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Educational Experience in the COVID19 era : Challenges to Opportunities

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Senior Professor Chandrika N Wijeyaratne

MBBS (Colombo), MD (Colombo), DM (Colombo), FRCP (London),Vice-Chancellor, University of Colombo

I am deeply humbled and greatly privileged to deliver the 2021 memorial lecture to honour Professor J.E. Jayasuriya – a pioneer educationist, academic and a brilliant son of Sri Lanka.

Born on February 14, 1918, he received his education in three schools ending with Wesley College, Colombo. Having excelled at the Cambridge Senior Examination and being placed third in the British Empire he was awarded a scholarship to the University College Colombo from where he obtained a First Class in Mathematics.   

He was the first principal of Dharmapala Vidyalaya, Pannipitiya and forsook a career in the coveted civil administrative service due to his resolute stand on encouraging Buddhist schools. He was handpicked by the father of free education and then minister of education, Dr. C.W.W. Kannangara, to lead the central school established in his own electorate of Matugama.   

Following Postgraduate studies at University of London he was placed in charge of Mathematics education at the Teachers’ College Maharagama until being appointed as a lecturer in the Department of Education of the University of Ceylon. In 1957, he succeeded Prof. T.L Green as Professor of Education, with the singular distinction of being the first Sri Lankan to hold this post.   

In his capacity as Professor and the Head of Department, Prof. Jayasuriya undertook the task of professionalizing education. He was a role model to the academia with his professionalism, erudite outlook, integrity and a deep commitment to his chosen field.. It was his vision that paved the way for the first undergraduate degree- Bachelor of Education awarded by University of Peradeniya in the nineteen sixties. The majority of the first generation of B.Ed. graduates achieved high professional status both locally and globally. The popularity of this course, which is now offered at the University of Colombo, testifies the foresight of Prof. Jayasuriya in developing this programme. While there are moves to expand today’s Bachelor of Education programmes, it is necessary to review these programmes in the light of Prof. Jayasuriya’s vision to maintain the quality of the very study course he designed.

I am captivated by Professor J. E Jaysuriya’s close association with medical education. He assisted Professor Senaka Bibile to establish the Medical Education Unit at Peradeniya. He delivered several guest lectures on measurement techniques and psychometry. He was elected as a Chartered Psychologist (U.K.) having the right to practice as a Psychologist. in the U, K. Later he was the UNESCO Regional Adviser on Population Education in Asia and the Pacific and one of his articles on the ‘Inclusion of Population Education in the Medical School Curriculum’ was ublished in the British Journal of Medical Education.

Educating the educators of Sri Lanka has now become a norm in Sri Lanka, about which Prof Jayasuriya would be extremely proud. The distinct features of Prof Jayasuriya’s approach to education, based on the information I gathered about him, include his distinctive approach to psychology and mathematics, intelligence testing and educational policy with a holistic, practical and pragmatic outlook; that I propose modern-day educationists should emulate. May his memory remain etched in the education landscape of mother Lanka!

 

Preamble

Sri Lanka has remained unique in its obligation to universal education over the past seven decades, well before more advanced countries gave due consideration to this aspect of social development. Despite multiple challenges faced, we have safeguarded education as a sacred and quintessential commodity.

The infrastructure, human resource and facilities for education have remained a priority in the eyes of the general public. Nevertheless, there are many unmet needs of tertiary education in Sri Lanka that caused concern for whole of society over the last two decades. It is noteworthy that University Grant Commission (UGC) statistics show that only six percent of young adults (between 18 and 24 years) are enrolled in state universities, while another five percent are enrolled in other state higher educational institutions. A further six percent are enrolled in non-state higher educational institutes with an additional three percent enrolling for external degree programmes. In total, the Gross Enrolment Ratio (GER) for tertiary education in Sri Lanka is only approximately 20%, being the lowest among all middle-income countries and below the average value of 24% for South Asia.

Furthermore, Sri Lanka has one of the highest rates of brain drain in South Asia. The World Bank figure for migration stands at 27.5% among those who received tertiary education, with an average annual migration level of 6,000 professionals. I consider this to be an underestimate by not factoring in the youth migrating for tertiary education while draining our foreign exchange.

The vision statement of the incumbent head of state, His Excellency President Gotabaya Rajapaksa, elucidated the need to introduce a reformed education policy and aim for no student who is suitably qualified to be deprived of higher education.

While discussion and deliberations were in progress on how this transformation must be addressed, the country faced the first wave of the COVID19 pandemic and a shutdown of all education institutions by mid-March 2020. The Presidential Task Force (PTF) on Sri Lanka’s Education Affairs was established through a gazette notification on March 31, 2020. The PTF which consisted of experts in the fields of education and higher education, was initially formed into three (03) Core Groups to propose suitable recommendations in the education sectors of General Education, Higher Education and Vocational Education. This was probably the first attempt to address education holistically under one umbrella and as a lifelong need. The TF was required to explore differences and variation of students, institutions and available resources.

