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Educational reforms: Seeing through the global labour market

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President Anura Kumara and Prime Minister Harini Amarasuriya: Both advocate for realigning Sri Lanka’s education system with needs in local and global labour markets

by Mahendran Thiruvarangan

Reforming Sri Lanka’s education system in ways that cater to global needs appears to be a central focus of the new government. This pronouncement first appeared in the NPP’s election manifesto with reference to vocational education. Later, in October 2024, President Anura Kumara Dissanayake stated that our education system should be rebuilt in alignment with global demands. Prime Minister and Minister of Education Harini Amarasuriya mentioned in a speech in December 2024 that building a skilled workforce capable of meeting the needs of both local and global labour markets is a key objective of the government’s development vision.

While it may be important that we reflect upon how our education system facilitates (or does not facilitate) our school-leavers and graduates to secure jobs and contribute meaningfully to the national and global economies, it is equally necessary to unpack the lauded terms ‘global’ and ‘global job market’ and discuss the hegemonies and exclusions they produce as regards both education and employment.

Two Visions of the Global

‘Global’ as a frame or vision is invoked in two contrasting ways in contemporary political discourses. One points to the creation of a borderless world which facilitates the transmission of capital across national borders. Such a world, despite its promise of prosperity and progress, is haunted by the many tragedies that the global south has seen as a result of the precarity created by the free flow of transnational capital. The Bhopal gas tragedy of 1984 and the fires that burnt down garment factories in Bangladesh in 2012 are just two examples. These disasters are attributable to the workings of the global labour market and the logic and mechanisms that it deploys to create divisions within the global labour force along racial, gendered and national lines. Within this system that creates boundless profits for the wealthy, the global south and its working classes, especially women and subalterns, are pushed into experiencing extreme forms of vulnerability.

In juxtaposition to this cataclysmic view of the global, those with a commitment to social justice and internationalism frame the global as an ideal that strives for a world built around solidarities and a radical imagination of liberation and equality. This world is united by a shared desire to eliminate all forms of oppression, both locally and globally.

Our conversations on education seem to be animated by these two varying visions of the global. On the one hand, there is an increased push by governments, international financial organizations, donor agencies and a section of the academia for our universities to produce a globalized labour force for the private sector that will subserviently meet the demands of transnational capital. On the other side, the glaring inequalities that we see in our communities and countries call for a revitalization of the education system which includes cultivating a critical consciousness and creative abilities that kindle imaginaries of togetherness and resistance among students, workers and citizens. As socio-economic inequalities fuelled by neoliberalism are widening in both Sri Lanka and most countries in the global south, there is an urgent need to bring to the front and centre this second vision of the global in our deliberations on educational reforms.

Global Job Market vs Global Crises

The global labour market is a neoliberal idea which forces education systems all across the world to produce and supply a docile labour force that can help global capitalism advance its exploitative, neocolonial agendas. The imperatives of this market are designed to ensure that the world remains a place of deep inequalities and only a limited number of people have access to jobs that can guarantee basic comforts and facilities such as housing, healthcare, transportation and electricity. Thus, one has to be skeptical of educational policies informed by the thinking and rationales that govern the global labour market.

There exists a huge disconnect between the expectations of the global labour market and the stark realities that characterize the current global moment which demand the attention of those involved in educational endeavours. The genocide in Gaza, the rise of right-wing populism in many parts of the world, the growing income inequalities within many countries, the alarming rates at which our environment is being denuded and the hostility women and sexual minorities face all across the world are some deeply worrying incidents and trends that we are watching today.

The reforms thrust upon our education systems by donor agencies, such as the World Bank and Asian Development Bank tend to align with a neoliberal vision. They do not situate education and employment in relation to these economic and political crises that affect millions of people across the world today; nor do they have any interest in creating an understanding among students about the histories of these crises and how the failures of our education systems have contributed to the current global disarray.

Neoliberal Educational Reforms

Neoliberal donors are focused primarily on making our educational institutions meet the conditionalities of the global labour market. They push governments to privatize education and universities to introduce fee-levying academic programmes. Their goal is to turn education into a marketable commodity and education systems into profit-making sites. Rather than striving for an education that creates local and global solidarities for change, these donors lay emphasis on creating technologies that can link countries and continents in ways that can support the onward march of extractive capital. A good example in this regard is Sri Lanka’s educational reforms since the 2000s which have given a central place to the teaching of English and Information Technology. These two areas were marketed as qualifications necessary for graduates to survive in a job market dominated by transnational capitalist conglomerates.

Similarly, the current moves to remove critical content from the curricula and replace them with ‘soft skills’ such as leadership, ethics and morality, communication and public speaking as pre-requisites for employment is geared towards producing a corporate-attired, global, English-speaking class of entrepreneurs and those who assist them unquestioningly in their neoliberal pursuits. Such courses, while universalizing colonial values and ways of thinking, isolate skills from criticality, technology from politics, and employment from action and activism.

Creating disciplinary hierarchies, neoliberal reforms privilege hard sciences, technology education, management and accounting and the English language. As a result, in many countries the Humanities and Social Sciences are defunded and denigrated as disciplines without any use value. There have been attempts to remove courses with a focus on literatures and languages from the general curriculum at universities. In some settings, academics who teach these disciplines are faced with the threat of losing their jobs.

In Sri Lanka, degree programmes in English Language Teaching are presented as lucrative, whereas literature programmes and local languages are branded as disciplines that will not yield any monetary benefits to the learner. If Arts, Literatures and Humanities have any value within this system, their role is reduced to providing entertainment for those with material comforts. The classical Roman poet Horace said that poetry should both instruct and delight simultaneously.

The neoliberal labour market drives a wedge into this twinned goal, framing arts and literature in narrow terms as pleasure generating industries. It seeks to erase the role creative, affective labour plays in bringing about social change. This is why governments should be able to see through and, when necessary, see past the global labour market in rejuvenating our education system.

The Way-forward for the NPP Government

The NPP government, which won the elections with the promise of change, should not allow the neoliberal conditionalities of the global labour market to overdetermine its educational reforms. The economic crisis that led to the people’s uprising of 2022 and the NPP’s electoral victories was caused mainly by the country’s descent into neoliberalism. If the government is serious about taking the country out of the current crisis, it must fight neoliberalism head-on at all fronts, including within the education sector. Being indecisive and sending out confusing signals, such as commitment to social justice on the one hand and statements in support of the edicts and expectations of the global job market on the other, will weaken the education system further. This ambiguity results in part from the severe pressure exerted by donor agencies on whom the education sector of Sri Lanka and many other countries rely on for funding.

Identifying its budget priorities rightly, the new government should increase spending on state education and create and support educational pursuits that help students resist the hegemonies of global capital. There should be increased support for the Humanities and Social Sciences and increased encouragement for universities to re-frame degree programmes in natural sciences in ways that that help students explore technologies and remedies that minimize socio-economic inequalities and support ecologically viable development initiatives. Overall, the reform process should be approached with a new, liberationist outlook focused on egalitarian social transformation.

(Mahendran Thiruvarangan is a Senior Lecturer attached to the Department of Linguistics & English at the University of Jaffna)

Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies. 


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Relief without recovery

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A US airstrike on an Iranian oil storage facility

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

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Supporting Victims: The missing link in combating ragging

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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

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Big scene … in the Seychelles

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Mirage: Off to the Seychelles for fifth time

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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