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Educational reforms Sri Lanka demands today for a brighter tomorrow

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As a Sri Lankan who benefitted from free education, I feel honoured and privileged to deliver this Dr. C.W.W. Kannangara Memorial Oration, the 32nd in the lecture series inaugurated in 1988 on the twentieth anniversary of his demise.

I am well aware of the gravity of this task, particularly when considering the impressive stature of previous orators, often beneficiaries of free education themselves. The current economic, political and social crisis adds a further layer of complexity to the context in which this oration is delivered today. Within that backdrop, and with a keen awareness of the responsibility placed on my shoulders, I shall humbly endeavour to do justice to this task.

I am a medical practitioner by profession; however, I have spent most of my life sharing knowledge with friends, colleagues and students, as a teacher. This student-teacher reincarnation has been the focus and foundation of my entire life. Taking on the task of teaching arithmetic to my elder sister at the age of fifteen was my first venture into teaching. While waiting for entrance to the Medical Faculty, during the five years of university and well after that, I spent a considerable proportion of my time as a teacher. I had supported a number of students to pass their examinations for free, and as word spread of my skill in getting students through examinations, so many requests came in that I ended up establishing and running a private education institute named ‘Vidya Nadi’. This was more because I could not avoid the responsibility than for economic reasons. Most of those students are very prominent members of society today. The life lessons I obtained from being a teacher were significant and serve me to this day. Since then, I spent most of my life teaching and carrying out research in local and foreign universities, so much so that I would like to note that I have spent more time as a teacher and a researcher than as a doctor.

Within the same time frame, as a socially sensitive and politically informed person, as well as a medical student, I was also an activist who fought to defend free education, which gave me a different perspective on education. The complex and challenging context of today forces me to revisit this past and to re-examine the path we took in our younger days.

Against this complex background, my approach to this lecture today is based on two contrasting viewpoints Sri Lankan society holds on free education and the Kannangara legacy. Professor Narada Warnasuriya, who is a dear and well-respected teacher to me, during his Kannangara Memorial Lecture delivered in 2008, explained these two viewpoints as follows:

One group sees the Kannangara legacy in a single dimension, as a valuable basis for further expanding access to education, which also helps preserve fairness and social justice. They see it as a keystone of a just and conflict-free sustainable society.

The second group acknowledges that the Kannangara reforms had a major impact on bringing about a positive societal, and social transformation, but considers such changes irrelevant in the present context of a globalized free market economy. Professor Warnasuriya states that this group sees the Kannangara reforms as ‘a sacred cow, an archaic barrier to development, which stands in the way of building a successful knowledge-based economy’.

As an individual examining the status of education with an analytical mind, I do not wish to align myself with either of these groups exclusively, and decided to deliver this lecture from a neutral position, considering the positive and negative aspects of both viewpoints. This oration is therefore entitled Educational reforms Sri Lanka demands today for a brighter tomorrow and I plan to expand the discussion on Kannangara Legacy

I should also like to clarify that I prefer to refer to this as ‘our lecture’ rather than ‘my lecture’, because this lecture necessarily contains the views of a large group of like-minded people who work together with me as a team, on educational reforms.

Most of the facts forming the basis of this lecture are extracted from the recently published thirty-ninth (one-hundred page) special issue of the trilingual journal ‘Gaveshana’, entitled: ‘Educational reforms the country demands to create a productive citizen adaptable to the modern world’. This edition of Gaveshana is particularly significant in that it was published in the form of a research publication based on original data, and secondly, since a cross-section of educationists and officials from the Education sector who are directly involved with Sri Lankan educational reforms contributed to this publication, as did external experts who brought in a broader, societal viewpoint.

As someone who strongly believes that ‘a person alone cannot win a battle against the deep seas’, I would like to note that we are in an era in which not one but thousands of Dr. C.W.W. Kannanagaras are needed. Furthermore, it is important to note that educational reforms should not take a top-down approach but aim to incorporate the requirements and viewpoints of the beneficiaries of such reforms as honoured stakeholders: the knowledgeable student community, teachers and the general public. Such reforms should be informed by a regular feed-back loop, follow-up and grass-roots research. Educational reforms must be a dynamic process, not a static one, and follow-up research should be used to change not only the direction, but also the content of the reforms, if and when necessary.

This is the responsibility history vests on our shoulders, and in order to do justice to this obligation, I am deeply grateful to the Director General of the National Institute of Education and the staff of its Research and Planning Department for giving me this opportunity.

