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Myth of unemployable arts graduates

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(This is a response by a group of Sri Lankan university teachers to the audit report Propensity to tend education under the Arts stream and the unemployment of Arts Graduates. 

 

Recently, the Committee on Public Accounts discussed a report prepared by the audit office, entitled “Propensity to tend education under the Arts stream and the unemployment of Arts Graduates.” The somewhat awkwardly titled report attempts to connect graduate unemployment to Arts Education at secondary and tertiary levels. The report is useful in that it locates some of the problems of tertiary education in a failing secondary educational system. The recommendations made in the report are also, for the most part, salutary. However, the assumptions that inform the body of the report, the material that it uses to come to conclusion regarding arts education, and the manner in which it is committed to undervaluing Arts Education, merits comment, especially in a policy environment where Arts Education is under attack. Arguably the manner in which it conceptualizes the role of education in society is limited and reflects all current policy making on the subject. We provide this analysis, therefore, to broaden the conversation driving the policy discourse regarding higher education in the country and to move it away from its current unhelpful preoccupation with employability. We argue in this response that to formulate policy on a narrowly defined understanding of “employability” is insufficient and does not adequately encompass areas in Humanities and Social Science higher education that require strengthening through reform and support. Currently, policies driven by “employability” are, in fact, negatively impacting Humanities and Social Science programmes within the university system.

The report usefully highlights a fundamental problem in our education system – the failing secondary schools – as impacting Arts Education in general. Using a range of data, the report is able to demonstrate how the system is fundamentally unequal and makes clear that the policy of free education is failing the most marginalized members and communities in our society. The report highlights the fact that many schools do not have resources to provide Advanced Level science education. And states also that many parents are not able to support Advanced Level science education due to their inability to provide funds for extra classes. Therefore, many who are economically marginalized are unable to pursue education in STEM subjects. The report also demonstrates that the provinces, where poverty is greatest, have the largest percentages of Arts students entering university.

In terms of the numbers taking up subjects for the Advanced Level examination, the largest percentage opt for the Arts stream. The report claims that students choose Arts subjects because they are “easy” and students can enter university quickly (through their first shy). The numbers of students that choose the Arts stream for the A-Levels have ranged between 40-50 percent in 2017/2018. Other than in the Western Province, where the numbers are slightly lower, (20-35%), all other provinces had close to 50% of all A-Level students follow Arts subjects (Audit report, pp14-21). Documenting how students who are compelled to attend under-resourced secondary schools have few choices with regards to their education, the report recommends that the education system address the inequality of access and provide all secondary school students the choice of pursing either a STEM focused education or one in Arts, Humanities and Social Sciences. We support this recommendation of the report. The report, however, fails to connect how the inequality that prevails in the school system and the inability to guarantee a good basic education for all, in turn limits the impact that higher education can make when no intervention specifically addresses this problem. The report then suggests that the graduates that the current system of Arts Education produces are unemployable and emphasizes the need to reduce the numbers that opt for the Arts stream. Such a reduction of numbers was planned through the introduction of the technology stream. However, the technology stream itself has its own problems, is insufficiently resourced and has not been a success in reducing the numbers choosing the Arts stream. Unfortunately, there is no recognition in the report that most students are being taught within a severely under-funded and under-resourced Arts stream and that strengthening Arts education itself would be an option that would result in Arts graduates with a higher quality Arts education.

The report is inadequately informed of what Arts education encompasses and the current state of tertiary Arts education in the country.

 

What is Arts Education?

While acknowledging the need for the Arts to enrich society, the report suggests that as a “developing country”, we have to emphasize economic growth and suggests that we cannot afford to spend resources (that could be spent on Science Technology Engineering Mathematics (STEM) education) on Arts education. Making reference to “literary men, actors, musicians and cinematographers and artists” as necessary for a society, the report states that we, as a developing country, must have a greater emphasis on growing the economy. It is unfortunate that the report’s authors consider the country to be undeserving of investment in the Arts and culture until economic development is achieved and also dissociates the Arts from engagement with economic activity. The lack of greater government support for the Arts is probably a reflection of this sensibility. Unfortunately, such shortsighted positions inform the report and much of education policy today. A vibrant society where the Arts and culture can thrive should be an aspiration that we should cultivate and share.

