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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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Approach to constitutional reform

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SWRD Bandaranaike

The S.J.V. Chelvanayakam KC Memorial Lecture delivered on 26 April, at Jaffna Central College, by Professor G.L. Peiris, an academic with outstanding credentials, was published, under the title, “Federalism and paths to constitutional reform,” in The Island of 27 April, 2026.

In Part II of the publication, titled “Advocacy of Federalism: Origins and Context,” Professor Peiris states: “At the core of political convictions he held sacrosanct was his unremitting commitment to federalism…”. Contrary to popular belief, however, federalism in our country had its origins in issues which were not connected with ethnicity. At the inception, this had to do with aspirations, not of the Tamils but of the Kandyan Sinhalese. The Kandyan National Assembly, in its representations to the Donoughmore Commission in 1927, declared: “Ours is not a communal claim or a claim for the aggrandizement of a few. It is the claim of a nation to live its own life and realise its own destiny”.

Commenting on S.W.R.D. Bandaranaike’s views, Professor Peiris states: “Soon after his return from Oxford, as a prominent member of the Ceylon National Congress, was an advocate of federalism. He went so far as to characterise federalism as ‘the only solution to our political problems”.

THE COMMON THREAD

The thread that is common to the sources cited above is that while their focus was on the political framework, there is not even a hint as to the territorial units to which the political framework of federalism is to apply. With time the Tamil “nation” claimed that their federal State was to be the Northern and Eastern Provinces of Sri Lanka. However, the Kandyan “nation” was silent on this issue. Since Britain annexed the Kandyan Kingdom and the unified, then Ceylon in 1815, for all intents and purposes it would be reasonable to assume that the claim of the Kandyan “nation” was to be the region under the last Kandyan King, leaving the Western and Southern coastal regions for the Rest of the “nation”.

Chelvanayakam

Sri Lanka, while being a colony under the British, was not interested in political frameworks. Instead, the British were interested in structural arrangements that facilitated Administration. It is evident from the evolutionary processes explored by the British that subdivided units of a State are critical not only for effective Administration but also for the political framework that ensures political stability. Federalism, advocated by the Tamil and Kandyan Leaderships for territorial units, as claimed by them, would inevitably lead to political instability. The lesson to be learnt is not to start with political frameworks, such as Federalism, but to first decide on the territorial units, within which a State functions, to ensure stability, and then frame political aspirations of the People belonging to such a State, in order to ensure political and structural stability.

LESSONS of HISTORY

Material from an article, dated 16 June, 2016

“When the British took control of the Dutch possessions in former Sri Lanka, in 1796, the Kandyan Kingdom was independent and separate from the Maritime region. The Kandyan Kingdom consisted of the “central highlands with the eastern and southeastern coastal strips”. It was after ceding of the Kingdom, at the Kandyan Convention of 1815, and after the rebellion of 1817-1818, that the two regions were merged. However, despite the merger, the administration of the two regions remained divorced from each other, with the Kandyan region being divided into 11 Districts, and the Maritime region into five, creating a total of 16 Districts for the administration of the whole country (Sir Charles Collins, Public Administration of Ceylon, 1951, p. 49).

“The above arrangements continued until the recommendations of the Colebrook – Cameron Commission. In 1832, the recommendations of the Commission were accepted , “… and the separate administrative system for the Kandyan provinces was abolished and amalgamated with the territories on the littoral acquired from the V.O.C. in a single unified administration structure for the whole island. The existing provincial boundaries within the two administrative divisions – the Kandyan and maritime provinces – were redrawn, and a new set of five provincial units, of which only one – the Central Province – was Kandyan pure and simple, was established. The new provincial boundaries cut across the traditional divisions and placed many Kandyan regions under the administrative control of the old maritime provinces” (K.M.de Silva, A History of Sri Lanka, 1981, p. 263), continued until as late as 1889, resulting in nine Provinces for the sole purpose of facilitating the Colonial administration. In point of fact, the Province never functioned as the administrative unit. Instead, the administrative unit was essentially the District, and the situation has remained so throughout the Colonial period and into this day. According to Sir Charles Collins cited above: “Most provinces were divided into districts, each Government Agent having charge of his own district, with general supervision over the whole province. The districts not in the direct charge of Government Agents were under the control of assistant Government Agents”. (Ibid, p. 62.)