I was influenced early in life to believe the Stalinist concept of It is not heroes that make history, but history that makes heroes. But today, I am of the firm opinion that there are individuals who make constructive (or destructive) contributions to history. Dr. C.W.W. Kannangara is undoubtedly such a person who has left a lasting and positive contribution a hero that did change history, and it is therefore necessary to study not only the history he bequeathed but the person himself.

Who is Dr C.W.W Kannangara?

Dr. Christopher William Wijekoon Kannangara was born on October 13, 1884, at Randombe village, Ambalangoda. The third child in his family, he lost his mother early in life when his mother died giving birth to a younger brother. His father had five children from his first marriage and four from his second marriage. Although he was well looked after by his stepmother, he had faced the sad fate of losing his mother early in life. His father was a Buddhist, but his mother was a devotee of the Church of England. Christopher William Wijekoon was therefore baptized as a Christian although he formally converted to Buddhism as an adult in 1917. It was, as many of his closest Christian friends said, an act of wisdom and not a political act. Moreover, he learned Sinhala and Pali languages ??as well as Buddhism from his locality and environment.

He was a bright student, initially at Ambalangoda Wesleyan College. At its triennial prize-giving ceremony, he received the attention of accomplished mathematics teacher and the then Headmaster of Richmond College, Galle, Father D.H. Darrell.

Father Darrell had graduated from the Cambridge University, England with a first-class degree in mathematics. It is documented that Father Darrell had said to young Kannangara you will have to bring a heavy cart to take home the prizes you have won’. Father Darrell had then asked the Principal of Wesleyan College to prepare young Kannangara for the open scholarship examination at Richmond College. It is evident that it was this meeting with Father Darrell, the Headmaster of Richmond College at the age of 14 years, that turned out to be the pivotal point of Dr. Kannangara’s life.

Young student Kannangara subsequently won this scholarship, enabling him to attend Richmond College with free tuition, room and board. My belief is that this full scholarship established the foundation for the gift of free education that he later bequeathed to the nation.

He had to face further adversity in his life when his father lost his job and his pension after thirty years of service, leading to significant financial difficulty for his family. I would like to emphasise on, particularly to the young generation of today, the importance of recognising how his life was not cushioned in comfort, but was one of achieving greatness despite hardship and difficulty.

He was a bright student who excelled not only in studies but also in sports. He passed the Cambridge Junior Examination with honours and came first in the country and in the British Empire in Arithmetic. He was the captain of the cricket team, played in the football team and was a member of the debating team. He was also the lead actor in the school’s production of The Merchant of Venice. He was not a ‘bookworm’, but also excelled in extracurricular activities. Sadly, it is necessary to note the significant difference between the life of Dr. Kannangara as a student and the lives of the majority of children today.

At the time, the only option available for studying abroad was a government scholarship. Twelve Richmondites sat this examination, but he was unable to secure a scholarship, thus losing the opportunity to study at a foreign university. He chose instead to study law at the Sri Lanka Law College. Father Darrell, his mentor, however, requested young Kannangara to stay on at the school as the mathematics teacher and senior housemaster of the student hostel. He accepted and fulfilled this responsibility until the untimely death of Father Darrell, after which he moved to Colombo and embarked on his legal education. During this period, he also worked as a part-time teacher at Prince of Wales College, Wesley College and Methodist College.

By 1910, he had qualified as a lawyer and returned to Galle to start his legal career. He focused on civil law, carried on social service activities simultaneously and entered formal politics in 1911, supporting Mr. Ponnambalam Ramanathan. He actively campaigned for Mr. Ramanathan when he successfully contested in the 1917 elections for the Legislative Assembly, and the two ended up establishing a close friendship thereafter. He was an eloquent speaker at the establishment of the Ceylon National Council in 1919, expounding on its objectives to direct the country and the people towards a life of political freedom with equal rights and independence.

The pivotal moment of his political life came about when he was elected to the Legislative Assembly in 1923, representing the Southern Province. He was then elected as the President of the Ceylon National Congress in 1930 and in 1931, he became Sri Lankas first Minister of Education, after being elected to the State Council of Ceylon from the Galle district. He was elected the first chairman of the Executive Committee for Education with an overwhelming majority. He was re-elected to the same position in 1936 and held that position for 16 years.

