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Renewable energy share in power generation – President misled by advisers

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by Dr. Janaka Ratnasiri

A press release issued by the President’s Media Division on 14.09.2020 says that plans should be made to generate 70% of the country’s overall electricity requirements from renewable energy (RE) sources by 2030. This is a deviation from the target of 80% given for the same purpose in the President’s manifesto seeking peoples’ mandate for the Presidency. Obviously, the President has been misled by his advisers saying that the 80% target cannot be achieved.

PRESIDENT OFFICE PRESS RELEASE ON ELECTRICITY GENERATION

The press release gives a summary of decisions taken at a meeting held on 14.09.2020 where the future plans of the State Ministry of Solar Power, Wind and Hydro Power Generation (SW&H Power) were discussed by the President with the State Minister of SW&H Power, Minister of Power, Secretaries to the President and the Ministers, heads of stake holder organizations and representatives of the RE industry.

The President had said the countries world over are moving away from fossil fuels such as coal and petroleum oil towards renewable energy sources in order to arrest the anticipated climate change. He has pointed out that Sri Lanka should adopt renewable energy sources wherever possible enabling the future generations to enjoy the benefits of sustainable development. He has further said that the government has granted the highest priority for RE projects and directed the President’s Secretary to issue a circular to all institutes informing them of this decision and seeking their assistance.

Among the other matters discussed were installation of solar PV panels on roof-tops in government schools, factories and other government establishments, building wind energy projects at Mannar, Pooneryn and Siyambalanduwa and the need to remove barriers for the private sector to invest on RE projects.

 

PREVIOUS CABINET DECISIONS AND PLANS ON RE PROJECTS

 

The Government during 2016-18 has decided to install roof-top Solar Power plants with capacity up to 1000 MW by 2025 on a war footing (Soorya Bala Sangramaya) (Cabinet decision on 09.08.2017). The Cabinet on 02.05.2017 has approved the allocation of LKR 300 million to install roof-top solar panels in government establishments, which was followed up by another decision taken on 05.12.2017 in which approval was granted to award contracts for their establishment in 63 Government hospitals, 13 Government schools and 01 Divisional Secretariat Division.

Cabinet approvals were granted on 16.12.2016 for building a Solar Power Park of capacity 100 MW in Siyambalaanduwa, on 28.02.2017 for building a 100 MW capacity Floating Solar Power Energy Plant at Madura Oya Reservoir and on 23.05.2017 for building a 240 MW Wind Power and an 800 MW Solar Power Hybrid Energy Park at Pooneryn. Other than carrying out some preliminary investigations, nothing firm including sourcing investors or necessary approvals has been undertaken.

 

CURRENT SHARE OF RENEWABL ENERGY IN THE SYSTEM

 

The current power system in Sri Lanka comprises a mix of thermal power plants, both oil and coal fired, hydropower plants, both major plants and mini-hydro plants and several wind, solar and biomass systems. Their capacities and actual annual energy generated in 2018 are shown in Table 1, with data sourced from CEB’s 2018 Statistical Digest. The average plant factor for each type of power plant (PF) is also shown in the Table 1. (see table 1)

It is seen that the share of RE in the total power generation in 2018 was 45.4%, based on actual energy generated during the year. The average PF for solar panels has been 19.7% while that for wind power plants has been 29.3%. Hence, in estimating energy generation in future RE power plants, an average PF of 20% was assumed for solar panels and 30% for wind power plants. The challenge therefore is to raise the RE share of 45% to 80% within the next 12 years.

The Sustainable Energy Authority of Sri Lanka (SLSEA) which is mandated to promote and regulate the development of RE projects has given in its website a list of RE projects that have been connected to the grid as at 30.06.2020 and also a list of RE projects that have been granted permission. A summary is shown in Table 2 along with the estimated energy generation using plant factors given in Table 1. It is expected that the plants for which permission has been granted will be commissioned by 2030.(See table 2)

 

PLANS FOR FUTURE GENERATION EXPANSION

The CEB prepares once in two or three years a long-term generation expansion (LTGE) plan where the future demand for power during each year of the planning period is first estimated. As per Sri Lanka Electricity (Amendment) Act No. 31 of 2013, the LTGE Plan prepared by the CEB needs the approval of the Public Utilities Commission of Sri Lanka (PUCSL) before implementation. The latest approved plan is in respect of 2018-37. A later plan prepared for 2020-39 released in May 2019 is yet to be approved. The capacities of different plant types recommended in the 2020-39 LTGE Plan to be added annually during the period 2020 – 2030 are shown in Table 3. The Annex 8.4 of the Plan gives the estimated generation from each of the plant types and using these, the total generation from RE sources and the total from all sources estimated are also shown in Table 3.(see table 3)

It is seen that the total RE contribution in 2030 will be 11,102 GWh, while the total generation will be 31,738 GWh. This gives the RE share in the total generation as 35.0%. This is a reduction from the 2018 actual value of 45.4 %. This shows that CEB’s planning process has ignored the President’s policy as outlined in his manifesto where he has announced that he wished to have RE sources contributing at least 80% of the total electricity generation by 2030. Instead of showing an increasing trend, the Plan shows a decreasing trend for the RE contribution.

