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Proposed education reforms

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Government, which provides almost the entirety of primary and secondary education, is on a mission to reform the education system. It is most timely. The widespread application of digital technology in most activities (general artificial intelligence) in many societies is on a scale comparable to the use of electricity as an energy source in the first half of the 20th century. It is pervasive. It reduces production costs and enables the creation of new goods and services. Super artificial intelligence holds forth prospects of hitherto unimagined creative activity, whether for good or for ill. There is no escape from the need to teach, learn and practice artificial intelligence. It is feared that super artificial intelligence may come to be beyond the comprehension of any human. Children who begin their secondary schooling now will enter the workforce in the decades beyond 2035. There is no detailed mapping of what that economy and society would be like, but there is little doubt that the ‘brave new world’ is one that, if we miss, we will be in the backwoods again. Therefore, serious thought on what might be taught in schools is most timely.

Making civilised life possible

In secondary schools, children learn for seven periods of 50 minutes each, every weekday. Although the ‘liberal arts’ dominated school and university education in the 19th and early 20th centuries, mathematics and science must now form the basis of all systematic education. We must understand the forces at work in societies where constant vigilance is essential to make civilised life possible. A good school will teach first language, second language, mathematics, physics, chemistry, biological sciences and social studies, every day to all students: 15 periods for basic subjects (2 languages plus mathematics), 10 periods for the three sciences (physics, chemistry and biology) and 5 periods for social studies. That leaves 5 periods during a week when students may choose to study religion and fine arts. There will be arguments about whether we should teach religion and fine arts more often in school. The central question is what can be dropped from the 30 periods a week to accommodate more religion and fine arts, and I see none. Languages and mathematics, social studies and basic sciences must be taught in schools. From the viewpoint of a student and a parent, consider the following situation. You have a brilliant child who scores in the high 90s in languages and mathematics consistently in school. Would you teach that child religion and fine arts at the expense of mathematics, biology and social studies? The answer you give in respect of your child applies to all children. Would you drop physics to accommodate the teaching of religion and/or fine arts? Would you drop social studies to accommodate them? If you do not agree to drop any one of them, you are left with 5 periods in the week to teach religion and fine arts.

Three periods a week for religion

I would be happy with three periods in the week to study religion. (I did not spend any time in school studying religion or the fine arts.) If you use three periods in the week to study religion, that time must be used to introduce young people to the variety of religions and religious practices, the world over. Studies of Hinduism, Buddhism, Christianity, Islam, some idea of Judaism and other forms of religious beliefs and practices over 6 years will introduce the children into that world, its variety, its values and conflicts in a way that is unlikely to be done at any other stage in his/her life. Religiosity in one’s parents’ religion can be taught at home and in places of respective worship and prayer. It is being done very well now in kovils, viharas, churches, and mosques. There is little need for duplication. I understand the teaching of fine arts poorly. In answering questions about subjects that can be substituted for the ones that I have proposed, a prior question to answer is, what would you drop to accommodate the substitute?

The government makes a horrible mistake by dropping social studies (social science) from the curriculum of secondary education. Languages and mathematics lay the foundations for all other learning. (In medieval times, in Europe, they formed the trivium) Both mathematics and language help us to convert our abstract ideas into forms accessible to others.

Importance of study of society

The study of physics, biology, and chemistry helps us understand nature. There is no way that a civilized society can ignore the study of the society in which it lives and which is changing rapidly as now. Notwithstanding Rousseau’s well-known dictum, man is not born free but utterly dependent. What degree of autonomy one achieves is a product of the society one lives in. A Chinese who has a regular income in the Sichuan Province is free in a way that her compatriot, without a regular income in Anhui Province, is not. A young woman teaching chemistry in Lahore University is free in a way that an illiterate fruit vendor in Chattogram is not. The Magna Carta, an agreement arrived at in Latin between an English king and his barons in 1215 CE, is quoted in a court in Lagos, Nigeria in 2025 to seek the freedom of a young undergraduate arrested by the police. All these are products of social relations. It is not only Newton’s second law of thermodynamics that all educated people must be familiar with but also Marx’s interpretation of human history.

Our own society is rotten with corruption, riddled with crime and striving and struggling for a better life. Apart from the need to understand problems in our society, there is no general study of this society in any language as it changes under numerous pressures.

