Opinion
Making O/L English literature more accessible

In his feature article, titled “Reduce O/Level STRESS”, appearing in The Island of 03 May, Anton Peiris makes a timely intervention to introduce an alternative mathematics course for O/L students, which will be tailored to suit the capacity of a considerable number of students who find the customary mathematics paper too challenging. This is surely a more pragmatic and student-friendly approach, because for the past few years we have been trapped in the split between two extremes: either in support of a pass in math to be made compulsory for all A/L students or the exemption of Arts students from this requirement. “Maths Studies” would be a happy compromise between the two extremes, which would stand in good stead for many O/L students. with a gift for Arts subjects to pursue their goals without math being an undue hindrance or, conversely, its total exemption turning out to be a free license for laxity.
O/L English literature seems to be another subject not available to many students due to at least two reasons: first, the want of qualified teachers and, second, the standards being set too high for the average student, as in the case of math. This deters many students who are not competent enough to meet the high-end demand for “appreciating literary texts” from gaining many other benefits literature would otherwise offer them, if provided as a more watered down package, as in “Maths Studies.” In short, the introduction of a less daunting variant such as “Literature Studies” for the average student, for whom the regular “English Literature” is virtually a taboo, can ensure the same gains “Maths Studies” intends to bring to those less proficient in math.
Such leniency would not be wholly out of tune with the learning outcomes of O/L English Literature, enunciated in the relevant syllabus issued by the NIE, which states:
The national goal of making an informed reader means a critical thinker as well. The learner must be able to appreciate any “well written” book and recognize a “good book” when he sees one. It is a training for life. But the whole enterprise of studying literature has been coloured by non-educational, even non-humanistic objectives. For most students and more for their parents, English literature has become a symbol of prestige, culminating in a fantasy of a distinction pass at the GC.E. (O/L) examination. (http://www.nie.lk/pdffiles/tg/e10tim130.pdf)
This goes to provide at least two good reasons for introducing a less demanding option like “Literature Studies” for the average student. As the latter part of the above paragraph admits, for many students, as well as their parents, studying English literature has become a “symbol of prestige.” This is sad because promoting such snobbery flies in the face of all the lofty ideals contained in the first three sentences, such as making the student well informed, critical and sensitized enough to appreciate good literature, etc. As such, it would not be undesirable, in the least, to aim at moulding a reasonably broadminded and sensitive person, by adjusting the syllabus to focus more on increasing their general awareness of the richness of world literature, without making the study of O/L literature a strenuous exercise of gaining a set of “skills,” which may be more suitable for the purpose of grooming critics rather than making students read for pleasure. Arguably, the emphasis on critical appreciation of the texts might be one reason why the students end up becoming stuck-up, as described in the above passage.
There is no doubt that the regular O/L literature course prepares the student to study literature at the A/Ls – hence the need for its continuation. However, a more student-friendly variant intended for encouraging the average student to read literature, without the unnerving prospect of having to write a critical essay on each of the prescribed texts she has to read, is sure to cultivate the reading habit among students. The performance evaluation defined in the NIE syllabus cited below proves the rigid test-oriented and technical nature of the process:
Appreciation of English literary texts is tested as a component of the G.C.E. (O/L) examination formatively as well as summatively at the end of a two-year course of study. At school level, it is assessed formally at term tests. It is also assessed informally in the classroom using a variety of techniques, both oral and written. Conventionally literature is tested by written examinations. The test items most frequently used are the context question and the critical essay. The context question is more effective since it directly tests the candidate’s familiarity with the texts.
Undoubtedly, a more student-friendly and less formulaic syllabus intended for coaxing the average student to read for pleasure, may ideally minimize the focus on critical writing aspect and the emphasis on a knowledge of the textual mechanics. Instead, such a syllabus may include a prudent selection of interesting biographical details of writers and their famous works, their dominant themes and the relevant social contexts, short samples of texts not intended for critical evaluation but for familiarizing them with various writing forms, etc. – anything that will stimulate the reading habit of the student who may even be encouraged to read the translations in their mother tongue, if time permits.