The extent of the struggles and sacrifices Dr. Kannangara underwent to achieve free education should also be evaluated in the context of the political environment of the time. He entered politics at the time of Sri Lanka achieving universal franchise. The State Council at the time had 46 members and seven ministerial portfolios were available for elected members, one of these was the education portfolio.

Prof Athula Sumathipala delivering the Kannangara memorial lecture

He was conferred an honorary doctorate in law at the first convocation of the University of Ceylon under the auspices of the Vice-Chancellor Sir Ivor Jennings in 1942. It was in 1945 that he managed to finally achieve the passage of parliamentary bill to establish free education in the country. And yet, Dr. Kannangara, who was venerated as the Father of Free Education, was defeated at the first national parliamentary elections held in 1947. It is time to question if this defeat was a personal one or if it was a defeat of the entire Sri Lankan nation. He lost the election to a Mr. Wilmot. A. Perera, who was backed by wealthy individuals in the United National Party and with the support of the socialist camp as well. Even the Communist Party of Sri Lanka worked against Dr. Kannangara’s election campaign.

Time does not permit an in-depth discussion of the factors leading to the election defeat of a person who achieved societal change at such a significant scale, however, I do consider this one of the greatest ironies in Sri Lankan political history.

He was re-elected as a member of parliament in 1952, and was offered the Local Government portfolio. He was however denied the education portfolio, likely due to the influence of powers that be who wished to prevent further educational reforms by Dr. Kannangara. He retired from politics in 1956 when he turned seventy-two, but served as a member of the National Education Commission, indicating his commitment towards the education of the nation, which was beyond politics.

At the time of his entry into politics, Dr. Kannangara was quite prosperous economically, having started his career as a lawyer in 1923. Twenty years of holding a ministerial role, and forty years of public service, which is indeed the basis of politics, had led to a loss of financial stability by the time he retired. He showed by example that politics should not be a money-making mechanism. The Sri Lankan government offered him a one-time stipend of Rs. Ten thousand in 1963, a substantial amount of money at the time. Considering his health needs, he was offered a monthly living allowance of Rs.500/- in 1965, and this was subsequently increased to Rs.1000/- per month.

This great son of Sri Lanka, considered the Father of Free Education, passed away on 29th September 1969 without receiving much attention from the nation.

I think it is important to highlight a factor pointed out by Senior Professor Sujeewa Amarasena when he delivered the 28th Kannangara Memorial Oration. Professor Amarasena is a proponent of the second viewpoint Professor Warnasuriya mentions, i.e., those who acknowledge that the Kannangara reforms had a major impact on bringing about a positive societal, and social transformation, but consider such changes irrelevant in the present context of a globalized free market economy.

Senior Professor Sujeewa Amarasena said, today every political party, every organization connected to education, every trade union in the government or private sector and every individual who has had some education would come forward to protect free education as a social welfare intervention. The entire country and political parties with allied student movements are in a vociferous dialogue always talking about free education without really giving the legend Dr. CWW Kannangara his due place in this dialogue. I have not seen or heard a single University or a student organization in this country commemorating Dr. CWW Kannangara on his birthday though all of them are vociferous fighters to protect free education. Hence today late Dr. CWW Kannangara is a forgotten person as stated by Mr. KHM Sumathipala in his book titled History of Education in Sri Lanka 1796 to 1965. I would like to add to that and say that not only he is a forgotten person today, but even his vision has been misinterpreted, misdirected, distorted and partly destroyed by some people who benefitted from free education.

The irony of history extends further: at a time when school education was unavailable to the entire generation of children in Sri Lanka during the Covid-19 pandemic, many teachers were committed to providing an education to children via distance / online education, as it was the only viable option, albeit flawed in some ways. Some union leaders, in the guise of so-called trade union action, worked to obstruct such teachers from providing online education. Given that all trade union leaders are beneficiaries of free education, it has to be questioned if it is not the worst mockery in the history of free education that teachers rights were considered a priority, over the right of students to obtain an education. This tragedy raises multiple questions: has the expectation that widening access to education would create selfless citizens who think beyond personal gain and fulfil their responsibilities to the nation not been realised? Did the generation who benefited from the Kannangara reforms shirk their responsibilities in the post-Kannangara era? Or is it simply that the agenda for national benefit has been rendered secondary to narrow political gains?



