to popular belief, however, federalism in our country had its origin in issues which were not connected with ethnicity. At its inception, this had to do with the aspirations, not of the Tamils, but of the Kandyan Sinhalese. The Kandyan National Assembly, in its representations to the Donoughmore Commission, in November, 1927, declared: “Ours is not a communal claim or a claim for the aggrandizement of a few. It is the claim of a nation to live its own life and realise its own destiny”.

Mr. S. W. R. D. Bandaranaike, soon after his return from Oxford, as a prominent member of the Ceylon National Congress, was an ardent advocate of federalism. He went so far as to characterise federalism as “the only solution to our political problems”. With Thomas Hobbes in his famous work, The Leviathan, he conceived of liberty as “political power broken into fragments”. Bandaranaike went on to state in a letter published in The Morning Leader on 19 May, 1926: “The two clashing forces of cooperation and individualism, like that thread of golden light which Walter Pater observed in the works of the painters of the Italian Renaissance, run through the fabric of civilisation, sometimes one predominating, sometimes the other. To try and harmonise the two has been the problem of the modern world. The only satisfactory solution yet discovered is the federal system”.

Federalism had a strong ideological appeal, from a Marxist-Leninist perspective. The constitutional proposals, addressed by the Communist Party of Ceylon to the Ceylon National Congress on 18 October, 1944, go very far indeed. They envisioned the Sinhalese and the Tamils as two distinct “nations” or “historically evolved nationalities”. The high watermark of the proposals was the assertion that “Both nationalities have their right to self-determination, including the right, if they so desire, to form their own separate independent state”.

These proposals received further elaboration in a memorandum submitted to the Working Committee of the Ceylon National Congress by two leading members of the Communist Party, Mr. Pieter Keuneman and Mr. A. Vaidialingam. Their premise was set out pithily as follows: “We regard a nation as a historical, as opposed to an ethnographical, concept. It is a historically evolved, stable community of people living in a contiguous territory as their traditional homeland”.

The Soulbury Commission, which arrived in the country in December, 1944, had no hesitation in recognising that “The relations of the minorities – the Ceylon Tamils, the Indian Tamils, Muslims, Burghers and Europeans, with the Sinhalese majority – present the most difficult of the many problems involved in the reform of the Constitution of Ceylon”.

They took fully into account the apprehension expressed by the All Ceylon Tamil Congress that “The near approach of the complete transfer of power and authority from neutral British hands to the people of this country is causing, in the minds of the Tamil people, in common with other minorities, much misgiving and fear”.

III. Constitutional Provisions at Independence

The Souldbury Commission, like the Donoughmore Commission before it, was not friendly to the idea of federalism, principally because of their commitment to the unity of the body politic. Opting for a solution, falling short of federalism, they adopted the approach that, if the underlying fear related to encroachment on seminal rights by capricious legislative action, this anxiety could be convincingly assuaged by enshrining in the Constitution a nucleus of rights placed beyond the reach of the legislature.

The essence of the solution, which commended itself to the Soulbury Commission, was a carefully crafted constitutional limitation on the legislative competence of Parliament, encapsulated in Article 29(2) of the Independence Constitution. The gist of this was incorporation of the principle of non-discrimination against racial or religious communities by explicit acknowledgement of equal protection under the law.

The assumption fortifying this expectation was the attribution of an imaginative role to the judiciary in respect of interpretation. It was lack of fulfillment in this regard that precipitated a setback which time could not heal. Judicial attitudes, including those of the Judicial Committee of the Privy Council, which constituted at the time the highest tier of the judicial hierarchy, were timid and diffident.

When the Citizenship Act of 1948, by means of a new definition, sought to deprive Tamils of Indian origin of the suffrage, no protection was forthcoming from the courts on the ground of impermissible discrimination. This refusal of intervention was premised on an implausibly narrow construction of the word “community”, in that, according to the Courts’ reasoning, in the landmark case of Kodakkan Pillai v. Madanayake, Indian Tamils were not identifiable as a community distinct from the larger community of the Tamils of Ceylon. It is hard to disguise the reality that this was, at bottom, a refusal to deal with the substantive issues candidly and frontally.