 

COVID19 pandemic – the basis for the response of Higher Education Institutes

The single purpose required from us was to ensure there was no shutdown of education and to optimize the conversion of the process to online learning. Undoubtedly, adult education was the main sector deemed appropriate for an overnight transformation to the Online Distance Education (ODL) format.

With regard to long-term educational reforms beyond Covid-19 and the national expectations for broadening opportunities in tertiary education, far-reaching changes were required. The PTF recognized the need to transform the current tertiary education sector in Sri Lanka to become a globally recognized tri-partite system that consists of three key types of higher educational institutions (HEIs), namely,

 

1) State and Non-state Undergraduate HEIs

2) Postgraduate Research Universities, and

3) State and Non-state Vocational and Professional Institutions

 

This transformation was proposed with the explicit purpose to improve access to tertiary education, provide more flexibility and mobility within and among the three tiers and sectors, offer diverse opportunities for education, training and career paths, enhance standards, quality and relevance of training and promote postgraduate education, with particular emphasis on research, innovation and commercialization; all of which can upscale the economy and national development.

In terms of the required immediate change over to the digital mode, let us recollect the Sri Lankan State Sector experience with ODL by early 2020, immediately preceding the COVID19 pandemic. The Open University of Sri Lanka (OUSL), with a student population of 40,000, had the longest experience with ODL spanning 40 years. Online teaching commenced at the OUSL in 2003, with 50% of the courses made available online. This facility was provided as Supplementary, Blended and as an Online Plus. The open university included formative assessments as assignments, quizzes and discussion forums in the blended online courses. Limited summative assessments (final examinations) were conducted online, under a supervised environment in the computer laboratories of the Regional Centers of the OUSL.

An open-sourced support such as Moodle for the LMS, cloud based digital infra-structure and sustained interaction with LEARN, provided the necessary pathway to achieving the digital transformation.

Indeed, our IT experts provided speedy and unstinted support at the request of the UGC, with our own director of the University of Colombo School of Computing (UCSC) being a great pillar of strength. Permit me to divert here and share with you how this very personality, Prof KP Hewagamage the incumbent director of UCSC, recalls with gratitude how Prof J E Jayasuriya’s book on ‘Veeja Ganithaya’ for schoolchildren captivated his attention and was a life changing experience to learn mathematics from grade six in school! Free access to internet connection via LEARN was negotiated with service providers by HE the President, that ensured that the economically disadvantaged segments of our university population were not left behind. Nevertheless, many of our students still do not own a device to access online and/or have adequate internet bandwidth in their homes to effectively use the LMS. Smart phones were the first best option to ensure a timely transition – and was our only choice.

The concept of a virtual campus through the OUSL system that provides free internet access to students via computer laboratories based in Regional and Study Centers situated in every district was re-visited. Ensuring the provision of a Tablet PC to every student was recognized as priority, so that the new entrants in 2020/2021 are to be provided with student loans for this purpose.

Student centered independent learning was propelled into action. Despite many challenges, this transformation of the educational process would be viewed by the late Professor Jayasuriya as a veritable liberation from a stifled system, that was the main reason for the broader vision to transform education. Without doubt, Sri Lanka was entrapped in a tuition-based examination-oriented rote learning ethos, from which we clearly require to disengage. The COVID19 related shift in demand of educational lifestyle was the ideal opportunity for the deliverance of a more fulfilling and productive educational process and outlook for 21st Century Sri Lanka.

 

Learning Resources for
Online Education

Quality learning resources are vital for the success of online learning. In this context, internationally recognized free and open educational resources are available in the cyberspace free of charge.

It is noteworthy that the Government of India supports the most disadvantaged through an indigenously developed IT platform. Highly ranked Indian universities provide courses on the distance mode through SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) and share quality teaching learning resources for Indian nationals anywhere, at any time.

 

Learner Support

A distance learner should have plenty of self-motivation. A web conferencing system through which the teachers make regular contacts, both synchronously and asynchronously, enables access for students located in remote locations. As per the OUSL experience, effective learner support is achieved by offering multi-device/ multi-mode learning opportunities to meet the learning needs of a mixed student population.

The COVID 19 pandemic impacted severely on our educational processes and systems. Permit me to share with you my experience in this transition as the administrative and academic lead of the University of Colombo, the pioneer institution of modern tertiary education in Sri Lanka. I consider this experience personifies how challenges imposed by the pandemic were transformed into opportunities.

