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Crisscrossing 13A Abolition

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By Austin Fernando

I have recently read a speech by Tamil National Alliance (TNA) Leader R Sampanthan, delivered in 2017. This excellent presentation supported the Thirteenth Amendment (13A) to the Constitution. In appreciation of his intelligent arguments, I share his thinking not to canvass for 13A but to broaden the discussion with forgotten overlapping references that need to be factored in.

 Status of 13A

Devolution was thrust upon us, consequent to the Indo-Sri Lanka Accord of 1987. Then, certain groups rejected this pact as well as 13A. Their position remains unchanged.  

  At the outset, we must remind ourselves that devolution was introduced to facilitate conflict resolution. Someone may argue that 13A was legalized at a time when terrorists held sway, and, therefore, the incumbent government need not stick to the beaten track. TNA politicians may argue that the reasons for, and the outcomes of, the conflict remain although terrorism is no more. 

The performance of the Provincial Councils (PCs) is barely satisfactory in many respects. Some critics have dubbed them ‘white elephants.’ I do not subscribe to such extreme criticisms because one reason for the weakness of the PCs is the lack of ‘center-periphery cooperation’. Decades ago, Professor GL Peiris emphasized that the PCs needed empowerment for financing, establishment management, and statute making. To date, these matters remain as issues.    

Some others who see intrinsic fault lines in devolution oppose PCs based on concept, content, and politics. They contend that devolving police and land powers, the amalgamation of provinces, etc., trespass the sovereignty and endanger national security.  

The vehement call for abolishing the 13A has originated from politicians, supported by media personnel, and a section of the Buddhist monks. Another alternative proposition is to withdraw certain functions (e.g. land and police powers) to impede PCs when drafting a new Constitution.   

 

Indians and 13A

Concurrently, there are some predicting that India will take up cudgels if the 13A is tampered with. Arguments are submitted against Indian interventions on devolution.

One reason adduced is that India failed to adhere to the Accord (e.g. disarming the LTTE) and therefore, its demand that we fully implement the devolution of power is unfair.

Secondly, they argue that foreign interference with our constitutional processes is inappropriate. They point out that the Indian Government repealed Article 370 with Article 35A in 2019, affecting Jammu-Kashmiri laws, including citizenship, property ownership, and fundamental rights, and silenced critics by stating it was an “Indian internal affair.” Hence, they argue that Sri Lanka should follow suit if India objects to abolishing the 13A.  

  Thirdly, they contend that the Indian government changed Jammu Kashmir rules to allow the Union Government to release lands to Indians to attract development/investment and hence India cannot object if we centralize land administration.

Fourthly, they argue that Indians perform asymmetrical administration in Himachal and Uttarkhand States, as against centralized Jammu-Kashmir, and therefore, by amending 13A, we could do similarly in selected Provinces.   

India stands for sovereignty, independence, and the territorial integrity of Sri Lanka, as repeatedly mentioned by Indian leaders. Additionally, there have been commitments made by Indian and Sri Lankan leaders and internationals to promote equal treatment to minorities.

My attempt is to refer to some such, extracted from the quoted speech, add a few more experiences to demonstrate that abolishing 13A will be considered a negative action in resolving conflict-related issues and there could be other solutions.   

 

Probing Indo-Lanka interactions  

 Let us turn to TNA Leader’s speech. In November 2006, Indian Foreign Secretary Shivashankar Menon has expressed to President Mahinda Rajapaksa: “India looks forward to an early ‘comprehensive political settlement’ of the ethnic issue. It must take into account the aspirations of all sections, including the Tamils.” 

This was nearly twenty years after the Accord and while the conflict was ongoing. Responding, President Mahinda Rajapaksa has detailed the work by the All-Party Representatives Committee (APRC) and the Committee of Experts. But it is well-known that these outputs did not matter to his government. It can be likened to the Indian expectations to implement the 13A during the conflict. 

At one stage, President Mahinda Rajapaksa was excessively supportive of ‘power-sharing.’  Addressing the inaugural Meeting of the APRC and the Experts Committee, he said: “The unity, territorial integrity, and sovereignty of our country must be preserved” and added, “Our objective must be to develop a just settlement within an undivided Sri Lanka.” Great. This is the common aspiration of people, TNA, and India. While identifying the roadblocks, he expected the people in their localities must “take charge of their destiny and control their politico-economic environment.” This is the Principle of Subsidiarity in action. 