The most important outcome would be to make them keen readers. The essential fine-tuning with regard to the selection of teaching materials and testing can be done by the syllabus designers and teachers who know the terrain well. Thus, as in the case of math, the modified syllabus of literature would help students who are not adequately proficient to follow the standard literature course, to find a more manageable way of developing a liking for literature.
SUSANTHA HEWA
Opinion
Fallen tree claiming life of student

All the print and electronic media report that a huge branch of a large tree has fallen on a school in Balangoda, killing a 17-year-old student and causing severe injuries to 16 students.A mother of a student whose son is studying with the victim, giving a voice cut to the media disclosed in a heart-rending story that the repeated reminders on this hazardous threat made to the Principal and the Regional Education Office for the last five years have not been heeded to until this tragedy claimed the life of an innocent student.
This is not the first time that students have perished in the school premises. A sixth-grade student died when a discarded iron pipe of a soccer goal post fell on his body at Thopawewa Maha Vidyalaya, Polonnaruwa. Senith Wijesinghe, a bright student at Ananda College, Colombo, perished on the spot when the turf roller fell on his body. Another student at Wellampitiya Maha Vidyalaya met his untimely death when a part of the parapet wall connected to the water pipeline fell on his body. Another unfortunate death of a student was reported from the south when a Hume pipe brought for road development work rolled out accidently killing a student in the school premises.
A careful analysis of the statistics of fatal and grave accidents to students disclose a shocking revelation. According to NHSL, 2,691 schoolchildren have been treated, out of which 274 were related to accidents in the school premises. Health Ministry sources say that 10,000 to 20,000 students are being treated for accidents annually.
Educational authorities should bear in mind that parents send their children to school on the basic premise that the school provides an accident free safety environment to their children. School Principals as well as the Regional/Zonal Education Directors have an inalienable duty to provide this basic protection to the students, leave aside the education. What the Education Ministry and the Department should do is not to resort to knee-jerk reaction when a fatal accident occurs and issue precautionary guidelines. Their hunky-dory attitude does not bode well for the wellbeing of the student community. What is required is a well-planned institutional strategy to face this calamitous situation.
My recollection says that the Ministry of Education had issued directions by way of circular instructions to the Zonal Education Directors to visit schools periodically and identify the hazardous situations and unsafe structures and trees with a view to taking on the spot remedial measures. If the authorities heeded such directives, the life of a Balangoda student could have been thwarted.
This short note would not be complete if it does not cover the numerous safety hazards frequently confronted by the student community in a school setting. In laboratories where students are called upon to deal hazardous chemicals. They should not be mixed together and stored separately. Students should handle chemicals under the direct supervision of the teachers. Unsafe and unregulated pits and trenches should be identified and barricaded with tiger tapes immediately with prominent wordings and luminous colors. Unsafe old structures such as old buildings, rusted iron structures, unsafe roofs and materials, heavy rollers should be identified and they should be immediately discarded/dismantled before such structures cause any harm to the students.
During sports activities- dehydration and heart related injuries should be prevented by proper re-hydration and avoiding vigorous outdoor practices in hot sun during hot periods of the year. In this country, school athletic meets and big matches are held in the month of February and March during which period, heat temperament is relatively unbearable. For long distance running, medical certificates from a medical doctor should be mandatory.
School principals are the custodian of the children’s safety and a competent safety team should be formed to avoid unsafe accidents with the collective support of the teachers and school prefects. The creation of a safety conscience and culture should be inculcated across the board. When questioned by a Principal of a leading girl’s school in Nugegoda, she was very complacent about the safety arrangements of the school by delegating this function to a lady PTI instructor, which is most unsatisfactory. The Principal or the Vice Principal should personally and directly take over this prime responsibility. It is utmost paramount to analyse everything from a safety eye and the PTI is woefully lacking this trait.
