Opinion
English medium: State and International schools
The following is a restrained response to Goolbai Gunasekara’s reprisal titled “International Schools produce patriots of quality” (September 5th / The Island) aimed at my article “Focus on English medium a necessity” (September 3rd / The Island).
As the heading highlights, my initial writing focused on a crucial national problem. It was not aimed at any small section of the educational system with the aim of freezing demand for such private enterprise. So, Gunasekera is attempting to make a mountain out of a molehill with the ulterior motive, I suspect, of protecting the reputation of the profit-oriented educational institutions in Colombo.
Anyone reasonable would see that I was not referring to international schools in Colombo, but to international schools in the cities!
My argument is that the medium in those schools, which is indeed a highly conducive one, is denied by national policy to government schools. I also pointed out that the situation in the majority of such international schools is not up to the mark of the exorbitant price charged from their customers. My sole intention in writing my article was to call for national policy makers to sift away the chaff, and enable the modern educational trends to be woven into the national system of education.
I am indeed amused to observe how my writing has aroused a tidal wave of rage and repulsion because of the misinterpreted notion of a threat to the growth of private educational enterprises in Colombo. The fear of losing their customer base following a challenge from knowledgeable quarters would have been the root cause of such repulsion. A streak of white wash was duly applied by utilising the emphatic declaration “patriots of quality”. In my article, I have not opined on international school students’ patriotism, but on that of government school students from rural areas. My exact words were “immensely talented and patriotic students from the humble ‘game pasala’ are handicapped by their poor proficiency in the English Language”. Students from rural areas are indeed patriotic, given their strong allegiance with their culture and high bonding with the environment they grow up in. Hence, the heading of my critic’s article “International schools provide patriots of quality” is sadly out of context and conveys misinterpretation. Come to think of it, it is reasonable to have doubts regarding the critic’s uncalled-for defense of international school students’ patriotism, given their widely-known heavy adaptation of the filth of Western culture. Anyhow, I am glad that my writing provided the incentive to launch an advertisement campaign for Colombo’s international schools.
Nevertheless, it was appalling to observe the contemptuous manner in which Mrs. Gunasekara terms the sadistic acts of ragging and vandalism as the result of the “quota” system that brings students from unprivileged areas to the state universities. What an insult to the common man!
The violence exhibited by university raggers, drug gangs, Facebook parties, video game players, etc. are not the creation of village schools, but are cancers mutating in the entire socio-economic set-up, perpetuated by pressing hardships, the rat race for wealth and overall economic stagnation. If this situation intensifies, all of us will be pushed down the stairs.
I am also answerable to an accusation levelled by the said writer, regarding my ignorance about local A Level students’ opportunity to fly to foreign lands. I am indeed aware that a large population of government school students are engaged in foreign higher education, especially in countries like Russia, China and Malaysia. However, the point that I wished to make in my initial article was that international school students, with their superior equipment of an innovative, English-medium education and generally high socio-economic status, are given an incomparable head-start in their university careers and future jobs, most likely in foreign countries. Is it wrong to request an equal opportunity for government school students, especially from the ‘game pasala’, which would enable them to rise above their current limits of personal and career development. Should not these lasses and lads be empowered to choose lucrative avenues of employment without falling prey to unemployment and living in despair, having not achieved their high potential, as they do now? Should all of our children, or only a select few, be provided with international standard English-medium education, which in the current world, is more powerful than any weapon in regard to its ability to direct one’s path of life towards its highest possible elevation. A composed discussion on my proposition to upgrade Sri Lankan education is readily welcome, but it is a pathetic waste of words, and paper, to take one word of my argument and senselessly blow it out of proportion.
P ABEYSINGHE MALLAWARACHCHI
by Sudharman Siripala
Sri Lanka is grappling with the increasing threat of climate change, which has led to unpredictable weather patterns. The country faces a dangerous combination of flooding in some regions and water shortages in others, a situation exacerbated by shifting rainfall patterns. Rivers originating in the Central Hills, such as the Mahaweli, Kalu, and Kelani, flow through much of the country, but these water sources are not being distributed evenly. Districts like Monaragala and Hambantota, located in the dry zone, are experiencing severe water shortages. To address this challenge, experts suggest the development of an interconnected river system to harness excess water during floods and redirect it to drier areas, ensuring a year-round water supply for agriculture and daily use.
Global Case Studies in River Management
Several countries facing similar water-related challenges have implemented successful water management systems that Sri Lanka could adapt to its unique circumstances:
The Netherlands – Room for the River Programme
The Netherlands, a country prone to flooding, widened its rivers and relocated dikes to create floodplains. This approach allows rivers to overflow without damaging urban areas, while preserving water flow and natural habitats. Sri Lanka could apply this concept by designating specific riverbank areas for temporary flood storage.
China – South-North Water Transfer Project
China’s massive project channels excess water from the flood-prone Yangtze River to drier northern regions. This system of canals and reservoirs could inspire Sri Lanka to divert water from rivers in the Central Hills to drier areas in the south and east.
Bangladesh – River Interlinking Projects
Bangladesh has implemented river interlinking projects to redistribute water from flood-prone rivers, such as the Brahmaputra, to drier regions. Sri Lanka could link its major rivers like the Mahaweli and Kelani to smaller rivers in water-scarce districts to balance water distribution.
India – National River Linking Project
India’s National River Linking Project connects major rivers to manage both floods and droughts. Sri Lanka could use similar strategies, connecting rivers around the 500-foot contour line in the Central Hills to help distribute water more effectively.