He said: “Any solution must be seen as one that stretches to the maximum possible devolution, without sacrificing the sovereignty of the country. Given the ground situation, given the background to the conflict, it, therefore, behooves on particularly the majority community to be proactive in striving for peace ….”  This must have been an elixir to Indians and TNA! 

Next, Minister Basil Rajapaksa went to India (October 2008) and a statement said: “Both sides discussed the need to move towards a peacefully negotiated political settlement on the island including the North …. The Indian side called for the implementation of the 13A and greater devolution of powers to the Provinces. Minister Basil Rajapaksa emphasized that the President of Sri Lanka and his Government were committed to a political process that should lead to a sustainable solution”. Elixir again!

His message to India was that we had passionately committed to a political process. He is expected to be in the Cabinet soon and knowing the Indian External Affairs Minister Dr. Jaishankar’s ways personally, I may expect a reminder of his message.

PM Manmohan Singh, after this visit of Minister Basil Rajapaksa, (November 2008), informed President Mahinda Rajapaksa that Colombo must create conditions for meeting “legitimate political aspirations” of the Tamils under the devolution package (13A). Irrespective of domestic politics Indians were consistent in demands; Sri Lankans were consistent in declaring unfulfilled hopes!

Prof. Peiris visited India (May 2011) and mentioned “A devolution package building upon the 13th Amendment would contribute towards creating the necessary conditions for such reconciliation.” Further, he referred to the work of the Lessons Learnt and Reconciliation Commission (LLRC), which made extremely attractive, pro-peace, and reconciliation-oriented recommendations. No wonder when Foreign Minister Peiris spoke so favourably on the 13A, Indians continuously and without reservations harped on its implementation.

PM Singh (June 2011) said in Lok Sabha: “The decimation of the LTTE was something good. But the Tamil problem does not disappear, with the defeat of the LTTE. The Tamil population has legitimate grievances. They feel they are reduced to second-class citizens. And our emphasis has been to persuade the Sri Lankan Government that we must move towards a new system of institutional reforms, where the Tamil people will have a feeling that they are equal citizens of Sri Lanka, and they can lead a life of dignity and self-respect. It is not easy.”

Nevertheless, reverting to 2019, one may question whether the Indian politicians’ minds were responsive to the grievances/inequalities their Muslim brethren complained of when the Citizenship Amendment Act, National Register of Citizens, and National Population Register laws were launched.  

Two months after PM Singh’s statement, Indian External Affairs Minister S. M. Krishna said in Lok Sabha: “The Government has also articulated its position that the end of the armed conflict in Sri Lanka created a historic opportunity to address all outstanding issues relating to minority communities in Sri Lanka, including Tamils. The Joint Press Release of May 17, 2011 states that all such outstanding issues had to be settled in a spirit of understanding and mutual accommodation imbued with a political vision to work towards genuine national reconciliation.

The External Affairs Minister of Sri Lanka affirmed his Government’s commitment to ensuring expeditious and concrete progress in the ongoing dialogue between the Government of Sri Lanka and representatives of Tamil parties and that a devolution package building upon the 13th Amendment would contribute towards creating the necessary conditions for such reconciliation.” Sensibly we may agree.

The Indian Official Spokesman made a statement after the LRRC Report: “In this context, we have been assured by the Government of Sri Lanka on several occasions in the past, of its commitment towards pursuit of a political process, through a broader dialogue with all parties, including the TNA, leading to the full implementation of the 13th Amendment to the Sri Lankan Constitution, and to go beyond, so as to achieve meaningful devolution of powers and genuine national reconciliation.” Thus, Indian expectation rightly settled on an assurance ‘beyond 13A.’  

  When even the easily implementable LRRC recommendations were not executed by the government that appointed it, whether India could await further contributions to reconciliation was an issue. Indians may comment that every Sri Lankan government has only kindled hopes, but not delivered. The post-LLRC- UNHRC Resolution (2012) demanded the implementation of constructive LLRC recommendations and strengthening devolution, but we failed to do so.

The Indian Minister of External Affairs made a statement (January 2012) in the presence of our Minister of Foreign Affairs, from which I quote: “The government of Sri Lanka has on many occasions conveyed to us its commitment to move towards a political settlement based upon the full implementation of the 13A to the Sri Lankan Constitution  and building on it so as to achieve meaningful devolution of powers.” The Indian Minister has echoed the stark reality.

Then again, the Indian Prime Minister Manmohan Singh said that India was inclined to vote in favour” of a resolution on promoting reconciliation and accountability in Sri Lanka at the 19th session of the UNHRC. His inclination was adopted by voting against us. According to PM Singh, its objective was not wanting to infringe our sovereignty, “…. but concerns should be expressed so that Tamil people can get justice and lead a life of dignity.” In almost all Indian statements a few buzz words- ‘equality, dignity, justice, self-respect, political process, peace’ appear.

