Features
English medium education: Misconceptions and inaccuracies
By Dr Tara de Mel
(former Secretary, Ministry of Education)
Discussions on English medium education have surfaced, once again. Every few years, or if ever a government decides on touching this topic, rumblings begin, on the merits or demerits of such an initiative.
It’s perhaps pertinent to trace events from recent history.
Rewind to the Education Reforms of 1998.
The emphasis placed on improving English education was unambiguous and remained consistent.
In primary school the thrust was on Activity Based Oral English (ABOE) coupled with Conversational English. In the secondary school, it was to teach selected subjects in English whilst emphasising on Conversational and General English in the Advanced Level. In addition, there was the option to have English medium classes which allowed Sinhala, Tamil and Muslim students to learn in one class from young days, allowing greater integration between communities. A parallel initiative with the same aim was to initiate special Amity Schools for students of all three communities.
Criticisms and allowing Choice: One main criticism leveled against English medium education was that children should learn in the mother tongue during their formative years. This was an opinion of one section of people whilst others promoted exposure to two languages (mother tongue and a second language) during formative years based on newer neuroscientific discoveries on brain growth during early years. (https://www.idra.org/resource-center/brain-development-and-mastery-of-language-in-the-early-childhood-years/) .
The other objection raised was that the Constitution prohibited the use of English as a medium of instruction. This was while all international schools and some private and even Government schools had English medium instruction available as an option. What the Constitution actually says in Article 21. (1) : ‘A person shall be entitled to be educated through the medium of either of the National Languages’.
It doesn’t mean that the choice of being educated in another language is prohibited by the Constitution, i.e. there is no impediment to providing English medium instructions at the primary school. All that was proposed by enabling English medium education was allowing the choice of English medium education and establishing the resources to facilitate same. Nobody advocated making English medium education mandatory while jettisoning the national languages.
Despite the leadership the then President gave to the English education programme, and indeed to the entire Education Reform agenda, the obstacles posed by selected groups were largely political and often non-substantial. Meanwhile, the demand for English education from parents was growing apace. Large numbers of parents were left disappointed that their children couldn’t access English medium education, and therefore were considered not eligible for attractive employment opportunities after leaving school. Those with means applied to International Schools and some to private schools. But the large majority were left without options. Tuition masters swiftly began to supply what was in demand, since government schools didn’t offer what was sought. Meanwhile, International schools which were registered as BOI companies (and still are), began to mushroom. What began with a total of about 100 such schools, now stands at nearly 500, bearing ample testimony to this demand.
It’s interesting to recall how during 1998-1999 it became necessary to ‘prove’ that there was indeed such a demand for English education. This was done by administering a simple questionnaire to parents of students attending about 100 schools in about ten districts. They were asked if they were favourable if the option to study selected subjects in the English medium was offered to their children. The large majority said ‘Yes’. And when asked for reasons they gave the following : ability to face interviews confidently, converse with those in higher socio-economic brackets, to apply for overseas placements and to secure a ‘good job’ when leaving school.
Proof Concept:
Such ‘Proof of Concept’ became necessary to get the Cabinet of Ministers on board. Apart from about five Ministers the rest were either skeptical, critical or totally against the idea. Interestingly but not unexpectedly, some of the Ministers who opposed the idea already had children attending private or international schools which were teaching in English. And those children were destined to either seek jobs in the corporate sector or to head overseas for further education, eventually.
Looking back, what’s most interesting is that it took the daughter of a former Prime Minister who implemented a ‘Sinhala Only’ policy, to even start taking baby-steps towards undoing the harm done by her father decades before that. Recently Dr Mahim Mendis wrote ‘… Solomon West Ridgeway Dias Bandaranaike (SWRD), benefitted from the Western Protestant ethic at S. Thomas’ College, Mt Lavinia, and the University of Oxford. As a politician, SWRD became the father of the Sinhala Only Act, while knowing well that this policy would deprive the ordinary people, the model of education that made him a polished personality during that time..’ (https://island.lk/why-this-shamelessness/)
In promoting the policy, President Kumaratunge took a bold step and had the courage to face significant political opposition. The team entrusted with implementing the Policy had the determination to transcend multiple hurdles since there was backing by the Head of State.