Arts Faculties also provide degrees in the social sciences, such as sociology, psychology, economics and geography, and in applied or “professional” fields such as education, archeology, and library sciences, as well as humanities subjects such as history, philosophy and literature, and modern and classical languages. Nowhere does the report name the wide variety of subjects that are categorized under Arts education or recognize the importance of such subjects. Other than pointing out in one instance that developed countries use their system of education to create “skilled persons”, while we in Sri Lanka create “academic persons,” the report only recognizes Arts subjects insofar as they are not Science Mathematics or Technology subjects. The skills and perspectives provided by the Humanities and Social Sciences (Arts subjects) are essential to a holistic understanding of any social problem, such as poverty or education, or even any “technical” problem, such as water scarcity. The ability to understand the philosophical and ideological bases of such problems, and identify the social, cultural, and human consequences of proposed solutions, is provided by the skillset cultivated by an Arts education. In fact, this is the very reason that multidisciplinary perspectives are frequently called upon for policy research. It is important then that we recognize the contribution that a good quality Arts education can offer to society. We as a country are suffering today from a lack of attention to the perspectives that social science and humanities education can provide. This is also why those with little or no exposure to the above fields feel qualified to drive policy in various sectors that have substantial social consequences. This situation does not bode well for our future.

As indicated in the quotation above where the Sri Lankan system is accused of producing “academic persons” as opposed to skilled individuals, the report assumes that academically-oriented programmes are somehow antithetical to programmes that provide employment-oriented “skills.” Such a perspective mischaracterizes both the nature of academic engagement and the essence of job-oriented training. A strong academic programme that focuses on critical thought, substantive engagement with course material, independent learning, good writing, presentation and debate skills, will enable graduates to think independently, express themselves and work towards creating meaningful change in whatever surrounding they find themselves in, including their jobs. An effective programme of this nature would simultaneously result in the development of English skills, “soft skills”, and IT skills as part of the curriculum. The World Bank loan funded AHEAD programme, currently being implemented across the university system, has integrated elements of such a perspective and Bank loan supported initiatives are no longer insisting—as they did in earlier cycles– that we carry out stand-alone programmes to cultivate English, IT and “soft skills.”

The contention of the report as stated earlier is that Arts education is the subject area into which the largest numbers of the country’s students flock, and is also the repository of the country’s poorest students. The report then sweepingly suggests that arts programmes draw “weak” students and are themselves “weak” and are of little societal value. This seems to be the preferred policy position with regards to Arts Education. The report notes that the Technology Stream was introduced with the goal of reducing the number of Arts students to less than 25 percent and increasing the number of students pursuing Maths, Science and Technology. The report establishes, however, that the demand for Arts subjects among the student population has increased despite government efforts to decrease the number. The report’s lack of interest in understanding what positive elements of Arts education might be attracting the large student numbers (other than perhaps the ability to become a lawyer) and what elements of Arts education are worth supporting and developing, is quite telling of its general devaluing of Arts education.

The report provides little insight into the content of Arts programmes that are offered by the Sri Lankan university system and its assessment of the efficacy of the programmes is limited to employment numbers provided by the UGC Tracer Study of 2016/17. The report also states that no statistical information is available on unemployed graduates although insights from the Unemployed Graduates Union were obtained. Its critique of the programmes is based on two criteria – the number of programme revisions that have been reported and the introduction of new programmes of study. Outside of the above criteria, the study does not recognize the many differences among Arts degree programmes. For one, not all Arts programmes are the same across the country’s university system. There are internal and external degree programs, three-year general arts degree programmes following different subject combinations and Study Stream degree programmes that offer specialization within a three-year period, and four-year honours degree programmes involving a research component. While the subject areas covered by Arts programmes are also diverse, the content of programmes across the many universities differ as well. Thus, Arts students demonstrate a wide and disparate range of abilities and skills. Addressing Arts Education as a non-disaggregated whole is unhelpful when analyzing the skills and capabilities of Arts graduates and numbers that refer only to programme review and the introduction of new programmes does not adequately capture the status of those programmes. Disaggregating between Arts programmes is essential in order to recognize and develop the new and evolving programmes and provide support for the areas that require reforms.

Arts Faculties currently cater to a large number of students and relative to other faculties, their student body is more diverse and are likely to have differing and greater challenges and require greater support in transitioning to university education. Their student to staff ratios are larger, they tend to offer a large number of degree programmes that are delivered in different language media, and their per student funding is lesser than for other degree programmes. This creates a number of unique difficulties for arts faculties. These problems require systematic investigation in order for universities to provide the type of enriching education that an arts graduate requires.

These concerns that plague arts education cause difficulties in giving the arts graduate the type of education that they require and deserve. In the Commission’s report, these complex problems are not adequately presented or discussed.

Arts Education and Employment.