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Features

Rebuilding Sri Lanka Through Inclusive Governance

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Management Committee of the 'Rebuilding Sri Lanka' Fund Appointed with Representatives from the Public and Private Sectors - PMD

In the immediate aftermath of Cyclone Ditwah, the government has moved swiftly to establish a Presidential Task Force for Rebuilding Sri Lanka with a core committee to assess requirements, set priorities, allocate resources and raise and disburse funds. Public reaction, however, has focused on the committee’s problematic composition. All eleven committee members are men, and all non-government seats are held by business personalities with no known expertise in complex national development projects, disaster management and addressing the needs of vulnerable populations. They belong to the top echelon of Sri Lanka’s private sector which has been making extraordinary profits. The government has been urged by civil society groups to reconsider the role and purpose of this task force and reconstitute it to be more representative of the country and its multiple  needs.

 The group of high-powered businessmen initially appointed might greatly help mobilise funds from corporates and international donors, but this group may be ill equipped to determine priorities and oversee disbursement and spending. It would be necessary to separate fundraising, fund oversight and spending prioritisation, given the different capabilities and considerations required for each. International experience in post disaster recovery shows that inclusive and representative structures are more likely to produce outcomes that are equitable, efficient and publicly accepted. Civil society, for instance, brings knowledge rooted in communities, experience in working with vulnerable groups and a capacity to question assumptions that may otherwise go unchallenged.

 A positive and important development is that the government has been responsive to these criticisms and has invited at least one civil society representative to join the Rebuilding Sri Lanka committee. This decision deserves to be taken seriously and responded to positively by civil society which needs to call for more representation rather than a single representative.  Such a demand would reflect an understanding that rebuilding after a national disaster cannot be undertaken by the state and the business community alone. The inclusion of civil society will strengthen transparency and public confidence, particularly at a moment when trust in institutions remains fragile. While one appointment does not in itself ensure inclusive governance, it opens the door to a more participatory approach that needs to be expanded and institutionalised.

Costly Exclusions

 Going  down the road of history, the absence of inclusion in government policymaking has cost the country dearly. The exclusion of others, not of one’s own community or political party, started at the very dawn of Independence in 1948. The Father of the Nation, D S Senanayake, led his government to exclude the Malaiyaha Tamil community by depriving them of their citizenship rights. Eight years later, in 1956, the Oxford educated S W R D Bandaranaike effectively excluded the Tamil speaking people from the government by making Sinhala the sole official language. These early decisions normalised exclusion as a tool of governance rather than accommodation and paved the way for seven decades of political conflict and three decades of internal war.

Exclusion has also taken place virulently on a political party basis. Both of Sri Lanka’s post Independence constitutions were decided on by the government alone. The opposition political parties voted against the new constitutions of 1972 and 1977 because they had been excluded from participating in their design. The proposals they had made were not accepted. The basic law of the country was never forged by consensus. This legacy continues to shape adversarial politics and institutional fragility. The exclusion of other communities and political parties from decision making has led to frequent reversals of government policy. Whether in education or economic regulation or foreign policy, what one government has done the successor government has undone.

 Sri Lanka’s poor performance in securing the foreign investment necessary for rapid economic growth can be attributed to this factor in the main. Policy instability is not simply an economic problem but a political one rooted in narrow ownership of power. In 2022, when the people went on to the streets to protest against the government and caused it to fall, they demanded system change in which their primary focus was corruption, which had reached very high levels both literally and figuratively. The focus on corruption, as being done by the government at present, has two beneficial impacts for the government. The first is that it ensures that a minimum of resources will be wasted so that the maximum may be used for the people’s welfare.

Second Benefit

 The second benefit is that by focusing on the crime of corruption, the government can disable many leaders in the opposition. The more opposition leaders who are behind bars on charges of corruption, the less competition the government faces. Yet these gains do not substitute for the deeper requirement of inclusive governance. The present government seems to have identified corruption as the problem it will emphasise. However, reducing or eliminating corruption by itself is not going to lead to rapid economic development. Corruption is not the sole reason for the absence of economic growth. The most important factor in rapid economic growth is to have government policies that are not reversed every time a new government comes to power.