Last but not least, I could render my support to the Prime Minister who is in charge of the Education to create a hazard free safety environment in the schools with the expertise I have obtained locally and globally for over five decades voluntarily. What I emphasise for the hazard-free school environment is that the safety aspect should be institutionalised within the main system of education. It would be a desirable step to establish a safety branch in each Zonal Education Zone, considering the adverse trend of tragic accidents. Essentially the present adverse trend of accidents in schools has to be arrested as a utmost priority.
It is much regretted that my comprehensive article published in a leading newspaper have not had the desired effect for the last six months.
J. A. A. S. Ranasinghe
Productivity Specialist and Management Consultant
(The writer can be contacted a49@gmail.com)
Opinion
How to earn extra income from recycling plastic waste

If any material has a commercial value people will be motivated to collect, and sell it in return for some additional income. From this perspective, even cow-dung when presented in the form of suitable fertilizer for agriculture can be a good source of income for the owners of livestock farms. When concerned about the present-day economic hardships many people in the low-income range are badly in need of money for their day today struggling for a living while facing an atmosphere of skyrocketing cost of living. Hence, the duty of the state and the media is to enlighten and educate the public about the available avenues and encourage them to engage in the business of the waste recycling industry.
At present there is a lack of information or frequent publicity about any collecting centers that accept and pay for polythene and plastic wastes. Therefore, the public are not interested in collecting them. As a result, tons and tons of plastic and polythene wastes are dumped, burned or thrown into waterways. It has become a widespread menace that wherever and whenever a mass gathering such as a procession, political rally, musical show, protest march, demonstration, a get together party is held, tons of waste, particularly, polythene and plastic items scattered in heaps on roadsides are an ugly sight to see. For example, Annual events like the Sri pada pilgrimage, numerous religious processions countrywide, new year celebration sites, sports meet, hotels and reception hall-based events etc. during the last tooth relic exhibition period in Kandy too, piles of waste were left to the annoyance of the municipal authorities. This is an everlasting environmental disaster which causes further and further degradation and destruction to the entire country.
In a recent news item, I happened to notice an entrepreneur, Sulalitha Perera from Bandaragama, is becoming successful in a polythene recycling scheme. He has expressed that he hopes to expand his business in all districts if he gets help from the government and other stakeholders. This is, indeed, a praiseworthy effort which should be encouraged and assisted by all concerned authorities, mainly by the ministry of environmental affairs. The media particularly the television and social media like YouTube must highlight the value of such environment friendly businesses which protect the environment, bring in forex to the economy, and provide employment opportunities to the community.
In this regard, the main responsibility of all media particularly the electronic media (specially TV+ you tube) is to glorify the recycling industry by creating new dramatic episodes and new songs encompassing the environment cleanliness and benefits of recycling industries as well as to encourage the communities to collect and sell all polythene and plastic products to the collecting centers to earn an additional income instead of throwing or burning them in the neighborhood. For anybody, rich or poor, it is no shame to take back the collection of polythene and plastic that gathers in one’s homestead to the place where one purchases daily needs. A certain amount of deduction of the costs by the trader in lieu of the returned waste material is also profitable for the customer. This is the greatest contribution that all of us can make to sustain a Clean Sri Lanka.
Madduma Bandara Navarathne Embilipitiya
Opinion
US now a spectator in the Middle East

The Middle East is undergoing a realignment of power. With Israel’s attack on Iranian nuclear sites and the assassination of at least two of Iran’s senior security officials, Benjamin Netanyahu is showing his willingness to go it alone and ignore pressure from the Trump administration. Though Donald Trump sought diplomatic solutions to the growing tensions between Israel and Iran, it appears that the US president, despite his previously strong relationship with the Israeli leader, was unable to restrain Netanyahu. The timing of the strikes is important.