We recognize that some students who follow an arts education may have difficulties in finding work. As the report points out these difficulties stem partly from the immense social and economic disparities that influence student educational pathways and subsequent employment paths. The report suggests a number of solutions through which employment related problems that Arts students face may be addressed. These solutions proposed in the report require aligning educational paths with employment paths, through coordination among educational and employment providing institutions and greater funding for secondary and tertiary education. We pose, however three issues that the report has failed to address in making this case:

1. Framing recommendations with a rigorous analysis of the labour/job markets and their forecasts. The report neglects to include analyses of the job market or forecasts of the labour force. It does not address national policy to attract and create jobs, which are consistent with national trends in human capital. In short, the report does not link jobs and employment to broader policies to create good quality jobs that are secure and safe to all employees (see for instance, ILO, 2004). As a result, how the report construes where graduates will be placed once they graduate is unclear. Such an analysis should now be sensitive to changes caused by the Covid 19 pandemic, which likely hit youth and women particularly hard (ILO, 2020). Problems of the employment of arts graduates are especially salient to youth and women.

2. Justifying the linkages between employment and university education. The report rests on the assumption that students who follow a university education will become an “economic good”, meaning that their education will be transformed into some tangible, national, and tradable good. Yet the nature of this good is unclear, particularly considering that the labour market is in flux (see Blenkinsopp, 2011). For instance, with the rise in automation, jobs themselves are transforming in all sectors (see Oliver, 2015, Rothwell & Rothwell, 2016). These trends are likely to drastically reduce the number of jobs available and change how work is carried out. Skillsets, particularly those that are narrowly defined and context-specific, which are relevant and desired today, may have no importance in years to come. Thus, an analysis of jobs specific skills training, required of young people for employment in the future, should begin with an analysis of job markets of the future. Whether providing these skills should be the primary role of universities and whether the country has the jobs required for such trained individuals are also questions that will need to be addressed.

3. The report also rests on the assumption that learning activities that specifically target narrowly defined soft skills and skills in ICT and English language will result in the economic good mentioned in #2. This assumption has no basis. For instance, a strong humanities or social science education can provide invaluable skills in thinking critically (see Fahim & Masouleh, 2012) that are very much relevant to jobs. Within the study of job-related competencies, conceptual and thinking skills that are adaptable across job contexts and Reinforce a desire and ability to learn for oneself are particularly important (Snow & Snell, 1993). Cultivating these types of foundational skills require a curriculum that is built on a gradual and sustained process of developing them (see Fahim & Masouleh, 2012) rather than one-off courses that teach students a narrow skill set.

 

Education, Work and Economic Development

For most university graduates, employment means to be employed in the government sector. When graduates report unemployment, they do not necessarily mean they are not engaged in other income-generating activities or a private sector job. (One of the reasons for unemployment noted in the report is to be waiting for a government job.) Defining a “job” as a government job alone may be understood as part of a cultivated culture of patronage and entitlement. Such a position also draws from a realization that the working conditions, job security, and benefits of a government position far outweigh those in the private sector, regardless of claims to creativity, job satisfaction, higher pay, etc. Additionally, most private sector jobs are only available in and around urban areas. The report recognizes many of these issues and recommends raising awareness on the benefits of private sector jobs among undergraduates and urges the government to address the working conditions in the private sector.

The report points out that the majority of unemployed Arts graduates are women, but does not explore the gendered reasons as to why university educated women may be unemployed or opt out of employment. The Labour Demand Survey of 2017 provides insights on this matter. According to the Survey results, employers expressed negative attitudes towards hiring women owing to their “family commitments,” “security concerns”, and “maternity leave.” Employers’ reluctance to accommodate women’s unpaid care responsibilities and fear of sexual harassment and violence point to yet another societal malaise that is not reducible to a factor of university education alone. Not only are women overburdened with care work and at risk of violence in society, employers neither recognize nor provide support to women to work despite these challenges. Recent discussions on the unpaid care economy and women’s unaccounted labour at home are relevant here.

Many women opt out of formal employment or engage in informal work to accommodate the demands of care work in the home. Additionally, workplace sexual harassment and risk of the same when traveling home late after work are factors that contribute to women’s low labour force participation. These issues must be taken into account to arrive at a complete picture of graduate unemployment.

The audit report highlights the fact that we, as a “developing country”, must concentrate on economic advancement. However, there is no acknowledgement that one of the factors that have directly impacted the Sri Lankan economy and continues to do so has been ethno religious conflict. Over 30 years of war, and after the end of the war increasing numbers of organized violent attacks against Muslims, and the Easter Sunday bombings carried out by Muslims channelling the rhetoric of global Islamic terrorism to respond to local problems have destroyed lives and livelihoods and decimated the Sri Lankan economy. There is no analysis of how universities could provide a space to imagine alternatives to conflict and hostility and how such alternatives can be nurtured.

