Features

Surprise move of both the Minister and myself from Agriculture to Education

Published

2 months ago

2026/01/18

Ministry of Education at Isurupaya

The letter of appointment (as Secretary to the Ministry of Education and Higher Education and Directer-General of Education) was dated March 30, 1990. This sudden transfer was not quite expected and therefore somewhat puzzling. We were of course hearing of numerous problems in the Ministry of Education and Higher Education. But we had no inkling that we were going to be sent to deal with them.

This appears to be what had happened. The Minister told me later, that the President had indicated to him shortly before the shift, that there were serious problems in the education sector and the Ministry, and that he had decided to send him there to address them. “I am giving you Dharmasiri also,” the President had said. I regretted leaving Agriculture. So did the Minister. We had just got our teeth into the job and had a vision of accomplishing so many things. The regret therefore was not due to any personal reasons.

On the other hand we knew Education was not going to be an easy Ministry to handle. If one’s responsibilities included the education of 4.3 million children in over 10,300 schools, having a teaching staff of 192,000 teachers, including about 14,000 principals and senior deputies, and with eight Provincial Councils to deal with, it was not going to be easy. But that was not all. We also had responsibility for about eight Universities and 28 Technical Colleges and units. The Ministry was also the National Centre for activities connected with UNESCO and therefore had to perform a coordinating role with so many other Ministries and agencies.

There was however an initially disturbing feature. I have already recounted in a previous chapter the disquiet engendered in my friends when they heard that I was to be sent as Chairman and Director-General of Broadcasting. When the news got round that I was going to Education, a similar disquiet manifested itself. Again, I received a number of telephone calls inquiring whether it was true that I was being sent to the Ministry of Education and on my affirming it to be correct, I received expressions of concern and sympathy. In my entire career of close upon 37 years, these were the only two occasions when some of my friends drawn from a number of different backgrounds thought it fit to commiserate with me on an appointment.

I myself was aware, I Ike many others, that there was a great deal of public criticism of the Ministry during this time. There were complaints of delays, inefficiency, corruption and lack of care. I was however not prepared for both the breadth and depth of feelings, if the telephone calls I received were anything to go by. It was also disconcerting that the Ministry of Education of a country should enjoy such a dubious reputation. It was therefore with a degree of reservation and even unhappiness that I responded to the Minister’s invitation to come and see him at his official residence at Stanmore Crescent on Saturday, March 31. The Minister as was characteristic of him had already got down to work.

When I met him, he had on his table some four volumes of a recent ADB report on Sri Lankan Education. He had already skimmed through them and had made several pages of handwritten notes. These he handed over to me to get typed and make extra copies. I for my part had not even heard of these reports until I met the Minister. In my entire career I had never met, or even heard of a Minister who displayed Mr. Athulathudali’s speed of response to a new situation. I do not know whether the fact that he was a champion hurdler, at one time holding the Sri Lankan Public Schools’ record for the 100 yards hurdles, had anything to do with his ability to get off the blocks so fast, whatever the circumstances. The Minister and I discussed a number of general issues pertaining to education, and possible arrangements to be made in the Ministry. I left after about an hour and 15 minutes, clutching his precious notes.

On the morning of Monday April 2, 1990, I walked into the Ministry of Education and Higher Education housed in the storied building named “Isurupaya,” situated at Battaramulla within sight of “Tile Overseas School,” where many children of diplomats attended. The first curious feature I noticed was that nobody really seemed to expect me. I found my way into the spacious and elegant room meant for the Secretary, who was also the Director-General of Education.

It later transpired that some at least were waiting for the new Secretary to telephone and declare an auspicious time at which he would come. They were also planning some kind of reception. As mentioned in an earlier chapter, I have always dispensed with all these. For me, the auspicious time begins when the office is open for business.

When the appropriate officers discovered now with some concern that I had arrived and came to see me, one of the first things that I told them was that I would like to have a staff meeting that afternoon. I required the presence of all staff officers in the Ministry and the Departments and agencies under the Ministry, other than Higher Education. I had decided to have a separate meeting with them within the next day or two. The officers looked rather perplexed.