PRIORITISING POLITICS OVER STABILITY

The lesson learnt by the British was that if a Colony is to be Administered effectively, the Colonizer had to choose the most appropriate unit of administration. Similarly, to an Independent Sovereign State, Territorial Stability should be its foremost priority. This means deciding on the most structurally secure territorial unit within which political power sharing should operate and not prioritise political frameworks, such as Federalism, at the expense of the structural stability of the State. Political instability would have been inevitable had Sri Lanka succumbed to pressures from the Tamil and Kandyan Leaderships.

Although Britain was not concerned with territorial stability, they recognised that the District was the most effective unit for effective administration. In fact, the 1977 Constitution describes the Territory of Sri Lanka in terms of Administrative Districts. Despite this, it was the Indo-Lanka Accord that first recognised the Northern and Eastern Provinces as political units. Following this, the 13th Amendment of 1987 extended this recognition to all Provinces.

The adoption of the Province as the political unit may not have had an impact on the territorial integrity of the Sri Lanka State, except for the Northern and Eastern Provinces, judging from the events that followed over three-plus brutal decades. The transformation of the territory of Sri Lanka, from Administrative Districts to Provinces and Provincial Councils, is the direct result of prioritising politics over territorial stability. For India to be the handmaiden of this transformation is beyond comprehension because instability in Sri Lanka, in whatever form, would impact on India’s own territorial integrity. This serious blunder cannot be ignored any further for the sake of both Sri Lanka and India. It is imperative that measures are taken to engage in a course correction through Constitutional Reform.

PROPOSED CONSTITUTIONAL REFORMS

The path to Constitutional Reform should start with the territorial subdivision of the Sri Lankan State into Districts, not only to ensure the territorial integrity of the State but also to improve administrative and development efficiencies coupled with Local Government units; a lesson learnt from the British. Any political powers devolved/decentralised to Districts should be the responsibility of District Councils, elected by representatives to Local Governments within each District.

Political power at the Centre should reflect the commitment to a single Sri Lankan Nation, through an elected Legislature, with Executive Powers being shared by a President/Prime Minister, with a Cabinet made up of all communities, in the ratio represented in Parliament. An attempt to share Executive Power with all communities, in an inclusive Cabinet, has not been the practice in the past, and under the present government, as well, despite its strident calls for unity and reconciliation. Consequently, the tendency for minority communities is to seek peripheral power to the maximum extent possible.

CONCLUSION

The approach to Constitutional making has been how best to accommodate political power in the form of Federalism, first by the Kandyan “nation” and later by the Tamil “nation”. The claim by the Tamil Leadership morphed from Federalism to a Separate State resulting in tragedies of an unimaginable order, to the point of threatening the very existence of the Sri Lankan State.

The current arrangement is based on Power being devolved to Provinces, in the form of Provincial Councils, with no regard the Province, makes to the territorial durability of the Sri Lanka State. How successive Governments hope to prevent threats to territorial vulnerabilities is to curtail the operation of sensitive provisions of devolved powers. This is being disingenuous.

On the other hand, the more direct and forthright approach to Constitutional Reform is to make the District the unit of peripheral power in order to ensure territorial stability and effective peripheral development and share Executive Power with communities in the ratio of their representation in the Legislature. The first could be achieved through a referendum and the second by the President/Prime Minister of any government. This approach prioritises territorial stability over political power; a change that has eluded policymakers. Therefore, it is imperative that territorial stability is given the foremost place in Constitutional Reform processes for the sake of not only Sri Lanka but also for India, for reasons of connectivity.

by Neville Ladduwahetty

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Time to get ready to face power

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The power cuts are already here. Perhaps, even before the date predicted by the Public Utilities Commision of Sri Lanka (PUCSL. The peak load has gone well past the threshold they indicated as the tipping point of 3030 MW of peak load. It is now will past 3100 MW and growing, perhaps triggered by the continued heatwave making the use of air conditioners and fans more frequent and by a wider group of consumers. The government insists there is no intention of power cuts but each of us have experienced some form of power outage, without notice, at some time or other.