 There could be many more statements by Indian and Sri Lankan politicians and bureaucrats, unknown to us, confirming the need and commitment to implement the 13A to resolve the Tamils’ difficulties. But since our President was not in active politics per se in 2017 like his brothers and other Ministers, some of these statements may be new to him. However, I may remind two recent relevant statements, most probably known to him, worthy of consideration to understand the Indian attitudes on 13A.

PM Narendra Modi during President Gotabaya Rajapaksa’s State Visit, like other interlocutors, said: “I am confident that the Government of Sri Lanka will carry forward the process of reconciliation, to fulfill the aspirations of the Tamils for equality, justice, peace, and respect. It also includes the implementation of the 13th amendment.” Note the buzz words. President Gotabaya Rajapaksa, without responding directly kept aloof, imaging him “the President of all Sri Lankans, irrespective of ethnicity or religion or voting choices.”

Joint Secretary Amit Narang’s quote on India Sri Lanka Virtual Bilateral Summit – October 26th, 2020- stated that PM Modi has insisted on PM Mahinda Rajapaksa that “Sri Lanka must implement its 13th constitutional amendment to achieve peace and reconciliation…. PM Modi called on the new Government in Sri Lanka to work towards realizing the expectations of Tamils for equality, justice, peace, and dignity.” Buzz words: setting apart political ethics, it is ‘must implement its 13A’ and not ‘may.’ With so many positive quotes stated above I am not surprised of this insistence.  

These are ‘oven-fresh’ statements (latter only a fortnight old) and thoughts well embedded in PM Modi’s memory. We should not dupe ourselves into believing that PM Modi forgets easily and will give up demands or forgive when one repeatedly frustrates India! Whether it is Modi or Singh or Krishna or Menon, the buzz words are the same.

Here, PM Modi, like PM Singh (in 2012) expressed his “concerns”. I wish he will refrain from acting like PM Singh as regards the UNCHR 2021. We must remember that irrespective of political divides, for political expediency, Indian politicians capitalize on the Tamil aspirations.

Against this background, President Gotabaya Rajapaksa has withdrawn from promoting “national integration and reconciliation” by repealing Article 33(1)(b) under the mandated presidential duties in 19A. If it seriously conveys his unwillingness to undertake these two duties, abolishing 13A will surely lead to an undesirable reaction.  

 

International commitments

Besides Indians, Sri Lanka has been under the international microscope regarding peacemaking and power-sharing, commencing from Thimpu, extending to Peace Talks, with Ban Ki-Moon, and UNHRC, etc.

A notable event during the Peace Talks was the declaration of the Oslo Communique. Prof. Peiris led the government delegation, and I witnessed his excellent exposition with clarity, resonating factual arguments, and vast knowledge to convince Anton Balasingham, that LTTE should agree to power-sharing, without separation.  In a lighter vein, I am reminded how with Professor Peiris’s unmatched academic onslaught (which I adored), Anton Balasingham cut-short the discussion and retreated for external consultations—probably with Prabhakaran.

It was Prof Peiris -the Man of the Day- who pushed for the Oslo Communique. The parties agreed “to explore a solution founded on the principle of internal self-determination in areas of historical habitation of the Tamil-speaking people, based on a federal structure within a united Sri Lanka.”

At the media conference, Prof Peiris praised extensive power-sharing within a one-county framework, sans cessation, and added, “Now if we believe in a political solution if we are renouncing war…. there could not be any other rural tribal except power-sharing – except the basis, the character of a federal solution.”

 The 13A is less devolutionary and federalist in content than the Oslo Communique that spoke of historical habitation and federal structure. Therefore, Prof. Peiris could now forget Oslo and take the lead in calming down protesters against 13A. Without any disrespect to Minister Ali Sabry, I may say that Prof. GL Peiris is the best bet to deal with 13A with his experience (especially with Indians). Paradoxically, it is also his disqualification, for his past stance is not in line with calls for abolishing 13A!

After  defeating the LTTE, President Mahinda Rajapaksa stated to UN Secretary-General Ban Ki-Moon that his firm resolve was ‘to proceed with the implementation of the 13th Amendment, as well as, to begin a broader dialogue with all parties, including the Tamil parties in the new circumstances, to further enhance this process and to bring about lasting peace and development in Sri Lanka.” After three days, a resolution was submitted at the UNHRC, Geneva confirming his stances with Ban Ki-Moon. It was a commitment to implementing the 13A. For the first time, he made 13A a multilateral commitment.  