Taking into consideration the contents in the press release issued on 14.09.2020 after having discussions with the State Minister of SW&H Power and officials of stakeholder institutes as given in the introductory paragraph, the writer proposes the following adjustments be made to the energy mix for electricity generation, in order to reverse this trend.

Consider adding 520 GWh for hydropower by building a reservoir below St. Clair’s Falls to utilize water spilling over the Upper Kotmale plant during the daytime and linking it with the existing shaft of the Upper Kotmale power plant, details of which were given in writer’s previous articles.

Retire all diesel operated thermal power plants including the two combined cycle gas turbine (CCGT) plants at Kelanitissa which are running at low efficiency and served their useful life by 2030.

Retire the existing coal power plant at Puttalam as it will be 20 years old by 2030.

Drop the plans for building new coal power plants including the proposed extension to the existing coal plant at Puttalam.

Table 4 gives the generation from each type of plants in 2030 as given in the CEB Plan as well as under the adjusted scenario. The latter shows the total thermal energy generated will be only 6,385 GWh including 489 GWh from CCGT at Kerawalapitiya and 113 GWh from the gas turbines which are retained for peaking purposes. The base load will be met by the five natural gas operated CCGT power plants each with capacity 300 MW having an efficiency over 55%. In order to meet the total demand of 31,800 GWh by 2030 and achieve the target of 80% of RE share, it will be necessary to have at least 20,600 GWh generated from RE sources, that is a 3-fold increase from CEB’s estimate. The question is whether it is technically and financially feasible to achieve this target in 10 years’ time.

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Teaching for job market and ‘liberating the whole person’ during Covid-19 pandemic

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by Liyanage Amarakeerthi

 

(This is based on a short presentation made at a promotion interview at the University of Peradeniya on November 19th, 2020. Author thanks Professors KNO Dharmadasa, Wimal Wijayarathne and OG Dayarathna Banda, Dean/Arts who encouraged him to publish this speech.)

At universities, we are busy teaching online. It is heartbreaking to find many students lack required facilities. Teaching on Zoom, for example, takes smart phones and personal computers for granted. We have to assume that Internet access is as ubiquitous as air, but reality is otherwise. Attendance at live Zoom classes can be as low as 40 percent in the Faculty of Arts, where students from underprivileged backgrounds account for the majority. Therefore, we need to record our lectures and make them available through other means. I myself have WhatsApp groups for all my classes to transmit important course content with a minimal cost. The university and the faculty take admirable care with extremely limited resources to make sure that no student is left behind. But the situation is far from satisfactory.

In addition to Corona, our political authorities routinely tell us that what we teach at the faculties of arts has become irrelevant and obsolete. They regularly ask us to produce employable graduates. Recently, President Gotabaya Rajapaksa was seen in a video clip telling a graduate that she should have studied ‘something technical.’ While it is wrong to produce an endless number of external graduates merely with degree certificates to wave at media cameras at the Lipton Circus, learning something ‘technical’ signifies a poor understanding of university education.

I want to reflect on the true meaning of education at the faculties of Arts. At our faculties we teach courses in the humanities and the social sciences. As a scholar in literature and language, I am at the most pressured end of the spectrum: Learning literature is the most removed from ‘something technical.’ Therefore, we, the humanities scholars at universities, routinely have to justify what we are doing in teaching and research. There reflections are made in that context.

 

Vision of the founding fathers

The founding fathers of the University of Ceylon, never imagined that future scholars in the Humanities would have to face the particular challenge mentioned above. In the inaugural address of the Ceylon University movement Ponnambalam Arunachalam, the President of the movement, had elaborate plans for a university of our own. Out of 13 professorships they had imagined to create in the University of Ceylon, eight were for the humanities. They wanted professorships for vernacular languages such as Sinhala and Tamil, and when the university was established, in 1942, the curriculum had considerable focus on local language and traditions. Indeed, there were professorships for natural sciences, and many science-based subjects were to enter within the first decade of the university.

In addition, those founding fathers had much larger and grander ideals for education; here are the words of Arunachalam:

“University will be a powerful instrument for forming character, for giving us men and women armed with reason and self-control, braced by knowledge, clothed with steadfastness and courage and inspired by public spirit and public virtue.” “A Plea for a Ceylon University” (A. T. Alwis. Peradeniya: The Founding of a University).