It is in this scenario that the Ceylon Electricty Board (CEB), or whatever it is called now, had directed all roof top solar projects, over 300 MW capacity, to shut down for the period 10th April to 20th April.

This is in addition to the curtailment of all ground mounted solar and wind projects, and even mini hydro projects, without compensation, going on for some months.

One year of inaction by CEB with the problem staring in the face

If will be recalled that the same demand was made in April, 2025, after the debacle of the countrywide blackout on 9th February, 2025, whether caused by a monkey or otherwise.

The question to be raised is what steps have been taken by the then CEB, or the Ministry to anticipate the situation this year, too, and to try and mitigate the same.

The easy answer is absolutely nothing. If at all what has been done is unilaterally prevent any further addition of Roof Top Solar PV, under the provisions of the Surya Bala Sangramaya (SBS), is, undoubtedly, the only short term and economical means to add low cost renewable electrical energy to the grid.

The architect of the SBS, the Sustainable Energy Authority is deafening by their silence, when their signature project of prime national importance has been sabotaged, and now even the performance of the already installed systems are being curtailed.

This action is totally unbelievable when the use of expensive oil-based generation will continue unabated, even during the day, when there is so much solar energy already installed. Of course, the age-old excuse will be trotted out, of the non-firm nature of Solar and Wind and problems of grid stability, etc.

Many useful and practical solutions to face the growing issue of how to integrate the essential low cost but variable resources of solar and wind to the grid as an aftermath of the blackout were discussed over a year ago.

But nothing seems to have even been attempted. The most prominent among these was the proposal to add 300 MW of grid scale batteries, as indicated in the already-approved Long Term Electricity Generation Plan ( LTEGP 2024 – 2044,) of which 100 MW should have been in use by 2026. The tender for the addition of 16 X 10 MW battery storage at selected grid substations was called over a year ago. Some expectation of sanity

It is under these circumstances that the PUCSL called for a stakeholder consultation on the 10th April, 2026, after circulating a concept note, which was well attended. It was a breath of fresh air, in view of the downhill slide of the entire electricity sector in the recent months compounded by the raging controversy of the coal scam and the rapidly increased use of expensive diesel, in addition to the other fossil fuels, just to keep up the generation to match the demand. The double whammy of the doubling of the fuel prices , exacerbated the hit on not only the consumer’s monthly bill, but the national economy and balance of payments.

Therefore, it was most encouraging to note from the PUCSL’s concept note that sanity has prevailed at last. We have been demandin–g some concrete strategies and time based targets to rid at least the electricity sector from the use of expensive, polluting fossil fuels, commencing with oil. This is the only means by which the utility could hope to achieve some degree of economic and financial viability. They have continued to burden the consumer and the country by continually jacking up the consumer tariff, while ignoring any prudent means to clean up their Act. As a matter of interest, the CEB’s own data of 2023 shows that it is possible to save some Rs 113 Billion annually by replacing all oil-based generation using renewables. The country could have saved over $ 700 Million in Foreign Exchange and the Consumer Tariff could have been lowered by Rs 7.00 per Unit across all segments of consumers.

Therefore, the PUCSL concept paper out lines, some credible measures to eliminate the use of all of forms of oil for power generation in stages. The three tier of approach, outlined as option 1 to 3, reproduced here, should be commended for adopting a pragmatic approach, with very good chance of success.

Proposed options by PUCSL

(See Options 1 Peak Shaving Approach by 2027 and Option 2: Eliminating 2.06 GWh/day of diesel-based generation)

Considering even the recent past when we achieved a status of zero oil use, as compared to the present sorry status, this is not an extremely difficult task. We will have to substitute Solar PV to bridge the gap of reduced Hydro during dry months.

(See diagram 1)

RE Contribution 69% % Oil Usage 6.2 % No Diesel

(See diagram 2)

In Contrast on 30th March RE Contribution was only -43,5%

and oil use has gone up to -29.59%

However, as outlined in the introductory paragraphs of the concept paper, the driving force to promote this change is the early declaration of appropriately worked out tariffs for installation of storage batteries and delivery of the stored energy to the grid.

