Opinion
Impact of pandemic on right to education
Dr Laksiri Fernando
The World University Service (WUS) initially planned to celebrate its 100th anniversary in Vienna on 14-16 May 2020. The theme of the world conference was ‘Human Right to Quality Education for All,’ promoting the sustainable development goals on education, SDG 4.
Due to the pandemic, however, it had to be postponed and it is now scheduled to be held on 21-23 September 2021. Because of the pandemic, not only the conference but its theme is also affected. There are new challenges to the right to education because of the pandemic and new thinking also might be necessary to carry forward the intended primary goals of the WUS’ attempts on the subject.
Basic Facts
Nearly 875 million school population, and over 200 million university population are affected by the pandemic. Students, school teachers, and academics, are included in these figures. This is nearly 15% of the world population and in terms of education, career opportunities, and knowledge production and research this is devastating. Of course, the whole of the world population is affected by the Covid pandemic. But the above facts and figures are highlighted, given we are here focusing on education and the impact of Covid pandemic on the right to quality education.
When a right is normally violated or even infringed, there are culprits, or violators who are responsible. But in this case, it is difficult to pinpoint a violator, except in terms of who have aggravated or neglected the situation. Therefore, the Covid impact on education appears a common predicament, nevertheless exposing many underlying defects in the world education system or systems that this article would focus on.
Underlying Defects
What are these underlying defects? Inequality, lack of opportunity and discrimination are the most important causes even before the eruption of the pandemic. These three causes are interlinked although for the sake of simplicity or even otherwise they can be separated.
Inequality (1) between rich and poor countries, (2) between urban and rural (or remote) areas within countries, and (3) between rich and poor students/families are some of the features. In terms of schooling, 850 million children, equal to those who are in school, are always out of school for these and other reasons. This is even before the pandemic, and the situation has now worsened because the poor countries, poor areas and poor people have newly faced enormous difficulties. A new distinction is between ‘rich online’ and ‘poor online’ or ‘absence of online’
When parents are poor and also uneducated (or less-educated) for the same reason, the motivation to send children to school is low.UNICEF estimates roughly 160 million children are in child-labour or illicit employment due to various reasons. This is about neglect and exploitation. Even if some parents are motivated to send children to school, and even if school education is free and fair, there are certain amenities that the parents might not be in a position to afford. These are lack of opportunities from the demand side; no opportunity to claim even the right to education.
The lack of opportunities also come from the supply side, or the side of the governments or States. Some States might not give priority to education. (1) In conflict ridden countries, higher amounts of money, double or treble, are spent on defence or on military. This is unfortunate to say the least. (2) The neglect of public education also come from other sources of public policy. Privatisation of education is one. When it is done, the rich people might benefit, but not the poor or the marginalised. (3) The poverty of supply side of education also can be a vicious cycle. When inadequate money is spent on public education, the quality of education is inevitably poor. When the teachers are recruited from the same system, their inputs into the learning processes are also poor.
Most regrettable is discrimination in education. Discrimination in education (even if you are in school or university) can come from ethnic, racial, religious, indigenous, class or gender basis. Most widespread discrimination in some regions is based on gender. Women are discriminated either on religious interpretations or cultural basis. All these religious or cultural interpretations are given by men! All these are difficult to unravel because of political reasons. Men dominate politics. During the pandemic, these interpretations have become strengthened on easy excuses.
Different Effects of the Pandemic
One of the most direct effects of the pandemic on education is the closure of schools and universities. It is a disaster. On school closures, UNESCO has collected data and UNICEF has compiled a substantial report.i On university closures, the International Association of Universities (IAU) has collected information through a survey. ii
What are the key findings on school closures? (1) During one year between March 2020 and February 2021, schools in the whole world have been fully closed for 95 days and this means half the time intended for teaching and learning. (2) Countries in South America were the most affected with 158 days of full school closures, followed by countries in South Asia with 146 days. Countries in the Eastern and Southern Africa region were the third most affected with an average of 101 days. All these means the poor and developing countries. (3) Worldwide, 214 million students have lost three fourths of school hours in 23 countries. Among these students, 168 million had missed all classroom hours in 14 countries due to school closures.
