Opinion
Curriculum-variant for post-pandemic education

The pandemic has brought enormous disruption to the education of our youth during these two years. However, this may be a good opportunity for the academia and the educational authorities to consider a transformational shift in the delivery of the education, taking into consideration the need for children to learn the 21st century skills and practices that go beyond traditional content to include multidisciplinary skills such as problem-solving, critical thinking and creativity.
As we all know, ‘why’ is a regularly used word by small children, as they are constantly engaged with observation and wonder. Inquiry is part of their natural evolution. Educational experts are of the view that ‘Inquiry based learning’ is a highly effective method of learning as it is about triggering curiosity and thereby genuine engagement. Activating curiosity is a far more important goal than information delivery which can be considered as the traditional form of teaching. In the inquiry-based learning process, students themselves are the drivers of the learning process which ultimately results in the deeper understanding of a concept. This allows them to take responsibility for their own learning which enhances their commitment towards further exploration and knowledge.
Another tested method of learning is problem-based learning or context-based learning. Here, students solve, or try to solve, an authentic real-world problem through investigation, discovery, and engagement. Because of its meaningfulness and relevance, the students experience the value of their contributions and therefore it becomes an excellent form of learning. Problem-based learning motivates course content and maximizes learning through investigation, explanation and resolution and thereby encourages the development of practical skills and higher-order thinking. Problem-based learning and inquiry-based learning are both student-centered teaching pedagogies that encourage active learning and critical thinking through investigation. In fact, problem-based learning can be classified as guided inquiry and therefore it is also a type of inquiry-based learning.
Common elements of inquiry and problem-solving include:
Asking questions or defining problems
Exploring solutions or explanations
Analyzing or testing solutions or explanations
Communicating possible solutions or explanations
As an example, in mathematics when teaching about statistical graphs, the inquiry questions can be:
How can different graphical analysis tools be utilised to address matters such as how many, how much, at what time and how to compare?
Is one type of graphical analysis better than another? If cannot measure it, does it really exist?
To enable such comprehensive skill learning, educational authorities need to invest in professional development to provide educators with the tools for its effective implementation. The groundwork that needs to be done include the following:
1. Identification of the aims and objectives of each subject
2. Developing and structuring courses to provide opportunities to meet the defined aims and objectives
3. Providing ideas and proposals to promote interdisciplinary learning
4. Preparation of guides and teacher support material to help teachers to plan the lessons according to the teaching and learning model to be followed
5. Preparation of clear assessment frameworks that can be followed by the teachers along with well-defined grade descriptors.
Assessment is another important aspect that needs to be upgraded. The modern education trends inspire us to move towards criterion-based assessment instead of normative assessment. In normative assessment, the students are compared in relation to one another while in criterion-based assessment the students are assessed according to identified learning criteria. The dependence of a final grade wholly on a public examination has caused many difficulties to the students and examination boards during this pandemic. This might be the time to think about a hybrid assessment model comprising of internal and external evaluation of student work. The internal assessment can be in the form of a project or an exploration to be marked by the teachers according to identified criteria, while the external assessment is the common public examination that we are accustomed to.
If the will and determination are there, I feel that an inquiry-based learning model can be implemented in our local schools by the beginning of the year 2024. If all the material that are needed can be organized by the end of 2022, providing the much-needed professional development to the teachers can be completed in 2023. The success of the model depends primarily on the teachers.
The popular educational consultant Kath Murdoch said “Inquiry is not just knowing how to plan – it’s about how we teach. It’s about what we say to kids and how we say it. It’s about the way we listen and the way we feel about what our kids are saying. It’s about knowing when to step back and when to step in. It’s about the language we use and the silences we deliberately leave. It’s about what we are thinking about what we are doing”.
R.N.A. de Silva
ndesilva@osc.lk
The writer is a senior examiner of the International Baccalaureate organization and member of the faculty of the Overseas School of Colombo.