United States – Mississippi River and Tributaries Project
The Mississippi River system combines levees, floodways, and diversion channels to manage flooding. Sri Lanka could adopt similar flood-control measures in vulnerable river basins such as the Kelani and Kalu.
Japan – Underground Reservoirs and Flood Channels
Japan’s G-Cans Project in Tokyo channels excess water into underground reservoirs to prevent urban flooding. A similar underground system could be implemented in Colombo and other flood-prone cities in Sri Lanka.
Singapore – Marina Barrage
Singapore’s Marina Barrage serves as both a flood control measure and a water supply resource. Sri Lanka could develop similar systems to control flooding in urban areas and ensure water availability during dry spells.
Thailand – Chao Phraya River Basin Management
Thailand uses diversion channels in the Chao Phraya River Basin to prevent flooding in Bangkok and direct water to agricultural areas. Sri Lanka could replicate this by creating diversion channels to supply water to its agricultural zones.
Actionable Solutions for Sri Lanka
Develop an Interconnected River System
Establish water diversion channels along the 300-500 meter contour lines of the Central Hills to capture excess rainfall during floods and redirect it to drier areas.
Build Reservoirs and Storage Tanks
Construct reservoirs to store diverted water, ensuring a steady supply for agriculture and domestic use. Sri Lanka has around 14,000 ancient tanks out of 30,000 that could be revitalized for this purpose.
Improve Urban Flood Defenses
Drawing inspiration from Japan and Singapore, build underground reservoirs and flood channels in cities like Colombo to mitigate urban flooding.
Strengthen Watershed Management
Restore natural floodplains and create wetlands to absorb excess rainwater, as seen in the Netherlands, helping to reduce flood risks.
Encourage Public-Private Partnerships
Foster collaboration between the public and private sectors to fund large-scale water management infrastructure, leveraging models from China and the United States.
Leverage Technology
Utilise modern forecasting and real-time water management systems, similar to those in Bangladesh and Thailand, to monitor water levels and manage river flows dynamically.
International Collaboration
Form partnerships with countries that have successfully implemented flood control and water management systems to share expertise and technology.
Sri Lanka’s dual challenges of flooding and water scarcity, compounded by climate change, require immediate action. By developing an interconnected river system and learning from successful global water management models, Sri Lanka can mitigate the effects of floods while ensuring a sustainable water supply for agriculture and daily life. It is crucial for the country to act now, as these solutions have the potential to transform Sri Lanka’s water management system for the better.
Sudharman Siripala Managing Director of Geoinformatics Group and a Registered Licensed Surveyor, specializes in geo-spatial applications. He also serves as a freelance value chain consultant for Vivonta Green Tech Consultants (www.vivonta.lk)
Some people have found fault with a female doctor for not coming forward to identify her rapist and help make him pay for his crime.
Do they not realise the emotional toll of facing her rapist again?
There should be a way for survivors to testify directly to the judge without enduring such distressing encounters. Making a victim relive her trauma in this manner is akin to subjecting her to the ordeal all over again.
A Ratnayake
Sri Lanka was once at an economically comparable level with some of the world’s most developed countries in the 19th century. However, despite our country’s potential, we are still striving to fully develop. Many people often blame politicians, government officers, or various sectors for the situation. However, I believe the root cause of these issues lies not in any individual or group, but in the lack of good attitudes within our society.
We are investing significant resources into our education system, which is funded by the taxes of hard- working citizens. However, when we examine the outcomes, we realise that the academic achievements of our graduates alone are not enough. There are instances where professionals, despite having the necessary qualifications, fail to uphold ethical standards. In some cases, this even results in malpractice or harmful actions that damage our country’s reputation and progress. This highlights the gap between academic success and real-world responsibilities.
The education system, which is currently focused on competitive exams and rote learning, does not emphasise the development of attitudes and character in students. While our students are academically capable, many lack the qualities required to contribute positively to society. This lack of focus on social values, such as patriotism, selflessness and respect for elders, is holding us back from achieving the level of progress we deserve.
To address these concerns, I wrote to His Excellency, the President of Sri Lanka, on 24th September 2024, proposing education reforms that emphasise not only academic qualifications but also attitudes, ethics, and social responsibility. I suggested a holistic approach to university admissions and government recruitment, incorporating moral integrity, character, and extracurricular involvement, key traits for fostering well- rounded, responsible citizens. More importantly, I strongly recommended introducing a compulsory school subject, with both theory and practical components, focused on attitude development, which would be evaluated in university admissions. Encouraging extracurricular participation alongside academics will help shape ethical and socially responsible individuals.
I am pleased to inform you that the President, recognising the importance of these reforms, has directed the relevant ministries (by a letter dated 24th October 2024) to explore integrating these ideas into the education system. This marks a crucial step in transforming the values and attitudes of our youth for the nation’s benefit.
However, meaningful change requires collective effort. Parents, teachers, students, and citizens all play a role in shaping Sri Lanka’s future. Together, we must instill responsibility, ethics, and patriotism in the next generation. I invite you to share your thoughts and suggestions on further enhancing the values and attitudes of our youth. Your feedback will be invaluable in building a brighter future for Sri Lanka, one driven not just by knowledge, but by integrity and character.
Dr. Mahesh Premarathna
Research Fellow, National Institute of Fundamental Studies, Sri Lanka Email: mahesh.pr@nifs.ac.lk
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