President Sirisena-PM Wickremesinghe government went a step further by incorporating it in October 2015 UNHRC Cosponsored Resolution. They failed to pass a new Constitution or move-on with 13A. More international attention was drawn to 13A.

 

Potential political manipulations

In the late 1990s, there were government proposals to create Regional Councils (RCs) – i.e. North-Eastern and South-Eastern RCs and even to create a center-controlled Ampara Electorate, to enable the establishment of the latter RC. Non-contiguous Muslim RC was another concept floated. SLMC Leader Mr. Ashroff was one keen supporter of those proposals.

The abolition of 13A will create a void. Muslim Parliamentarians who supported the 20A may expect Minister Ali Sabry and Romesh de Silva Committee to incorporate the said RCs proposal in the proposed Constitution, sometimes with revisions more favourable to the Muslims. This is a hypothetical situation, but those who call for abolishing 13A should take careful note of. They must be alert to political manipulations because the wrong judgment will cause more trouble than 13A.

Conclusion           

In summary, the opponents of 13A, who demand its abolition had better heed the domestic constitutional, political, institutional formations, bilateral agreement with India, many commitments made especially to India and international stakeholders in multilateral agencies. etc. If the decision is not to abolish, the government will be answerable to nationalistic elements who predict political, security, economic, and political organizational risks.  

Since the country is faced with a severe economic crisis, the international dimensions thereof are extremely important. As Dr. Jehan Perera writes: “In dealing with international governments, it is equally, if not more, important to keep commitments. The international community of governments is not as gullible as the voting public often is.”  This was written during Mahinda Rajapaksa Regime. Now, it is Gotabaya Rajapaksa regime. But irrespective of government changes, the thinking of the international community remains the same as for Sri Lanka’s commitments.

 Policies of the political parties that have been in power in India have been consistent as regards 13A and the issues Tamils are faced with. Nevertheless, India’s focus has shifted from devolution to Indo-Pacific, Chinese threats, free trade, investments, etc. and the possibility may exist of settling outstanding issues to mutual benefit (as Minister Krishna has said) “in a spirit of understanding and mutual accommodation imbued with a political vision.”

Abolishing 13A may entail a price payable geopolitically, politically, economically, diplomatically, security-wise, etc. Those who push for abolishing 13A must evaluate the potential balance sheet, weigh alternatives through negotiations and compromises. Forgetting these available options and to be overenthusiastic about their two-thirds majority, which can be used to abolish 13A may not mean happy hunting or a happy ending.

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Teaching for job market and ‘liberating the whole person’ during Covid-19 pandemic

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by Liyanage Amarakeerthi

 

(This is based on a short presentation made at a promotion interview at the University of Peradeniya on November 19th, 2020. Author thanks Professors KNO Dharmadasa, Wimal Wijayarathne and OG Dayarathna Banda, Dean/Arts who encouraged him to publish this speech.)

At universities, we are busy teaching online. It is heartbreaking to find many students lack required facilities. Teaching on Zoom, for example, takes smart phones and personal computers for granted. We have to assume that Internet access is as ubiquitous as air, but reality is otherwise. Attendance at live Zoom classes can be as low as 40 percent in the Faculty of Arts, where students from underprivileged backgrounds account for the majority. Therefore, we need to record our lectures and make them available through other means. I myself have WhatsApp groups for all my classes to transmit important course content with a minimal cost. The university and the faculty take admirable care with extremely limited resources to make sure that no student is left behind. But the situation is far from satisfactory.

In addition to Corona, our political authorities routinely tell us that what we teach at the faculties of arts has become irrelevant and obsolete. They regularly ask us to produce employable graduates. Recently, President Gotabaya Rajapaksa was seen in a video clip telling a graduate that she should have studied ‘something technical.’ While it is wrong to produce an endless number of external graduates merely with degree certificates to wave at media cameras at the Lipton Circus, learning something ‘technical’ signifies a poor understanding of university education.

I want to reflect on the true meaning of education at the faculties of Arts. At our faculties we teach courses in the humanities and the social sciences. As a scholar in literature and language, I am at the most pressured end of the spectrum: Learning literature is the most removed from ‘something technical.’ Therefore, we, the humanities scholars at universities, routinely have to justify what we are doing in teaching and research. There reflections are made in that context.