Another dozen books can be written on Gemunu’s attack on Vijitapura and two dozen on Suniyama but there is nothing on life in slums in Maradana; nothing on the emigration for employment in West Asia; and nothing on the lives of masses of people transplanted into the less thickly populated northeastern Sri Lanka, although a descendant of one of them was elected president of the republic. We must understand the nature of these problems and solutions there for, and interest in them can well begin in secondary schools. Besides, we live in an increasingly integrated world where norms of behaviour seem to be determined by crude strength, whether military, technological or economic and where deprivation and cruelty are acceptable as normal. Children in secondary schools will learn about social relations as they mature into citizenship. Social studies will help them in the process.

There is a second set of problems which the government plans to solve: the size of the student population in each school. This problem has been alive since at least the mid-1960s. The Department of Education then, with the assistance of the World Bank, studied this issue, but the proposals came up against the opposition of teachers’ unions and of some politicians. In 2023, of 10,000 schools, some 1,500 had less than 50 students on roll. They were all Type 2 and Type 3 schools and about 90 percent had Grades 1-5. These children, aged 5 to 10 years, cannot travel long to join large schools. Most of them come from low-income families with parents who themselves did not receive much education. Of all schools, some 3,000 had less than 10 teachers each. On these many accounts, children in small schools suffer from limited options compared to those in larger schools. It is more expensive per student to run these schools than larger schools. Although it may sound reasonable to close these schools and absorb the displaced children in larger schools, in the circumstances, it is not practicable to do so without harming the interests of those children. The higher costs have to be borne.

Bandula’s commendable programme

Bandula Gunawardena, when he was the minister of education, started a highly commendable programme of opening schools that taught technology in towns spread over the country. That practice, with necessary changes, can be carried out usefully. The government can also use the infrastructure of some Central Schools to teach the new curriculum. Where new centres of population have grown, as in Horowapatana, Embilipitiya and in the north, as well as the plantations (which I have not visited of late) new schools need to be built.

A problem which has not been raised by the government is that of the supply of teachers. Taken as a whole, there are plenty of teachers: about one teacher for every 20 students. Of these 240,000 or so teachers, except for some 2 %, all are either trained university graduates, university graduates or otherwise trained professionals.

Small schools and teachers

The small schools absorb a disproportionately large number of teachers. Schools in large towns with many secondary schools attract teachers for a variety of reasons. Schools in between suffer from a shortage of teachers. Teachers of English, Mathematics and Science are especially scarce in small towns and rural areas, a deep contrast to a surplus of teachers in urban areas. Within a square mile of the Royal College on Reid Avenue, there are 12 ‘good schools’. Private tuition, whether individually or in classes, steps in to help students where schools do not have the right teachers. The large number of students who seek admission to arts faculties in universities do so because there are no opportunities in their schools to study English, mathematics and science. They turn to anthropology and fine arts for lack of options.

An adequate supply of teachers in English, mathematics and sciences will change the social composition of the student populations in the relevant faculties in universities and make better sense of state education. The whole nation will gain.

Before I close, I want to make two more comments. For a long time, commentators have spoken of rote learning in Japan, South Korea, China, India and the rest of Asia. Although so far there are few Nobel prizes awarded to persons working in these countries, they also have produced the Toyota car, Samsung cell phone, most of the world’s supply of advanced computer chips and some of the world’s leading institutes of technology, whether in Harbin or in Chennai. Above all, in one generation, one billion people in China and India have been raised out of poverty. That is not bad for rote learning.

In the same vein, there is the complaint that there is no ‘critical thinking’ among teachers and students in Asian communities. Is there critical thinking in lecture halls in US, where a teacher lectures to an audience of a few hundred? Questioning takes place in small groups where students have intimacy of discussion, where students have access to books and papers, and now the internet, and there is an active intellectual life. You have to spend an academic year in Cambridge or Princeton to appreciate an intellectual atmosphere. It is the tutorial system and that atmosphere that contribute to the legendary good teaching in Oxford and Cambridge.

In the US, it is in graduate schools that students come into close contact with star teachers. You can meet thousands of graduates who attended even the most prestigious universities in the US, who never met the star professors at their university, whom they see on television. It would also help if those who complain about the lack of critical thinking in our universities give their understanding of ‘critical thinking’. Please don’t quote a professor in Yale as your explanation. We can read her contributions ourselves.

by Usvatte-aratchi ✍️



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Combining local resources,traditional knowledge and science to build a food-secure Sri Lanka

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World Food Day 2026: Innovating today for a better food future

by Dr. Kaushalya Wijayasekara

What will be on the Sri Lankan dinner table ten years from now? Will our children be able to get nutritious food at a price their families can afford? Will farmers be able to grow enough despite changing weather and rising costs? And how much of the food we produce will actually reach the consumer, instead of being lost or wasted along the way?

These questions can’t wait. A farmer faces unpredictable weather. A family faces rising food costs. Fruit goes unsold after a good harvest. Some children do not get enough nutrition. The future of food is tied to the future of Sri Lanka itself.

