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Tsunami preparedness within Sri Lanka’s Education System

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Peraliya in the aftermath of 2004 tsunami.

The Island editorial of 27 December 2022 dealt appropriately with tsunami preparedness, since the preceding date is observed each year to remember the greatest natural disaster experienced by Sri Lanka. Reproduced below is the Concluding Discussion (with a few edits) of a recent open access article in the International Journal of Disaster Risk Reduction (doi: 10.1016/j.ijdrr.2022.103473) that focused on tsunami preparedness within Sri Lanka’s education system.

Schools facilitated community recovery and educational continuity in the aftermath of the December 2004 Indian Ocean tsunami. The disaster demonstrated that the best way of assuring the resilience of a child’s education, without knowing the precise nature, timing, or magnitude of the next disaster, is to understand the classroom within a wider system. Comprehensive school preparedness can ensure that risks are mitigated throughout the education network, ensuring that the failure of a single component does not lead to the collapse of the entire system. The 2004 Indian Ocean tsunami highlighted that a dependence on the physical security of building assets neither fully protects against catastrophic human losses, nor enables a coordinated and resilient response. There are currently 430 schools directly exposed to tsunami in Sri Lanka, most of which were built to the same pre-tsunami designs, without any tsunami strengthening measures. Tsunami preparedness, including effective evacuation and system-wide disaster management strategies, are therefore essential. Disaster risk reduction efforts in Sri Lanka should thus focus on ensuring system-wide educational service continuity rather than solely relying on the strength and safety of physical assets. This point has been clearly emphasised by the recent COVID-19 emergency when physical school attendance was severely impeded. Through the use of 25 semi-structured interviews with school principals in the Ampara, Batticaloa and Galle districts, together with 8 interviews with education, government and disaster management officials, the present study evaluated the tsunami preparedness of the school system in Sri Lanka.

It is found that in Sri Lanka, school principals hold much of the responsibility for preparing their schools against tsunami-related threats. These principals are aware of the tsunami hazard facing their schools and acknowledge that tsunami is the hazard their schools are least prepared for. This is positive, as risk awareness is a necessary first step to engaging with or adopting risk reduction measures. However, simply being aware of a risk is not enough to ensure the adoption of risk reduction measures. Limits in capacity, budget, time, agency and other contending demands are all likely to hamper the adoption of risk reduction measures. This is especially so for a hazard such as a tsunami with very long and variable return periods, which, in the case of Sri Lanka, ranges between hundreds to thousands of years. Therefore, more immediate concerns such as the shortage of facilities (buildings, furniture), control of dengue fever, and even security concerns after the Easter 2019 attacks, become the focus of attention for both principals and officials.

Placing disaster risk reduction responsibilities directly onto schools can lead to greater empowerment and the development of more contextualised solutions. However, the interviews conducted for this research indicate that not all schools are receiving the support and resources required to, for example, draw-up evacuation plans and identify evacuation refuges. Principals are given responsibility for the school’s evacuation protocol without being provided a clear understanding of the hazard and risk. For example, it would not be appropriate to designate the upper floor of their 2-3 storey school building as the safety refuge, especially if it is within the 2004 tsunami inundation zone, since the structure is not designed to resists tsunami loads. Also, many schools do not appear to have a dedicated teacher for evacuation simulation. The authors therefore recommend that the Ministry of Education, together with the Provincial and Zonal Departments provide guidance and work with schools to develop their evacuation plans and procedures.

