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Extra-curricular activities: Are they losing their purpose?

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The school is a place that is not restricted to formal, classroom learning. It is also a place where students explore, develop and hone their interests in sports, literature and arts. Schools pay special attention to these extra-curricular activities as they are essential for recreational purposes. By participating in extra-curricular activities, students cultivate a long-lasting passion for creativity and a deep interest in collaborating with others. Even though extra-curricular activities offer all these benefits, I find the way many schools and the Department of Education, especially in the Jaffna district, conduct these activities problematic and disappointing. This Kuppi Talk article raises the question whether the manner in which these activities are conducted and the increase in the time allocated to these activities, sometimes at the expense of required classroom learning, is yielding the desired outcome. Observing that extra-curricular activities are now narrowly understood as competitions, the article unpacks the colonialist ideologies that undergird some of them and calls for a renewed approach that lays emphasis on creativity and collaboration.

Less Classroom Learning

Within the past two decades, I have seen significant changes in the way extra-curricular activities are done in schools in Jaffna. When I was a student, games like cricket were seasonal. We had cricket during the first school term and football during the third term. There has been a significant increase in the number of tournaments and friendly matches that schools enter over the years. The number of English language day competitions, organised by the Department of Education, has also increased. Many of these matches, and competitions, take too much time to organise. They start at the school level and end at the national level, running through the year. Do we really need these many competitions and tournaments? Should all the competitions go up to the national level? Why not end some of them at the provincial or zonal level so that students can engage in a wide array of activities rather than focus on one or two for a prolonged period?

Students, at leading schools in Jaffna, attend coaching sessions and participate in matches on week days, during school hours, sometimes as early as 9 a.m. Teachers complain that the students who participate in sports are hardly present in the classroom. Teaching, too, gets affected when extra-curricular activities consume too much time. When teachers halt teaching, during school hours, in order to coach students for competitions, or accompany them to matches that happen at other schools or outstation, they find it difficult to finish the lessons within the timeframe stipulated in the curriculum. School administrations find it difficult to take care of entire classes that idle when teachers have to concentrate on extra-curricular activities.

One does not have to worry too much if this is merely sporadic and not widespread. But what I see today, at least in Jaffna, is that these practices are becoming regular and normal. To mitigate this situation, there should be a reduction in the extra-curricular activities, or some of the extra-curricular activities should be brought into the curriculum in a more prominent manner and more time should be allocated to them within the curriculum. The latter may even help us frame education in an inclusive manner, beyond formal, classroom learning, catering to the diverse interests and abilities of the students.

When the school hours spent on teaching and learning the curriculum decreases, due to the increase in the time spent on extra-curricular activities, students, who participate in these activities, turn towards private tuition centres for formal learning. On the other hand, as children and parents prioritise private tuition centres over schools, they show a general reluctance to participate in extra-curricular activities after school hours and agree to sign up for them only if the coaching is done during school hours. The schools even schedule their coaching sessions during school hours, or at night, so that they do not clash with tuition time tables. These trends contribute to the tuition industry in Jaffna to remain a thriving one.

Colonial Content

The English Language Day competitions, organised by the Ministry of Education, have many benefits. They create opportunities for students to speak, write and use the language in creative and practical ways. However, the assumptions and ideologies behind these competitions are colonialist and elitist. What students are required to do in these competitions remains disconnected from the socio-cultural contexts from where the students come. They implicitly and explicitly frame English as a foreign, or elite language, that can only convey foreign or elite experiences. For instance, in one educational zone, children were instructed, by an educational officer, not to stage plays that are local in content. They were even told not to dress in local styles. Last year, a play that focused on the economic crisis, and Aragalaya, was rejected as it was considered too political by the judges.

The circular, issued by the Ministry of Education, bars the use of Tamil or Sinhala words in theatrical productions. As a result, students are not even able to use kinship terms in their native languages. Even as our educationists and linguists claim that we are committed to democratising and localising the English language by encouraging linguistic cross-pollination, instructions that come from the top valorise linguistic purity and stifle creativity.

Until 2024, students in Grades 12 and 13 were required to memorise speeches made by American presidents John F. Kennedy and Ronald Reagon for these competitions. These speeches are imperialist in content, patronising towards the cultures and communities in the global south and had no relevance to the lived experiences of the students who deliver them. Thankfully, they have now been taken off the circular, and replaced with better ones with themes such as challenging stereotypes about communities and environmental protection.