The need for a flexible attitude to the learning and teaching process is of paramount importance to achieve any success with ODL. I am proud to say that a wider sector of our own staff encouraged their students to engage in home gardening; with a view to augmenting psycho-social adjustment to the sudden transition to home-based education, loss of peer group interaction and encouraged students to support their family economy through agriculture. Nevertheless, tilling the land fell far short of the dignity of university education! Acquisition of skills from hands-on laboratory and clinical settings in parallel with the development of leadership, teamwork, soft skills, sports and recreation were clearly not possible with ODL.

We received baseline information on the major issues faced by the students following relocation in their own homes. The impact had socio-economic and gender sensitive dimensions that required intensive support. Thus, the COVID19 threat of a pandemic brought into focus many unmet needs of the modern-day university student; ranging from the need for self-employment opportunities to sustain student education to their individual preferences for city-based versus. rural living. The wider community of the student groups suffered a major anxiety, with the haunting question – when can we graduate? Thereby, every faculty and institute along with the Sripalee campus and the school of computing, were able to effectively create and maintain channels of communication by linking the students with the central administrative process, in order to ensure a coordinated process for the provision of optimum support. I take pride in recounting this staff and alumni support for students that I believe made a meaningful impact on the personality development of our student population.

Our university, in parallel, was catalyzed into a new work norm – of a digital transformation in our educational activities. Online meetings became standard daily practice to manage the University administration. We took pride on becoming paperless, with the formalizing of an online document management system, with the official use of e-signatures and digital certification which resulted in improved efficiency, transparency and flexibility. The benefits of work from home, adopting healthy practices in the working environment, promotion of innovation to address social needs, with a fair share of the responsibility falling upon university systems were positive developments from the Covid-19 pandemic, that should be harnessed for future implementation.

I reiterate that our staff was very supportive to support the new model of ODL; often taking on re-orienting and re-learning while coping with the additional workload. Traditional wisdom and foresight enabled us to think positively and respond pragmatically. We had a few doubting Thomas’s, but such negative thoughts were considerably mitigated by an overwhelming ethos of resilience. Library information services were required to be digitalized.

Based on anecdotal evidence we have received from most sectors, many students became more aware of e-resources and started using the library journal databases at a greater speed that is supported by the recorded numbers of access or hits.

Online surveys were initiated for obtaining student feedback. We received feedback of the major impact on socio-economic and gender-based violence that soon followed student relocation in their own homes. COVID19 indeed brought into focus many unmet needs of the modern-day university student; ranging from self-employment opportunities in the city through tuition, Uber deliveries etc versus. rural living with no earning opportunity. The general anxiety among students was: When can we graduate? When can we stop being a burden to our parents?

As time progressed the digital engagement became apparent among diverse groups. Student centered community related e-activities, such as the Gavel Club, Societies related to social and cultural groups, leadership development through community service such as Rotaract and Leo clubs held their induction ceremonies on time through the digital mode. Addressing on-line, gender-based violence and psychological issues of COIVD 19, by the Golden Zs that comprises female and male medical students (supervised by a faculty representative of the Zonta Club of Colombo I) was an enriching and novel experience.

Online delivery of learning resources for students with disabilities and their special needs received special attention. The majority of students with special needs demonstrated a preference to attend a face-to-face teaching. The Faculty of Arts that accommodates the great majority of this special group that has developed a centre for disability research, education and practice (CEDREP) affiliated to the Department of Sociology. I am proud to state that CEDREP offers support to all students with disabilities irrespective of which faculty they belong to or which study stream they have chosen. They also individualize educational support and mitigate stigma and marginalization of the students with specific needs.

The digital transition was undertaken as a collective project to ensure a quality transition of Onsite Learning to Blended Learning at the University of Colombo. Blended learning is defined as an approach to education that effectively integrates classroom practices (teaching learning and assessment) with online learning (teaching learning and assessment) practices.

Soon after the COVID19 related shut down we had several inquiries made from highly rated universities in the USA. The foreign university looked to us as worthy partners to sustain their recruitment of Sri Lankan students at a discounted rate of 1/6 their original on campus fees with 10% for our university. Based on the discussion we did express an interest in partnership in the award of dual degrees through the “cyber campus” modality; which is a long process of planning. What brings into focus is that the format of blended learning provides opportunities for external partnerships to collaborate with foreign university in teaching and research.

Let me end by reiterating that consciously or unconsciously our inherent Lankan Culture encouraged us to counter threats imposed on higher education from the COVID19 pandemic by responding to the trendy management acronym VUCA through facing “Volatility with Vision, Uncertainty with Understanding, Complexity with Clarity and Ambiguity with Agility”.

Our fundamental values encouraged us to prioritize, risk manage, make pragmatic decisions, foster a change and seek sustainable solutions, while encouraging quick responses and a holistic outlook.



