Features
Educational Experience in the COVID19 era : Challenges to Opportunities
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.
Features
Relief without recovery
The escalating conflict in the Middle East is of such magnitude, with loss of life, destruction of cities, and global energy shortages, that it is diverting attention worldwide and in Sri Lanka, from other serious problems. Barely four months ago Sri Lanka experienced a cyclone of epic proportions that caused torrential rains, accompanied by floods and landslides. The immediate displacement exceeded one million people, though the number of deaths was about 640, with around 200 others reported missing. The visual images of entire towns and villages being inundated, with some swept away by floodwaters, evoked an overwhelming humanitarian response from the general population.
When the crisis of displacement was at its height there was a concerted public response. People set up emergency kitchens and volunteer clean up teams fanned out to make flooded homes inhabitable again. Religious institutions, civil society organisations and local communities worked together to assist the displaced. For a brief period the country witnessed a powerful demonstration of social solidarity. The scale of the devastation prompted the government to offer generous aid packages. These included assistance for the rebuilding of damaged houses, support for building new houses, grants for clean up operations and rent payments to displaced families. Welfare centres were also set up for those unable to find temporary housing.
The government also appointed a Presidential Task Force to lead post-cyclone rebuilding efforts. The mandate of the Task Force is to coordinate post-disaster response mechanisms, streamline institutional efforts and ensure the effective implementation of rebuilding programmes in the aftermath of the cyclone. The body comprises a high-level team, led by the Prime Minister, and including cabinet ministers, deputy ministers, provincial-level officials, senior public servants, representing key state institutions, and civil society representatives. It was envisaged that the Task Force would function as the central coordinating authority, working with government agencies and other stakeholders to accelerate recovery initiatives and restore essential services in affected regions.
Demotivated Service
However, four months later a visit to one of the worst of the cyclone affected areas to meet with affected families from five villages revealed that they remained stranded and in a state of limbo. Most of these people had suffered terribly from the cyclone. Some had lost their homes. A few had lost family members. Many had been informed that the land on which they lived had become unsafe and that they would need to relocate. Most of them had received the promised money for clean up and some had received rent payments for two months. However, little had happened beyond this. The longer term process of rebuilding houses, securing land and restoring livelihoods has barely begun. As a result, families who had already endured the trauma of disaster, now face prolonged uncertainty about their future. It seems that once again the promises made by the political leadership has not reached the ground.
A government officer explained that the public service was highly demotivated. According to him, many officials felt that they had too much work piled upon them with too little resources to do much about it. They also believed that they were underpaid for the work they were expected to carry out. In fact, there had even been a call by public officials specially assigned to cyclone relief work to go on strike due to complaints about their conditions of work. This government official appreciated the government leadership’s commitment to non corruption. But he noted the irony that this had also contributed to a demotivation of the public service. This was on the unjustifiable basis that approving and implementing projects more quickly requires an incentive system.
Whether or not this explanation fully captures the situation, it points to an issue that the government needs to address. Disaster recovery requires a proactive public administration. Officials need to reach out to affected communities, provide clear information and help them navigate the complex procedures required to access assistance. At the consultation with cyclone victims this was precisely the concern that people raised. They said that government officers were not proactive in reaching out to them. Many felt they had little engagement with the state and that the government officers did not come to them. This suggests that the government system at the community level could be supported by non-governmental organisations that have the capacity and experience of working with communities at the grassroots.
In situations such as this the government needs to think about ways of motivating public officials to do more rather than less. It needs to identify legitimate incentives that reward initiative and performance. These could include special allowances for those working in disaster affected areas, recognition and promotion for officers who successfully complete relief and reconstruction work, and the provision of additional staff and logistical support so that the workload is manageable. Clear targets and deadlines, with support from the non-governmental sector, can also encourage officials to act more proactively. When government officers feel supported and recognised for the extra effort required, they are more likely to engage actively with affected communities and ensure that assistance reaches those who need it most.
Political Solutions
Under the prevailing circumstances, however, the cyclone victims do not know what to do. The government needs to act on this without further delay. Government policy states that families can receive financial assistance of up to Rs 5 million to build new houses if they have identified the land on which they wish to build. But there is little freehold land available in many of the affected areas. As a result, people cannot show government officials the land they plan to buy and, therefore, cannot access the government’s promised funds. The government needs to address this issue by providing a list of available places for resettlement, both within and outside the area they live in. However, another finding at the meeting was that many cyclone victims whose lands have been declared unsafe do not wish to leave them. Even those who have been told that their land is unstable feel more comfortable remaining where they have lived for many years. Relocating to an unfamiliar area is not an easy decision.