Unfortunately, education institutions have so far served to produce, reproduce and sustain Sinhala-Buddhist hegemonic narratives and to glorify ‘Sinhala-Buddhist’ culture at the expense of the stories and the culture of the country’s minority communities. These political efforts to divide and pit communities against each other encounter little or no ideological resistance. It is ironic that policy makers choose to see no connection between the country’s long history of ethnoreligious conflict and the system of education. Instead of playing a vital role in building trust in the post-war context among our communities, the education system has served to perpetuate structural violence along class, gender, ethnic and other lines. It is time that policy makers and political leaders discuss the manner in which education will help nurture a polity that can imagine collective engagement that is not overdetermined by conflict.

No doubt education has to cater to the economic needs of society, but the world has come a long way since ‘development’ was reduced to the ‘economy’. Contemporary approaches to development are much broader with far-reaching goals and meanings beyond the economy. Education should be a vehicle for achieving larger social goals through the development of creative capabilities and peaceful co-existence, which could, in turn, facilitate realizing economic goals within a society that is not plagued by violence.

RECOMMENDATIONS

Addressing the problems that plague Arts education in Universities, will strengthen not only Arts education in the University system but education in general. By framing the problem more widely, we propose the following:

The Education System:

1. The salutary goals that were envisioned when a free education system was introduced to the country still remain relevant. The social transformation that education continues to promise to countless Sri Lankan citizens is currently under severe strain. Therefore it is important that the challenges to the free education system be recognized and addressed in a manner that strengthens its foundational principles of universality and equality of access.

2. Broaden the understanding of the problems of the education system. Employability—narrowly defined– should not be the only framework from which reform of education should be approached. Education as a democratic endeavor must be recognized and questions must be raised as to whether the education system succeeds in strengthening democracy.

3. Ensure that education at both the secondary and tertiary levels is designed to overturn ethno-religious tensions and prejudices related to class, caste gender, gender identity and sexual orientation.

4. Provide solutions to address the inequalities in access to secondary education options, and minimize disparities in resources, facilities, and teachers.

 

Arts Education:

5. Provide arts faculties with the option of having foundation courses that will better equip students to perform well in degree programmes.

6. Have a better understanding of the different Arts degree programmes in the country, conduct a holistic analysis of the problems facing arts education and provide support when needed and reform where needed.

7. Increase spending on Arts Education. Recognize the contribution that Humanities and Social Sciences can make to society and provide support for such programmes.

8. Recognize and support the unique environments of the Arts Faculties as arguably consisting of the most diverse student bodies and serving the largest number of under privileged students.

9. Resist the formulation of one- size-fits-all policies for the improvement of Humanities and Social Science Education.

 

Technology Stream:

 

10. Ensure that students are guided into such streams through provision of services at both secondary and tertiary levels.

11. Provide trained teachers for technology education, revisit curricula, and improve infrastructure facilities.

Employment and employment markets:

 

12. Look into the job requirement of the country and the policies in place for job creation.

13. Ensure laws are in place to provide the necessary support services for women to enter the labour force.

14. Provide greater state support for the Creative Arts (as a job creation strategy that will strengthen the economy).

15. Ensure that the benefits and work conditions in the private sector match those of the public sector and remain attractive to university graduates



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Iain Douglas-Hamilton: Science, courage, and the battle for elephants

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Iain Douglas-Hamilton

Passing of Iain Douglas-Hamilton, a man who dedicated his life to conservation and whose life’s work leaves a lasting impact on our appreciation for, and understanding of, elephants.

– Prince William

In Africa on 08 December, 2025, when the sun slipped below the horizon, it did not only give an end for that day, but it also marked the end of a man whose knowledge and courage saved Africa’s elephants. This gentleman was none other than Iain Douglas-Hamilton! There is a beautiful African proverb that says, “When an old man dies, a library burns to the ground,” and it resonates well with Iain’s demise.

Iain pioneered behaviour research on elephants, and he was the first to highlight the elephant poaching crisis in Africa. Also, the adventures he went through to save the elephants will inspire generations.

From Oxford to Africa

The Life of the Last Proboscideans: Elephants”, authored by Muthukumarana, stands as an awardwinning, comprehensive study that integrates elephant evolution, anthropology, biology, behaviour, and conservation science.

Iain was born on 16 August, 1942, into an aristocratic family, the son of Lord David Douglas-Hamilton and Ann Prunella Stack. His parents were a distinguished couple in Britain: his father, a Scottish nobleman, served as a squadron leader in the Royal Air Force, while his mother was a pioneering figure in physical fitness and a prominent advocate for women’s rights. After finishing his school, Iain was admitted to Oxford University to study zoology. At the age of 23, for his PhD, Iain travelled to Tanzania to study the behaviour of elephants at Lake Manyara National Park. This was a daring and humble beginning that would change how the world understood elephants. He learnt to recognise individual animals based on their tusks and ears. He observed their family bonds, their grief, and their intelligence. These findings made the scientific community identify elephants as sentimental beings. During this period, he married Oria Rocco, and together they had two children, Saba and Mara.