 For Sri Lanka to make the transition to self-sustaining and rapid economic development, it is necessary that the economic policies followed today are not reversed tomorrow. The best way to ensure continuity of policy is to be inclusive in governance. Instead of excluding those in the opposition, the mainstream opposition in particular needs to be included. In terms of system change, the government has scored high with regard to corruption. There is a general feeling that corruption in the country is much reduced compared to the past. However, with regard to inclusion the government needs to demonstrate more commitment. This was evident in the initial choice of cabinet ministers, who were nearly all men from the majority ethnic community. Important committees it formed, including the Presidential Task Force for a Clean Sri Lanka and the Rebuilding Sri Lanka Task Force, also failed at first to reflect the diversity of the country.

 In a multi ethnic and multi religious society like Sri Lanka, inclusivity is not merely symbolic. It is essential for addressing diverse perspectives and fostering mutual understanding. It is important to have members of the Tamil, Muslim and other minority communities, and women who are 52 percent of the population, appointed to important decision making bodies, especially those tasked with national recovery. Without such representation, the risk is that the very communities most affected by the crisis will remain unheard, and old grievances will be reproduced in new forms. The invitation extended to civil society to participate in the Rebuilding Sri Lanka Task Force is an important beginning. Whether it becomes a turning point will depend on whether the government chooses to make inclusion a principle of governance rather than treat it as a show of concession made under pressure.

by Jehan Perera

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Reservoir operation and flooding

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Floods caused by Cyclone Ditwah

Former Director General of Irrigation, G.T. Dharmasena, in an article, titled “Revival of Innovative systems for reservoir operation and flood forecasting” in The Island of 17 December, 2025, starts out by stating:

“Most reservoirs in Sri Lanka are agriculture and hydropower dominated. Reservoir operators are often unwilling to acknowledge the flood detention capability of major reservoirs during the onset of monsoons. Deviating from the traditional priority for food production and hydropower development, it is time to reorient the operational approach of major reservoirs operators under extreme events, where flood control becomes a vital function. While admitting that total elimination of flood impacts is not technically feasible, the impacts can be reduced by efficient operation of reservoirs and effective early warning systems”.

Addressing the question often raised by the public as to “Why is flooding more prominent downstream of reservoirs compared to the period before they were built,” Mr. Dharmasena cites the following instances: “For instance, why do (sic) Magama in Tissamaharama face floods threats after the construction of the massive Kirindi Oya reservoir? Similarly, why does Ambalantota flood after the construction of Udawalawe Reservoir? Furthermore, why is Molkawa, in the Kalutara District area, getting flooded so often after the construction of Kukule reservoir”?

“These situations exist in several other river basins, too. Engineers must, therefore, be mindful of the need to strictly control the operation of the reservoir gates by their field staff. (Since) “The actual field situation can sometimes deviate significantly from the theoretical technology… it is necessary to examine whether gate operators are strictly adhering to the operational guidelines, as gate operation currently relies too much on the discretion of the operator at the site”.

COMMENT

For Mr. Dharmasena to bring to the attention of the public that “gate operation currently relies too much on the discretion of the operator at the site”, is being disingenuous, after accepting flooding as a way of life for ALL major reservoirs for decades and not doing much about it. As far as the public is concerned, their expectation is that the Institution responsible for Reservoir Management should, not only develop the necessary guidelines to address flooding but also ensure that they are strictly administered by those responsible, without leaving it to the arbitrary discretion of field staff. This exercise should be reviewed annually after each monsoon, if lives are to be saved and livelihoods are to be sustained.

IMPACT of GATE OPERATION on FLOODING

According to Mr. Dhamasena, “Major reservoir spillways are designed for very high return periods… If the spillway gates are opened fully when reservoir is at full capacity, this can produce an artificial flood of a very large magnitude… Therefore, reservoir operators must be mindful in this regard to avoid any artificial flood creation” (Ibid). Continuing, he states: “In reality reservoir spillways are often designed for the sole safety of the reservoir structure, often compromising the safety of the downstream population. This design concept was promoted by foreign agencies in recent times to safeguard their investment for dams. Consequently, the discharge capacities of these spill gates significantly exceed the natural carrying capacity of river(s) downstream” (Ibid).

COMMENT

The design concept where priority is given to the “sole safety of the structure” that causes the discharge capacity of spill gates to “significantly exceed” the carrying capacity of the river is not limited to foreign agencies. Such concepts are also adopted by local designers as well, judging from the fact that flooding is accepted as an inevitable feature of reservoirs. Since design concepts in their current form lack concern for serious destructive consequences downstream and, therefore, unacceptable, it is imperative that the Government mandates that current design criteria are revisited as a critical part of the restoration programme.