What are the key findings on university closures? IAU survey was conducted during March and April 2020 covering 109 countries. Almost all countries reported that they have been impacted by the pandemic and 59 percent of them replied that all campuses were closed at that time. In the case of Africa, closures reported were high as 77 percent. The main concern of 80 percent of responding institutions was on the impact on student enrollment in the new academic year. 46 percent believed impact would be on both local and international students. Private universities were more concerned about the impact on financial consequences.
In terms of research, 80 percent of higher educational institutions have been directly impacted. The most common impact has been the cancellation of international travel (83 percent) and the cancellation or postponement of scientific conferences (81 percent). This is what happened even to the WUS conference although it is not directly a higher education institute or a research forum. Even at present, scientific projects are at risk of not being able to complete on time at various institutes and by individuals.
It is true that the pandemic, as a positive challenge, has opened up new research on Covid-19 and other diseases. However, without being limited to medical and pharmaceutical research, social impacts of the pandemic also should be investigated and researched. Apart from valid restrictions on travel that has affected international cooperation and research travel, there has emerged unnecessary bureaucratic barriers in some countries.
For example, to participate at the WUS conference in Vienna, over a dozen of Sri Lankan academics have received funding from the Austrian ministries/universities. But for nearly two months now their leave, approvals and exist permits have been delayed unnecessarily. This appears infringing on academic freedom and educational benefits to the country. This is unfortunate.
Expansion of eLearning
Of course everything is not hopeless. Facing the Covid challenge the world has positively shifted to more and more eLearning. This trend has been there even before but not in this scale. This is easy in the university sector, but not so much in the school sector. This is easy in rich countries, but not in poor or developing countries.
According to the UNICEF report, schoolchildren in the countries with the longest duration of school closures are the ones who have had the lowest opportunity for fixed online connections. Although the radio or TV must have been used in these countries, these are not that effective as internet or zoom teaching. Interactive learning is something lost in these media.
The repercussions of school closures can be diverse and long standing. Through eLearning alone these cannot be rectified. Schools are important not only for children’s learning, but also for health, safety and well-being. Most vulnerable children in some countries have lost their single most nutritional meal a day. For children coming from dysfunctional (or violent) families, schools are also a safe and a pleasing place. In many countries schools also play a major role in immunisation and health support.
Even in the university sector, the (quick) adoption of eLearning has not been easy. Although two-thirds of them had reported that they have replaced classroom teaching with distance teaching and learning, they reported that it has not come without challenges. The main challenges being access to technical infrastructure, competencies of both teachers and students to adopt them, and pedagogical impact on some specific fields of study. However in the medium term or in the long-run, eLearning can be an escape route from future pandemics, lockdowns or travel restrictions.
Facing the Challenge
The challenge for the university sector and academics is not limited to the pandemic or themselves alone. Without uplifting the school sector, the university sector cannot thrive or survive. Without addressing the education problems in poor countries, education in rich countries cannot prosper. This is also a moral obligation. This was a main message of the UNDP initiated sustainable goals, SDG 4. Now there is a clear setback for these goals because of the pandemic, initially to be achieved by 2030.
In answering the pandemic question, university academics or the World University Service should stand for full vaccination of all sections and particularly the school students, children of that age, university students and teachers and administrators in schools and universities. Vaccine hesitancy should be overcome and a booster might be necessary.
Universities in all countries should reach the broader communities and extend education, assistance and relief. They should have the academic freedom to do so. There can be risks involved. But this is a duty. If the vaccination programmes are expedited and covered all countries, rich and poor, schools can be reopened fully soon or by 2022. There can be many mitigating and catchup measures that needs to be implemented in terms of learning and other ways. There can also be a necessity to develop and introduce new modalities in education. Blended or hybrid methods might be more appropriate. This is applicable to both schools and universities. University academics and academic cooperation between countries might be able to play a major role in this sphere.
There can be gaps that might emerge compared to the past. Truly estimating them and innovating devices to optimise the existing resources, while seeking necessary resources to bridge those gaps through international cooperation between governments, ministries of education and universities can be some tasks. Academics can take a lead. The main public policy advocacy of this article is for the universities and academics to get involved in school education more than before, and bring benefits to the society.
Opinion
Lakshman Balasuriya – Not just my boss but a father and a brother
It is with profound sadness that we received the shocking news of untimely passing of our dear leader Lakshman Balasuriya.
I first met Lakshman Balasuriya in 1988 while working at John Keells, which had been awarded an IT contract to computerise Senkadagala Finance. Thereafter, in 1992, I joined the E. W. Balasuriya Group of Companies and Senkadagala Finance when the organisation decided to bring its computerisation in-house.