World Food Day 2026 is a chance to look beyond the immediate problems and ask whether we can build a food system that feeds our people well, gives farmers better opportunities, protects the environment and makes better use of what we already have. The answer can be yes, but we will have to think differently.

We are not starting from zero. Sri Lanka has diverse crops, fisheries, traditional food knowledge, indigenous varieties, research institutions, universities and a young generation able to create new solutions. What we need is to bring these together and act. Producing more will not secure our food future on its own. It will depend on how intelligently we produce, process, preserve, distribute and consume food.

Making more of what we already have

Innovation does not always mean inventing something new. Often it means finding better uses for the resources we have.

Sri Lanka grows traditional rice varieties, kurakkan, green gram, cowpea, jackfruit, breadfruit, cassava, sweet potato, coconut and palmyrah. All of them have great potential for modern, nutritious, value-added foods. Jackfruit and breadfruit can be made into flour and other convenient products. Traditional rice varieties can go into new foods that suit changing consumer needs. Palmyrah, with its strong cultural heritage, can create new income through better processing, packaging, quality assurance and market development.

The aim is to connect our traditional food knowledge with modern consumer needs and technology, while keeping our food heritage.

Stop wasting the food we produce

Reducing food loss and waste should be a major priority. Seasonal fruits such as mango, banana, papaya and pineapple can be lost in large quantities when production exceeds demand or when storage, transport and processing facilities are inadequate. With suitable technology, these fruits can become dried products, pulps, powders, beverages and other shelf-stable foods.

Agricultural and fisheries by-products are resources too. They could be turned into food ingredients, animal feed, bio-based products and other useful materials, which would move us toward a more circular food economy.

Technology alone is not enough. We need stronger local processing facilities, cold storage, efficient transport, collection centres and market information systems, especially close to where food is produced. Cutting food loss raises the value of what our farmers and fishers already produce.

Nutrition and food safety come first

Food security means more than having enough food. People also need food that is safe and nutritious.

Sri Lanka can develop affordable, nutritious foods from local pulses, grains, vegetables, fruits and fish. Children and other vulnerable groups should get particular attention. Schoolchildren in particular deserve a focus: safe, nutritious, locally sourced products for school feeding programs would support child nutrition, local farmers and domestic food industries at the same time.

Food safety must stay at the centre of food innovation. Good hygiene, quality control, laboratory testing, traceability and appropriate food safety systems are what make new products safe as well as attractive and nutritious.

A food system that can cope with climate change

Climate change is already affecting agricultural production, water availability, crop yields and food prices. We need food systems that can handle changing conditions. That means climate-resilient crops, efficient water use, soil and water conservation, better storage and resource-efficient food processing.

Traditional knowledge matters here. Generations of Sri Lankan farmers have developed practices suited to local climates and ecosystems. Combining that experience with modern science can give us solutions that fit local conditions and are sustainable. Technology alone will not build the future of food. Science, experience and local knowledge together can.

Give young people a bigger role

Sri Lanka’s universities have an important part to play in shaping our food future. Young people should be encouraged to identify real problems in the food system and work on practical solutions in areas such as food waste, sustainable packaging, nutrition, food safety, modernising traditional foods and digital technologies.

A good research project should not always end as a research paper. Where appropriate, research should be supported to move on to products, technologies, enterprises and community solutions. That needs stronger partnerships between universities and industry, along with mentoring, research funding, business support and market connections. If young researchers and entrepreneurs can turn their ideas into viable food innovations, both consumers and producers will benefit.

A pathway designed for Sri Lanka

We do not need to copy food-system models from other countries. We can build a pathway that suits our own resources, culture and needs. It would bring together local resources, traditional knowledge, scientific research, appropriate technology and entrepreneurship, with farmers, fishers, universities, research institutions, food industries, entrepreneurs and policymakers working side by side.

The goal goes beyond selling raw materials. We need to create more value, reduce waste, improve nutrition, generate jobs and strengthen rural livelihoods. This matters especially for small and medium-scale food enterprises, which can drive local economic development when they get the right technical, financial and market support.

The choices we make today

The food future will not create itself. It will be shaped by what we grow, what we research, what we process, what we consume and what we choose not to waste.

So, the question for World Food Day 2026 is this: what can we do today so that every Sri Lankan has safe, nutritious, affordable and sustainable food tomorrow?

The answers are already around us, in our farms, fisheries, food businesses, universities, laboratories and communities. We have the resources, the traditional knowledge, the scientific expertise and talented young people. What we need now is to connect them and act.