Another problem the victims face is the difficulty of obtaining the documents necessary to receive compensation. Families with missing members cannot prove that their loved ones are no longer alive. Without official confirmation they cannot access property rights or benefits that would normally pass to surviving family members. These are problems that Sri Lanka has faced before in the context of the three decade long internal war. It has set up new legal mechanisms such as the provision of certificates of absence validated by the Office on Missing Persons (OMP) in place of death certificates when individuals remain missing for long periods. The government also needs to be sensitive to the fact that people who are farmers cannot be settled anywhere. Farming is not possible in every location. Access to suitable land and water is essential if farmers are to rebuild their livelihoods. Relocation programmes that fail to take these realities into account risk creating new psychological and economic hardships.
The message from the consultation with cyclone victims is that the government needs to talk more and engage more directly with affected communities. At the same time the political leadership at the highest levels need to resolve the problems that government officers on the ground cannot solve. Issues relating to land availability, legal documentation and livelihood restoration require policy decisions at higher levels. The challenge to the government to address these issues in the context of the Iran war and possible global catastrophe will require a special commitment. Demonstrating that Sri Lanka is a society that considers the wellbeing of all its citizens to be a priority will require not only financial assistance but also a motivated public service and proactive political leadership that reaches out to those still waiting to rebuild their lives.
by Jehan Perera
Features
Supporting Victims: The missing link in combating ragging
A recent panel discussion at the University of Peradeniya examined the implications of the Supreme Court’s judgement on ragging, in which the Court recognised that preventing ragging requires not only criminal penalties imposed after an incident occurs but also systems and processes within universities that enable victims to speak up and receive support. Bringing together perspectives from law, university administration, psychology and students, the discussion sought to understand why ragging continues to persist in Sri Lankan universities despite the existence of legal prohibitions. While the discussion covered legal and institutional dimensions, one theme emerged clearly: addressing ragging requires more than laws and disciplinary rules. It requires institutions that are capable of supporting victims.
Sri Lanka enacted the Prohibition of Ragging and Other Forms of Violence in Educational Institutions Act No. 20 of 1998 following several tragic incidents in universities, during the 1990s. Among the most widely remembered is the death of engineering student S. Varapragash at the University of Peradeniya in 1997. Incidents such as this shocked the country and revealed the consequences of allowing violent forms of student hierarchy to persist. The 1998 Act marked an important legal intervention by recognising ragging as a criminal offence. The law introduced severe penalties for individuals found guilty of engaging in ragging or other forms of violence in educational institutions, including fines and imprisonment.
Despite the existence of this law for nearly three decades, prosecutions under the Act have been extremely rare. Incidents continue to surface across universities although most are not reported. The incidents that do reach university administrations are dealt with internally through disciplinary procedures rather than through the criminal justice system. This suggests that the problem does not lie solely in the absence of legal provisions but also in the ability of victims to come forward and pursue complaints.
The tragic reminders; the cases of Varapragash and Pasindu Hirushan
Varapragash, a first-year engineering student at the University of Peradeniya, was forced by senior students to perform extreme physical exercises as part of ragging, resulting in severe internal injuries and acute renal failure that ultimately led to his death. In 2022, the courts upheld the conviction of one of the perpetrators for abduction and murder. The case illustrates not only the brutality of ragging but also how long and difficult the path to justice can be for victims and their families. Even when victims speak about their experiences, they may not always disclose the full extent of what they have endured. In the case of Varapragash, the judgement records that the victim told his father that he was asked to do dips and sit-ups. Varapragash’s father had testified that it appeared his son was not revealing the exact details of what he had to endure due to shame.
More than two decades after the death of Varapragash, the tragedy of ragging continues. The 2025 Supreme Court judgement arose from the case of Pasindu Hirushan, a 21-year-old student of the University of Sri Jayewardenepura, who sustained devastating head injuries at a fresher’s party, in March 2020, after a tyre sent down the stairs by senior students struck him. He became immobile, was placed on life support, and returned home only months later. If the Varapragash case exposed the deadly consequences of ragging in the 1990s, the Pasindu Hirushan case demonstrates that universities are still failing to prevent serious violence, decades after the enactment of the 1998 Act. It was against this background of continuing institutional failure that the Supreme Court issued its Orders of Court in 2025. Among the key mechanisms emphasised by the judgement is the establishment of Victim Support Committees within universities.
Why do victims need support?
Ragging in universities can take many forms, including verbal humiliation, physical abuse, emotional intimidation and, in some instances, sexual harassment. While all forms of ragging can have serious consequences, incidents involving sexual harassment often present additional barriers for victims who wish to come forward. Victims may hesitate to complain due to weak institutional mechanisms, fear of retaliation, or uncertainty about whether their experiences will be taken seriously. In many cases, those who speak out are confronted with questions that shift attention away from the alleged misconduct and onto their own behaviour: why did s/he continue the conversation?; why did s/he not simply disengage, if the harassment occurred as claimed?; why did s/he remain in the environment?; or did his/her actions somehow encourage the accused’s behaviour? Such responses illustrate how easily victims can be subjected to a second layer of scrutiny when they attempt to report incidents. When individuals anticipate disbelief, minimisation or blame, silence may appear safer than disclosure. In such circumstances, the presence of a trusted institutional body, capable of providing guidance, protection and support, become critically important, highlighting the need for effective Victim Support Committees within universities.