 

Vision of the founding fathers

The founding fathers of the University of Ceylon, never imagined that future scholars in the Humanities would have to face the particular challenge mentioned above. In the inaugural address of the Ceylon University movement Ponnambalam Arunachalam, the President of the movement, had elaborate plans for a university of our own. Out of 13 professorships they had imagined to create in the University of Ceylon, eight were for the humanities. They wanted professorships for vernacular languages such as Sinhala and Tamil, and when the university was established, in 1942, the curriculum had considerable focus on local language and traditions. Indeed, there were professorships for natural sciences, and many science-based subjects were to enter within the first decade of the university.

In addition, those founding fathers had much larger and grander ideals for education; here are the words of Arunachalam:

“University will be a powerful instrument for forming character, for giving us men and women armed with reason and self-control, braced by knowledge, clothed with steadfastness and courage and inspired by public spirit and public virtue.” “A Plea for a Ceylon University” (A. T. Alwis. Peradeniya: The Founding of a University).

Those beautifully profound words demonstrate that Arunachalam’s vision for education was much more than teaching ‘something technical.’

 

Liberal Arts

In order to rediscover the true meaning of the Humanities education, one may look into what is meant by the liberal arts in contemporary international universities. ‘Liberal arts’ is a bit more inclusive than what we call ‘arts subjects’ since they include natural sciences, basic mathematics and the like. A rich liberal arts degree programme exposes students to a wide range of subjects––languages, literature, philosophy, religion, natural sciences, mathematics, Fine Arts, citizenship education, social sciences (at least key concepts of them) and so on. Since there is nothing strictly prohibited from the domain of liberal arts, one could add numerous other things to the curriculum.

The word ‘liberal’ in liberal arts a loaded one. It includes knowledge required to liberate human beings from socio-cultural bonds they are trapped in producing hierarchy, inequality and injustice. Rousseau famously claimed that chains binding human beings were human-made’ and the hammers to break them were also made in earth not in heaven. A high quality education in liberal arts should help us see those chains and to forge the hammers that can break them. In other words, liberal arts teach us the significance of working towards a just society. For that goal, there are many sources of wisdom. Unlike political parties and rigid ideologues, universities believe that there are multiple ways to reach that goal. That goal may be always at the horizon resisting our reaching it. Still, a society that has given up on that goal is perhaps so much poor even with endless affluence. Teaching liberal arts at universities is one important way societies hold on to a richer dream even in the midst of relative economic hardships. A country can be poor but yet not philistine.

‘Liberation’ in liberal arts includes internal liberation as well, and it could include several modes of refining oneself within. When modernity was an unquestioned project, liberation from the Nature was one goal of humanity. But now we know better. While we have to keep Nature at bay, we also have to realise that we are also part of it. The time of coronavius is opportune to reflect on this. Moreover, our nature itself is something that needs refinement and taming while it is very much a part of big Nature. So, in recent times a diverse set of course related to environmentalism has made its way into our liberal arts curriculum. As Professor Spencer McWilliams has aptly put, “a liberal arts education can help us develop a more comprehensive understanding of the universe and ourselves”. (Liberal Arts Education: What does it mean? What is it worth?)

Our political authorities may ask for graduates with a certain set of limited technical skills to be productive in the narrow roles assigned to them in contemporary economy. For us in universities, a human being is not just a worker. His or her life in the world of work is only one small segment of his or her life. For us as in the Humanities, questions such as what human beings do, what they reflect on, what and how they enjoy during their non-working hours matters as much as the ‘job skills’ they are supposed to hone. To make matters even more complicated, the liberal arts is interested even in the dreams that occur to human beings during their sleeping hours. To put it simply, for liberal arts human self is much more than a human worker.

A holistic development of the ‘whole person’ is the goal of liberal arts. It includes eight interrelated aspects: intellectual, emotional, physical, spiritual, vocational, ethical, personal, and social. Intellectual development requires acquiring broad-based knowledge, learning how to learn, and learning how to think critically. Emotional development includes understanding, managing and expressing emotions. Developing high quality relationships with other people is the basis of social development while ethical development aims at providing students with a clear value system that enables them to make sound decisions. Physical development concerns the understanding of one’s own body and taking care of it. Spiritual development may be the most culture-sensitive as each culture may have its own take on what is ‘spiritual. ‘Vocational’ is indeed a form of development that must be a part of contemporary education. But is only one among eight. It includes exploring career possibilities and developing skills required for a career. As university teachers we do want our graduates to find jobs and achieve some sort of financial independence to pursue other goals of life articulated here. Personal development, the last of the eight, stays the last because it is the bottom line, so to speak. For personal development one needs to cultivate a strong sense of self-identity and agility to step out of that identity in being considerate towards others.