Lakshman Balasuriya obtained his BSc from the University of London and his MSc from the University of Lancaster. He was not only intellectually brilliant, but also a highly practical and pragmatic individual, often sitting beside me to share instructions and ideas, which I would then translate directly into the software through code.
My first major assignment was to computerise the printing press. At the time, the systems in place were outdated, and modernisation was a challenging task. However, with the guidance, strong support, and decisive leadership of our boss, we were able to successfully transform the printing press into a modern, state-of-the-art operation.
He was a farsighted visionary who understood the value and impact of information technology well ahead of his time. He possessed a deep knowledge of the subject, which was rare during those early years. For instance, in the 1990s, Balasuriya engaged a Canadian consultant to conduct a cybersecurity audit—an extraordinary initiative at a time when cybersecurity was scarcely spoken of and far from mainstream.
During that period, Senkadagala Finance’s head office was based in Kandy, with no branch network. When the decision was made to open the first branch in Colombo, our IT team faced the challenge of adapting the software to support branch operations. It was him who proposed the innovative idea of creating logical branches—a concept well ahead of its time in IT thinking. This simple yet powerful idea enabled the company to expand rapidly, allowing branches to be added seamlessly to the system. Today, after many upgrades and continuous modernisation, Senkadagala Finance operates over 400 locations across the country with real-time online connectivity—a testament to his original vision.
In September 2013, we faced a critical challenge with a key system that required the development of an entirely new solution. A proof of concept was prepared and reviewed by Lakshman Balasuriya, who gave the green light to proceed. During the development phase, he remained deeply involved, offering ideas, insights, and constructive feedback. Within just four months, the system was successfully developed and went live—another example of his hands-on leadership and unwavering support for innovation.
These are only a few examples among many of the IT initiatives that were encouraged, supported, and championed by him. Information technology has played a pivotal role in the growth and success of the E. W. Balasuriya Group of Companies, including Senkadagala Finance PLC, and much of that credit goes to his foresight, trust, and leadership.
On a deeply personal note, I was not only a witness to, but also a recipient of, the kindness, humility, and humanity of Lakshman Balasuriya. There were occasions when I lost my temper and made unreasonable demands, yet he always responded with firmness tempered by gentleness. He never lost his own composure, nor did he ever harbour grudges. He had the rare ability to recognise people’s shortcomings and genuinely tried to guide them toward self-improvement.
He was not merely our boss. To many of us, he was like a father and a brother.
I will miss him immensely. His passing has left a void that can never be filled. Of all the people I have known in my life, Mr. Lakshman Balasuriya stands apart as one of the finest human beings.
He leaves behind his beloved wife, Janine, his children Amanthi and Keshav, and the four grandchildren.
May he rest in eternal peace!
Timothy De Silva
(Information Systems Officer at Senkadagala Finance.)
Opinion
The science of love
A remarkable increase in marriage proposals in newspapers and the thriving matchmaking outfits in major cities indicate the difficulty in finding the perfect partners. Academics have done much research in interpersonal attraction or love. There was an era when young people were heavily influenced by romantic fiction. They learned how opposites attract and absence makes the heart grow fonder. There was, of course, an old adage: Out of sight out of mind.
Some people find it difficult to fall in love or they simply do not believe in love. They usually go for arranged marriages. Some of them think that love begins after marriage. There is an on-going debate whether love marriages are better than arranged marriages or vice versa. However, modern psychologists have shed some light on the science of love. By understanding it you might be able to find the ideal life partner.
To start with, do not believe that opposites attract. It is purely a myth. If you wish to fall in love, look for someone like you. You may not find them 100 per cent similar to you, but chances are that you will meet someone who is somewhat similar to you. We usually prefer partners who have similar backgrounds, interests, values and beliefs because they validate our own.
Common trait
It is a common trait that we gravitate towards those who are like us physically. The resemblance of spouses has been studied by scientists more than 100 years ago. According to them, physical resemblance is a key factor in falling in love. For instance, if you are a tall person, you are unlikely to fall in love with a short person. Similarly, overweight young people are attracted to similar types. As in everything in life, there may be exceptions. You may have seen some tall men in love with short women.