Unhealthy Competition

It is deeply worrying that schools and education officers focus only on the competition aspect of the extra-curricular activities and ignore the values that these activities can instill in the student. All drama competitions are held closed door with only a teacher from the participating school allowed to watch and that, too, when their school performs. The organisers justify this practice on the grounds that it prevents unnecessary speculation about how the winners are chosen. When students are denied opportunities to see each other perform, they are discouraged from appreciating one another’s abilities and learning from each other. Students, teachers and schools are made to think the sole purpose of participation is winning prizes. When the results are announced, there emerge questions about transparency and bias. Schools and students that did not win prizes are unable to accept the outcome as they did not have a chance to see how the winners had performed. This lack of openness promotes intolerance and rivalries.

Many schools view competitions and matches as a way of creating a name for themselves and claiming a superior position over other schools. There is pressure on students and teachers by school administrations and alumni associations that they have to somehow win a prize. Sadly, there is very little interest in framing these activities as opportunities for aesthetic appreciation or collaboration. The point that these competitions can help students prepare to face setbacks in their own lives without resorting to harmful actions is sadly lost.

Creativity as Connection

Creativity should lead to connections. Such connections should happen not just between two or more schools but the school and the community around it. These days, cultural events, such as theatre and dancing, are organised in many schools, mostly to prepare students for competitions. There has been little interest among schools in organising cultural activities that are open to the wider public. The annual English and Tamil Language Days generally take place during school hours and are not even open to the parents of the participating students. What is the point in having events when arts and creativity are delinked from artistic appreciation? Why should students and teachers spend so much time on extra-curricular activities, if such activities are not made open to the public?

In Sri Lanka and the world over, many who had excelled in singing, acting, dancing and public-speaking during their school days later became well-known artists in their respective fields. There is no question that students need extra-curricular activities to become emotionally healthy and holistic in their outlook. But there should be efforts to make these activities democratic, less burdensome and more meaningful to students, schools and the wider community. The government should make sure that these activities do not hamper required formal learning, increase the burden on teachers and students and affect inter-school relations. As the country is debating the new educational reforms, these questions need to be brought to the centre stage since they have a strong bearing on the overall quality of education offered by our general education system.

Mahendran Thiruvarangan is a Senior Lecturer attached to the Department of Linguistics and 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)

by Mahendran Thiruvarangan



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Ranking public services with AI — A roadmap to reviving institutions like SriLankan Airlines

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Efficacy measures an organisation’s capacity to achieve its mission and intended outcomes under planned or optimal conditions. It differs from efficiency, which focuses on achieving objectives with minimal resources, and effectiveness, which evaluates results in real-world conditions. Today, modern AI tools, using publicly available data, enable objective assessment of the efficacy of Sri Lanka’s government institutions.

Among key public bodies, the Supreme Court of Sri Lanka emerges as the most efficacious, outperforming the Department of Inland Revenue, Sri Lanka Customs, the Election Commission, and Parliament. In the financial and regulatory sector, the Central Bank of Sri Lanka (CBSL) ranks highest, ahead of the Securities and Exchange Commission, the Public Utilities Commission, the Telecommunications Regulatory Commission, the Insurance Regulatory Commission, and the Sri Lanka Standards Institution.

Among state-owned enterprises, the Sri Lanka Ports Authority (SLPA) leads in efficacy, followed by Bank of Ceylon and People’s Bank. Other institutions assessed included the State Pharmaceuticals Corporation, the National Water Supply and Drainage Board, the Ceylon Electricity Board, the Ceylon Petroleum Corporation, and the Sri Lanka Transport Board. At the lower end of the spectrum were Lanka Sathosa and Sri Lankan Airlines, highlighting a critical challenge for the national economy.

Sri Lankan Airlines, consistently ranked at the bottom, has long been a financial drain. Despite successive governments’ reform attempts, sustainable solutions remain elusive.

Globally, the most profitable airlines operate as highly integrated, technology-enabled ecosystems rather than as fragmented departments. Operations, finance, fleet management, route planning, engineering, marketing, and customer service are closely coordinated, sharing real-time data to maximise efficiency, safety, and profitability.

The challenge for Sri Lankan Airlines is structural. Its operations are fragmented, overly hierarchical, and poorly aligned. Simply replacing the CEO or senior leadership will not address these deep-seated weaknesses. What the airline needs is a cohesive, integrated organisational ecosystem that leverages technology for cross-functional planning and real-time decision-making.

The government must urgently consider restructuring Sri Lankan Airlines to encourage:

=Joint planning across operational divisions

=Data-driven, evidence-based decision-making

=Continuous cross-functional consultation

=Collaborative strategic decisions on route rationalisation, fleet renewal, partnerships, and cost management, rather than exclusive top-down mandates

Sustainable reform requires systemic change. Without modernised organisational structures, stronger accountability, and aligned incentives across divisions, financial recovery will remain out of reach. An integrated, performance-oriented model offers the most realistic path to operational efficiency and long-term viability.