The Role of Peradeniya:

Whole Person, Whole Campus

A fully developed university must have all the facilities needed to address at least those eight areas. Holistic education believes that curriculum and co-curriculum must make use of whole campus for that purpose. Founding fathers of University of Peradeniya seem to have endowed with a concept of holistic education in the early twentieth century. Just to give only a few examples, for those who argue for making use of the whole campus for holistic education claims that for one’s intellectual development, a university has to utilise learning centers, library, academic advising services, tutoring services, information technology centers, invited talks on various topics, workshops, theatre halls, art shows and so on. This list, though not comprehensive, demonstrates that the intellectual development of a graduate is much more than following time tables and attending formal lectures. At Peradeniya, we may not have all these facilities, but when the university was founded a considerable attention was paid to these aspects. Taking a long walk through the beautiful University Park can be education in itself if one is rightly attuned to the lessons of natural beauty. I have learned those lessons at stunning campus parks at Wisconsin and Cornell.

Now, let me touch on ‘spiritual development.’ In addition to formal instructions on subjects such a philosophy and arts that concern one’s spiritual life, there should be co-curricular involvements with campus religious communities. Programmes such as inter-religious dialogue could be part of these activities. Perhaps, it was for such holistic education that places for all religions have been established within the University of Peradeniya.

Instead of cutting down funding on ‘liberal arts’ education, the government must invest more in the kind of education explained above. Even without enough financial resources some of us have been working hard to promote such a holistic education. Yes, just some of us. There are people who have no idea as to what they should be doing at universities. Among them, there are academics who believe that training students to site exams that lead to a certificate is university education. Yes, that is education often found at private tuition classes. But there is much more to university education. If our holistic education is only partially done, it is natural that authorities ask out graduates to learn ‘something technical.’

The prevailing pandemic has crippled nearly all co-curricular activities at campus. An education that does not include library, playground, gymnasium, the Sarachchandra Open Air theater, the E.O.E. Perera theatre, heated discussions with guest speakers, and, even some trips to the lovers’ lane or other ‘lanes’ cannot help achieve eight developmental goals of holistic education. COVID-19 has corroded that education. But holistic education is faced with a bigger threat. It is the demand that education be geared for the job market. True academics must do everything possible to prevent that philistine virus making inroads into our higher education institutions. Only those who are capable of realising the true meaning of holistic education envisioned in the Humanities and liberal arts can stand up to such philistine invasions. Those are the ones who really deserve to be hired and promoted.

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Chinese Development Experience:

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Why Have Sri Lankans Failed So Far

by Luxman Siriwardena

 

During the past decades, several East Asian Economies have experienced consistent high rates of economic growth while achieving unprecedented improvements in the standard of living of their citizenry, an achievement that has been described in the famous World Bank study as ‘Asian Miracle’.  Hong Kong, Taiwan, Singapore and the Republic of Korea (ROK) were the partners of this achievement. One analyst explained this miracle as developments that have ‘telescoped into a single generation, a process of socioeconomic development that took the advanced economies of Western Europe centuries to achieve’. This group have now been dramatically overtaken by Communist China which has also eliminated poverty, probably excluding a few clusters in remote parts of rural China. 

Unfortunately, however, all South Asian countries, including India, Pakistan, Bangladesh and Sri Lanka still remain far behind China as developing economies. It has been estimated that a high percentage of the population of many of these countries are living in abject poverty and deprivation. 

China’s economic development as now well demonstrated, has been associated with technological advancement surpassing many of the advanced market economies. It is only a matter of time before China   becomes the largest economy in the world. Even in the current COVID-19 pandemic situation it has emerged as the only country to record a positive growth rate in 2020, according to multilateral lending agencies.

In this context it is of significance to understand how President Xi Jinping has articulated the Chinese development within the framework of Marxist Political Economy. In this regard, a speech delivered by Jinping, in the mid-August needs to be closely studied by the academics and policy makers in developing countries like Sri Lanka. President Jinping proposes in the speech that the Marxist political economy must be studied and developed as a higher stage of theoretical and practical advancement of Political Economy. Most relevant to the current development discourse is his combining of Marxist political economic principles with new practices of reform and opening up of the Chinese economy. 

President Jinping has also categorically mentioned that the belief of some people that Marxist political economy and the analysis in Das Capital is outdated or outmoded is arbitrary and inaccurate. Jinping states that nowadays there are various kinds of economic theories but the foundation of Chinese development cannot be explained by any theory other than the Marxist theory of political economy. 