“You mean you want to meet the staff officers in the Ministry?” they inquired. I repeated my request. “But Sir, that would be about 125-130 staff officers. The conference room can take in only about a hundred,” they said. This revealed that the Ministry had probably not had a combined staff officers’ meeting for a long time. I was not prepared to let things off so lightly. I said, “Coming in I saw some nice trees in the premises. History shows that a great deal of education had taken place under trees. There is nothing to prevent discussions on education too, being conducted under trees.

Assemble everybody under a tree.” The officers looked shocked at this unorthodox approach, but when afternoon came, they somehow managed to squeeze in about 115 officers into the conference room.

The rest were either on leave or had gone out of Colombo.

During my as yet very brief stay of just a few hours in the Ministry, I noticed something quite disconcerting. This was the almost religious awe with which the Secretary was regarded and treated by senior officials of the various Education Services. There were also officers of the Sri Lanka Administrative Service, including those at Senior Additional Secretary level. They for their part treated you with respect, and certainly not with exaggerated awe.

The question that bothered me was as to why, educated and qualified people, quite a few of them with post-graduate diplomas and masters degrees should behave in this fashion. Why were they so cowed? Why had such a culture prevailed? Senior level officials would stand at the threshold of my room and would not come in. Even when invited they would take a few steps towards me and then stop and hesitate. It is not an exaggeration to state that some of them had to be literally coaxed to come up to me. In my entire 29 years of service, prior to this appointment I had not witnessed a phenomenon such as this. In due course I shared my thoughts with the Minister. By that time, he himself had noticed this whole culture of exaggerated respect and fear. This being the situation, it was no wonder that there were serious problems in education.

Laying down the framework

At my staff meeting in the afternoon, I said that since trying to understand the new Secretary would take time, which could be put to better use, difficult as the exercise was, I would try to analyze

my character and attitudes for their benefit. I made the following points:-

1. That I was a very direct person and that if I said something they should not waste time and energy looking for hidden meanings. I meant what I said and no more.

2. I expected the same direct response from others because I too had no time to contemplate the issue of hidden meanings.

3. I was used to always treat everyone with respect, and I expected the same respect and no more. I did not want anyone to bend in two. On the contrary obsequiousness irritated me.

4. All fears must be dispelled, and an open intellectual dialogue fostered very early.

5. Anyone had the latitude and right to disagree with me or for that matter with the Minister and to state that disagreement without any fear.

6. However when all disagreements and points of view had been taken into account and a decision reached, it was incumbent on everyone to carry out that decision, even though some may not be personally convinced.

7. I would like to hear and see good humour, laughter and enjoyment at work.

8. Avoidable delays would be a matter of concern.

9. In any dealings with me credibility was of the highest importance and should never be lost. We are all human and we all make mistakes, but mistakes should not be aggravated by the greater mistake of lying about them.

10. I was by nature, training and personal discipline both mild of character and patient. But it would be a grave mistake to confuse mildness with weakness , and it would be best that nobody put this to the test.

I have not had the occasion to make such an address ever before or after. But the situation in the Ministry really frightened me. I frankly told them about the opinion that professionals and educated people outside had about them as demonstrated by the telephone calls I had received. I asked them whether this was the image they wanted about themselves. They agreed not. “In any case, now the Minister and I are a part of you we are certainly going change this,” I said. “Otherwise, I shall certainly not want to serve here,” I concluded.

The rest of the meeting consisted of a briefing and dialogue on various matters of relevance to the educational sector. I think, I did manage to infuse some ease and good humour to the meeting, mainly because this was my natural style, as many public servants who had worked with me would vouch for. The whole exercise seemed to have had a cathartic effect, because one could see a visible loosening up, which resulted in loud and animated discussions after the meeting on the corridors. The Ministry that was as silent as the grave, seemed now to display considerable traces of life.

Right from the very beginning, the Minister followed a policy of open dialogue. He also believed in de-mystifying institutions and drawing out the talents of their people through open procedures. As in the Ministry of Agriculture, Food and Co-operatives, discussions, meetings and conferences became animated, lively and thought provoking. Mr. Athulathmudali’s central concern was how to achieve the difficult task of overall quality improvement across the board, in all subject areas and disciplines. At the same time he recognized the importance of English and sought ways and means to expand the number of hours of English teaching, as well as improve teacher training in this area.