Battle for the elephants

When ivory poaching swept across Africa and devastated elephant populations, Iain did not withdraw in despair. He confronted the crisis head-on, guided by science, rigorous data, and unwavering resolve. Through extensive aerial counts and field studies, he laid bare the scale of the tragedy—revealing that Africa’s elephant numbers had collapsed from an estimated 1.3 million to just about 600,000 in little more than 10 years.

It was largely thanks to his work that the global community saw—perhaps for the first time—the full scope of the crisis. His efforts played a pivotal role in pushing forward the 1989 international ban on ivory trade, a landmark moment for wildlife conservation.

In 1993, Iain founded Save the Elephants (STE), an organisation that would become the heart of elephant conservation efforts in Kenya and across Africa.

At STE, he pioneered the use of GPS-tracking and aerial survey techniques to monitor elephant movements, protect them from poaching, and plan safe corridors for them in increasingly human-dominated landscapes. These methods have since become standard tools in wildlife conservation worldwide.

Beyond technology and science, Iain was a mentor. He inspired — and continues to inspire — generations of conservationists, researchers, and everyday people who care deeply about wildlife. Through his books (such as Among the Elephants and Battle for the Elephants), documentaries, lectures, and personal example, he invited the world to see elephants not as trophies or commodities, but as sentient beings — worthy of awe, study, and protection.

Iain and Sri Lanka

In 2003 Iain came to Sri Lanka for the first time to attend the “Symposium on Human-Elephant Relationships and Conflict” as the keynote speaker. On that day he concluded his address by saying, “When I hear the talk of Problem Animal Control, I always wonder whether our species has the capacity for its own self-regulation or Problem Human Control in a humane and wise manner. HEC stands for Human Elephant Conflict, one of our focuses of this conference. How I wish it could come to stand for Human Elephant Coexistence, based on a recognition that other beings also need their space to live in. We are a long way from that, but I am sure that many of the findings of the talented body of researchers in this room will begin a stepwise progress in answering some of these fundamental problems.”

A few years ago Iain’s organisation STE collaborated with the Sri Lankan Wildlife Conservation Society for research activities aimed at reducing human-elephant conflict. In 2016 when the Sri Lankan government was going to destroy the confiscated illegal African elephant ivory, I made a request for Iain to write a congratulatory message to Sri Lanka’s President and Prime Minister for the wise decision they had taken. Iain sent me a four-page meaningful letter written by him, and he was joined by 18 other conservation organisations. In his letter he mentioned, “I want to offer my congratulations to the government of Sri Lanka for the laudable decision to destroy ivory stocks…” Sri Lanka is sending a message to the world that ivory should be without worth; elephants have value when alive. This is a critical message to send, particularly to the religious world, as they are sensitised about the threat religious ivory poses to elephant populations in Africa.”

Fortunately, Iain’s conservation is taken up by his children, especially his eldest daughter, Saba. In 2016 and 2024 she came to Sri Lanka for a lecture hosted by the Galle Literary Festival. Also in 2019, for the Wildlife and Nature Protection Society’s 125th Anniversary, Saba and her husband visited a gala dinner that was held to fundraise for conservation projects.

A difficult path

Iain’s path was never easy. He endured personal peril many times: from hostile terrain and unpredictable wild animals to being shot at by poachers while conducting aerial patrols over war-torn national parks.

Yet despite the danger, despite setbacks — flooded camps, lost data, shifting political tides — his conviction never wavered. His was a life marked by resilience. He refused complacency. He refused to surrender. And through every hardship, he remembered why he began: to give elephants a future.

Iain was also a pilot, and as the old English saying goes, “Pilots don’t die; they simply fly higher.” In that spirit, I wish the same peaceful ascent for Iain. My heartfelt condolences are with Iain’s family.

by Tharindu Muthukumarana ✍️
tharinduele@gmail.com
(Author of the award-winning book “The Life of Last Proboscideans: Elephants”)




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Awesome power of gratitude

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When you hear the word gratitude the first impression you get is a tail-wagging dog. If you feed a dog one day, it will wag its tail even if you meet it after a few years. That is gratitude. In addition, dogs are great teachers. They are at home in the world. They live in the moment and they force us to stay with them. Dogs love us and remain grateful unconditionally not for our bodies or bank accounts.

Small children are taught to say ‘Thank you’ for any favour they receive from others. They do not know that the two words can have positive effects on your health and the well-being of others.