Only 10 of the 25 schools interviewed have participated in a tsunami drill in the past ten years. The number of schools that conduct regular drills on an annual or biannual basis reduces to only 3 schools. Despite Sri Lanka’s “National Guidelines for School Disaster Safety” requiring that all teachers can guide their classes to evacuation refuges along predefined evacuation routes, schools and teachers are generally unprepared. Teachers have a limited awareness and insufficient training and resources to carry out emergency evacuation functions. Teachers however need to be able to act on planned evacuation routes and designated evacuation refuges/points, something which many schools lack. Additionally, evacuation protocols need to account for pupils and staff with special needs to reach the tsunami evacuation point, which they currently do not do. Teachers do however receive regular training on curriculum developments and teaching methods. This provides an opportunity to integrate tsunami preparedness and evacuation training within the curriculum. The authors therefore recommend that the National Institute of Education and Ministry of Education (with others) integrate hazard preparedness education with other areas of the curriculum and encourage the regular adoption of hazard safety/drill practice to reinforce learning.

Parent involvement and awareness of the evacuation plan is critical to ensure successful evacuation and parent-child reunification. Many schools in New Zealand practice regular ‘family reunification’ drills, whereby parent groups participate in evacuation drills by meeting their child at the evacuation refuge/point. When parents are unaware of the school’s evacuation plan, their first instinct is likely to be to try and reach the school rather than evacuate themselves, as happened in the 2019 false tsunami warning in Sri Lanka. This can aggravate the crisis and impair the school’s ability to respond, for example by contributing to traffic and chaos, as well as putting themselves under greater risk. New Zealand protocol also recommends that schools should prepare ‘get-away’ kits to take during evacuation, which include first aid kits, lists of students and parent contact details, a portable radio and student medicines. The authors would add to this list a satellite telephone, in the likely case that there is extended disruption to the telecommunication network. Another suggestion is to incorporate tsunami preparedness and evacuation into the school curriculum, which can also serve to encourage tsunami preparedness at home. However, regular community-wide “end-to-end” practice drills, such as in future Indian Ocean Wave exercises (IOWAVE), involving schools, parents and emergency services is the best way of improving the tsunami preparedness of the education system in Sri Lanka.

Apart from being ready to act on a tsunami early warning and implement effective evacuation procedures, there is a deficiency in early warning transmission to schools. The 25 school principals interviewed in this study indicate a heavy reliance on early warning towers to provide an early warning. As this paper presents, half of the 430 schools within the national tsunami hazard zone are outside the direct audible range of a tsunami early warning tower. To ensure schools have sufficient time to carry out evacuations, early warning communication channels and backup systems need to be in place (several warning towers failed to operate in a false early warning in 2012). The integration of mobile phones into early warning procedures should also be studied and streamlined – e.g. WhatsApp groups that are already viewed by some as a vehicle for early warning.

Tsunami preparedness should also extend to post disaster planning and preparation. In terms of educational continuity, Sri Lanka managed to bring most children back into a learning environment within two months of the 2004 tsunami. This was accomplished primarily by pooling resources from the wider education network, for example by transferring students to undamaged schools further inland. Planning in advance of a disaster how coastal schools might gain support from the wider school network could help towards reducing educational disruptions further in future tsunami events. For example, schools could pair with other schools outside the tsunami hazard zone, to which pupils and teachers would be transferred in case of a disaster. In addition, school premises outside the inundation zone could feasibly serve as evacuation points (large open sport fields) for those directly in the inundation zone.

This work forms part of the UK Global Challenges Research Fund project ReSCOOL (Resilience of Schools to Extreme Coastal FlOOding Loads), led by Professor Tiziana Rossetto of University College, London, in collaboration with Moratuwa, Peradeniya and South Eastern Universities, and coordinated by the National Academy of Sciences of Sri Lanka. Vanguard Ltd were commissioned to conduct the surveys.

Communicated by Professor Priyan Dias



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Opinion

“Pot calling the kettle black?” A response

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I was taken aback by the response of the well-known academic Uswatte-Aratchi (U-A) to my article “Achievements of the Hunduwa”, which appeared in The Island on 15 March. In his piece, titled “Pot calling the kettle black?” (The Island, 23 April) U-A accuses me of belittling Sri Lanka in just the same way President Anura Kumara Dissanayake (AKD) did with his reference to Sri Lanka as a hunduwa. Being an academic of repute, U-A’s comments cannot be ignored and before I proceed further to explain, let me state that I am very sorry if what I stated appeared in any way to be derogatory; my intentions were otherwise.