CONNECTIVITY BETWEEN GATE OPENINGS and SAFETY MEASURES

It is only after the devastation of historic proportions left behind by Cyclone Ditwah that the Public is aware that major reservoirs are designed with spill gate openings to protect the safety of the structure without factoring in the consequences downstream, such as the safety of the population is an unacceptable proposition. The Institution or Institutions associated with the design have a responsibility not only to inform but also work together with Institutions such as Disaster Management and any others responsible for the consequences downstream, so that they could prepare for what is to follow.

Without working in isolation and without limiting it only to, informing related Institutions, the need is for Institutions that design reservoirs to work as a team with Forecasting and Disaster Management and develop operational frameworks that should be institutionalised and approved by the Cabinet of Ministers. The need is to recognize that without connectivity between spill gate openings and safety measures downstream, catastrophes downstream are bound to recur.

Therefore, the mandate for dam designers and those responsible for disaster management and forecasting should be for them to jointly establish guidelines relating to what safety measures are to be adopted for varying degrees of spill gate openings. For instance, the carrying capacity of the river should relate with a specific openinig of the spill gate. Another specific opening is required when the population should be compelled to move to high ground. The process should continue until the spill gate opening is such that it warrants the population to be evacuated. This relationship could also be established by relating the spill gate openings to the width of the river downstream.

The measures recommended above should be backed up by the judicious use of the land within the flood plain of reservoirs for “DRY DAMS” with sufficient capacity to intercept part of the spill gate discharge from which excess water could be released within the carrying capacity of the river. By relating the capacity of the DRY DAM to the spill gate opening, a degree of safety could be established. However, since the practice of demarcating flood plains is not taken seriously by the Institution concerned, the Government should introduce a Bill that such demarcations are made mandatory as part of State Land in the design and operation of reservoirs. Adopting such a practice would not only contribute significantly to control flooding, but also save lives by not permitting settlement but permitting agricultural activities only within these zones. Furthermore, the creation of an intermediate zone to contain excess flood waters would not tax the safety measures to the extent it would in the absence of such a safety net.

CONCLUSION

Perhaps, the towns of Kotmale and Gampola suffered severe flooding and loss of life because the opening of spill gates to release the unprecedented volumes of water from Cyclone Ditwah, was warranted by the need to ensure the safety of Kotmale and Upper Kotmale Dams.

This and other similar disasters bring into focus the connectivity that exists between forecasting, operation of spill gates, flooding and disaster management. Therefore, it is imperative that the government introduce the much-needed legislative and executive measures to ensure that the agencies associated with these disciplines develop a common operational framework to mitigate flooding and its destructive consequences. A critical feature of such a framework should be the demarcation of the flood plain, and decree that land within the flood plain is a zone set aside for DRY DAMS, planted with trees and free of human settlements, other than for agricultural purposes. In addition, the mandate of such a framework should establish for each river basin the relationship between the degree to which spill gates are opened with levels of flooding and appropriate safety measures.

The government should insist that associated Agencies identify and conduct a pilot project to ascertain the efficacy of the recommendations cited above and if need be, modify it accordingly, so that downstream physical features that are unique to each river basin are taken into account and made an integral feature of reservoir design. Even if such restrictions downstream limit the capacities to store spill gate discharges, it has to be appreciated that providing such facilities within the flood plain to any degree would mitigate the destructive consequences of the flooding.

By Neville Ladduwahetty

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Listening to the Language of Shells

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The ocean rarely raises its voice. Instead, it leaves behind signs — subtle, intricate and enduring — for those willing to observe closely. Along Sri Lanka’s shores, these signs often appear in the form of seashells: spiralled, ridged, polished by waves, carrying within them the quiet history of marine life. For Marine Naturalist Dr. Malik Fernando, these shells are not souvenirs of the sea but storytellers, bearing witness to ecological change, resilience and loss.

“Seashells are among the most eloquent narrators of the ocean’s condition,” Dr. Fernando told The Island. “They are biological archives. If you know how to read them, they reveal the story of our seas, past and present.”

A long-standing marine conservationist and a member of the Marine Subcommittee of the Wildlife & Nature Protection Society (WNPS), Dr. Fernando has dedicated much of his life to understanding and protecting Sri Lanka’s marine ecosystems. While charismatic megafauna often dominate conservation discourse, he has consistently drawn attention to less celebrated but equally vital marine organisms — particularly molluscs, whose shells are integral to coastal and reef ecosystems.