A better food future begins with the choices we make today.

Dr. Kaushalya Wijayasekara

Senior Lecturer, Department of Biosystems Technology, Faculty of Technology, University of Ruhuna

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20th Anniversary of Digampathana blast – the day Sri Lanka Navy cried

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Aftermath of the terror attack

By Admiral Ravindra C Wijegunaratne
WV, RWP and Bar, RSP, VSV, USP, NI (M) (Pakistan), ndc, psn, Bsc
(Hons) (War Studies) (Karachi) MPhil (Madras)
Former Navy Commander and Former Chief of Defence Staff
Former Chairman, Trincomalee Petroleum Terminals Ltd
Former Managing Director Ceylon Petroleum Corporation
Former High Commissioner to Pakistan

The Digampathana suicide truck attack on 16th October 2006 remains the deadliest single strike in Sri Lanka Navy history, leaving scars that time cannot erase.

It was a seemingly ordinary Monday morning on 16 October 2006, but the calm of that day would soon be shattered in a way none of us could have imagined. As the Commandant of the Naval and Maritime Academy and Flag Officer Commanding Naval Fleet at Trincomalee, I was aware that a number of my cadets were travelling that morning, part of a convoy of fifteen buses carrying naval personnel from Trincomalee, Colombo, and other bases, heading toward Dambulla to rendezvous with another group. The convoy also included trucks and escort vehicles, a routine movement planned and coordinated with the army to ensure the roads were clear. The morning started quietly. Some personnel greeted friends, handed over their weapons, or strolled to a nearby tea shop. It all seemed so ordinary—too ordinary for what would come next.

Sri Lanka Navy sunk LTTE Ships carrying arms, ammunition and warlike materials thousand miles away from Sri Lanka in Indian Ocean in September and October 2007.

By late morning, both convoys had reached the small ground at Digampathana, near the Sigiriya junction, and personnel mingled briefly, unaware that a carefully orchestrated act of terror was waiting. Then, suddenly, an empty half-truck veered directly into the convoy. It exploded with a ferocity I can still recall as if it were yesterday. Nuts, bolts, and high explosives tore through the air. Pandemonium erupted instantly. I later learned that 107 of our naval personnel were killed on the spot and another 153 critically injured. The scene was indescribable—bodies scattered, vehicles mangled, personal effects strewn across the ground. I remember later hearing that the head of the suicide bomber was recovered more than 100 meters away from the blast, a grim testament to the sheer force of the explosion.

I was in my office at the Naval and Maritime Academy when my mobile phone rang. A young midshipman from the 21st intake called, his voice trembling: “Sir, there was a huge explosion at the convoy point! Many are dead … my batch mate Wijesundara is among them.” I immediately jumped into my jeep with my escort Chief Petty Officer and driver and rushed to Digampathana, relying on every ounce of my driving skill to reach the scene. The journey, which usually took little more than an hour, felt endless that day, each passing mile weighed down by dread.

When I arrived, I was confronted with a sight that no training can prepare you for. The injured were being rushed to Dambulla Hospital, where doctors and nurses worked tirelessly, improvising in ways that saved lives despite the overwhelming chaos. I went back to the site after visiting the hospital. The remains of our naval personnel were scattered across the ground, and someone had begun collecting weapons and protective gear. I immediately contacted Surgeon Rear Admiral Nico Jayasekara and received his instructions: collect all body parts in separate bags and transport them to the Trincomalee Naval Hospital mortuary. This gruesome work had to be done with care and dignity, and it filled the icebox in my vehicle. Through DNA testing initiated by Rear Admiral Nico, we were able to identify every naval personnel lost that day, bringing some closure to grieving families.

The Navy Commander at the time, Vice Admiral Wasantha Karannagoda, was devastated. I had worked closely with him and knew how deeply he cared for his men. He ensured that the fallen were honoured with full ceremonial naval funerals at Welisara Naval Base, attended by families and comrades. Sixty-seven funerals were conducted in a single day—a number that still haunts me.

The Digampathana attack remains the largest single loss of naval life in our history. It was a day of sorrow, but also a day that reinforced our resolve. The tragedy galvanized the Navy to target the LTTE Sea Tiger wing with renewed determination and reshaped our maritime operations forever. Every time I think of that day, I remember not just the lives lost, but the courage, professionalism, and dedication of those who survived, those who treated the injured, and those who ensured the fallen were honored properly. May the souls of our naval hero’s rest in peace, their sacrifice guiding us and inspiring generations of naval personnel to come.