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Buddhism and Ahimsa

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The Buddha showing compassion towards Angulimala. (Image courtesy Buddha Weekly)

by Dr. Justice Chandradasa Nanayakkara

The word Ahimsa, derived from Sanskrit, means non-harm or non-injury and is often translated into English as non-violence. The dictionary defines it as “the ethical principle of not causing harm to other living beings.”

From its very inception, Buddhism has had a deep commitment to non-violence. Ahimsa represents a profound ethical principle in Buddhist thought just as in many other religious traditions. The Dhammapada states “Hatred is never appeased by hatred in this world. By non-alone is hatred appeased. This is a law eternal”. The first precept in buddhism emphasises the importance of avoiding harm to all living beings. It advocates nonviolence and asserts that violence toward others contradicts the teachings of the Buddha. This principle involves refraining from causing injury to life and includes abandoning all forms of weapons that can inflict harm or destroy life. In a positive context, it promotes compassion and empathy for all living beings. Therefore. In an age of hatred and discord ahimsa (non-violence) should become an ideal for all beings.

Buddha’s stance on violence was unequivocal. He was not a theologian but a liberator who sought to guide individuals toward inner peace. For Buddha, nonviolence was not a social or political philosophy. The Buddha famously stated, “There is no greater happiness than peace.” In Christianity, Jesus expressed similar sentiments and declared “Blessed are the peacemakers” The ultimate goal for a Buddhist is to attain a serene state of nirvana, and the means to achieve this must be inherently peaceful. Moreover, the Dhammapada emphasises that “All tremble at violence, all fear death. Putting oneself in the place of another, one should not kill nor cause another to kill.”

Buddha’s teachings have influenced the lives of millions of people worldwide. Buddhists are expected to radiate metta (loving-kindness) and karuna (compassion) which are vital tenets of Buddhism to fellow human beings and to all the elements that constitute Mother Nature. These tenets teach that loving kindness toward one another is essential for peace and harmony in society. Further, the interconnected and interdependent nature of all phenomena in the world underscores that our well-being depends fundamentally on cultivating a peaceful environment free from violence and hatred.

While religions can contribute positively to society, they can also exert a pernicious influence. Religions have, at times, served as agents of violence, providing a cover of legitimacy to unbridled violence and aggression in virtually every heterogeneous society. Many atrocities have been perpetrated and cruel wars have been waged by followers of one religion ruthlessly persecuting those belonging to other faiths in the name of religion.

Buddhism is not exempt from this reality. Despite its peaceful teachings that explicitly condemn war and violence -regardless of whether they are defensive or aggressive- the fact remains that violence has disrupted the political and social landscapes of many Buddhist countries. These countries have grappled with various forms of violent conflicts, fostering a climate of mutual distrust and animosity. In many of these societies, stark disparities and gross injustices have driven individuals to such violence. Conflicts are an inescapable aspect of human existence, ranging from minor inconveniences to serious confrontations, affecting individuals and nations and not unique to Buddhist countries.

There have been many instances where despite Buddhists being committed to radiating metta (loving-kindness) and karuna (compassion) toward all beings participating in violence in places like Sri Lanka, Thailand, Myanmar, and several other countries. These clashes often arise when people fail to tolerate each other’s moral, religious, or political differences. All religions have their accepted dogmas and beliefs that followers must accept without question, which leads to inflexibility and intolerance in the face of other beliefs. When individuals display blind religious zealotry and adopt absolutist and dogmatic attitudes toward their religion can also provoke powerful irrational impulses that destabilise society. When individuals feel overwhelmed by their irrational emotions, normal behaviour breaks down. Similarly, the interpretation of vague dogmas and scriptures has led to varying interpretations resulting in conflictual situations. Moreover, there is the tendency of religious nationalists to view their religion as intimately tied to their nation or homeland, so a threat to one is perceived as a threat to the other. Religious fundamentalists who are primarily driven by dissatisfaction with modernity too have produced extremist sentiments in many countries. It is indeed unfortunate that violence has become so entrenched in our societies, overshadowing the profound wisdom of non-violence that Buddhism seeks to promote.

What happens in these countries in no way represents Buddha’s teachings It is the perversion of his core teachings. No matter what the Buddha taught, there have always been and will be people who will misinterpret the teachings, and resort to violence and killing. It is the fault of the people and not the teachings. While every religious tradition has experienced instances of violence, this phenomenon highlights more about human nature than it does about religion itself. This is particularly so when the world is composed of diverse people with varying tendencies; some are naturally peaceful while others are prone to violence. These popular portrayals of religions often reinforce the view of religion as conflictual and violent.