If you are interested in someone, declare your love in words or gestures. Some people have strong feelings about others but they never make them known. If you fancy someone, make it known. If you remain silent you will miss a great opportunity forever. In fact if someone loves you, you will feel good about yourself. Such feelings will strengthen love. If someone flatters you, be nice to them. It may be the beginning of a great love affair.
Some people like Romeo and Juliet fall in love at first sight. It has been scientifically confirmed that the longer a pair of prospective partners lock eyes upon their first meeting they are very likely to remain lovers. They say eyes have it. If you cannot stay without seeing your partner, you are in love! Whenever you meet your lover, look at their eyes with dilated pupils. Enlarged pupils signal intense arousal.
Body language
If you wish to fall in love, learn something about body language. There are many books written on the subject. The knowledge of body language will help you to understand non-verbal communication easily. It is quite obvious that lovers do not express their love in so many words. Women usually will not say ‘I love you’ except in films. They express their love tacitly with a shy smile or preening their hair in the presence of their lovers.
Allan Pease, author of The Definitive Guide to Body Language says, “What really turn men on are female submission gestures which include exposing vulnerable areas such as the wrists or neck.” Leg twine was something Princess Diana was good at. It involves crossing the legs hooking the upper leg’s foot behind the lower leg’s ankle. She was an expert in the art of love. Men have their own ways. In order to look more dominant than their partners they engage in crotch display with their thumbs hooked in pockets. Michael Jackson always did it.
If you are looking for a partner, be a good-looking guy. Dress well and behave sensibly. If your dress is unclean or crumpled, nobody will take any notice of you. According to sociologists, men usually prefer women with long hair and proper hip measurements. Similarly, women prefer taller and older men because they look nice and can be trusted to raise a family.
Proximity rule
You do not have to travel long distances to find your ideal partner. He or she may be living in your neighbourhood or working at the same office. The proximity rule ensures repeated exposure. Lovers should meet regularly in order to enrich their love. On most occasions we marry a girl or boy living next door. Never compare your partner with your favourite film star. Beauty lies in the eyes of the beholder. Therefore be content with your partner’s physical appearance. Each individual is unique. Never look for another Cleopatra or Romeo. Sometimes you may find that your neighbour’s wife is more beautiful than yours. On such occasions turn to the Bible which says, “Thou shalt not covet thy neighbour’s wife.”
There are many plain Janes and penniless men in society. How are they going to find their partners? If they are warm people, sociable, wise and popular, they too can find partners easily. Partners in a marriage need not be highly educated, but they must be intelligent enough to face life’s problems. Osho compared love to a river always flowing. The very movement is the life of the river. Once it stops it becomes stagnant. Then it is no longer a river. The very word river shows a process, the very sound of it gives you the feeling of movement.
Although we view love as a science today, it has been treated as an art in the past. In fact Erich Fromm wrote The Art of Loving. Science or art, love is a terrific feeling.
karunaratners@gmail.com
By R.S. Karunaratne
Opinion
Are we reading the sky wrong?
Rethinking climate prediction, disasters, and plantation economics in Sri Lanka
For decades, Sri Lanka has interpreted climate through a narrow lens. Rainfall totals, sunshine hours, and surface temperatures dominate forecasts, policy briefings, and disaster warnings. These indicators once served an agrarian island reasonably well. But in an era of intensifying extremes—flash floods, sudden landslides, prolonged dry spells within “normal” monsoons—the question can no longer be avoided: are we measuring the climate correctly, or merely measuring what is easiest to observe?
Across the world, climate science has quietly moved beyond a purely local view of weather. Researchers increasingly recognise that Earth’s climate system is not sealed off from the rest of the universe. Solar activity, upper-atmospheric dynamics, ocean–atmosphere coupling, and geomagnetic disturbances all influence how energy moves through the climate system. These forces do not create rain or drought by themselves, but they shape how weather behaves—its timing, intensity, and spatial concentration.
Sri Lanka’s forecasting framework, however, remains largely grounded in twentieth-century assumptions. It asks how much rain will fall, where it will fall, and over how many days. What it rarely asks is whether the rainfall will arrive as steady saturation or violent cloudbursts; whether soils are already at failure thresholds; or whether larger atmospheric energy patterns are priming the region for extremes. As a result, disasters are repeatedly described as “unexpected,” even when the conditions that produced them were slowly assembling.