He was particularly concerned with the issue of confidence, in speaking the language. He introduced, papers at lower levels in English, Sinhala and Tamil and gave candidates the option of sitting for lower level papers in Any language, whilst they were sitting for the GCE “O” level examination. The intention was to take away the sense of failure from the minds of students, who might have failed papers at “O” level in these subjects. They would gain a sense of satisfaction if they received a certificate for a paper which they had passed at their own level of competence and achievement.

The graded Sinhala and Tamil language papers were mainly meant for Sinhala and Tamil students who wanted to acquire language skills in each others languages. This initiative became quite popular, judging from the numbers who sat these papers.

The Minister also saw the need to upgrade technical education. He rightly perceived the psychology of technical education, the fact that the community regarded it as a lesser vehicle for those who were not clever enough or bright enough to pursue academic courses. He wanted to change this mindset. He understood the Sri Lankan context where a “degree” was highly regarded. He therefore spent considerable time and effort in constructing a ladder for technical education, culminating in a Bachelor of Technology degree. His main purpose in doing this was his recognition of the importance of technical education for the future of the country and the necessity to bring down the virtual class barrier between academic and technical education.

(Excerpted from In Pursuit of Governance, autobiography of MDD Pieris)

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Features

A long-running identity conflict flares into full-blown war

Published

49 mins ago

2026/03/5

Sahan Weerasooriya

Ayatollah Ali Khamenei / President Donald Trump

It was Iran’s first spiritual head of state, the late Ayatollah Khomeini, who singled out and castigated the US as the ‘Great Satan’ in the revolutionary turmoil of the late seventies of the last century that ushered in the Islamic Republic of Iran. The core issue driving the long-running confrontation between Islamic Iran and the West has been religious identity and the seasoned observer cannot be faulted for seeing the explosive emergence of the current war in the Middle East as having the elements of a religious conflict.

The current crisis in the Middle East which was triggered off by the recent killing of Iranian spiritual head of state Ayatollah Ali Khamenei in a combined US-Israel military strike is multi-dimensional and highly complex in nature but when the history of relations between Islamic Iran and the West, read the US, is focused on the religious substratum in the conflict cannot be glossed over.

In fact it is not by accident that US President Donald Trump resorts to Biblical language when describing Iran in his denunciations of the latter. Iran, from Trump’s viewpoint, is a primordial source of ‘evil’ and if the Middle East has collapsed into a full-blown regional war today it is because of the ‘evil’ influence and doings of Iran; so runs Trump’s narrative. It is a language that stands on par with that used by the architects of the Iranian revolution in the crucial seventies decade.

In other words, it is a conflict between ‘good’ and ‘evil’ and who is ‘good’ and who is ‘evil’ in the confrontation is determined mainly by the observer’s partialities and loyalties which may not be entirely political in kind. It should not be forgotten that one of President Trump’s support bases is the Christian Right in the US and in the rest of the West and the Trump administration’s policy outlook and actions should not be divorced from the needs of this segment of supporters to be fully made sense of.

The reasons for the strong policy tie-up between Rightist administrations in the US in particular and Israel could be better comprehended when the above religious backdrop is taken into consideration. Israel is the principal actor in the ‘Old Testament’ of the Bible and is seen as ‘the Chosen People of God’ and this characterization of Israel ought to explain the partialities of the Republican Right in particular towards Israel. Among other things, this partiality accounts for the strong defence of Israel by the US.

For the purposes of clarity it needs to be mentioned here that the Bible consists of two parts, an ‘Old’ and ‘New Testament’ , and that the ‘New Testament’ or ‘Message’ embodies the teachings of Jesus Christ and the latter teachings are seen as completing and in a sense giving greater substance to the ‘Old Testament’. However, Judaism is based mainly on ‘Old Testament’ teachings and Judaism is distinct from Christianity.

To be sure, the above theological explanation does not exhaust all the reasons for the war in the Middle East but the observer will be allowing an important dimension to the war to slip past if its importance is underestimated.

It is not sufficiently realized that the Iranian Islamic Revolution of 1979 utterly changed international politics and re-wrote as it were the basic parameters that must be brought to bear in understanding it. So important is the Islamic factor in contemporary world politics that it helped define to a considerable degree the new international political order that came into existence with the collapsing of the Cold War and the disintegration of the USSR .