The Buddha’s teachings are generally pacifist and peaceful, but some contend violence may be justified in certain circumstances. They believe that a certain amount of violence may be acceptable if the end goal is noble. However, the overarching message of Theravada Buddhism remains clear. Non-violence which is intrinsic to Buddhist philosophy, applies to all spheres of life and rejects physical violence even to achieve social or political change. Buddhism is inherently a peaceful tradition and sets its moral bar very high and nowhere in its teachings does one find any evidence in support of violence whether in word , thought or deed. Therefore, all teachings and practices are geared towards the principle of ahimsa (non-harming) for the benefit of oneself and others. Buddha once declared: Even bandits were to carve you up savagely, limb by limb with a two-handled saw, he among you who let his heart get angered even an at that would not be doing my bidding”.

Buddhists who are committed to peace believe that they cannot take up arms under any circumstances, even knowing that they would be killed as a result. True Buddhists are not expected to kill even a small insect let alone kill a human being. If a Buddhist insults another let alone kill or use violence toward others he does not follow buddhas teachings. The irony lies in the fact that history has demonstrated that the use of violence, no matter how justifiable it may seem, often leads to a cycle of further violence.

Another fundamental aspect of Buddhism that is allied to this idea is the doctrine of consequences or Kamma. Buddha said volition is karma Cetanaham, bhikkhave kamman vadimi . Cetayitiva kammam karoti kayena, vacaya, manasa (Intention, oh monks, I call karma, intending one does karma by way of body, speech, and mind. Buddhism just like many religions teaches that human beings are responsible for their actions and must face the repercussions—whether in this life, the next life, or the afterlife. Dhammapada states “An evil deed committed does not immediately bear fruit, just as milk curdles not at once; like smouldering fire covered with ashes, evil deeds follow the fool”.

When we delve deeply into the root causes of conflict and tension, they lie in the unhappiness and suffering born of greed, hatred, and delusion as identified in the Buddha’s teachings. We can only truly foster a harmonious world by embracing the principles of non-violence as enunciated in many religious traditions overcoming hatred and discord.

For Buddhist countries, maintaining armed forces poses the dilemma of protecting their citizens’ rights and lives without violating the principle of non-violence. Similarly, some Buddhists may find it difficult to conceive of serving in the military whilst adhering to the ethos, values and standards of Buddhism. Although Buddha himself was a member of the warrior caste and had cordial relations with kings and delivered several discourses to kings he never advised them to abandon their responsibility of ruling with its attendant consequences and punishment for crimes, nor to abandon warfare and protection of their state when necessary.

Every Buddhist enlisted in the military is legally bound to protect and defend his country and countrymen. It is also natural for every living being to defend himself and attack another for self-protection, but the karmic effect of aggression depends on his mental attitude. For example, if a man dies accidentally in the course of a struggle at the hands of another who had no intention of harming him, according to Buddhism he will be absolved from the karmic reaction. On the other hand, if a man kills another without any provocation whatsoever then he will not be free from the karmic response; he has to face the consequences.

Therefore, there is no fundamental contradiction between adhering to ahimsa and being enlisted in the military service. What is important is how he sets about his task and what intentions he entertains while performing his duties.

In the Kalama sutta of the Anguttara Nikaya, the Buddha has told Kalama, how the three unwholesome roots of greed, hatred and delusion lead one to commit unwholesome actions like killing and causing violence and also to encourage others to do the same, result in long-term harm and suffering.

The renowned Srilankan Buddhist monk and scholar Venerable K. Sri Dhammanannda says, “Buddhists should not be aggressors even in protecting their religion or anything else. They must try their best to avoid any kind of violent act. Sometimes they may be forced to go to war by others who do not respect the concept of brotherhood of humans as taught by the Buddha. They may be called upon to defend their country from external aggression, and as long as they have not renounced worldly life, they are duty-bound to join in the struggle for peace and freedom. Under these circumstances, they cannot be blamed for becoming soldiers or being involved in defence.

One of the challenges the world faces today is transforming the prevalence of violence in all its forms into a culture of peace, not merely the absence of war but also fostering an environment of compassion and karuna (loving-kindness).

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A murder that shook British India and toppled a king

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Abdul Kadir Bawla was one of the wealthiest men in Bombay at the time of his murder [BBC]

It looked like an ordinary murder.

One hundred years ago on this day – 12 January 1925 – a group of men attacked a couple on a car ride in a upmarket suburb in Bombay (now Mumbai) in colonial India, shooting the man dead and slashing the woman’s face.

But the story that unfolded brought global spotlight on the case, while its complexity put the country’s then British rulers in a spot of bother, and eventually forced an Indian king to abdicate.

Newspapers and magazines described the murder as “perhaps the most sensational crime committed in British India”, and it became “the talk of the city” during the investigation and subsequent trial.

The victim, Abdul Kadir Bawla, 25, was an influential textile businessman and the city’s youngest municipal official. His female companion, Mumtaz Begum, 22, was a courtesan on the run from the harem of a princely state and had been staying with Bawla for the last few months.