Some time ago I had to call emergency services as I found one of my family members was unconscious. Within minutes an ambulance arrived and the paramedics whisked the patient away to the nearest hospital. He was in intensive care for a few days and returned home. We were marvelled at the impact of a handful of strangers who took charge of the patient at a critical time. I immediately wrote thank you notes to those who saved the patient’s life. I knew that it was a small gesture on my part. However, it was the only way I could express my gratitude to a dedicated team.

Selfless people

Later I realized that there are a large number of selfless people who do life-saving work, but they never expect anything in return. How volunteers saved a large number of flood victims is a case in point. The flood victims may not have expressed their gratitude in so many words. However, they would have felt a deep sense of gratitude to the volunteers who saved them.

Why do people come forward to help those facing natural disasters and other dangerous situations? A recent research in the United States shows that sharing thoughts of gratitude and performing acts of kindness can boost your mood and have other positive effects on your health. Almost all religions teach that gratitude does have a good impact on your happiness. Professor of Psychology Willibald Ruch says that gratitude is among the top five predictors of happiness.

By showing gratitude you can make positive changes in your own life. If you feel a sense of gratitude whenever you receive something that is good for you, it will be a healthy sign. You cannot get such a feeling in a vacuum because others have to play their roles. They can be your loved ones, friends, strangers or even people in authority. Gratitude is how you relate to them when you see yourself in connection with things larger than yourself.

Gratification lifestyle

Strangely, many people do not pause to appreciate what others are doing for them. For this you have to blame your gratification lifestyle. With the popularity of social media the young people feel that they are the centre of the universe. They seem to think there is no necessity to thank those who help them.

Why should we thank others even for minor favours? Recent studies show that those who express gratitude increase their own happiness levels. They also lower their blood pressure levels to a great extent. On the other hand, they will be able to sleep well and improve their relationships. They are also less affected by pain because of the positive impact on their depression.

They may not know that positive effects of gratitude are long lasting. Research shows that those who write thank you notes improve their mental health. There was also a decrease in their bodily pains. What is more, they feel more energetic in completing their daily activities. Unfortunately, schools and universities do not teach the value of gratitude since it is fairly a new field of study. Researchers are still trying to find out its cause and effect relationship. We know that those who perform acts of gratitude can sleep well. However, we do not know the reason for it. Researchers are wondering whether gratitude leads to better sleep or sleep leads to more gratitude. They also probe whether there is another variable that leads to gratitude and improved sleep.

Children

Despite such controversies, we know for certain that gratitude can benefit people at any stage of life. Most elderly people remain grateful for their children and grandchildren who support them. Elderly people cannot regain their physical strength or mental agility. Therefore they focus on gratitude. They are thankful to their children and grandchildren for their present situation.

How do gratitude recipients react? Research shows that those who receive thank you notes or acts of kindness experience positive emotions. You feel happy when someone holds a door open for you. Similarly, you are happy if you receive some unexpected help. Recently I was pleasantly surprised to see that someone has credited a big sum of money to my bank account in appreciation of a small favour I had done.

When you thank someone they are more likely to return the favour or pay kindness forward. Psychologically, people feel very happy when you thank them. However, some people hesitate to say thank you. The give-and-take of gratitude deepens relationships. In a close relationship husbands and wives do not thank each other. However, there are other ways of showing gratitude. A wife can make her husband feel appreciated. Such a feeling of appreciation will go a long way to strengthen their relationship.

Some people are ungrateful by nature. However, they can learn the art of being grateful. Such people will do well to maintain a gratitude journal. It is something similar to Pinpotha maintained by Buddhists in the past. They can record positive events in the journal. At the beginning this may not be easy. With practice, however, you can do it well. I knew of a man who kept a gratitude journal. Although his family members laughed at him, he did not give up the habit. When he was diagnosed with a terminal disease he used to read his gratitude journal very happily.

By R.S. Karunaratne ✍️

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Another Christmas, Another Disaster, Another Recovery Mountain to Climb

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In line with its overall response to Cyclone Ditwah that devastated many parts of Sri Lanka, India has undertaken to set up temporary Bailey Bridges at selected locations. Work on the first such bridge has begun in Kilinochchi on the Paranthan–Karaichi–Mullaitivu A35 road. Indian Army engineers are working with their counterparts. The Indian HC said that 185 tonnes of Bailey Bridge units were airlifted to restore critical connectivity, along with 44 engineers (Pic courtesy IHC)

The 2004 Asian Tsunami erupted the day after Christmas. Like the Boxing Day Test Match in Brisbane, it was a boxing day bolt for Indonesia, Thailand, Sri Lanka, India and Maldives. Twenty one years later, in 2025, multiple Asian cyclones hit almost all the old victims and added a few more, including Malayasia, Vietnam and Cambodia. Indonesia and Sri Lanka were hit hard both times. Unlike the 2004 Tsunami, the 2025 cyclones made landfalls weeks before Christmas, during the Christian Season of Advent, the four-week period before Christmas preparing for the arrival of the Messiah. An ominously adventus manifestation of the nature’s fury.