Since the latter developments ‘political Islam’ could be seen as a chief shaping influence of international politics. For example, it accounts considerably for the 9/11 calamity that led to the emergence of fresh polarities in world politics and ushered in political terrorism of a most destructive kind that is today disquietingly visible the world over.

It does not follow from the foregoing that Islam, correctly understood, inspires terrorism of any kind. Islam proclaims peace but some of its adherents with political aims interpret the religion in misleading, divisive ways that run contrary to the peaceful intents of the faith. This is a matter of the first importance that sincere adherents of the faith need to address.

However, there is no denying that the Islamic Revolution in Iran of 1979 has been over the past decades a great shaper of international politics and needs to be seen as such by those sections that are desirous of changing the course of the world for the better. The revolution’s importance is such that it led to US political scientist Dr. Samuel P. Huntingdon to formulate his historic thesis that a ‘Clash of Civilizations’ is upon the world currently.

If the above thesis is to be adopted in comprehending the principal trends in contemporary world politics it could be said that Islam, misleadingly interpreted by some, is pitting a good part of the Southern hemisphere against the West, which is also misleadingly seen by some, as homogeneously Christian in orientation. Whereas, the truth is otherwise. The West is not necessarily entirely synonymous with Christianity, correctly understood.

Right now, what is immediately needed in the Middle East is a ceasefire, followed up by a negotiated peace based on humanistic principles. Turning ‘Spears into Ploughshares’ is a long gestation project but the warring sides should pay considerable attention to former Iranian President Mohammad Khatami’s memorable thesis that the world needs to transition from a ‘Clash of Civilizations’ to a ‘Dialogue of Civilizations’. Hopefully, there would emerge from the main divides leaders who could courageously take up the latter challenge.

It ought to be plain to see that the current regional war in the Middle East is jeopardising the best interests of the totality of publics. Those Americans who are for peace need to not only stand up and be counted but bring pressure on the Trump administration to make peace and not continue on the present destructive course that will render the world a far more dangerous place than it is now.

In the Middle East region a durable peace could be ushered if only the just needs of all sides to the conflict are constructively considered. The Palestinians and Arabs have their needs, so does Israel. It cannot be stressed enough that unless and until the security needs of the latter are met there could be no enduring peace in the Middle East.

Features

The art and science of communicating with your little child

Published

51 mins ago

2026/03/5

Sahan Weerasooriya

The two input gateways of communication, sight and sound, are quite well developed at birth. In fact, the auditory system becomes functional around 24 weeks in the womb, and the normal newborn can hear quite well after birth. However, the newborn’s vision is a little blurry at birth, and the baby sees the world in shades of grey, while being able only to focus on things 20 to 30 cm (8–12 inches) away. Coincidentally, this is perhaps the exact distance to a mother’s face during breastfeeding. By 2-3 months, there are colour vision capabilities and the ability to track. By 5-8 months, there is depth perception, and by 12 months, there is adult clarity of vision.

By the time a child turns five, his or her brain has already reached 90% of its adult size. This astonishing physical growth is not just happening on its own; it is, to a certain extent, fuelled by experience, and the most vital experience a young child can have is communication with his or her parents.

Modern developmental neuroscience has shifted our understanding of how children learn. We used to think babies were passive sponges, slowly absorbing the world. We now know they are active characters from day one, constantly seeking interaction to build the architecture of their minds. This architecture is not built by apps, vocabulary flashcards, or educational television. It is built through simple, loving, back-and-forth interactions with anyone they come across, but mostly their parents.

The Foundation: Serve and Return (0–12 Months)

Communication with an infant from birth to one year of age begins long before they speak their first word. In the first year, the goal is to master a phenomenon called Serve and Return. This is a basic scenario picked up from the game of tennis. At the start of each game of a set in tennis, a player serves, and the opponent returns the serve. Just imagine a tennis match, where a baby “serves” by making a sound, making eye contact, reaching for a toy, or crying. The job of anyone in the vicinity, who very often are the parents of the baby, is to “return” the ball. If they babble, you babble back. If they point at a cat, you look and say, “Yes, that’s a furry cat!” This simple act does two things. The first is Brain Building, which creates and strengthens neural pathways in the language and emotional centres of the brain. The other is Emotional Security, a thing which teaches a baby that he or she has some help in the learning processes. The baby absorbs the notion that when he or she signals a need, his or her world will respond. This forms the basis of a secure attachment. Scientists have advocated that during this stage, people, especially the parents of a baby, should embrace what is called ‘parentese’. It is the use of a somewhat high-pitched, exaggerated voice. Research has shown that babies pay more attention to parentese than to regular adult speech, helping them to map the sounds of their native language more quickly.