The resulting vulnerability of minority rights, which judicial evasion laid bare, was a major contributory cause of the erosion of confidence on the part of minority groups. This mood of suspicion and despair, arising from an ostensibly weak method of protection of human rights, presaged ensuing developments.

IV. Further Quest for a Constitutional Solution

Chelvanayakam

The central theme of this lecture, in honour of a statesman who was an epitome of restraint and moderation, is that the deterioration of ethnic relations, which culminated in a war of unrivalled savagery over a span of three decades, was progressive and incremental. There was no inevitability about the denouement. It was gradual and potentially reversible. At several crucial points, there was opportunity to arrest a disastrous trend. These windows of opportunity, however, were not utilised: extremist attitudes asserted themselves, and polarisation became the outcome. This trajectory was, no doubt, met with dismay by far-sighted leaders of the calibre of Mr. Chelvanayakam.

The formation of the Federal Party was a turning point. With Mr. S.J.V. Chelvanayakam, King’s Counsel, as founder-president, and Dr. E.M.V. Naganathan and Mr. V. Navaratnam as joint secretaries, the party embarked on a journey which marked a radical departure from the conventional thinking of the past. This was plain from the text of seven resolutions adopted at the national convention of the party held in Trincomalee in April, 1951. The foundation of these resolutions was the call to establish a Tamil state within the Union of Ceylon, and the uncompromising assertion that no other solution was feasible.

The path was now becoming manifest. The demand up to now had been for substantial power sharing within a unitary state. This was now giving way to a strident demand for the emergence of a federal structure, destined to be expanded in the fullness of time to advocacy of secession.

Although standing out boldly as a landmark in constitutional evolution, the Federal Party resolutions did not carry on their face the hallmark of finality or immutability. The call of the Tamil leadership for secession yet being some years away, the ensuing decades saw further attempts by different governments to resolve the vexed issues around power sharing.

The first of these was the Bandaranaike-Chelvanayakam pact, signed by the Prime Minister and the leader of the Federal Party on 26 July, 1957. There was an air of uneasy compromise surrounding the entire transaction. This was evident from the structure of the pact, which, as one of its integral parts, contained a section not reduced to writing in any form, but consisting of a series of informal understandings.

The essence of the pact was the proposed system of regional councils which were envisaged as an intermediary tier between the central government and local government institutions. This did break new ground. Not only did the pact confer on the people of the North and East a substantial measure of self-governance through these innovative councils, including in such inherently controversial areas as colonisation, irrigation and local management, but territorial units were conceived of as the recipients of devolved powers. Of particular significance, the regional councils were to be invested with some measure of financial autonomy. The blowback, however, was so intense as to compel the government to abrogate the pact.

The next attempt, eight years later, was by the United National Party, which had vehemently opposed the Bandaranaike–Chelvanayakam Pact. This was the Dudley Senanayake–Chelvanayakam Pact, signed between the leader of the United National Party, at the time Leader of the Opposition, and the leader of the Federal Party. It differed from the Bandaranaike–Chelvanayakam Pact, both contextually and substantively.

As to context, it was signed on 24 March, 1965, on the eve of a parliamentary election, to ensure for the United National Party the support of the Federal Party. A disheartening feature was the plainly evident element of duplicity. Once in government, the Prime Minister’s party showed little interest in implementing the pact. Within three years, the Federal Party left the government, and its representative in the cabinet, Mr M. Tiruchelvam QC, Minister of Local Government, relinquished his portfolio.

Substantively, the lynchpin of the pact was a system of district councils, but there was entrenched control of these bodies by the central government, even in regard to action within their vires. This was almost universally seen as a sleight of hand.

Despite the collapse of these efforts, room for resilience and accommodation had by no means disappeared. Nowhere is this better exemplified than in the events which led up to the drafting and adoption of the “autochthonous” Constitution of 1972. This involved the historic task of severing the centuries-old bond with the British Crown and bringing into being the Republic of Sri Lanka.