The famous argument on why this proposal wouldn’t work was the issue of ‘lack of teachers’ proficient to teach English. There were even suggestions to bring trainers from overseas.
These poorly-thought-out suggestions were made whilst excellent teacher training institutions existed (and still exist) in Sri Lanka. The four National Colleges of Education dedicated for English education from which about 600 English teachers pass out annually, the 30 Regional English Support Centres (RESC) distributed across every district, University English Language Teaching Units (ELTU) affiliated to Departments of English in Universities, and of course the premier institution mandated to train teachers, the National Institute of Education (NIE). There was no credible way that an argument such as ‘where can we find trained teachers’ could hold. The Task Force for English at that time had experts on the subject and there was excellent support from university academics. But when governments changed in 2005 the enthusiasm dipped and gradually implementation slowed.
Fast forward to 2021. The same discussions are happening more than two decades later. More than 20 batches of students have left school since 1998. Political and other leaders have come and gone, and most of them have been able to give their own children an English medium education in school and university. They had the means and hence the choice. Private & International schools, and English tuition masters continue to flourish, levying fees from students who are denied English medium education in Government schools. Most of these international school teachers are also from Sri Lanka, but they receive intensive training from experienced trainers, again from Sri Lanka.
The current government which promised to renew English teaching and also English medium education, has again shelved plans. Once again, the same anti-English education lobby of two decades ago has won the battle. It’s interesting how the same wheel turns, 20 years later.
Today’s context : Although general enthusiasm on teacher training in English has lost its vigour, and there appears to be less energy, the same institutional arrangements remain. The current staff at the NIE and the Ministry still have interest to renew previous efforts. They too believe that the only way to leapfrog into a situation where English proficiency is accessible to ALL students and to not just a few children with means, is to keep training teachers over and over again, using modern material and audio-visual methods. Most of them believe that Sri Lanka has the capacity to train teachers in English teaching, on par with those with overseas experiences.
Emulating Singapore: Singapore’s founding father Lee Kuan Yew (LKY) transformed an insignificant port city into a model nation state. LKY’s actions were firmly grounded on the principle that he should share with the people of Singapore, what he himself benefited from, by creating a level playing field for all Singaporeans. Like SWRD who was educated at Oxford, LKY had his higher education at the University of Cambridge, albeit 24 years later. In his book, “My Lifelong Challenge: Singapore’s Bilingual Journey”, (https://corporate.sph.com.sg/system/assets/729/kfcFzfff_LKY%20bilingual%20book%20summary.pdf ), LKY mentions the challenges the Education Ministry faced in 1975. How Chinese-medium schools existed for a decade after the policy was introduced, and how teachers had to painfully switch from teaching in Chinese to teaching in English, and how students had to transit from a Chinese medium of instruction to English, almost overnight.
Dr Mahim Mendis’s recent article then reminds us, ‘…at the National Day Rally of 1986, LKY claimed that he was “.. a proud man that day”… For the first time since Singapore’s independence, 21 years earlier, the Master of Ceremonies for the event did not have to use three languages – Chinese, Malay and Tamil – to lead the audience, as finally, English had become a language understood by all Singaporeans..’
Referencing the success of that tiny nation state is intentional. Today it’s almost a fashion to want to emulate Singapore in every way. Leaders of our Governments are quoted as saying that Sri Lanka ‘must become another Singapore’. What we need to repeatedly remind ourselves is that, Singapore metamorphosised into what it is today, for one reason, i.e. that nation was built on a very solid and robust bedrock – namely the foundation of Education. The leaders of that country led by LKY invested heavily in making Education the most important currency of that country.
Any current or aspiring future leader of this country should always remember this.