Yet it was not the “day of wrath and doom impending … heaven and earth in ashes ending” – heavenly punishment for government lying, as an opposition politician ignorantly asserted. By that token, the gods must have opted to punish half a dozen other Asian countries for the NPP government’s lying in Sri Lanka. Or all those governments have been caught lying. Everyone is caught and punished for lying, except the world’s Commander in Chief for lying – Donald J. Trump. But as of late and none too sooner, President Trump is getting his punishment in spades. Who would have thought?

In fairness, even the Catholic Church has banished its old hymn of wrath (Dies irae, dies illa) that used to be sung at funerals from its current Missals; and it has on offer, many other hymns of peace and joy, especially befitting the Christmas season. Although this year’s Christmas comes after weeks of havoc caused by cyclonic storms and torrential rains, the spirit of the season, both in its religious and secular senses, will hopefully provide some solace for those still suffering and some optimism to everyone who is trying to uplift the country from its overflowing waterways and sliding slopes.

As the scale of devastation goes, no natural disaster likely will surpass the human fatalities that the 2004 Tsunami caused. But the spread and scale of this year’s cyclone destruction, especially the destruction of the island’s land-forms and its infrastructure assets, are, in my view, quite unprecedented. The scale of the disaster would finally seem to have sunk into the nation’s political skulls after a few weeks of cacophonic howlers – asking who knew and did what and when. The quest for instant solutions and the insistence that the government should somehow find them immediately are no longer as vehement and voluble as they were when they first emerged.

NBRO and Landslides

But there is understandable frustration and even fear all around, including among government ministers. To wit, the reported frustration of Agriculture Minister K.D. Lalkantha at the alleged inability of the National Building Research Organization (NBRO) to provide more specific directions in landslide warnings instead of issuing blanket ‘Level 3 Red Alerts’ covering whole administrative divisions in the Central Province, especially in the Kandy District. “We can’t relocate all 20 divisional secretariats” in the Kandy District, the Minister told the media a few weeks ago. His frustration is understandable, but expecting NBRO to provide political leaders with precise locations and certainty of landslides or no landslides is a tall ask and the task is fraught with many challenges.

In fairness to NBRO and its Engineers, their competence and their responses to the current calamity have been very impressive. It is not the fault of the NBRO that local disasters could not be prevented, and people could not be warned sufficiently in advance to evacuate and avoid being at the epicentre of landslides. The intensity of landslides this year is really a function of the intensity and persistence of rainfall this season, for the occurrence of landslides in Sri Lanka is very directly co-related to the amount of rainfall. The rainfall during this disaster season has been simply relentless.

Evacuation, the ready remedy, is easier said than socially and politically done. Minister Lal Kantha was exasperated at the prospect of evacuating whole divisional secretariats. This was after multiple landslides and the tragedies and disasters they caused. Imagine anybody seriously listening to NBRO’s pleas or warnings to evacuate before any drop of rainwater has fallen, not to mention a single landslide. Ignoring weather warnings is not peculiar to Sri Lanka, but a universal trait of social inertia.

I just lauded NBRO’s competence and expertise. That is because of the excellent database the NBRO professionals have compiled, delineating landslide zones and demarcating them based on their vulnerability for slope failure. They have also identified the main factors causing landslides, undertaken slope stabilization measures where feasible, and developed preventative and mitigative measures to deal with landslide occurrences.

The NBRO has been around since the 1980s, when its pioneers supplemented the work of Prof. Thurairajah at Peradeniya E’Fac in studying the Hantana hill slopes where the NHDA was undertaking a large housing scheme. As someone who was involved in the Hantana project, I have often thought that the initiation of the NBRO could be deemed one of the positive legacies of then Housing Ministry Secretary R. Paskaralingam.

Be that as it may, the NBRO it has been tracking and analyzing landslides in Sri Lanka for nearly three decades, and would seem to have come of age in landslides expertise with its work following 2016 Aranayake Landslide Disaster in the Kegalle District. Technically, the Aranayake disaster is a remarkable phenomenon and it is known as a “rain-induced rapid long-travelling landslide” (RRLL). In Kegalle the 2016 RRLL carried “a fluidized landslide mass over a distance of 2 km” and caused the death of 125 people. International technical collaboration following the disaster produced significant research work and the start of a five-year research project (from 2020) in partnership with the International Consortium on Landslides (ICL). The main purpose of the project is to improve on the early warning systems that NBRO has been developing and using since 2007.