This blind spot matters because Sri Lanka is unusually sensitive to climate volatility. The island sits at a crossroads of monsoon systems, bordered by the Indian Ocean and shaped by steep central highlands resting on deeply weathered soils. Its landscapes—especially in plantation regions—have been altered over centuries, reducing natural buffers against hydrological shock. In such a setting, small shifts in atmospheric behaviour can trigger outsized consequences. A few hours of intense rain can undo what months of average rainfall statistics suggest is “normal.”
Nowhere are these consequences more visible than in commercial perennial plantation agriculture. Tea, rubber, coconut, and spice crops are not annual ventures; they are long-term biological investments. A tea bush destroyed by a landslide cannot be replaced in a season. A rubber stand weakened by prolonged waterlogging or drought stress may take years to recover, if it recovers at all. Climate shocks therefore ripple through plantation economics long after floodwaters recede or drought declarations end.
From an investment perspective, this volatility directly undermines key financial metrics. Return on Investment (ROI) becomes unstable as yields fluctuate and recovery costs rise. Benefit–Cost Ratios (BCR) deteriorate when expenditures on drainage, replanting, disease control, and labour increase faster than output. Most critically, Internal Rates of Return (IRR) decline as cash flows become irregular and back-loaded, discouraging long-term capital and raising the cost of financing. Plantation agriculture begins to look less like a stable productive sector and more like a high-risk gamble.
The economic consequences do not stop at balance sheets. Plantation systems are labour-intensive by nature, and when financial margins tighten, wage pressure is the first stress point. Living wage commitments become framed as “unaffordable,” workdays are lost during climate disruptions, and productivity-linked wage models collapse under erratic output. In effect, climate misprediction translates into wage instability, quietly eroding livelihoods without ever appearing in meteorological reports.
This is not an argument for abandoning traditional climate indicators. Rainfall and sunshine still matter. But they are no longer sufficient on their own. Climate today is a system, not a statistic. It is shaped by interactions between the Sun, the atmosphere, the oceans, the land, and the ways humans have modified all three. Ignoring these interactions does not make them disappear; it simply shifts their costs onto farmers, workers, investors, and the public purse.
Sri Lanka’s repeated cycle of surprise disasters, post-event compensation, and stalled reform suggests a deeper problem than bad luck. It points to an outdated model of climate intelligence. Until forecasting frameworks expand beyond local rainfall totals to incorporate broader atmospheric and oceanic drivers—and until those insights are translated into agricultural and economic planning—plantation regions will remain exposed, and wage debates will remain disconnected from their true root causes.
The future of Sri Lanka’s plantations, and the dignity of the workforce that sustains them, depends on a simple shift in perspective: from measuring weather, to understanding systems. Climate is no longer just what falls from the sky. It is what moves through the universe, settles into soils, shapes returns on investment, and ultimately determines whether growth is shared or fragile.
The Way Forward
Sustaining plantation agriculture under today’s climate volatility demands an urgent policy reset. The government must mandate real-world investment appraisals—NPV, IRR, and BCR—through crop research institutes, replacing outdated historical assumptions with current climate, cost, and risk realities. Satellite-based, farm-specific real-time weather stations should be rapidly deployed across plantation regions and integrated with a central server at the Department of Meteorology, enabling precision forecasting, early warnings, and estate-level decision support. Globally proven-to-fail monocropping systems must be phased out through a time-bound transition, replacing them with diversified, mixed-root systems that combine deep-rooted and shallow-rooted species, improving soil structure, water buffering, slope stability, and resilience against prolonged droughts and extreme rainfall.
In parallel, a national plantation insurance framework, linked to green and climate-finance institutions and regulated by the Insurance Regulatory Commission, is essential to protect small and medium perennial growers from systemic climate risk. A Virtual Plantation Bank must be operationalized without delay to finance climate-resilient plantation designs, agroforestry transitions, and productivity gains aligned with national yield targets. The state should set minimum yield and profit benchmarks per hectare, formally recognize 10–50 acre growers as Proprietary Planters, and enable scale through long-term (up to 99-year) leases where state lands are sub-leased to proven operators. Finally, achieving a 4% GDP contribution from plantations requires making modern HRM practices mandatory across the sector, replacing outdated labour systems with people-centric, productivity-linked models that attract, retain, and fairly reward a skilled workforce—because sustainable competitive advantage begins with the right people.
by Dammike Kobbekaduwe
(www.vivonta.lk & www.planters.lk ✍️
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