U-A states, “Most sensible people, even uneducated, judge that the volume of a little drop (of whatever) is smaller than that of a hunduwa; so is weight. When the learned doctor emphatically maintains ‘we are not a hunduwa’ but ‘a little drop in the ocean’, is the pot calling the kettle black or worse?” He implies that my ‘insult’ is worse. Whilst conceding that a drop is smaller than a hunduwa, what baffles me is how an academic overlooked the fact that comparisons should be made based on context. Whereas AKD used hunduwa in the parliament to belittle the country, I used the term ‘little drop’ to highlight our achievements, which are disproportionate to our size. In contrast, AKD used hunduwa to trifle with the country.

“Surely, this little drop in the Indian ocean performed well beyond its size to have gained international recognition way back in history,” I said in my article. This cannot in any way be considered derogatory. In fact, what U-A stated in his article about the achievements of countries, either smaller or with populations smaller than ours, only supports my view that there is no correlation between a country’s size and its achievements.

U-A casts doubt on the assertion that Sri Lanka was once the ‘Granary of the East’; he cites instances of drought and famine. There may have been bad periods, as we are at the mercy of nature, but it does not negate the fact that there were periods of plenty too. Our rulers in days of yore did everything possible to feed the populace by building tanks and extensive irrigation systems. In addition to major works, there were networks of small projects, Uva being referred to as ‘Wellassa’; the land of one hundred thousand paddy fields fed by small tanks. What has the present government done to ease farmers’ burden? Absolutely nothing! Whilst farmers are struggling to eke out a living, rice millers are importing super-luxury vehicles and even helicopters!

I agree with U-A that unfortunately the contribution of the ordinary people is not well recorded in history. This is a universal problem, not limited to Sri Lanka. When one watches some of Prof. Raj Somadeva’s programmes, it becomes clear how ordinary people helped complete gigantic projects. Although there are many documentaries on how the pyramids were built, no one seems interested in exploring how Great Stupas in Anuradhapura were built with millions of bricks.

AKD is doing just the opposite of what he preached whilst in Opposition and does not seem to have any sense of shame. His hunduwa reference, possibly, makes him the only President to have demeaned the country.

by Dr Upul Wijayawardhana

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Openness, not isolation, is the bedrock of the West

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Recent statements from Washington show how global politics is being increasingly framed along civilisational terms. The U.S. Secretary of State Marco Rubio has referred to the idea of a shared “Western civilisation,” describing the U.S. and Europe as bound by common history, cultural heritage, and institutional traditions. At the same time, U.S. President Donald Trump has amplified comments about countries such as India, China, and Iran in the context of migration and geopolitical competition that reinforce a tendency to interpret global politics in civilisational terms. Taken together, these statements point to a broader shift: global affairs are being interpreted not only through the language of power and interest, but also through civilisational identities.

The appeal of such framing is understandable. It offers a sense of clarity in an era of rapid technological disruption, demographic change, and geopolitical uncertainty. But apparent clarity is not the same as analytical accuracy. Moreover, it is not an entirely new framing either. As early as the 1990s, political scientist Samuel Huntington had argued that global politics would evolve into a “clash of civilisations,” where cultural and religious identities would become the principal fault lines of international relations.

Civilisational explanations can obscure more than they reveal, particularly when they imply that cultural cohesion, rather than institutional adaptability, is the primary source of national strength. A historical record of the modem West suggests otherwise.

A look at history

Much of the West’s post-Cold War dynamism has rested not on homogeneity, but on openness — to talent, ideas, capital, and global competitive pressures. Its advantage has been institutional: the capacity to absorb diversity and convert it into innovation within rules-based systems.