Features
Meet the women protecting India’s snow leopards
In one of India’s coldest and most remote regions, a group of women have taken on an unlikely role: protecting one of Asia’s most elusive predators, the snow leopard.
Snow leopards are found in just 12 countries across Central and South Asia. India is home to one of the world’s largest populations, with a nationwide survey in 2023 – the first comprehensive count ever carried out in the country – estimating more than 700 animals, .
One of the places they roam is around Kibber village in Himachal Pradesh state’s Spiti Valley, a stark, high-altitude cold desert along the Himalayan belt. Here, snow leopards are often called the “ghosts of the mountains”, slipping silently across rocky slopes and rarely revealing themselves.
For generations, the animals were seen largely as a threat, for attacking livestock. But attitudes in Kibber and neighbouring villages are beginning to shift, as people increasingly recognise the snow leopard’s role as a top predator in the food chain and its importance in maintaining the region’s fragile mountain ecosystem.
Nearly a dozen local women are now working alongside the Himachal Pradesh forest department and conservationists to track and protect the species, playing a growing role in conservation efforts.
Locally, the snow leopard is known as Shen and the women call their group “Shenmo”. Trained to install and monitor camera traps, they handle devices fitted with unique IDs and memory cards that automatically photograph snow leopards as they pass.
“Earlier, men used to go and install the cameras and we kept wondering why couldn’t we do it too,” says Lobzang Yangchen, a local coordinator working with a small group supported by the non-profit Nature Conservation Foundation (NCF) in collaboration with the forest department.
Yangchen was among the women who helped collect data for Himachal Pradesh’s snow leopard survey in 2024, which found that the state was home to 83 snow leopards – up from 51 in 2021.

The survey documented snow leopards and 43 other species using camera traps spread across an area of nearly 26,000sq km (10,000sq miles). Individual leopards were identified by the unique rosette patterns on their fur, a standard technique used for spotted big cats. The findings are now feeding into wider conservation and habitat-management plans.
“Their contribution was critical to identifying individual animals,” says Goldy Chhabra, deputy conservator of forests with the Spiti Wildlife Division.
Collecting the data is demanding work. Most of it takes place in winter, when heavy snowfall pushes snow leopards and their prey to lower altitudes, making their routes easier to track.
On survey days, the women wake up early, finish household chores and gather at a base camp before travelling by vehicle as far as the terrain allows. From there, they trek several kilometres to reach camera sites, often at altitudes above 14,000ft (4,300m), where the thin air makes even simple movement exhausting.
The BBC accompanied the group on one such trek in December. After hours of walking in biting cold, the women suddenly stopped on a narrow trail.
Yangchen points to pugmarks in the dust: “This shows the snow leopard has been here recently. These pugmarks are fresh.”

Along with pugmarks, the team looks for other signs, including scrapes and scent‑marking spots, before carefully fixing a camera to a rock along the trail.
One woman then carries out a “walk test”, crawling along the path to check whether the camera’s height and angle will capture a clear image.
The group then moves on to older sites, retrieving memory cards and replacing batteries installed weeks earlier.
By mid-afternoon, they return to camp to log and analyse the images using specialised software – tools many had never encountered before.
“I studied only until grade five,” says Chhering Lanzom. “At first, I was scared to use the computer. But slowly, we learned how to use the keyboard and mouse.”
The women joined the camera-trapping programme in 2023. Initially, conservation was not their motivation. But winters in the Spiti Valley are long and quiet, with little agricultural work to fall back on.
“At first, this work on snow leopards didn’t interest us,” Lobzang says. “We joined because we were curious and we could earn a small income.”
The women earn between 500 ($5.46; £4) and 700 rupees a day.
But beyond the money, the work has helped transform how the community views the animal.

“Earlier, we thought the snow leopard was our enemy,” says Dolma Zangmo, a local resident. “Now we think their conservation is important.”
Alongside survey work, the women help villagers access government insurance schemes for their livestock and promote the use of predator‑proof corrals – stone or mesh enclosures that protect animals at night.