The Trump administration probably knew that they could not prevent Israel from striking Iran, but they did think they could pressure Israel to hold off launching an attack until after the US had solidified a new nuclear deal with Iran, talks for which were scheduled for June 15. Just hours before the air strikes, Trump said: “As long as I think there will be an agreement [with Iran], I don’t want them going in.” Experts had been divided in the past, over how much leverage the US held over Israel. Trump, following months of groundwork laid by the Joe Biden administration, managed to secure a ceasefire deal with Israel in January. But as part of the negotiation, Netanyahu succeeded in reversing sanctions on settlers in the West Bank, giving him free rein to act there.
Additionally, the US also lifted its freeze on the transfer of 2,000-pound bombs to Israel, another concession that benefited Israel. The US also proved unwilling or incapable of stopping the humanitarian crisis that has unfolded in Gaza. Washington also appeared powerless to stop Israel’s pounding of Lebanon and its efforts to eradicate the Iranbacked militia Hezbollah. The US has become more of a spectator than a powerful regional actor. And sources suggest that Washington was not informed in advance of Israel’s airstrike that killed Hezbollah leader Hassan Nasrallah in October 2024, a sign of Israel’s growing willingness to act without US approval.
Indeed, the expansion of the war in Gaza to Lebanon was a pivotal moment in the region. With significant Israeli public support to stop Hezbollah (which had been launching rockets towards northern Israel), Israel pounded southern Beirut with airstrikes, killing several high-ranking Hezbollah officials. In the aftermath, Hezbollah was unable to replenish itself with younger recruits (it had relied on its charismatic leadership to recruit in the past), and the losses caused Hezbollah’s organisation to implode. By November 2024, Hezbollah agreed to a ceasefire brokered by the US.
Hezbollah’s near military and organisational collapse has been a big blow for Iran’s regional power. Hezbollah was at one point the most heavily armed violent non-state actor in the world. It had an army of around 50,000 men and experts speculated that it had as many as 200,000 rockets and missiles of various ranges in its arsenal. With the assassination of so many high-level officials in Hezbollah and Hamas, both of which Iran has bankrolled and used in its proxy conflicts with Israel, Iran has been severely weakened. As Iran is in the middle of an economic crisis, it no longer has the financial means to revive these traditional allies.
For decades Iran had tried to gain strategic depth in the Middle East, with the US estimating that Iran spent more than US$16 billion to prop up Bashar al-Assad in Syria from 2012 to 2020. Additionally, with the fall of Assad, Syria can no longer serve as a transit corridor or logistical hub for shipments of arms from Iran to Hezbollah. With Turkey’s support for the various armed militias that ousted the Assad regime, it is Ankara, and not Tehran, that sees itself as the big winner in the aftermath of the Syrian civil war. The US, meanwhile, is seeing its influence in the Middle East waning. And Trump’s plan for extending trade in the region, particularly in the Gulf, may also be undermined by the rising regional tension.
The US had been due to send Middle East envoy Steve Witkoff to this weekend’s talks in Oman, with the aim of getting Tehran to agree to stop enriching uranium (which is crucial for creating nuclear weapons) in exchange for lifting economic sanctions. Trump had said that he did not want Israel to go ahead with its attack on Iran, and yet these calls went unheeded. Some US officials were optimistic that the escalating tensions taking place between Iran and Israel were mere tactics of negotiation amid the important nuclear talks. However, though the US was clearly warned about the attack, Washington was not able to deter Israel. Though the US still supplies Israel with US$3.8 billion worth of arms per year, it has had little success in exercising much leverage recently.
It remains to be seen if domestic political pressure could halt this US funding. International relations experts should not be surprised that Israel went on the offensive in Iran. Israel’s attacks on Hezbollah in 2024 were just a precursor to the bigger prize of bringing Iran to its knees. For Netanyahu, this is a once-in-a-generation opportunity to reshape the Middle East and shift the regional power dynamics, and he appears to care little about what the US, or the rest of the world, thinks of how he does it.
(The writer is Professor of Government, University of Essex. This article was published on www.theconversation.com)
by NATASHA LINDSTAEDT
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