Nowhere is this more evident than in today’s innovation economy. AI, in particular, has become the defining frontier of global competition, shaped by deeply international talent flows and research ecosystems. Companies such as Microsoft, Open Al, and NVIDIA exemplify systems in which breakthroughs depend on globally sourced expertise, cross-border collaboration, and the ability to attract the most capable minds regardless of origin.

The COVID-19 pandemic underscored this complementary reality: innovation now operates through globally distributed production systems. Rapid vaccine development and distribution, by firms such as Modema and AstraZeneca, depended on international research networks and global manufacturing ecosystems. In the case of AstraZeneca, large-scale production through partnerships such as that with the Serum Institute of India illustrated how innovation and industrial capacity now operate across borders.

This is not an argument against immigration control. Immigration must be governed effectively, and civic norms must be upheld. But managing diversity is fundamentally different from retreating from it.

In an era of intensifying geopolitical competition, openness remains a critical strategic asset. The West’s advantage lies not only in military alliances or economic scale, but in institutional resilience and its capacity to attract, integrate, and retain talent. Civilisational framing, by contrast, risks misdiagnosing this advantage —privileging identity over capability and boundaries over performance. Demographic realities reinforce this point. Many advanced economies face ageing populations. In this context, immigration is not simply a cultural or political issue, but an economic necessity.

Without sustained inflows of sldlled labour and human capital, growth slows, fiscal pressures increase, and innovation ecosystems weaken.

Openness as an advantage

The defining challenges of the 21st century —including AI governance and climate change —further highlight the limits of civilisational thinking. These are problems that cannot be addressed within cultural silos. Against this backdrop, framing global politics in terms of civilisational hierarchy carries risks. It encourages a narrowing of identity at precisely the moment when cooperation and adaptability are essential.

The question, therefore, is not whether identity matters. It dearly does. Societies require shared norms, institutional trust, and continuity. The more important question is whether democracies can manage change without losing confidence in the openness that has sustained their development. The strength of the West has historically rested on its ability to combine stability with adaptation — to absorb new influences while preserving core principles such as the rule of law, individual liberty, and accountable governance.

Therefore, the policy challenge ahead is not to retreat into notions of cultural purity, but to govern openness with clarity and purpose. This requires strengthening integration frameworks and reinforcing institutional trust. It also requires recognising that engagement with other civilisational spaces is not a concession, but a necessity in a globally interconnected world.

In a world of intensifying geopolitical rivalry, it may be tempting to define strength in narrower terms. But doing so risks undertnining one of the West’s most important strategic assets. Openness — disciplined, governed, and anchored in strong institutions — is not a vulnerability. It is a source of sustained advantage.

(Milinda Moragoda –Former Sri Lankan Cabinet Minister, diplomat and the Founder of the Pathfinder Foundation, a strategic affairs think tank. The Hindu – 08, May 2026)

By Milinda Moragoda

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Opinion

Palm leaf manuscripts of Sri Lanka – 2

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Ola leaves

Palm leaf manuscripts are now valued as historical documents and collections of palm leaf manuscripts are carefully preserved in libraries, in Sri Lanka and abroad. Most of the palm leaf manuscripts available in these collections date only from the 18th and 19th century. The palm leaf is a perishable item. Manuscripts of an earlier period are rare and are greatly valued.

Sri Lanka has the greatest number of these palm leaf manuscript collections. This indicates the value placed on palm leaf manuscripts in this country. The largest collection in Sri Lanka and possibly in the world, is in the National Museum Library, Colombo. The collection exceeds 5000. It includes the collections of H.C.P. Bell, W.A. de Silva, Ananda Coomaraswamy and E.B Gunaratne as well as the poetry section of the Hugh Neville collection. In 1938, W.A. de Silva prepared a “Catalogue of palm leaf manuscripts in the Library of the Colombo Museum.” This was published by the Museum.

 The Museum library has the oldest palm leaf manuscript in the country, the Cullavagga, dated to 13 century. Cullavagga gives an account of the religious life of the sangha and the legal confines of their conduct. The last chapter carries the earliest known account of the Buddhist Great Council at Rajagaha.