On the evening of the murder, Bawla and Mumtaz Begum were in the car with three others, driving in Malabar Hill, an affluent area along the shore of the Arabian Sea. Cars were a rarity in India at the time, and only the rich owned them.

Suddenly, another car overtook them. Before they could react, it collided with theirs, forcing them to stop, according to intelligence and newspaper reports.

The attackers showered expletives on Bawla and shouted “get the lady out”, Mumtaz Begum later told the Bombay High Court.

They then shot Bawla, who died a few hours later.

A group of British soldiers, who had inadvertently taken a wrong turn on their way back from a golf game, heard the gunshots and rushed to the scene.

They managed to catch one of the culprits, but one officer suffered gunshot wounds when an attacker opened fire at them.

Alamy Mumtaz Begum seen wearing a sari, a traditional Indian dress for woman, wearing a bindi on her forehead.
Mumtaz Begum was renowned for her beauty [BBC]

Before fleeing, the remaining attackers made two attempts to snatch the injured Mumtaz Begum from the British officers, who were trying to rush her to the hospital.

The newspapers suggested that attackers’ aim was likely abducting Mumtaz Begum, as Bawla – whom she had met while performing in Mumbai a few months earlier and had been living with since – had earlier received several threats for sheltering her.

The Illustrated Weekly of India promised readers exclusive photographs of Mumtaz Begum, while the police planned to issue a daily bulletin to the press, Marathi newspaper Navakal reported.

Even Bollywood found the case compelling enough to adapt it into a silent murder thriller within months.

“The case went beyond the usual murder mystery as it involved a rich and young tycoon, a slighted king, and a beautiful woman,” says Dhaval Kulkarni, author of The Bawla Murder Case: Love, Lust and Crime in Colonial India.

The attackers’ footprints, as speculated in the media, led investigators to the influential princely state of Indore, which was a British ally. Mumtaz Begum, a Muslim, had lived in the harem of its Hindu king, Maharaja Tukoji Rao Holkar III.

Mumtaz Begum was famed for her beauty. “In her own class, it was said, Mumtaz was without a peer,” KL Gauba wrote in his 1945 book, Famous Trials for Love and Murder.

But the Maharaja’s (king’s) attempts to control her – preventing her from seeing her family alone and keeping her under constant surveillance – soured their relationship, says Kulkarni.

“I was kept under surveillance. I was allowed to see visitors and my relations but somebody always accompanied me,” Mumtaz Begum testified in the court.

Getty Images A locality with sea-facing bunglows, beaches and palm trees.
View from Malabar Hill, Bombay', circa 1920. Malabar Hill, a hillock in southern Mumbai, India. The Malabar Hill district is notably the most exclusive residential area in Mumbai.. Artist: Unknown. (Photo by The Print Collector/Getty Images)
A drawing from the 1920s of Mumbai’s affluent Malabar Hill neighbourhood, where Bawla was murdered [BBC]

In Indore, she gave birth to a baby girl, who died soon after.

“After my child was born, I was unwilling to stay at Indore. I was unwilling because the nurses killed the female child that was born,” Mumtaz Begum told the court.

Within months, she escaped to the northern Indian city of Amritsar, her mother’s place of birth, but troubles followed.

She was watched there too. Mumtaz Begum’s stepfather told the court that the Maharaja wept and begged her to return. But she refused and moved to Bombay, where the surveillance continued.

The trial confirmed what media had speculated following the murder: representatives of the Maharaja had indeed threatened Bawla with dire consequences if he continued to shelter Mumtaz Begum, but he had ignored the warnings.

Following a lead given by Shafi Ahmed, the only attacker captured at the scene, the Bombay police arrested seven men from Indore.

The investigation revealed links to the Maharaja that were hard to ignore. Most of the arrested men were employed by the Indore princely state, had applied for leave around the same time and were in Bombay at the time of the crime.

The murder put the British government in a tough spot. Though it happened in Bombay, the investigation clearly showed the plot was planned in Indore, which had strong ties to the British.

Terming it “the most awkward affair” for the British government, The New Statesman wrote that if it were a minor state, “there would be no particular cause for anxiety”.

“But Indore has been a powerful feudatory of the Raj,” it said.

The British government initially tried to keep mum about the murder’s Indore connection in public. But in private, it discussed the issue with much alarm, communication between the governments of Bombay and British India shows.

Bombay police commissioner Patrick Kelly told the British government that all evidence “points at present to a conspiracy hatched in Indore or by instigation from Indore to abduct Mumtaj [sic] through hired desperadoes”.

The government faced pressure from different sides. Bawla’s community of wealthy Memons, a Muslim community with roots in modern-day Gujarat, raised the issue with the government. His fellow municipal officials mourned his death, saying, “there surely must be something more behind the scene”.