With reference to the development of theory and practice in China, Jinping upholds the contribution by successive Chinese leaders. Going through his argument it is clear that President Jinping is contributing to the new stage of development in Marxism termed as Socialism with Chinese Characteristics. 

In his analysis President  Jinping refers to almost all challenges the modern-day advanced market economies are confronting and strongly advocates study of them in the context of Marxist political economy which include  theories of developing a socialist market economy, enabling  market to play a decisive role in allocation of resources while providing for a prominent role for the government and state-owned enterprises in promoting, facilitating and coordinating  new industrialization, agricultural modernization and other  essential players of growth and development. It is also interesting to learn the way China addresses the property ownership/rights and right of the farmers to contract out lands. 

What President Jinping has emphasized with regard to the study of political economy has a direct relevance to Sri Lankan academics and policy makers irrespective of what they have learned in universities of the West or from multilateral or other agencies. In his presentation President Jinping has emphasized the importance of six key principles in economic development in China. 

i. Adherence to people-centric development thinking 

ii. Focusing on new development concepts with a futuristic view 

iii. Upholding basic economic systems preserving Chinese Socialists Characteristics 

iv. Improvement of basic distribution systems 

v. Focusing on the direction of socialist market economy 

vi. Adherence to the basic national policy of opening up when effecting    necessary reforms. 

His concluding remarks would be an eye-opener to Sri Lankan and other developing country policy makers, particularly economists. 

Their commitment to upholding the basic principles and methodology of Marxist political economy does not imply rejection of the rational components of other economic theories. Western economic knowledge on areas such as finance, prices, currency, markets, competition, trade, exchange rates, enterprises, growth, and management do reflect one side of the general laws underpinning socialized production and market economics, and should therefore be used as reference. At the same time, however, Jinping suggests that it is necessary to keep a discerning eye on the economic theories of other countries, particularly those of the West, making sure that the wheat is being separated from the chaff. It should be ensured however, that these theories reflecting the nature and values of the capitalist system or are colored by Western ideology are not blindly adopted. Although the discipline of economics is devoted to the study of economic issues, it does not exist in a vacuum, and therefore cannot be separated from larger social and political issues.  

Why have our economists, both in academia and in policy making positions, not understood this simple truth?  Why have they failed to develop theories and explanations that address local needs like their counterparts in the region? For example, India, Pakistan or even Bangladesh have world class economists who have come up with homegrown theories and homegrown solutions to local problems. Could it be that our economists, unlike their regional counterparts who have succeeded, have not been able to free themselves from the clutches of the west intellectually and ideologically? How much their education in the west, reinforced through regular training given by West-dominated multilateral agencies and also frequent exposure to thinking of the West in their work, is responsible for this unfortunate situation? Whatever the reasons are, instead of thinking independently on their own they parrot their mentors in the West for short-term gains like easy recognition and self-fulfillment continuing the vicious circle and perpetuating the misery of their people. Irony is that when a solution is needed the only thing our experts are capable of doing is seeking refuge in programmes of multilateral development agencies reminding us the famous saying attributed to Einstein that “insanity is doing the same thing over and over again and expecting different results”

Sri Lankan policy analysts, this applies to academics and researchers too, must desist from advocating indiscriminate reliance on foreign concepts. Their analyses should be based on objective conditions that exist in Sri Lanka and associated socio-political environments namely, political economy. thoroughly and at length to prevent them being marginalized in the emerging discourse.

It is time for our academics and policy makers to change the path on which they have been travelling, the path not only built by the West but also the road rules for the travellers have been written by them.  What our academics and policy makers, especially, economists, have been hitherto repeatedly preaching and implementing are literally  carbon copies of classical, neoclassical or Keynesian theories they have learnt without adaptation to meet Sri Lanka’s development needs.

It is stated by the historians that Lenin further developed Marxism where it was further fashioned by Stalin and Trotsky. In the modern era remarkable adaptations to it were brought in by Chairman Mao. Since then there have been many Chinese leaders who have made various pragmatic contributions for the Chinese economy. President Jinping has presently brought Chinese economy to a new stage of development through more pragmatic and innovative ways without deviating from fundamental Chinese characteristics.

In view of the above it can be concluded that there are many lessons that developing countries like Sri Lanka can learn from the Chinese development experience. If our academics and policy makers can come out of the ivory tower of conventional framework and improve on theories and models that they have learned in the past by adapting them where necessary to local conditions that may go a long way in help promoting effective policy for sustainable growth and development. Until and unless that happens our attempts to achieve sustainable economic growth and development in the country will remain only a pipe dream, which it is today. 