“Shells are often admired for their beauty, but rarely for their function,” he said. “They are homes, shields and structural components of marine habitats. When shell-bearing organisms decline, it destabilises entire food webs.”

Sri Lanka’s geographical identity as an island nation, Dr. Fernando says, is paradoxically underrepresented in national conservation priorities. “We speak passionately about forests and wildlife on land, but our relationship with the ocean remains largely extractive,” he noted. “We fish, mine sand, build along the coast and pollute, yet fail to pause and ask how much the sea can endure.”

Through his work with the WNPS Marine Subcommittee, Dr. Fernando has been at the forefront of advocating for science-led marine policy and integrated coastal management. He stressed that fragmented governance and weak enforcement continue to undermine marine protection efforts. “The ocean does not recognise administrative boundaries,” he said. “But unfortunately, our policies often do.”

He believes that one of the greatest challenges facing marine conservation in Sri Lanka is invisibility. “What happens underwater is out of sight, and therefore out of mind,” he said. “Coral bleaching, mollusc depletion, habitat destruction — these crises unfold silently. By the time the impacts reach the shore, it is often too late.”

Seashells, in this context, become messengers. Changes in shell thickness, size and abundance, Dr. Fernando explained, can signal shifts in ocean chemistry, rising temperatures and increasing acidity — all linked to climate change. “Ocean acidification weakens shells,” he said. “It is a chemical reality with biological consequences. When shells grow thinner, organisms become more vulnerable, and ecosystems less stable.”

Climate change, he warned, is no longer a distant threat but an active force reshaping Sri Lanka’s marine environment. “We are already witnessing altered breeding cycles, migration patterns and species distribution,” he said. “Marine life is responding rapidly. The question is whether humans will respond wisely.”

Despite the gravity of these challenges, Dr. Fernando remains an advocate of hope rooted in knowledge. He believes public awareness and education are essential to reversing marine degradation. “You cannot expect people to protect what they do not understand,” he said. “Marine literacy must begin early — in schools, communities and through public storytelling.”

It is this belief that has driven his involvement in initiatives that use visual narratives to communicate marine science to broader audiences. According to Dr. Fernando, imagery, art and heritage-based storytelling can evoke emotional connections that data alone cannot. “A well-composed image of a shell can inspire curiosity,” he said. “Curiosity leads to respect, and respect to protection.”

Shells, he added, also hold cultural and historical significance in Sri Lanka, having been used for ornamentation, ritual objects and trade for centuries. “They connect nature and culture,” he said. “By celebrating shells, we are also honouring coastal communities whose lives have long been intertwined with the sea.”

However, Dr. Fernando cautioned against romanticising the ocean without acknowledging responsibility. “Celebration must go hand in hand with conservation,” he said. “Otherwise, we risk turning heritage into exploitation.”

He was particularly critical of unregulated shell collection and commercialisation. “What seems harmless — picking up shells — can have cumulative impacts,” he said. “When multiplied across thousands of visitors, it becomes extraction.”

As Sri Lanka continues to promote coastal tourism, Dr. Fernando emphasised the need for sustainability frameworks that prioritise ecosystem health. “Tourism must not come at the cost of the very environments it depends on,” he said. “Marine conservation is not anti-development; it is pro-future.”

Dr. Malik Fernando

Reflecting on his decades-long engagement with the sea, Dr. Fernando described marine conservation as both a scientific pursuit and a moral obligation. “The ocean has given us food, livelihoods, climate regulation and beauty,” he said. “Protecting it is not an act of charity; it is an act of responsibility.”

He called for stronger collaboration between scientists, policymakers, civil society and the private sector. “No single entity can safeguard the ocean alone,” he said. “Conservation requires collective stewardship.”

Yet, amid concern, Dr. Fernando expressed cautious optimism. “Sri Lanka still has immense marine wealth,” he said. “Our reefs, seagrass beds and coastal waters are resilient, if given a chance.”

Standing at the edge of the sea, shells scattered along the sand, one is reminded that the ocean does not shout its warnings. It leaves behind clues — delicate, enduring, easily overlooked. For Dr. Malik Fernando, those clues demand attention.

“The sea is constantly communicating,” he said. “In shells, in currents, in changing patterns of life. The real question is whether we, as a society, are finally prepared to listen — and to act before silence replaces the story.”

 

By Ifham Nizam

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