The Language Explosion: Toddlers (1–3 Years)

When a child starts speaking words, the game changes considerably and quite profoundly. This period is defined by a rapid increase in his or her vocabulary and the beginning of grammar. It is very important to narrate everything. The people around, especially the parents, need to become kind of sports commentators for your life. While dressing them, one could say, “First we put on the red sock. After that, we put the other red sock on your left foot.” What we are doing by this is to give them the labels for the world they see.

It is also important to expand, but not truly correct, whatever the child says. If a toddler points to a car and says “Car!”, don’t just say “Yes.” Expand on it: “Yes, that is a big, fast, red car!” You are adding a new vocabulary and grammatical structure through a natural process. If the child says “Me go,” respond with, “Yes, you are going!” rather than correcting and saying “No…, you should say ‘I am going’.”

Toddlers love reading the same book, even one hundred times. While it may be tedious for those around the baby, it is important to realise that such repetition is vital for their learning. They are predicting what comes next, which is a core cognitive skill.

The Preschooler: Building Stories and Logic (3–5 Years)

By age three, the focus shifts from “what” to “why.” Preschoolers are beginning to understand complex emotions, time, and causality. This is the age at which it is best to ask questions which require thought and understanding. Such indirect open-ended questions would sound like “What was the best part of the park today?” or “How do you think that character in the story is feeling?“

A preschooler’s world is full of “big feelings” they cannot yet manage. When they are upset because they cannot have a cookie, avoid saying “Don’t cry over nothing.” Instead, name the emotion: “Don’t cry, you can have a cookie after dinner“. This teaches them emotional literacy. Parents and others around in the home could share stories about when they were little, or make up fantasy tales together. Storytelling teaches sequential logic (beginning, middle, end) and strengthens their imagination.

The Absolute Master Class: Learning Through Play

If communication is the fuel for brain development, play is the engine. For a child under five, play is not a break from learning; play is learning. It is how they explore physics (stacking blocks), mathematics (sorting shapes), social dynamics (sharing toys), and language (pretend play). We can boost their development exponentially by weaving communication into their play.

When a child is playing with blocks, dough, or puzzles, they are building fine motor skills and spatial awareness. It is also useful to use three-dimensional words: “Can you put the blue block on top of the red one?” “The puzzle piece is next to your knee.” One could also ask them to describe the texture: “Is the dough soft or hard?“

Pretend play, such as acting as a doctor, an engineer, a chef, or a superhero, is one of the most cognitively demanding things a child can do. It requires them to understand symbolic thought and to take on another person’s perspective. Join their world as a supporting character, not the director. If they are the doctor, ask, “Doctor, my teddy bear’s tummy hurts. What should I do?” This encourages them to use vocabulary relevant to the scenario and practice complex social problem-solving.

Playing with water, sand, slime, or safe food products allows children to process sensory information. This is the perfect time for descriptive vocabulary. Use contrasting words: wet/dry, hot/cold, sticky/smooth, loud/quiet.

A few special words for parents. You do not need an expensive degree or specialised toys to build your child’s brain. The most powerful tool you have is your own responsiveness. Modern science tells us that the basic recipe for a thriving child is simple: Look at them when they signal you. Respond with warmth and words. Narrate their world and Join their play.

You are not just talking to your child; you are building his or her future, even via just one conversation at a time. So, go on talking to your child and even make him or her a real-life chatterbox.

Dr B. J. C. Perera

MBBS(Cey), DCH(Cey), DCH(Eng), MD(Paediatrics), MRCP(UK), FRCP(Edin), FRCP(Lond), FRCPCH(UK), FSLCPaed, FCCP, Hony. FRCPCH(UK), Hony. FCGP(SL)

Specialist Consultant Paediatrician and Honorary Senior Fellow, Postgraduate Institute of Medicine, University of Colombo, Sri Lanka.