Reforming loss-making institutions like Sri Lankan Airlines is not merely a matter of leadership change — it is a structural overhaul essential to ensuring these entities contribute productively to the national economy rather than remain perpetual burdens.

By Chula Goonasekera – Citizen Analyst

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Why Pi Day?

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International Day of Mathematics falls tomorrow

The approximate value of Pi (π) is 3.14 in mathematics. Therefore, the day 14 March is celebrated as the Pi Day. In 2019, UNESCO proclaimed 14 March as the International Day of Mathematics.

Ancient Babylonians and Egyptians figured out that the circumference of a circle is slightly more than three times its diameter. But they could not come up with an exact value for this ratio although they knew that it is a constant. This constant was later named as π which is a letter in the Greek alphabet.

Archimedes

It was the Greek mathematician Archimedes (250 BC) who was able to find an upper bound and a lower bound for this constant. He drew a circle of diameter one unit and drew hexagons inside and outside the circle such that the sides of each hexagon touch the sides of the circle. In mathematics the circle passing through all vertices of a polygon is called a ‘circumcircle’ and the largest circle that fits inside a polygon tangent to all its sides is called an ‘incircle’. The total length of the smaller hexagon then becomes the lower bound of π and the length of the hexagon outside the circle is the upper bound. He realised that by increasing the number of sides of the polygon can make the bounds get closer to the value of Pi and increased the number of sides to 12,24,48 and 60. He argued that by increasing the number of sides will ultimately result in obtaining the original circle, thereby laying the foundation for the theory of limits. He ended up with the lower bound as 22/7 and the upper bound 223/71. He could not continue his research as his hometown Syracuse was invaded by Romans and was killed by one of the soldiers. His last words were ‘do not disturb my circles’, perhaps a reference to his continuing efforts to find the value of π to a greater accuracy.

Archimedes can be considered as the father of geometry. His contributions revolutionised geometry and his methods anticipated integral calculus. He invented the pulley and the hydraulic screw for drawing water from a well. He also discovered the law of hydrostatics. He formulated the law of levers which states that a smaller weight placed farther from a pivot can balance a much heavier weight closer to it. He famously said “Give me a lever long enough and a place to stand and I will move the earth”.

Mathematicians have found many expressions for π as a sum of infinite series that converge to its value. One such famous series is the Leibniz Series found in 1674 by the German mathematician Gottfried Leibniz, which is given below.

π = 4 ( 1 – 1/3 + 1/5 – 1/7 + 1/9 – ………….)

The Indian mathematical genius Ramanujan came up with a magnificent formula in 1910. The short form of the formula is as follows.

π = 9801/(1103 √8)

For practical applications an approximation is sufficient. Even NASA uses only the approximation 3.141592653589793 for its interplanetary navigation calculations.

It is not just an interesting and curious number. It is used for calculations in navigation, encryption, space exploration, video game development and even in medicine. As π is fundamental to spherical geometry, it is at the heart of positioning systems in GPS navigations. It also contributes significantly to cybersecurity. As it is an irrational number it is an excellent foundation for generating randomness required in encryption and securing communications. In the medical field, it helps to calculate blood flow rates and pressure differentials. In diagnostic tools such as CT scans and MRI, pi is an important component in mathematical algorithms and signal processing techniques.

This elegant, never-ending number demonstrates how mathematics transforms into practical applications that shape our world. The possibilities of what it can do are infinite as the number itself. It has become a symbol of beauty and complexity in mathematics. “It matters little who first arrives at an idea, rather what is significant is how far that idea can go.” said Sophie Germain.

Mathematics fans are intrigued by this irrational number and attempt to calculate it as far as they can. In March 2022, Emma Haruka Iwao of Japan calculated it to 100 trillion decimal places in Google Cloud. It had taken 157 days. The Guinness World Record for reciting the number from memory is held by Rajveer Meena of India for 70000 decimal places over 10 hours.

Happy Pi Day!

The author is a senior examiner of the International Baccalaureate in the UK and an educational consultant at the Overseas School of Colombo.

by R N A de Silva

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Sheer rise of Realpolitik making the world see the brink

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A combined US-Israel attack on Iran.(BBC)

The recent humanly costly torpedoing of an Iranian naval vessel in Sri Lanka’s Exclusive Economic Zone by a US submarine has raised a number of issues of great importance to international political discourse and law that call for elucidation. It is best that enlightened commentary is brought to bear in such discussions because at present misleading and uninformed speculation on questions arising from the incident are being aired by particularly jingoistic politicians of Sri Lanka’s South which could prove deleterious.