Their efforts come at a time of growing recognition for the region. Spiti Valley has recently been included in the Cold Desert Biosphere Reserve, a Unesco-recognised network aimed at conserving fragile ecosystems while supporting local livelihoods.
As climate change reshapes the fragile trans-Himalayan landscape, conservationists say such community participation will be crucial to safeguarding species like the snow leopard.
“Once communities are involved, conservation becomes more sustainable,” says Deepshikha Sharma, programme manager with NCF’s High Altitudes initiative.
“These women are not just assisting, they are becoming practitioners of wildlife conservation and monitoring,” she adds.
As for the women, their work makes them feel closer to their home, the village and the mountains that raised them, they say.
“We were born here, this is all we know,” Lobzang says. “Sometimes we feel afraid because these snow leopards are after all predatory animals, but this is where we belong.”
[BBC]
Features
Freedom for giants: What Udawalawe really tells about human–elephant conflict
If elephants are truly to be given “freedom” in Udawalawe, the solution is not simply to open gates or redraw park boundaries. The map itself tells the real story — a story of shrinking habitats, broken corridors, and more than a decade of silent but relentless ecological destruction.
“Look at Udawalawe today and compare it with satellite maps from ten years ago,” says Sameera Weerathunga, one of Sri Lanka’s most consistent and vocal elephant conservation activists. “You don’t need complicated science. You can literally see what we have done to them.”
What we commonly describe as the human–elephant conflict (HEC) is, in reality, a land-use conflict driven by development policies that ignore ecological realities. Elephants are not invading villages; villages, farms, highways and megaprojects have steadily invaded elephant landscapes.
Udawalawe: From Landscape to Island
Udawalawe National Park was once part of a vast ecological network connecting the southern dry zone to the central highlands and eastern forests. Elephants moved freely between Udawalawe, Lunugamvehera, Bundala, Gal Oya and even parts of the Walawe river basin, following seasonal water and food availability.
Today, Udawalawe appears on the map as a shrinking green island surrounded by human settlements, monoculture plantations, reservoirs, electric fences and asphalt.
“For elephants, Udawalawe is like a prison surrounded by invisible walls,” Sameera explains. “We expect animals that evolved to roam hundreds of square nationakilometres to survive inside a box created by humans.”
Elephants are ecosystem engineers. They shape forests by dispersing seeds, opening pathways, and regulating vegetation. Their survival depends on movement — not containment. But in Udawalawa, movement is precisely what has been taken away.
Over the past decade, ancient elephant corridors have been blocked or erased by:
Irrigation and agricultural expansion
Tourism resorts and safari infrastructure
New roads, highways and power lines
Human settlements inside former forest reserves
“The destruction didn’t happen overnight,” Sameera says. “It happened project by project, fence by fence, without anyone looking at the cumulative impact.”
The Illusion of Protection
Sri Lanka prides itself on its protected area network. Yet most national parks function as ecological islands rather than connected systems.
“We think declaring land as a ‘national park’ is enough,” Sameera argues. “But protection without connectivity is just slow extinction.”
Udawalawe currently holds far more elephants than it can sustainably support. The result is habitat degradation inside the park, increased competition for resources, and escalating conflict along the boundaries.
“When elephants cannot move naturally, they turn to crops, tanks and villages,” Sameera says. “And then we blame the elephant for being a problem.”
The Other Side of the Map: Wanni and Hambantota
Sameera often points to the irony visible on the very same map. While elephants are squeezed into overcrowded parks in the south, large landscapes remain in the Wanni, parts of Hambantota and the eastern dry zone where elephant density is naturally lower and ecological space still exists.
“We keep talking about Udawalawe as if it’s the only place elephants exist,” he says. “But the real question is why we are not restoring and reconnecting landscapes elsewhere.”
The Hambantota MER (Managed Elephant Reserve), for instance, was originally designed as a landscape-level solution. The idea was not to trap elephants inside fences, but to manage land use so that people and elephants could coexist through zoning, seasonal access, and corridor protection.