With the total lack of progress of proposals in the LTEGP 2025-2044 by the state institutions, it is prudent to assume any future initiatives can only come from private sector participation.

Using the power granted by the recently ratified Electricity Act NO, 36 (As amended) the PUCSL has moved with commendable speed to develop the Feed in Tariff declarations needed to enable the achievement of the above objectives and a further stakeholder consultation was held on the 24th of April when more detailed proposals were put forward.

However, although the responsibility of publishing the tariff remains with the PUCSL, unless the National System Operator ( NSO ), tasked with the planning and implementation of Electricity Sector developments , takes urgent action to implement the desired changes as a highest priority task, nothing will be gained to help the country to get out of this quagmire.

The Consumer Continues to be Burdened.

Further, as the time table proposed by the PUCSL itself indicates, even the first of the options can be implemented only in 2027, with the others following up to the year 2030.

These are very encouraging time targets and the consumers will eagerly await their achievement.

However, the threat of power cuts, as well as continuing increase in consumer tariff to fuel the use of diesel for power generation, is real and current. A further tariff increase of 18% has been demanded by the NSO, on top of the 15% granted on 1st April, 2026.

The Immediate Options Available to Consumers.

a) The CEB now refuses to provide any grid connection for integration of any rooftop solar PV systems under the Surya Bala Sangraamaya.

b) The only way available to the consumers is to install Off grid roof top solar systems with adequate batteries to be none dependent on the grid. Use the grid only during the off peak hours.

c) During most periods of the year, even under cloudy conditions there is some solar generation. To ensure the daily consumption is more than covered by the solar input and any surplus is used to charge the battery, to the level adequate to manage the evening and peak hour demand, the capacity of the solar panels and battery have to be determined.

d) It is to be noted that although only the relatively high-end domestic consumers could find the proposed scheme financially feasible under the present cost regimes, which will improve further when the second tariff increase is announced shortly, to those consuming over 250 Units/Month, their engagement has a sector wise positive implication which is beneficial to all levels of consumers.

e) The scheme will operate in an off grid mode, without exports to the grid at any time. Therefore, they will not contribute to the often voiced worries of over voltage, instability and variability in the national grid.

f) Once the PUCSL announces the required FIT and the NSO or the Distribution Companies institutes the necessary facilities, such as smart meters, such consumers, too, can further assist the grid by export of any excess they generate.

Proposal to Avoid Power Cuts Implementable by Domestic Consumers

There are several drivers which will attract the potential ” Prosumers” to adopt this option without delay.

* The consumer tariff will continue to rise

* Even the former Roof Top Solar Systems, without batteries, does not provide power during the power cuts or blackouts

* At present day prices, the investment is financially feasible, based on the savings of the current level of monthly electricity bill. A substantial bank loan can be comfortably settled from the savings

* Now cooking with electricity is no longer a financial burden but can save one from the cost and danger of LPG shortages and queues

* What you, do based on your economic ability, will be a service to all consumers as the resultant reduction of Peak Demand means the use of Diesel can be gradually reduced and the lower end consumers, too, will benefit.

* You will enhance your green credentials with your own financial benefits.

The overall benefit to the grid and other consumers

If the element of exorbitant cost of diesel-based generation is removed then there is no need for the increase of consumer tariff for all consumers.

What is more important is that trimming the peak load would drastically reduce the need for any power shredding that is happening on the sly now and thereby benefit all consumers,

The summary of Financial Analysis illustrating the viability based on currently available data is given here. This will improve drastically if a further increase in consumer tariff is granted, which appears inevitable. (See Table 01 – The basic data used for this analysis is available on request.)

by Eng Parakrama Jayasinghe

parajayasinghe@gmail.com

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From Coal to Solar: China’s sunken mines power a Green Revolution: Lessons for Sri Lanka

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A floating solar farm on a coal mining subsidence area in Panji district of Huainan, Anhui province, China, on June 7, 2017. (Image courtesy China Daily)

In a striking symbol of the global energy transition, vast stretches of once-abandoned coal mines in China have been reborn, not as relics of an industrial past, but as shimmering hubs of renewable energy.

What were once scarred landscapes, destabilised by years of mining, and later submerged by landslides and floods, have now been transformed into expansive artificial lakes.