Features

Promoting our beauty and culture to the world

Published

51 mins ago

2026/03/5

Sahan Weerasooriya

Tourism is very much in the news these days and it’s certainly a good sign to see lots of foreigners checking out Sri Lanka.

With this in mind, Ruki’s Model Academy & Agency recently had a spectacular event to select Mrs. Tourism Sri Lanka in order to promote Sri Lanka in the international scene.

Nimesha Premachandra was crowned Mrs. Tourism Sri Lanka 2026.

She says she owes her success to Ruki (Rukmal Senanayake), the National Director and model trainer, and personality and advocacy trainer Tharaka Gurukanda.

Nimesha is a school teacher by profession, an actress and TV presenter by passion, and an entrepreneur by spirit.

She believes in balancing grace with purpose, and using her platform to inspire women, while promoting the beauty and culture of Sri Lanka to the world. And this is how our Chit-Chat went:

Nimesha Premachandra: Mrs. Tourism Sri Lanka 2026

01. How would you describe yourself?

I am a passionate, disciplined, and people-oriented person. I love learning, performing, and guiding others, especially young minds, through education.

02. If you could change one thing about yourself, what would it be?

I would probably try to be less self-critical and allow myself to celebrate achievements more often.

03. If you could change one thing about your family, what would it be?

Nothing major. I am grateful for my family’s love and support, which has shaped who I am today.

04. Is Mrs. Tourism Sri Lanka your very first pageant?

No. I have been part of pageants before, but Mrs. Tourism Sri Lanka is very special because it represents purpose, culture, and global representation.

05. What made you take part in this contest?

I wanted to represent Sri Lanka internationally and use this platform to promote tourism, culture, and women’s empowerment.

06. Obviously, you must be excited about participating in the grand finale, in Vietnam; any special plans for this big event?

Yes, I am extremely excited. My focus is to showcase Sri Lankan elegance, hospitality, and authenticity, while building meaningful connections with participants from around the world.

07. How do you intend promoting tourism, in Sri Lanka, during your rein?

I plan to highlight Sri Lanka’s diverse experiences in culture, heritage, wellness, nature, and local hospitality through media appearances, digital storytelling, and tourism collaborations.

08. School?

Kaluthara Balika. School life played a big role in shaping me. I actively participated in sports and performing arts, which later helped me build confidence as an actress and presenter.

09. Happiest moment?

Being crowned Mrs. Tourism Sri Lanka 2026 and seeing the pride in my family’s eyes – definitely one of my happiest moments.

10. What is your idea of perfect happiness?

Peace of mind, good health, and being surrounded by the people I love while doing work that has meaning.

11. Which living person do you most admire?

I most admire Angelina Jolie because she beautifully balances her work as an actress with meaningful humanitarian efforts. She uses her global platform to support refugees, advocate for human rights, and inspire women to be strong, compassionate, and independent.

12. Which is your most treasured possession?

My memories and experiences because they remind me how far I’ve come, and keep me grounded.

13. Your most embarrassing moment?

Like everyone, I’ve had small on-stage mishaps, but they always taught me to laugh at myself and move forward confidently.

14. Done anything daring?

Participating in pageants while balancing teaching, media work, and family life has been one of the boldest and most rewarding decisions I’ve made.

Keen to use her title to promote Sri Lanka globally

15. Your ideal vacation?

A peaceful destination surrounded by nature; somewhere I can relax, reconnect, and experience local culture.

16. What kind of music are you into?

I enjoy soft, soulful music because it helps me relax and stay inspired.

17. Favourite radio station:

I enjoy stations that blend good music with meaningful conversation and positive energy.

18. Favourite TV station:

Sri Lanka Rupavahini Corporation. It’s where it all began for me. It played a significant role in my journey as a TV presenter and helped shape my confidence and passion for media.

19 What would you like to be born as in your next life?

Someone who continues to inspire others because making a positive impact is what matters most.

20. Any major plans for the future?

I hope to expand my work in media and entrepreneurship while continuing my role as an educator and using my title to promote Sri Lanka globally.