The library has a copy of Buddhaghosa’s commentary on Digha nikaya. The cover is of silver embossed with white sapphires. The library has a copy of Sumangala Vilasini , one of the Bodhiwamsa (Ref No 1823) in Sinhala giving the history of the Sri Maha Bodhi, and the Mahavagga, copied by the Peramuna rala of Siyambalapitiya Galboda korale, completed on October 1802 and offered to Malwatte.

The Museum library has approximately 300 medical manuscripts Saddharmaratnavaliya manuscript says that doctors had to be paid for their services and travelling expenses. It said that physicians jealously guarded their knowledge of medicine and kept their prescriptions for medical remedies in safe custody.

University of Peradeniya has the next largest collection of 4000 items. Peradeniya has the UNESCO recognised copy of the Mahavamsa and the 13 century Visuddhi Magga Tika. The library has the de Saram and Hettiarachchy collections and several collections of palm leaf manuscripts donated to it.When I was studying at Peradeniya in the 1960s, the Main Library displayed palm leaf manuscripts and their decorative covers, in a case, upstairs, by the staircase, where the readers would not miss it. That was our introduction to palm leaf manuscripts.

The National Library of Sri Lanka (est. 1990) has a small but distinctive collection of 523 items which include Sinhala vedakam, Sinhala bana katha and Yantra mantra gurukam . It has a rare literary manuscript, Diya Savol Sandeshaya, dated April 26, 1904. It begins with the evocative phrase “Sarada Sarada Somi Paharusamu.” It provides a unique glimpse into the late-modern period of Sinhala literature. The manuscript is in good condition, with beginning and end intact. It measures 50 cm in length.

Other state institutes also have collections. The Institute of Indigenous Medicine, Rajagiriya has 700 palm leaf manuscripts. The collection includes Besajja Manjusa , the oldest medical manuscript in Sri Lanka . The collection also has a very old, valuable manuscript on acupuncture, written in Sinhala. The manuscript is reproduced in full in the book “Palm leaf manuscripts of Sri Lanka” by Sirancee Gunawardana. She comments, it is well illustrated. The human form is drawn clearly and acupuncture points indicated.

 There are valuable private collections of palm leaf manuscripts, acquired by knowledgeable collectors. University of Kelaniya has digitised and made available the manuscripts of 13 private collections. The Danton Obeyesekera collection includes an ath-veda-pota containing prescriptions. James D Alwis collection has a copy of the Jataka Atuwa getapadaya. L.S.D Pieris has an extensive collection of Yantra manuscripts and medical manuscripts as well as a copy of the Rajavaliya. It was noted that SWRD Bandaranaike also had a collection of palm leaf manuscripts .

Private collectors seem to have been specially interested in the pansiya panas jataka. K.V.J. de Silva’s collection had a magnificent pansiya panas jataka. The collection assembled by Rohan de Silva and Jacques Soulie at the Suriyakantha Centre for Art & Culture, Handessa, also has on display a palm leaf manuscript of the Jataka stories, dated to late Kandyan period, in exceptional condition. Its clarity of script, leaf preparation, and intact binding show the highest standards of Sri Lankan scribal craftsmanship, the Centre said.

The largest collection in a foreign library (western) is probably the collection in the British Library, London, which has around 2464 Sinhala palm leaf manuscripts . The major portion of this collection is the Hugh Neville collection of 2227 palm leaf manuscripts. Everybody has heard of the Hugh Neville collection and most think that this is the only collection of Sri Lanka palm leaf manuscripts in the world and that we must be grateful to Hugh Neville for collecting them. Some probably think he wrote them. They do not know of the much larger collections in Colombo and Peradeniya.