“But what happened?” Sameera asks. “Instead of managing land, we managed elephants. We translocated them, fenced them, chased them, tranquilised them. And the conflict only got worse.”
The Failure of Translocation
For decades, Sri Lanka relied heavily on elephant translocation as a conflict management tool. Hundreds of elephants were captured from conflict zones and released into national parks like Udawalawa, Yala and Wilpattu.
The logic was simple: remove the elephant, remove the problem.
The reality was tragic.
“Most translocated elephants try to return home,” Sameera explains. “They walk hundreds of kilometres, crossing highways, railway lines and villages. Many die from exhaustion, accidents or gunshots. Others become even more aggressive.”
Scientific studies now confirm what conservationists warned from the beginning: translocation increases stress, mortality, and conflict. Displaced elephants often lose social structures, familiar landscapes, and access to traditional water sources.
“You cannot solve a spatial problem with a transport solution,” Sameera says bluntly.
In many cases, the same elephant is captured and moved multiple times — a process that only deepens trauma and behavioural change.
Freedom Is Not About Removing Fences
The popular slogan “give elephants freedom” has become emotionally powerful but scientifically misleading. Elephants do not need symbolic freedom; they need functional landscapes.
Real solutions lie in:
Restoring elephant corridors
Preventing development in key migratory routes
Creating buffer zones with elephant-friendly crops
Community-based land-use planning
Landscape-level conservation instead of park-based thinking
“We must stop treating national parks like wildlife prisons and villages like war zones,” Sameera insists. “The real battlefield is land policy.”
Electric fences, for instance, are often promoted as a solution. But fences merely shift conflict from one village to another.
“A fence does not create peace,” Sameera says. “It just moves the problem down the line.”
A Crisis Created by Humans
Sri Lanka loses more than 400 elephants and nearly 100 humans every year due to HEC — one of the highest rates globally.
Yet Sameera refuses to call it a wildlife problem.
“This is a human-created crisis,” he says. “Elephants are only responding to what we’ve done to their world.”
From expressways cutting through forests to solar farms replacing scrublands, development continues without ecological memory or long-term planning.
“We plan five-year political cycles,” Sameera notes. “Elephants plan in centuries.”
The tragedy is not just ecological. It is moral.
“We are destroying a species that is central to our culture, religion, tourism and identity,” Sameera says. “And then we act surprised when they fight back.”
The Question We Avoid Asking
If Udawalawe is overcrowded, if Yala is saturated, if Wilpattu is bursting — then the real question is not where to put elephants.
The real question is: Where have we left space for wildness in Sri Lanka?
Sameera believes the future lies not in more fences or more parks, but in reimagining land itself.
“Conservation cannot survive as an island inside a development ocean,” he says. “Either we redesign Sri Lanka to include elephants, or one day we’ll only see them in logos, statues and children’s books.”
And the map will show nothing but empty green patches — places where giants once walked, and humans chose. roads instead.
By Ifham Nizam
Features
Challenges faced by the media in South Asia in fostering regionalism
SAARC or the South Asian Association for Regional Cooperation has been declared ‘dead’ by some sections in South Asia and the idea seems to be catching on. Over the years the evidence seems to have been building that this is so, but a matter that requires thorough probing is whether the media in South Asia, given the vital part it could play in fostering regional amity, has had a role too in bringing about SAARC’s apparent demise.
That South Asian governments have had a hand in the ‘SAARC debacle’ is plain to see. For example, it is beyond doubt that the India-Pakistan rivalry has invariably got in the way, particularly over the past 15 years or thereabouts, of the Indian and Pakistani governments sitting at the negotiating table and in a spirit of reconciliation resolving the vexatious issues growing out of the SAARC exercise. The inaction had a paralyzing effect on the organization.
Unfortunately the rest of South Asian governments too have not seen it to be in the collective interest of the region to explore ways of jump-starting the SAARC process and sustaining it. That is, a lack of statesmanship on the part of the SAARC Eight is clearly in evidence. Narrow national interests have been allowed to hijack and derail the cooperative process that ought to be at the heart of the SAARC initiative.