Floating atop these waters are some of the world’s largest solar power installations, quietly generating clean electricity on a massive scale.

Among the most notable are the Fuyang Floating Solar Farm and the Huainan Floating Solar Farm. Together, they represent a remarkable engineering and environmental achievement.

The Fuyang facility boasts an installed capacity of 650 megawatts, producing approximately 700 million kilowatt-hours of electricity annually. Even more impressive, the Huainan project reaches a staggering 1 gigawatt capacity, generating nearly 1.8 billion kilowatt-hours each year. Combined, these floating giants produce enough electricity to power millions of homes without burning a single lump of coal.

A former General Manager of the Ceylon Electricity Board (CEB), a veteran electrical engineer, described the development as “a glimpse into the future of energy systems.”

“What China has demonstrated is not just technological capability, but strategic foresight. Turning environmentally degraded land into clean energy assets is the kind of thinking countries like Sri Lanka must begin to adopt,” he said.

Why solar on water?

Floating solar, or “floatovoltaics,” offers a range of advantages that traditional land-based solar farms cannot easily match.

Water naturally cools solar panels, improving their efficiency by an estimated 10 to 15 percent. In hot climates, this cooling effect can significantly boost electricity generation.

Additionally, the panels reduce water evaporation, a crucial benefit in regions facing water stress. By limiting sunlight penetration, they also help suppress algae growth, improving water quality.

Perhaps, most importantly, floating solar eliminates the need for large tracts of land. In densely populated or agriculture-dependent countries, this is a game changer.

A dual economy: Fish and power

In an innovative twist, some of these floating solar farms incorporate aquaculture beneath the panels. Known as the “fisheries + solar” model, it allows communities to cultivate fish in the shaded waters below, creating a dual-income system, energy production above, food production below.

This integrated approach not only maximises resource use but also supports local livelihoods, blending sustainability with economic resilience.

Environmental dividends

The environmental benefits are substantial. The Fuyang project alone reduces carbon dioxide emissions by an estimated 580,000 tons annually, while the Huainan facility cuts emissions by around 1.6 million tons each year.

Beyond emissions, these projects reclaim landscapes once deemed unusable—areas heavily damaged by coal extraction. In doing so, they rewrite the narrative of industrial decline into one of ecological restoration and innovation.

Sri Lanka: A nation poised for floating solar For Sri Lanka, the implications are profound.

Unlike China’s abandoned coal pits, Sri Lanka possesses thousands of irrigation tanks, reservoirs, and hydropower catchments that could serve as ideal platforms for floating solar. From the ancient tank systems of the dry zone to major reservoirs like Victoria Dam and Randenigala Reservoir, the country holds untapped potential to generate clean electricity without sacrificing precious land.

The country’s reliance on thermal power, particularly during drought periods when hydropower declines—has long been a challenge. Floating solar could provide a stabilising solution, reducing dependence on costly fossil fuels while complementing existing hydroelectric infrastructure.

Energy analysts note that integrating floating solar with hydropower reservoirs can create a hybrid system: solar power during the day, hydropower balancing supply at night. This synergy enhances grid stability and reduces overall generation costs.

The former CEB official stressed the urgency:

“Sri Lanka cannot afford to delay. With rising energy demand and climate pressures, we must explore every viable renewable option. Floating solar on our reservoirs is one of the most practical and scalable solutions available.”

Challenges and the road ahead

However, experts caution that careful planning is essential. Environmental assessments, grid integration, and financing mechanisms must be properly addressed. Community engagement, especially where fisheries are involved—will also be key.

Yet the blueprint already exists.

China’s transformation of submerged coal mines into renewable energy hubs offers more than inspiration—it provides a working model. For Sri Lanka, adapting that model to its own geography could mark a decisive step toward energy independence.

China’s floating solar farms stand today as one of the clearest symbols of a world in transition—from fossil fuels to renewables, from environmental degradation to restoration.

For Sri Lanka, the message is equally clear: the future of energy may not lie on land alone—but on water, where sunlight meets innovation.

If harnessed wisely, Sri Lanka’s  vast network of reservoirs could one day mirror that transformation, turning calm waters into engines of sustainable growth.

by Ifham Nizam

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