Opinion
Resolution of grief, not retribution

Ahamed Kathrada, friend and advisor to Nelson Mandela said of Robben Island, where Mandela was imprisoned for close to 30 years, that “While we will not forget the brutality of apartheid, we will not want Robben Island to be a monument to our hardship and suffering.”
Similarly, we do not want our beloved country to be a monument to our suffering. As Kathrada said, we want our country to be a symbol of the triumph of the human spirit against the forces of evil, a triumph of courage and determination over human frailty and weakness. Managing the painful history of this country should be focused on achieving this objective.
Emotions, such as sadness, worry, anger and in some cases, hatred, festering in our society over the past forty years appear now to be reaching boiling point.
Considering my professional background and knowledge of the mind, I am not surprised by that.
Violence is wrong no matter which side it comes from and regardless of its source. However, the bitter truth that emerges when examining the history of the past forty years, even when looking at it from the best possible angle, is that the foundation of the immoral, illegal and violent politics established took root in Sri Lanka, after 1977.
Actions and counteractions of the negative political culture including violence then established, brought nothing but destruction to Sri Lanka.
The bitter truth is that our collective conscience, sensitivities and actions as a nation, are shaped and coloured by this ongoing aggression and violence that equally affected both the South and the North.
The specific period of terror of 1987 – 1989 was focused mainly in the South. Accepting the fact that the majority of those who suffered during this period were Sinhala Buddhists is merely stating the reality; it is not approaching the problem from a narrow, racist or religious perspective.
It should also be added that I myself was a victim of that terror.
The Sinhala Buddhist culture has a distinctive tradition process for alleviating the grief due to a death by holding awake: sharing the pain of loss with those closest to you, and engaging in religious activities specifically in remembrance of the dead person, a sequence of events including offering alms, that provides time to heal.
It is this cultural heritage of managing loss and grief that was taken away from those who lost their lives and their loved ones in 1987- 89. It is only those who have faced such unfortunate experiences who know the compulsion and pain left by that void, where there was no time to process loss and grief. It is time for introspection – for genuine reflection.
With this background as our legacy over multiple generations, we need to pay greater attention to guarding ourselves against the potential response of “identification with the aggressor.” Identification with the aggressor is an involuntary or sub-conscious psychological defence mechanism and a reaction to trauma where the victim who underwent the trauma identifies with and mimics the behaviour of the person who carries out the violence, as a psychological coping mechanism.
Such responses can be seen in, for example, children undergoing abuse, or young people undergoing ragging. The usual reaction one would expect is for the victim to refrain from abuse or ragging. However, contrary to that expectation, research has revealed that the victim displays behaviour similar to that of the person who abused or ragged him/her.
A clear understanding of how is this concept likely to impact the current political climate is critical at this juncture.
Wielding immense political power, politically less experienced and matured social strata may unknowingly become prone to treating their opponents in the same way that the oppressors of the past victimised them. Therefore, the leadership should be sensitive to the potential of former victims almost unknowingly impose past sufferings on current opponents. It is the responsibility of politically enlightened social strata to identify and prevent that situation in advance. It is a moral obligation of all political parties not just the ruling party.
I would like to share a personal experience in this context. Assistant superintended Senaka de Silva was the man who brutally tortured me at the torture camp at Chitra Road, Gampaha, run alongside the Batalanda torture camp.
After my release, I was working as the Head of the Emergency Treatment Unit at the Sri Jayewardenepura Hospital, when the former ASP de Silva brought his niece there for treatment, unaware that I worked there. He was disconcerted to see me and immediately turned back and walked away. I sent the security officer to bring that child back, admitted her to the hospital and did my best to treat her. The thought process and action that I followed that day is what I adhere to date as well. At the time I was only a specialist in family medicine, today, as a professor of psychiatry, I see these events from a much broader point of view.
The force of emotions arising due to pain or injustice can be destructive to society, but it is also possible to divert it into a force for good. For example, the lack of any post-election violence at the Presidential elections of 2024 indicated a commendable positive direction in social movements. Similarly, the dialogue arising around the Batalanda torture camp, too, should be constructive and forward thinking, so that we shall never again see such an immoral political culture in Sri Lanka.