What Victim Support Committees must do
As expected by the Supreme Court, an effective Victim Support Committee should function as a trusted institutional mechanism that places the safety and dignity of victims at the centre of its work. The committee must provide a safe and confidential point of contact through which victims can report incidents of ragging without fear of intimidation or retaliation. It should assist victims in understanding and pursuing available complaint procedures, while also ensuring their immediate protection where there is a risk of continued harassment. Recognising the psychological harm ragging may cause, the committee should facilitate access to counselling and emotional support services. At a practical level, it should also help victims document incidents, record statements, and preserve evidence that may be necessary for disciplinary or legal proceedings. The committee must coordinate with university authorities to ensure that complaints are addressed promptly and responsibly, while maintaining strict confidentiality to protect the identity and well-being of those who come forward. Beyond responding to individual cases, Victim Support Committees should also contribute to broader awareness and prevention efforts, within universities, helping to create an environment where ragging is actively discouraged and students feel safe to report incidents. Without such support, the process of pursuing justice can become overwhelming for individuals who are already dealing with the emotional impact of abuse.
Making Victim Support Committees work
According to the Orders of Court, these committees should include representatives from the academic and non-academic staff, a qualified counsellor and/or clinical psychologist, an independent person, from outside the institution, with experience in law enforcement, health, or social services, and not more than three final-year students, with unblemished academic and disciplinary records, appointed for fixed terms. Further, universities must ensure that committees consist of individuals who possess both expertise and genuine commitment in areas such as student welfare, psychology, gender studies, human rights and law enforcement, in line with the spirit of the Supreme Court’s directions, rather than consisting largely of ex officio positions. If treated as routine administrative positions, rather than responsibilities requiring specialised knowledge, sensitivity and empathy, these committees risk becoming symbolic rather than functional.
Greater transparency in the appointment process could strengthen the credibility of these committees. Universities could invite expressions of interest from individuals with relevant expertise and demonstrated commitment to supporting victims. Such an approach would help ensure that the committees benefit from the knowledge and dedication of those best equipped to fulfil this role.
The Supreme Court judgement also introduces an important safeguard by giving the University Grants Commission (UGC) the authority to appoint members to university-level Victim Support Committees. If exercised with integrity, this provision could help ensure that these committees operate with greater independence. It may also help address a challenge that sometimes arises within institutions, where individuals, with relevant expertise, or strong commitment to addressing issues, such as violence, harassment or student welfare, may not always be included in institutional mechanisms due to internal administrative preferences. External oversight by the UGC could, therefore, create opportunities for such individuals to contribute meaningfully to Victim Support Committees and strengthen their effectiveness.
Ultimately, the success of the recent judgement will depend not only on the directives it issued, the number of committees universities establish, or the number of meetings they convene, or other box-checking exercises, but on how sincerely those directives are implemented and the trust these committees inspire among students and staff. Laws can prohibit ragging, but they cannot by themselves create environments in which victims feel safe to speak. That responsibility lies with institutions. When universities create systems that listen to victims, support them and treat their experiences with seriousness, universities will become places where dignity and learning can coexist.
(Udari Abeyasinghe is attached to the Department of Oral Pathology at the University of Peradeniya)
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.
by Udari Abeyasinghe
Features
Big scene … in the Seychelles
Several of our artistes do venture out on foreign assignments but, I’m told, most of their performances are mainly for the Sri Lankans based abroad.
However, the group Mirage is doing it differently and they are now in great demand in the Seychelles.
Guests patronising the Lo Brizan pub/restaurant, Niva Labriz Resort, in the Seychelles, is made up of a wide variety of nationalities, including Russians, Chinese, French and Germans, and they all enjoy the music dished out by Mirage, and that is precisely why they are off to the Seychelles … for the fifth time!
The band is scheduled to leave this month and will be back after three weeks, but their journey to the Seychelles will continue, with two more assignments lined up for 2026.
In August it’s a four-week contract, and in December another four-week contract that will take in the festive celebrations … Christmas and the New Year.

Donald’s birthday
celebrations
According to reports coming my way, it is a happening scene at the Lo Brizan pub/restaurant, Niva Labriz Resort, whenever Mirage is featured, and the band has even adjusted its repertoire to include local and African songs.
They work three hours per day and six days per week at the Lo Brizan pub/restaurant.

Donald Pieries:
Leader, vocalist,
drummer
Led by vocalist and drummer Donald Pieries, many say it is his
musical talents and leadership that have contributed to the band’s success.
Donald, who celebrated his birthday on 07 March, at the Irish Pub, has been with the group through various lineup changes and is known for his strong vocals.
He leads a very talented and versatile line up, with Sudham (bass/vocals), Gayan (lead guitar/vocals), Danu (female vocalist) and Toosha (keyboards/vocals).
Mirage performs regularly at venues like the Irish Pub in Colombo and also at Food Harbour, Port City.
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