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‘Murder at Whitby Abbey’

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Tales of Mystery and Suspense – 24

I was intrigued by the title of a book I found in a book drop at the condominium of a friend, Murder at Whitby Abbey, and I brought it home with me though I will not be able to return it in the near future. It was described on the cover page as ‘a standout in the crowded medieval mystery field’, though I fear I do not know of other books in this field, apart from the Cadfael series, which I have dealt with earlier.

The book, by Cassandra Clark, is set during the reign of Richard II and has as a backdrop his precarious position, which led to his being replaced, and murdered, by his cousin Henry, who reigned as Henry IV. It is a gloomy book, the action taking place in the twelve days of Christmas leading up to the Epiphany. And the gloom is pervasive, even though this is supposed to be a time of festivity, with mummers performing, and many of those in the guest house where the heroine stays going to town to enjoy themselves, with much drinking and much music, which also fills the guesthouse.

The heroine Hildegarde is a nun, sent to try to acquire a relic being sold by Whitby Abbey, though this was also a penance set by the Abbot of the monastery that governed her abbess because she had had sex with a man. Soon after she and her companions reach the Abbey set high on a cliff, she finds that there are other bidders, and soon suspects that the hierarchy, not perhaps the Abbot who seems a weakling, but his rapacious bursar, is determined to make money, and not above creating false relics to sell to several aspirants.

After Hildegarde and her Cistercian companions – Whitby is a Benedictine Foundation – two monks, Gregory and Egbert, and a young priest Mark, reach the abbey, they find that Aelwyn, a monk they had met on their way to the guesthouse had died. This was in the apple store, and they realize, when they find the surplices of novices stuffed into the air vents, that he had been left to suffocate in the overwhelming scent of apples.

Clark

The Cistercians are asked to look into the death, perhaps because they are likely to get no cooperation from the Abbey folk, but perhaps because those in charge are keen to know what happened. And the infirmarer, an old monk, suggests Hildegarde talk to a man called Edred who worked for the bursar, and had been a friend of Aelwyn’s. But Edred too is killed, before he can keep an appointment he had made with Hildegarde, drowned in a pool near the farmhouse of the Abbey.

Meanwhile tensions arise between the fisherfolk and the abbey for the bursar wants to charge them for using the beach that technically belongs to the abbey to dry their fish and their nets. This leads to physical battles, when the guards used by the abbey, under the command it seems of the bursar whose determination to make money is not resisted by the abbot and the prior, try to storm the area where the fishermen live.

Hildegard finds out more about what had happened through two youngsters, one of whom Torold is the son of Aelwyn by a woman who worked as a prostitute for a cartel, and with whom Mark fell in love. The other works on the farm and had seen Edred meet someone near the pool, after which that someone left the place by himself. And the boy had also found in the pool a sort of dagger with the seal of the abbey.

He and his dog, and Torold who follows her, rescue Hildegarde from a man at arms who has waylaid her and tries to rape her earlier. Escaping into the abbey she was nearly been raped then by the bursar, but she managed to escape, in the process setting fire to him and the muniments room, which led, when he was rescued, to the discovery of a box with the money he said had been stolen, blame being cast on both Aelwyn and Edred.

Matters come to a head when the fisherfolk try to storm the abbey, being resisted by the men at arms stationed on the towers. But then Hildegarde realizes that behind the murders was the bursar’s clerk, whom she pursued to the cathedral. There is great drama then as she escapes from him when he tries to kill her, and then from the man at arms who had tried to both rape and kill her, but they both fall from the scaffolding she had climbed, the latter coming from a tower where he had been stationed.

Both of them think they run the rapacity of the abbey, the latter claiming to work for the nobles opposed to Richard, who is presented throughout the book as devoted to his subjects, not to power or money. But though the villains die, the bursar continues, having got over the hysteria the fire had caused and his acknowledgment then of guilt – and though the abbot and the prior seem less vicious, whether they will be able to assert themselves is questionable.

Before the climax, when the others in the guesthouse were leaving, Hildegarde found that two of them were in possession of the relic, for which they seem to have paid well. Hildegarde herself had made a derisory offer, but before she leaves the abbot gives her the relic, perhaps in gratitude for what she and her fellow Cistercians had discovered, the abbey having made as much money as it needed and more from the gullible other buyers.

Mark’s inamorata is saved from the stews because she moves in with Edred’s widow whom the bursar had thrown out of the rooms he occupied when her husband was found dead. Hildegarde had paid for lodgings, in a house run by the man who ran the brothels, but he had a kindly side and was going to finance them to make nets for the fishermen.

So, the Cistercians set off for their home as swiftly as they can to get there on the day of the Epiphany, having stopped en route to pray for King Richard whose birthday it was.

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