One of the Basic Resolutions, which eventually found expression as Article 2 of the new Constitution, characterised Sri Lanka as a unitary state. The Federal Party proposed an amendment that the word “federal” should be substituted for “unitary”. Mr. V. Dharmalingam, the spokesman for the party on this subject, in his address to the Constituent Assembly, on 16 March, 1971, showed flexibility by declaring that the powers of the federating units and their relationship to the centre were negotiable, once the principle of federalism was accepted. Indivisibility of the Republic was emphatically articulated, self-determination in its external aspect being firmly ruled out.

There was no reciprocity, however. Mr. Sarath Muttettuwegama, administering a sharp rebuke, declared: “Federalism has become something of a dirty word in the southern parts of this country”. The last opportunity to halt the inexorable march of events was spurned.

The pushback came briskly, and with singular ferocity. This was in the form of the Vaddukoddai Resolution adopted by the Tamil United Liberation Front at its first national convention held on 14 May, 1976. The historic significance of this document is that it set out, for the first time, in the most unambiguous terms, the blueprint for an independent state for the Tamil nation, embracing the merged Northern and Eastern Provinces. The second part of the Resolution contained the nucleus of Tamil Eelam, its scope extending beyond the shores of the Island. The state of Tamil Eelam was to be home not only to the people of the Northern and Eastern Provinces, but to “all Tamil-speaking people living in any part of Ceylon and to Tamils of Eelam origin living in any part of the world who may opt for citizenship of Tamil Eelam”.

The most discouraging element of this sequence of events was the timid and evasive approach adopted by prominent actors at crucial moments. The District Development Councils Act of 1980 presented a unique opportunity. Disappointingly, however, the Presidential Commission, presided over by Mr. Victor Tennekoon QC, a former Chief Justice and Attorney General, lacked the courage even to interpret the terms of reference as permitting allusion to the ethnic conflict. Despite the persevering efforts of Professor A.J. Wilson, son-in-law of Mr. Chelvanayakam, and a confidant of President J.R. Jayewardene, and Dr. Neelan Tiruchelvam, the majority of the members were inclined to adopt a narrow, technical interpretation of the terms of reference. The setting of the legislation was one in which Tamil formations, such as the Tamil United Liberation Front, were struggling to maintain their moderate postures in an increasingly polarised environment, with pressure from radical elements proving almost irresistible.

The whole initiative paled into insignificance in comparison with a series of tragic events, including the burning of the Jaffna library during the run-up to the District Development Council elections in the North and the calamitous events of Black July 1983. Policymakers, at a critical juncture, had, once again, let a limited opportunity slip through their fingers.

The next intervention occurred in the sunset years of the United National Party administration. This was the Parliamentary Select Committee on the ethnic conflict, known after its Chairman as the Mangala Moonesinghe Committee, appointed in August, 1991.

The Majority Report made a detailed proposal which was intended to serve as the basis of a compromise between two schools of thought—one stoutly resisting any idea of merger of the Northern and Eastern Provinces, and the other demanding such merger as the indispensable basis of a viable solution. An imaginative via media was the concept of the Apex Council, which formed the centrepiece of the Majority Report. It adopted as a point of departure two separate Provincial Councils for the North and the East. This dichotomy would characterise the provincial executive as well: each Provincial Council would have an Executive Minister as the head of the Board of Ministers. However, over and above these, the two Provincial Councils together would constitute a Regional Council for the entire North-East region. Although presenting several features of interest, as a pragmatic mediating mechanism, the proposal did not enjoy a sufficiently broad support base for implementation. (To be concluded)

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Procurement cuts, rising burn rates and shipment delays deepen energy threat

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Norochcholai power plant

Coal crisis far worse than first feared

Sri Lanka’s coal supply crisis is significantly deeper than previously understood, with senior engineers and energy analysts warning that a dangerous combination of reduced procurement volumes, rising coal consumption and shipment delays could place national power generation at serious risk.

Information reviewed by The Island shows that Lanka Coal Company (LCC) had originally planned to secure 2.32 million metric tons of coal for the relevant supply period to meet generation requirements at the Lakvijaya coal power complex.

Following procurement discussions, the final arrangement was to obtain 840,000 metric tons from Potencia, including a 10 percent optional quantity, and 1.5 million metric tons from Trident, equivalent to 25 vessels.

However, subsequent decisions resulted in the cancellation of four Potencia shipments, reducing that supplier’s volume to 627,000 metric tons. This brought the total expected procurement down to 2.16 million metric tons, creating an immediate 160,000 metric ton deficit, even before operational demand is considered.