Those beautifully profound words demonstrate that Arunachalam’s vision for education was much more than teaching ‘something technical.’

 

Liberal Arts

In order to rediscover the true meaning of the Humanities education, one may look into what is meant by the liberal arts in contemporary international universities. ‘Liberal arts’ is a bit more inclusive than what we call ‘arts subjects’ since they include natural sciences, basic mathematics and the like. A rich liberal arts degree programme exposes students to a wide range of subjects––languages, literature, philosophy, religion, natural sciences, mathematics, Fine Arts, citizenship education, social sciences (at least key concepts of them) and so on. Since there is nothing strictly prohibited from the domain of liberal arts, one could add numerous other things to the curriculum.

The word ‘liberal’ in liberal arts a loaded one. It includes knowledge required to liberate human beings from socio-cultural bonds they are trapped in producing hierarchy, inequality and injustice. Rousseau famously claimed that chains binding human beings were human-made’ and the hammers to break them were also made in earth not in heaven. A high quality education in liberal arts should help us see those chains and to forge the hammers that can break them. In other words, liberal arts teach us the significance of working towards a just society. For that goal, there are many sources of wisdom. Unlike political parties and rigid ideologues, universities believe that there are multiple ways to reach that goal. That goal may be always at the horizon resisting our reaching it. Still, a society that has given up on that goal is perhaps so much poor even with endless affluence. Teaching liberal arts at universities is one important way societies hold on to a richer dream even in the midst of relative economic hardships. A country can be poor but yet not philistine.

‘Liberation’ in liberal arts includes internal liberation as well, and it could include several modes of refining oneself within. When modernity was an unquestioned project, liberation from the Nature was one goal of humanity. But now we know better. While we have to keep Nature at bay, we also have to realise that we are also part of it. The time of coronavius is opportune to reflect on this. Moreover, our nature itself is something that needs refinement and taming while it is very much a part of big Nature. So, in recent times a diverse set of course related to environmentalism has made its way into our liberal arts curriculum. As Professor Spencer McWilliams has aptly put, “a liberal arts education can help us develop a more comprehensive understanding of the universe and ourselves”. (Liberal Arts Education: What does it mean? What is it worth?)

Our political authorities may ask for graduates with a certain set of limited technical skills to be productive in the narrow roles assigned to them in contemporary economy. For us in universities, a human being is not just a worker. His or her life in the world of work is only one small segment of his or her life. For us as in the Humanities, questions such as what human beings do, what they reflect on, what and how they enjoy during their non-working hours matters as much as the ‘job skills’ they are supposed to hone. To make matters even more complicated, the liberal arts is interested even in the dreams that occur to human beings during their sleeping hours. To put it simply, for liberal arts human self is much more than a human worker.

A holistic development of the ‘whole person’ is the goal of liberal arts. It includes eight interrelated aspects: intellectual, emotional, physical, spiritual, vocational, ethical, personal, and social. Intellectual development requires acquiring broad-based knowledge, learning how to learn, and learning how to think critically. Emotional development includes understanding, managing and expressing emotions. Developing high quality relationships with other people is the basis of social development while ethical development aims at providing students with a clear value system that enables them to make sound decisions. Physical development concerns the understanding of one’s own body and taking care of it. Spiritual development may be the most culture-sensitive as each culture may have its own take on what is ‘spiritual. ‘Vocational’ is indeed a form of development that must be a part of contemporary education. But is only one among eight. It includes exploring career possibilities and developing skills required for a career. As university teachers we do want our graduates to find jobs and achieve some sort of financial independence to pursue other goals of life articulated here. Personal development, the last of the eight, stays the last because it is the bottom line, so to speak. For personal development one needs to cultivate a strong sense of self-identity and agility to step out of that identity in being considerate towards others.

The Role of Peradeniya:

Whole Person, Whole Campus

A fully developed university must have all the facilities needed to address at least those eight areas. Holistic education believes that curriculum and co-curriculum must make use of whole campus for that purpose. Founding fathers of University of Peradeniya seem to have endowed with a concept of holistic education in the early twentieth century. Just to give only a few examples, for those who argue for making use of the whole campus for holistic education claims that for one’s intellectual development, a university has to utilise learning centers, library, academic advising services, tutoring services, information technology centers, invited talks on various topics, workshops, theatre halls, art shows and so on. This list, though not comprehensive, demonstrates that the intellectual development of a graduate is much more than following time tables and attending formal lectures. At Peradeniya, we may not have all these facilities, but when the university was founded a considerable attention was paid to these aspects. Taking a long walk through the beautiful University Park can be education in itself if one is rightly attuned to the lessons of natural beauty. I have learned those lessons at stunning campus parks at Wisconsin and Cornell.