Sri Lankan landslides are rain induced and occur in hilly and mountainous areas where there is rapid weathering of rock into surface soil deposits. Landslide locations are invariably in the wet zone of the country, in 13 districts, in six provinces (viz., the Central, Sabaragamuwa, Uva, Northwestern, Western and Southern, provinces). The Figure below (from NBRO’s literature) shows the number of landslides and fatalities every year between 2003 and 2021.

Based on the graphics shown, there would have been about 5,000 landslides and slope failures with nearly 1,000 deaths over 19 years between 2003 and 2021. Every year there was some landslide or slope failure activity. One notable feature is that there have been more deaths with fewer landslides and vice-versa in particular years. In 2018, there were no deaths when the highest number (1,250) of landslides and slope failures occurred that year. Although the largest number in an year, the landslides in 2018 could have been minor and occurred in unpopulated areas. The reasons for more deaths in, say, 2016 (150) or 2017 (250+), could be their location, population density and the severity of specific landslides.

NBRO’s landslide early warning system is based on three components: (1) Predicting rainfall intensity and monitoring water pressure build up in landslide areas; (2) Monitoring and observing signs of soil movement and slope instability in vulnerable areas; and (3) Communicating landslide risk level and appropriate warning to civil authorities and the local public. The general warnings to Watch (Yellow), be Alert (Brown), or Evacuate (Red) are respectively based on the anticipated rainfall intensities, viz., 75 mm/day, 100 mm/day; and 150 mm/day or 100 mm/hr. My understanding is that over the years, NBRO has established its local presence in vulnerable areas to better communicate with the local population the risk levels and timely action.

Besides Landslides

This year, the rain has been relentless with short-term intensities often exceeding the once per 100-year rainfall. This is now a fact of life in the era of climate change. Added to this was cyclone Ditwah and its unique meteorology and trajectory – from south to north rather than northeast to southwest. The cyclone started with a disturbance southwest of Sri Lanka in the Arabian Sea, traversed around the southern coast from west to east to southeast in the Bay of Bengal, and then cut a wide swath from south to north through the entire easterly half of the island. The origin and the trajectory of the cyclone are also attributed to climate change and changes in the Arabian Sea. The upshot again is unpredictability.

Besides landslides, the rainfall this season has inundated and impacted practically every watershed in the country, literally sweeping away roads, bridges, tanks, canals, and small dams in their hundreds or several hundreds. The longitudinal sinking of the Colombo-Kandy Road in the Kadugannawa area seems quite unparalleled and this may not be the only location that such a shearing may have occurred. The damages are so extensive and it is beyond Sri Lanka’s capacity, and the single-term capacity of any government, to undertake systematic rebuilding of the damaged and washed-off infrastructure.

The government has its work cutout at least in three areas of immediate restoration and long term prevention. On landslides warning, it would seem NBRO has the technical capacity to do what it needs to do, and what seems to be missing is a system of multi-pronged and continuous engagement between the technical experts, on the one hand, and the political and administrative powers as well as local population and institutions, on the other. Such an arrangement is warranted because the landslide problem is severe, significant and it not going to go away now or ever.

Such an engagement will also provide for the technical awareness of the problem, its mitigation and the prevention of serious fallouts. A restructuring could start from the assignment of ministerial responsibilities, and giving NBRO experts constant presence at the highest level of decision making. The engagement should extend down the pyramid to involve every level of administration, including schools and civil society organizations at the local level.

As for external resources, several Asian countries, with India being the closest, are already engaged in multiple ways. It is up to the government to co-ordinate and deploy these friendly resources for maximum results. Sri Lanka is already teamed with India for meteorological monitoring and forecasting, and with Japan for landslide research and studies. These collaborations will obviously continue but they should be focused to fill gaps in climate predictions, and to enhance local level monitoring and prevention of landslides.

To deal with the restoration of the damaged infrastructure in multiple watershed areas, the government may want to revisit the Accelerated Mahaweli Scheme for an approach to deal with the current crisis. The genesis and implementation of that scheme involved as many flaws as it produced benefits, but what might be relevant here is to approach the different countries who were involved in funding and building the different Mahaweli headworks and downstream projects. Australia, Britain, Canada, China, Italy, Japan, Sweden and Germany are some of the countries that were involved in the old Mahaweli projects. They could be approached for technical and financial assistance to restore the damaged infrastructure pieces in the respective watershed areas where these countries were involved.

by Rajan Philips ✍️

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