“This is a major shortfall in any generation planning model,” a senior engineer familiar with coal operations said. “When stocks are planned to the margin, a reduction of this scale can have serious consequences.”

Power sector sources said the deficit becomes more critical because coal consumption rates have increased by more than 10 percent, meaning larger volumes are now required to generate the same electricity output.

“In simple terms, the system is burning more coal for less efficiency,” an energy analyst told The Island. “That means the real shortage may be substantially larger than the paper shortage.”

Experts attributed the higher burn rate to ageing equipment, maintenance constraints and operating inefficiencies at the Norochcholai plant.

A third concern has now emerged in the form of shipment delays and possible unloading constraints, raising fears that even contracted supplies may not arrive in time to maintain safe reserve levels.

“If vessel schedules slip or unloading is disrupted, stocks can fall very quickly,” another senior engineer warned. “At that point, the country has little choice but to shift to costly thermal oil generation.”

Such a move would sharply increase electricity generation costs and place additional pressure on public finances.

Analysts said the convergence of three separate risks — procurement reductions, higher-than-expected consumption and delivery uncertainty — had created a serious energy planning challenge.

“This is no longer a routine procurement issue,” one industry observer said. “It has become a national power security issue.”

Calls are growing for authorities to disclose current coal inventories, incoming vessel schedules and contingency measures to reassure the public and industry.

With electricity demand expected to remain high and hydro resources dependent on rainfall, engineers caution that delays in addressing the coal gap could expose the country to avoidable supply disruptions in the months ahead.

By Ifham Nizam

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Lake Gregory boat accidents: Need to regulate water adventure tourism

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Gregory’s Lake

LETTER

The capsizing of two boats in Lake Gregory on 19 April was merely an isolated incident. It has come as a stark and urgent warning that a far more serious tragedy is imminent unless decisive action is taken without delay.

Mayor of Nuwara Eliya, Upali Wanigasekera has publicly stated that stringent measures have been introduced to prevent similar occurrences. However, it must be noted that such measures are unlikely to yield meaningful results in the absence of a comprehensive regulatory framework governing Inland Water Adventure Tourism (IWAT) in Sri Lanka.

For decades, this sector has operated without any regulation. Despite repeated calls for reform, there remains no structured legal mechanism to oversee operational standards, safety compliance, or accountability. Consequently, there is chaos particularly in critical operational aspects of this otherwise vital tourism segment.

The situation in Lake Gregory is not unique. Other prominent inland tourism destinations, such as Kitulgala and Madu Ganga, face similar risks. Without urgent intervention, it is only a matter of time before a major calamity occurs, placing both local and foreign tourists in grave danger.

At present, there appear to be no enforceable legal requirements governing:

*  The fitness for navigation of vessels

*  Mandatory safety standards and equipment

*  Certification and competency of boat operators

The display of permits issued by local authorities is often misleading. These permits function merely as revenue licences and should not be misconstrued as certification of compliance with safety or technical standards.

Furthermore, local authorities themselves appear constrained. The Nuwara Eliya Mayor is reportedly limited in his ability to enforce meaningful improvements due to the absence of legal backing. Compounding this issue is the proliferation of unauthorised operators at Lake Gregory, functioning with minimal oversight.

Disturbingly, there are credible concerns that some boat operators function under the influence of intoxicants, while enforcement authorities appear to maintain a lackadaisical stance. The parallels with the unregulated private transport sector are both evident and alarming.

In the absence of a proper legal framework, any victims of such incidents are left with no recourse but to pursue lengthy and uncertain claims under common law against individual operators.

The Minister of Tourism, this situation demands your immediate and personal intervention.

A robust regulatory framework for Inland Water Adventure Tourism must be urgently introduced and enforced. This should include licensing standards, safety regulations, operator certification, regular inspections, and strict penalties for non-compliance.

Failure to act now will not only endanger lives but also severely damage Sri Lanka’s reputation as a safe and responsible tourist destination.

The time for incremental measures has passed. What is required is decisive policy action.

Athula Ranasinghe
Public-Spirited Citizen

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