However, a dimension that has hitherto gone comparatively unaddressed is the largely negative role sections of the media in the SAARC region could play in debilitating regional cooperation and amity. We had some thought-provoking ‘takes’ on this question recently from Roman Gautam, the editor of ‘Himal Southasian’.
Gautam was delivering the third of talks on February 2nd in the RCSS Strategic Dialogue Series under the aegis of the Regional Centre for Strategic Studies, Colombo, at the latter’s conference hall. The forum was ably presided over by RCSS Executive Director and Ambassador (Retd.) Ravinatha Aryasinha who, among other things, ensured lively participation on the part of the attendees at the Q&A which followed the main presentation. The talk was titled, ‘Where does the media stand in connecting (or dividing) Southasia?’.
Gautam singled out those sections of the Indian media that are tamely subservient to Indian governments, including those that are professedly independent, for the glaring lack of, among other things, regionalism or collective amity within South Asia. These sections of the media, it was pointed out, pander easily to the narratives framed by the Indian centre on developments in the region and fall easy prey, as it were, to the nationalist forces that are supportive of the latter. Consequently, divisive forces within the region receive a boost which is hugely detrimental to regional cooperation.
Two cases in point, Gautam pointed out, were the recent political upheavals in Nepal and Bangladesh. In each of these cases stray opinions favorable to India voiced by a few participants in the relevant protests were clung on to by sections of the Indian media covering these trouble spots. In the case of Nepal, to consider one example, a young protester’s single comment to the effect that Nepal too needed a firm leader like Indian Prime Minister Narendra Modi was seized upon by the Indian media and fed to audiences at home in a sensational, exaggerated fashion. No effort was made by the Indian media to canvass more opinions on this matter or to extensively research the issue.
In the case of Bangladesh, widely held rumours that the Hindus in the country were being hunted and killed, pogrom fashion, and that the crisis was all about this was propagated by the relevant sections of the Indian media. This was a clear pandering to religious extremist sentiment in India. Once again, essentially hearsay stories were given prominence with hardly any effort at understanding what the crisis was really all about. There is no doubt that anti-Muslim sentiment in India would have been further fueled.
Gautam was of the view that, in the main, it is fear of victimization of the relevant sections of the media by the Indian centre and anxiety over financial reprisals and like punitive measures by the latter that prompted the media to frame their narratives in these terms. It is important to keep in mind these ‘structures’ within which the Indian media works, we were told. The issue in other words, is a question of the media completely subjugating themselves to the ruling powers.
Basically, the need for financial survival on the part of the Indian media, it was pointed out, prompted it to subscribe to the prejudices and partialities of the Indian centre. A failure to abide by the official line could spell financial ruin for the media.
A principal question that occurred to this columnist was whether the ‘Indian media’ referred to by Gautam referred to the totality of the Indian media or whether he had in mind some divisive, chauvinistic and narrow-based elements within it. If the latter is the case it would not be fair to generalize one’s comments to cover the entirety of the Indian media. Nevertheless, it is a matter for further research.
However, an overall point made by the speaker that as a result of the above referred to negative media practices South Asian regionalism has suffered badly needs to be taken. Certainly, as matters stand currently, there is a very real information gap about South Asian realities among South Asian publics and harmful media practices account considerably for such ignorance which gets in the way of South Asian cooperation and amity.
Moreover, divisive, chauvinistic media are widespread and active in South Asia. Sri Lanka has a fair share of this species of media and the latter are not doing the country any good, leave alone the region. All in all, the democratic spirit has gone well into decline all over the region.
The above is a huge problem that needs to be managed reflectively by democratic rulers and their allied publics in South Asia and the region’s more enlightened media could play a constructive role in taking up this challenge. The latter need to take the initiative to come together and deliberate on the questions at hand. To succeed in such efforts they do not need the backing of governments. What is of paramount importance is the vision and grit to go the extra mile.
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