Ahamed Kathrada, friend and advisor to Nelson Mandela said of Robben Island, where Mandela was imprisoned for close to 30 years, that “While we will not forget the brutality of apartheid, we will not want Robben Island to be a monument to our hardship and suffering.”
Similarly, we do not want our beloved country to be a monument to our suffering. As Kathrada said, we want our country to be a symbol of the triumph of the human spirit against the forces of evil, a triumph of courage and determination over human frailty and weakness. Managing the painful history of this country should be focused on achieving this objective.
This does not mean that we have to essentially follow the South African model of truth commission for reconciliation but we do it in a culturally sensitive way that suits us.
As a Nation we all need to understand that situations arise neither to laugh nor to weep, but to learn from past experience.
(The author of this article became a JVP activist as a student in 1977. He was the Secretary of the Human Rights organisation of Sri Lanka in late 1970s and early 1980s. He was known as the personal physician to the late leader of the JVP Rohana Wijeweera.
He was arrested and imprisoned in 1983, but later released without any charge. He was abducted in broard daylight on the 19 July 1988, held in captivity and tortured. He was released in 1990.
An internationally renowned academic, he is an Emeritus Professor of Global Mental Health at Kings College London and Emeritus Professor Keele University. He is also the Director, Institute for Research and Development in Health and Social care and the Chairman of the National Institute of Fundamental Studies.)
by Professor Athula Sumathipala
Opinion
Haphazard demolition in Nugegoda and deathtraps

The proposed expansion of the Kelani Valley railway line has prompted the squatters to demolish the buildings and the above photograph depicts the ad-hoc manner in which a building in the heart of Nugegoda town (No 39 Poorwarama Road) has been haphazardly demolished posing a risk to the general public. Residents say that the live electric wire has not been disconnected and the half-demolished structure is on the verge of collapse, causing inevitable fatal damages.
Over to the Railway Department, Kotte Municipality Ceylon Electricity Board and the Nugegoda Police.
Athula Ranasinghe,
Nugegoda.
Opinion
Aviation and doctors on Strike

On July 19, 1989, United Airlines Flight 232 departed Denver, Colorado for Chicago, Illinois. The forecast weather was fine. Unfortunately, engine no. 2 – the middle engine in the tail of the three-engined McDonnell Douglas DC 10 – suffered an explosive failure of the fan disk, resulting in all three hydraulic system lines to the aircraft’s control surfaces being severed. This rendered the DC-10 uncontrollable except by the highly unorthodox use of differential thrust on the remaining two serviceable engines mounted on the wings.
Consequently, the aircraft was forced to divert to Sioux City, Iowa to attempt an emergency crash landing. But the crew lost control at the last moment and the airplane crashed. Out of a total of 296 passengers and crew, 185 survived.
The National Transportation Safety Board (NTSB) declared after an investigation that besides the skill of the operating crew, one significant factor in the survival rate was that hospitals in proximity to the airport were experiencing a change of shifts and therefore able to co-opt the outgoing and incoming shift workers to take over the additional workload of attending to crash victims.
One wonders what would have happened if an overflying aircraft diverted to MRIA-Mattala, BIA-Colombo, Colombo International Airport Ratmalana (CIAR) or Palaly Airport, KKS during the doctors’ strike in the 24 hours starting March 12, 2025? Would the authorities have been able to cope? International airlines (over a hundred a day) are paying in dollars to overfly and file Sri Lankan airports as en route alternates (diversion airports).
Doctors in hospitals in the vicinity of the above-named international airports cannot be allowed to go on strike, and their services deemed essential. Even scheduled flights to those airports could be involved in an accident, with injured passengers at risk of not receiving prompt medical attention.
The civil aviation regulator in this country seems to be sitting fat, dumb, and happy, as we say in aviation.
Guwan Seeya
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