Indian lawmakers demanded answers in the upper house of British India’s legislature and the case was even discussed in the British House of Commons.

Alamy The Maharajah of Indore in California . Sir Tukaji Rae Holkar , the Maharajah of Indore . 11 December 1926
Maharaja Tukoji Rao Holkar III (left) later married an American woman [BBC]

Rohidas Narayan Dusar, a former police officer, writes in his book on the murder that the investigators were under pressure to go slow, but that then police commissioner Kelly threatened to resign.

The case drew top lawyers for both the defence and the prosecution when it reached the Bombay High Court.

One of them was Muhammad Ali Jinnah, who would later become the founding father of Pakistan after India’s partition in 1947. Jinnah defended Anandrao Gangaram Phanse, one of the accused and a top general with the Indore army. Jinnah managed to save his client from the death penalty.

The court sentenced three men to death and three to life imprisonment, but it stopped short of holding the Maharaja accountable.

Justice LC Crump, who led the trial, noted, however, that “there were persons behind them [assailants] whom we cannot precisely indicate”.

“But where an attempt is made to kidnap a woman, who was for 10 years the mistress of the Maharaja of Indore, it is not in the least unreasonable to look to Indore as the quarter from which this attack may have emanated,” the judge remarked.

The case’s prominence meant the British government had to act quickly against the Maharaja. They gave him a choice: face a commission of inquiry or abdicate, according to documents presented to parliament in India.

The Maharaja chose to quit.  “I abdicate my throne in favour of my son on the understanding that no further inquiry into my alleged connection with the Malabar Hill Tragedy will be made,” he wrote to the British government.

After abdicating, the Maharaja stirred more controversy by insisting on marrying an American woman against the will of his family and community. Eventually, she converted to Hinduism and they wed, according to a British home department report.

Meanwhile, Mumtaz Begum received offers from Hollywood and later moved to the US to try her luck there. She faded into obscurity after that.

[BBC]

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Sri Lanka’s Perennial Rice Crisis: Scarcity Despite Self-Sufficiency

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The Farmer in the Dell

by Rajan Philips

The ideological Left and Right in Sri Lanka have staked out their positions on the country’s perennial rice crisis. In the view of the ideological Left, the country’s food crisis including the recent rice crisis is even traceable to the allegedly flawed IMF program. And the preferred solution is getting back to the future and achieving self-sufficiency in food based on a public distribution system that has been neglected and/or abandoned after 1977. What is conveniently forgotten is the scourge of shortages and the ridiculous restrictions on inter-district movement of rice before 1977 that set the political stage ready for the ideological and even habitual, but not at all pragmatically calibrated, launching of economic liberalization.

For the Right which is nowhere near what it was in 1977, the current and the recurrent September to December rice crisis is the cumulative result of the failed policies of price controls, import controls that were reintroduced after 2005, and the old self sufficiency mindset itself. Open up the market for locally produced rice to compete with imported rice and establish steady supplies and a price equilibrium. If prices occasionally rise to become unaffordable, people can eat bread until the hidden hand imposes a new price equilibrium. That is the gospel according to the Right.

Self-sufficiency in Rice

The fact of the matter is that based on annual production and consumption estimates, Sri Lanka has achieved self-sufficiency in rice, and this has been so for about three decades. That it happened under the open economy is not denied. In fact, pursuing self-sufficiency in rice has been a traditional UNP goal and not the SLFP’s. CP de Silva after an illustrious Civil Service career working under Prime Minister DS Senanayake, introduced self-sufficiency to the SLFP vocabulary after becoming a powerful Minister in the 1956 SWRD Bandaranaike government. He was quickly rebuked in parliament by his elder cousin, the LSSP’s Colvin R de Silva, that “one can achieve self-sufficiency only in one’s grave.”

Positive free trade has historically been the cry of the Left from the 19th century. Yet specific to rice and Sri Lanka, the balanced position articulated by Dr. Gamani Corea is a timeless advice, that “agricultural policies should not be guided entirely by considerations of comparative advantage,” … and that it would be “fool-hardy not to achieve a minimum self-reliance in basic food stuffs.” And none more so than in the areas paddy cultivation and rice production that have been so integral to Sri Lanka’s civilizational existence.

Rice in the Mill

At the same time, self-sufficiency in rice is not assured year after year due to adverse climate conditions. Alternating droughts and floods can upset all the self-sufficiency planning, as it happened in 2016. Now we know economic blunders such as the man-made fertilizer crisis can drastically impact our self-sufficiency as we saw in 2022. One would hope that the Rajapaksa history will never repeat itself, but weather disruptions can occur any year and every year. So, there has to be a well laid out Plan B for dealing with shortfalls in rice due to weather conditions.