As matters stand, there seems to be no credible evidence that the Indian state was aware of the impending torpedoing of the Iranian vessel but these acerbic-tongued politicians of Sri Lanka’s South would have the local public believe that the tragedy was triggered with India’s connivance. Likewise, India is accused of ‘embroiling’ Sri Lanka in the incident on account of seemingly having prior knowledge of it and not warning Sri Lanka about the impending disaster.

It is plain that a process is once again afoot to raise anti-India hysteria in Sri Lanka. An obligation is cast on the Sri Lankan government to ensure that incendiary speculation of the above kind is defeated and India-Sri Lanka relations are prevented from being in any way harmed. Proactive measures are needed by the Sri Lankan government and well meaning quarters to ensure that public discourse in such matters have a factual and rational basis. ‘Knowledge gaps’ could prove hazardous.

Meanwhile, there could be no doubt that Sri Lanka’s sovereignty was violated by the US because the sinking of the Iranian vessel took place in Sri Lanka’s Exclusive Economic Zone. While there is no international decrying of the incident, and this is to be regretted, Sri Lanka’s helplessness and small player status would enable the US to ‘get away with it’.

Could anything be done by the international community to hold the US to account over the act of lawlessness in question? None is the answer at present. This is because in the current ‘Global Disorder’ major powers could commit the gravest international irregularities with impunity. As the threadbare cliché declares, ‘Might is Right’….. or so it seems.

Unfortunately, the UN could only merely verbally denounce any violations of International Law by the world’s foremost powers. It cannot use countervailing force against violators of the law, for example, on account of the divided nature of the UN Security Council, whose permanent members have shown incapability of seeing eye-to-eye on grave matters relating to International Law and order over the decades.

The foregoing considerations could force the conclusion on uncritical sections that Political Realism or Realpolitik has won out in the end. A basic premise of the school of thought known as Political Realism is that power or force wielded by states and international actors determine the shape, direction and substance of international relations. This school stands in marked contrast to political idealists who essentially proclaim that moral norms and values determine the nature of local and international politics.

While, British political scientist Thomas Hobbes, for instance, was a proponent of Political Realism, political idealism has its roots in the teachings of Socrates, Plato and latterly Friedrich Hegel of Germany, to name just few such notables.

On the face of it, therefore, there is no getting way from the conclusion that coercive force is the deciding factor in international politics. If this were not so, US President Donald Trump in collaboration with Israeli Rightist Premier Benjamin Natanyahu could not have wielded the ‘big stick’, so to speak, on Iran, killed its Supreme Head of State, terrorized the Iranian public and gone ‘scot-free’. That is, currently, the US’ impunity seems to be limitless.

Moreover, the evidence is that the Western bloc is reuniting in the face of Iran’s threats to stymie the flow of oil from West Asia to the rest of the world. The recent G7 summit witnessed a coming together of the foremost powers of the global North to ensure that the West does not suffer grave negative consequences from any future blocking of western oil supplies.

Meanwhile, Israel is having a ‘free run’ of the Middle East, so to speak, picking out perceived adversarial powers, such as Lebanon, and militarily neutralizing them; once again with impunity. On the other hand, Iran has been bringing under assault, with no questions asked, Gulf states that are seen as allying with the US and Israel. West Asia is facing a compounded crisis and International Law seems to be helplessly silent.

Wittingly or unwittingly, matters at the heart of International Law and peace are being obfuscated by some pro-Trump administration commentators meanwhile. For example, retired US Navy Captain Brent Sadler has cited Article 51 of the UN Charter, which provides for the right to self or collective self-defence of UN member states in the face of armed attacks, as justifying the US sinking of the Iranian vessel (See page 2 of The Island of March 10, 2026). But the Article makes it clear that such measures could be resorted to by UN members only ‘ if an armed attack occurs’ against them and under no other circumstances. But no such thing happened in the incident in question and the US acted under a sheer threat perception.

Clearly, the US has violated the Article through its action and has once again demonstrated its tendency to arbitrarily use military might. The general drift of Sadler’s thinking is that in the face of pressing national priorities, obligations of a state under International Law could be side-stepped. This is a sure recipe for international anarchy because in such a policy environment states could pursue their national interests, irrespective of their merits, disregarding in the process their obligations towards the international community.

Moreover, Article 51 repeatedly reiterates the authority of the UN Security Council and the obligation of those states that act in self-defence to report to the Council and be guided by it. Sadler, therefore, could be said to have cited the Article very selectively, whereas, right along member states’ commitments to the UNSC are stressed.

However, it is beyond doubt that international anarchy has strengthened its grip over the world. While the US set destabilizing precedents after the crumbling of the Cold War that paved the way for the current anarchic situation, Russia further aggravated these degenerative trends through its invasion of Ukraine. Stepping back from anarchy has thus emerged as the prime challenge for the world community.

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