Hugh Neville (1869 – 1886) came to Sri Lanka during the British period as private secretary to the Chief Justice. He later became an Assistant Government Agent. He travelled across the country collecting palm leaf manuscripts. They were mainly 19 century manuscripts. Hugh Nevill observed that just one in his collection may be 100 years old. I have no copy over 200 years old, he said.[1]

 Hugh Neville died in France, but London acquired the palm leaf collection at the instigation of D.M de Z. Wickremasinghe. They were catalogued by K.D. Somadasa and published in seven volumes, titled ‘Catalogue of the Hugh Nevill Collection of Sinhalese manuscripts in the British Library”. The British Library, in 2021, digitized and made freely available online, four Sinhalese palm leaf manuscripts from the Hugh Nevill collections, namely Dighanikaya, Majjhimanikaya and two copies of Mahavamsa.

The libraries of Cambridge and Oxford Universities have Sri Lanka palm leaf manuscripts. Bodleian Library in Oxford has the Mahavamsa manuscript which was used by Turner for his English translation. Jinadasa Liyanaratana has examined some of the manuscripts in Cambridge and has catagloued 24 Sinhala manuscripts of which 6 were medical texts, others were on Buddhism. This was published in Journal of the Pali Text Society, Vol. XVIII, 1993, pp. 131-47[2]

The John Rylands Library, University of Manchester holds over seventy manuscripts from Sri Lanka, “mostly on Theravada in the Pali language in Sinhalese script” . They are probably from the Rhys Davids collection. The manuscripts date from the 17th-19th centuries and include copies made in Sri Lanka for T.W. Rhys Davis. There are complete manuscripts of the Paṭṭhāna-Pakaraṇa and Nettipakaraṇa, which are rare even in Sri Lanka.

There are palm leaf manuscripts at Bibliothèque Nationale, Paris, the Azistische Kjust Museum, Amsterdam, and Bavarian State Library in Munich . Paris has the Talapata sent from the Udarata chiefs to Dutch governor Falck. Jinadasa Liyanaratne examined and wrote on the “Sinhalese Medical Manuscripts in Paris” for Bulletin de l’École française d’Extrême-Orient Année 1987 pp. 185-199[3] The Netherlands collection included 135 medical manuscripts.

 The palm leaf manuscript collection in the Royal Library, Copenhagen is well known. It was obtained by Rasmus Rask who came to Sri Lanka in 1822 in search of them. The collection was catalogued by C.E. Godakumbure. The catalogue is available in Gunawardene’s “Palm leaf manuscripts of Sri Lanka”(p 339). This collection contains the manuscripts collected by Ven. Kapugama Dharmachandra who lived in Dadalla, Galle. He converted to Christianity and his extensive collection, went to Denmark, said Gunawardana.[4]

 Small collections of palm leaf manuscripts are held in various other foreign libraries in the west. Casey Wood, (b 1856) an American ophthalmologist who had in interest in medical research, toured the world after retirement. In Sri Lanka he connected with Andreas Nell, also an eye surgeon, obtained palm leaf manuscripts, mainly medical, which he then donated to institutions and individuals all over North America. At least 50 different recipients have been identified.[5]McGill University has a collection of 27 palm leaf manuscripts gifted by him.[6] The Metropolitan Museum of Art, in New York has one manuscript on display[7]. (To be continued)

[1] Stephne C Berkwitz. Buddhist history in the vernacular. P . 115..

[2] https://hasp.ub.uni-heidelberg.de/journals/jpts/article/view/28096/27490

 [3] https://www.persee.fr/doc/befeo_0336-1519_1987_num_76_1_1723

 [4] Sirancee Gunawardana Palm leaf manuscripts of Sri Lanka . (1977 )p 1-9, 35,41-43,50,127,129,140-146,248,286-292,339-,

 [5] https://findingaids.library.northwestern.edu/repositories/8/resources/1303

 [6] https://hiddenhands.ca/sri-lanka-essays/

 [7] ps://libmma.contentdm.oclc.org/digital/collection/p16028coll4/id/47247/.

by KAMALIKA PIERIS

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