But the recurrent September-December rice crisis is not due to weather but the manipulation of the supply-demand imbalance between the near constant monthly demand for rice and its biannual supply from the harvests of the Maha and Yala cultivating seasons. The well established seasonal pattern is that the main Maha season accounts for about 60% of local production and its harvest arrives in the mostly in the month of March every year. The harvest of the smaller Yala season brings the balance 40% usually during the month of August.

Monthly ‘Rice-Flow’

The paddy and rice statistics for the year 2023 indicate a total production of just over 3.0M metric tons of rice (out of 4.5M metric tons of paddy) and a total consumption of just under 2.5M metric tons, indicating a net surplus of about half a million metric tons. The monthly ‘rice-flow’ is conditioned by the steady monthly demand of approximately 205,000 metric tons of rice and its biannual points of supply of 1.8M metric tons of the Maha season rice in March-April, and 1.2M metric tons of the Yala season rice in August-September.

The Maha season supply of 1.8M metric tons alone can meet the monthly requirements until about the month of October. With the addition of the Yala supply of 1.2M metric tons by September, a positive ‘rice-flow’ can be maintained (with a surplus of 0.5M metric tons) until the next Maha harvest. This would usually be the case every year unless there is a weather disruption. The recurrent reality, however, is that supply levels drop, and prices increase during the months of September to December, causing rice shortages and price increases and forcing governments to rush in rice imports and exercise price control to avoid a political crisis. Usually, the governments’ remedies have been making matters worse.

The monthly retail price fluctuation is across the main paddy and rice types (samba, nadu, red rice etc.) and it has shown a generally consistent pattern of increasing prices from September to December, falling prices from January to March, slight increases in April, May and June, and ending with decreases over July and August. The highest retail price per kilogram of rice is registered in December and the lowest in March, with a Rs. 10 to Rs. 15 average difference between the two.

The general diagnosis is that the rising price from September to December and the falling price from January to March is the result of supply manipulation by a few large rice millers with large storage capacities who collude among them to restrict supply before December and glut the market after January. The main objective would seem to be not profiteering in the months of September to January but driving down the prices after January so that the millers can pay the minimum price to the farmers for purchasing paddy after the new Maha season harvest in March. The farmers are constantly in a bind no matter what the season is. They have no storage capacity and are constrained to turn over their harvest not to any miller or buyer, but generally to the one to whom they are invariably indebted to for obtaining seed paddy, purchasing fertilizer and other inputs.

The alternative explanation is that the rice stocks with millers go down during the year end months even as the demand for rice slightly goes up due to the increase in the number of tourists arriving in the country. When imports were freely allowed, the explanation goes, the recurring shortfalls were compensated by imported rice varieties so that rice supplies were maintained, and sharp price increases were avoided. This pattern was apparently broken after 2005 by the restriction on imports and high import duties and the impacts on the people became harder.

But the dispute over imports does not explain why rice stocks should fall below demand levels at any time during the year unless there have been weather disruptions. The additional demand attributed to tourist populations or beer production is likely to marginal at best. While there must be flexibility in turning to imports to deal with shortfalls in local production due to adverse whether conditions, relying on imports should not be the answer to supply manipulations by large rice millers.

Todate the problem of the market power of the large rice millers has been seen as more of a political problem but not as a technical as a technical challenge. At the political level, i.e., ministerial and cabinet level, the response to the rice crisis all these years has been one of inaction and overreaction. The inaction is by the government towards the widely acknowledged problem of a handful of large rice millers controlling the marketing and pricing of locally produced rice during the inter-seasonal months between end of the yala season harvest and the beginning of the maha season harvest. The overreaction is also by the government to address rice shortage and price increase by enforcing price controls and allowing rice imports.

For the present NPP government, unlike its recent predecessors, there is no evidence of there being vested interests to be served or having economic IOUs to anyone. On the other hand, every government this century – whether governments of the Rajapaksas by the Rajapaksas for the Rajapaksas, or the Sirisena-Ranil misadventure, or the Ranil-Rajapaksa caretaker regime – have been notorious for safeguarding vested interests and doling out IOUs. Or mostly IOUs in the case of the Rajapaksas.

As well, the NPP government notwithstanding its ideological prehistory is turning out to be the most practical government that this country has seen in a long time. By being practical in governing – I mean a governing approach to achieve results through actions based on evidence and information. Specific to the rice situation, Sri Lanka has gone through both the public distribution system and the private marketing system, and neither approach has by itself always produced the desired results.

Being practical in this instance would mean leveraging what works and under-using what does not. It also means that the government must rapidly work towards establishing a comprehensive database covering the rice milling industry, as well as a marketing information system for the rice sector at all levels. Agricultural Economists and Professionals have been calling for this for some time and it is a task that requires the government’s immediate attention.

(To be continued)

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