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Covid-19 prevention:

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Revamp CMC’s crippled Public Health Services

By Dr. Pradeep Kariyawsam
Former Chief Medical Officer of Health / CMC

When the second wave of the Covid-19 epidemic started, it was inevitable that the wave would reach Colombo, as many other epidemics such as dengue fever, chikungunya, cholera, influenza started in Colombo and then spread to other areas. Here of course those who travelled from abroad obviously brought the disease to the country, and then it spread towards the city in no time. There are many who travel from Gampaha District to Colombo city area and they were the potential carriers of the virus.

Prevention activities should have been started from all fronts, especially in Colombo North and Central areas, as soon as we heard about the Minuwangoda outbreak; and without hesitating when it reached Peliyagoda which lies in the northern bank of Kelani river. Colombo North lies just a few hundred feet away in the Southern bank. True the CMC started carrying out PCR tests, but most of them were off target as hardly a patient was found initially. There is no point in crying over spilt milk now. The importance of Public Health Services should be recognized at least now, and that a proper service could save the city and country from economic collapse and social unrest. The latter mostly instigated by politicians. The deaths at home is a sign that all is not well with the prevention services. Unfortunately, some politicians and government servants do not understand this reality.

Around 40 years ago, the Minister of Local Government realized the importance and the necessity to organize the people in these areas, who actually lived in slums and shanties and the need to prevent communicable diseases and provided them with basic amenities. Hence under his direction the CMC went on to carry out surveys of the needs of the people through new recruits called Health Wardens. The Health Wardens formed Community Development Councils after having elections in the so-called Gardens (Wattas) where the people in them chose their leaders as the office-bearers to run the Councils. Women’s and children’s groups were also formed by the Health Wardens, and these GCE (AL) qualified youth were the acceptable officials to give instructions on any matter on health and welfare. I can remember they even arranged marriage registrations.

They teamed up with the Public Health Inspectors, Nurses, Midwives and Medical Laboratory Technologists (MLT), Health Education Officers, and formed a network that supported the preventive services to the hilt. In short, we were proud of our work and it was appreciated by UNICEF, WHO, UNCHS, etc. For example, when we had to get Colombo as polio free, all of them teamed up and with the help of Rotarians gave vaccines to all children under five years of age in the city in one day! In order to provide a proper service, the city needs at least 65 Public Health Inspectors, 35 Nurses, 175 Midwives, 35 MLTs and over 200 Health Wardens or Health Instructors as they are called now. (The Salaries and Cadres Commission please note!) These services are in a sorry state of affairs now, as the number of officers in service have dwindled so much that we no longer have a single maternity home that is operating at night, as only nine nurses are available, the PHIs have neglected food hygiene work, and Midwives are over stretched so much they are running a crippled service, the laboratories lack material and the poor people have to go to the private sector to get expensive tests done, when they could have got them done free at the CMC labs. But the most important aspects of all this, which are organizing the communities, health education, creation of awareness about communicable diseases, communicating with all and being the link between the people and the health units that were handled by the Health Instructors do not exist anymore.

There aren’t even Health Education Officers anymore, who used to supervise them. The information thus collected then can be analysed by the Epidemiologist to understand the vulnerable areas and direct prevention activities. Unfortunately, there is no Epidemiologist as the post of Deputy Chief Medical Officer (Epidemiology) is not filled during the last three years. That is what is lacking mainly in CMC’s Covid-19 prevention programmes today. It is not the ambulances that the people need as CMC already has two ambulance services; The ambulances run by the MCH Division and the 110-service are run by well-trained fire-fighters. The people need someone to be with them in their hour of need as it happened years ago, looking after their health and welfare needs, as Health Instructors were allocated to areas in which they were responsible for the people in slums, shanties and apartments.

Therefore, it is my humble appeal that the CMC, the Western Provincial Council, and the Ministry of Health get together and fill these posts, create higher cadres for these posts and appoint suitable persons immediately. We have to allocate vulnerable areas to these officers and get them to go to the people, organize them, look after their health and welfare needs and prevent a disaster happening as there will be more Covid-19 waves and new epidemics in the near future. This will definitely reduce deaths at homes. A stable Colombo, health-wise, will make the country stable in the same way. With all my experience I know that this is the only way to prevent this kind of disaster happening again, and this will be a feasible way of managing this crisis for the government to prevent and control this disease.

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