Now, let me touch on ‘spiritual development.’ In addition to formal instructions on subjects such a philosophy and arts that concern one’s spiritual life, there should be co-curricular involvements with campus religious communities. Programmes such as inter-religious dialogue could be part of these activities. Perhaps, it was for such holistic education that places for all religions have been established within the University of Peradeniya.

Instead of cutting down funding on ‘liberal arts’ education, the government must invest more in the kind of education explained above. Even without enough financial resources some of us have been working hard to promote such a holistic education. Yes, just some of us. There are people who have no idea as to what they should be doing at universities. Among them, there are academics who believe that training students to site exams that lead to a certificate is university education. Yes, that is education often found at private tuition classes. But there is much more to university education. If our holistic education is only partially done, it is natural that authorities ask out graduates to learn ‘something technical.’

The prevailing pandemic has crippled nearly all co-curricular activities at campus. An education that does not include library, playground, gymnasium, the Sarachchandra Open Air theater, the E.O.E. Perera theatre, heated discussions with guest speakers, and, even some trips to the lovers’ lane or other ‘lanes’ cannot help achieve eight developmental goals of holistic education. COVID-19 has corroded that education. But holistic education is faced with a bigger threat. It is the demand that education be geared for the job market. True academics must do everything possible to prevent that philistine virus making inroads into our higher education institutions. Only those who are capable of realising the true meaning of holistic education envisioned in the Humanities and liberal arts can stand up to such philistine invasions. Those are the ones who really deserve to be hired and promoted.

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Chinese Development Experience:

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Why Have Sri Lankans Failed So Far

by Luxman Siriwardena

 

During the past decades, several East Asian Economies have experienced consistent high rates of economic growth while achieving unprecedented improvements in the standard of living of their citizenry, an achievement that has been described in the famous World Bank study as ‘Asian Miracle’.  Hong Kong, Taiwan, Singapore and the Republic of Korea (ROK) were the partners of this achievement. One analyst explained this miracle as developments that have ‘telescoped into a single generation, a process of socioeconomic development that took the advanced economies of Western Europe centuries to achieve’. This group have now been dramatically overtaken by Communist China which has also eliminated poverty, probably excluding a few clusters in remote parts of rural China. 

Unfortunately, however, all South Asian countries, including India, Pakistan, Bangladesh and Sri Lanka still remain far behind China as developing economies. It has been estimated that a high percentage of the population of many of these countries are living in abject poverty and deprivation. 

China’s economic development as now well demonstrated, has been associated with technological advancement surpassing many of the advanced market economies. It is only a matter of time before China   becomes the largest economy in the world. Even in the current COVID-19 pandemic situation it has emerged as the only country to record a positive growth rate in 2020, according to multilateral lending agencies.

In this context it is of significance to understand how President Xi Jinping has articulated the Chinese development within the framework of Marxist Political Economy. In this regard, a speech delivered by Jinping, in the mid-August needs to be closely studied by the academics and policy makers in developing countries like Sri Lanka. President Jinping proposes in the speech that the Marxist political economy must be studied and developed as a higher stage of theoretical and practical advancement of Political Economy. Most relevant to the current development discourse is his combining of Marxist political economic principles with new practices of reform and opening up of the Chinese economy. 

President Jinping has also categorically mentioned that the belief of some people that Marxist political economy and the analysis in Das Capital is outdated or outmoded is arbitrary and inaccurate. Jinping states that nowadays there are various kinds of economic theories but the foundation of Chinese development cannot be explained by any theory other than the Marxist theory of political economy. 

With reference to the development of theory and practice in China, Jinping upholds the contribution by successive Chinese leaders. Going through his argument it is clear that President Jinping is contributing to the new stage of development in Marxism termed as Socialism with Chinese Characteristics. 

In his analysis President  Jinping refers to almost all challenges the modern-day advanced market economies are confronting and strongly advocates study of them in the context of Marxist political economy which include  theories of developing a socialist market economy, enabling  market to play a decisive role in allocation of resources while providing for a prominent role for the government and state-owned enterprises in promoting, facilitating and coordinating  new industrialization, agricultural modernization and other  essential players of growth and development. It is also interesting to learn the way China addresses the property ownership/rights and right of the farmers to contract out lands. 

What President Jinping has emphasized with regard to the study of political economy has a direct relevance to Sri Lankan academics and policy makers irrespective of what they have learned in universities of the West or from multilateral or other agencies. In his presentation President Jinping has emphasized the importance of six key principles in economic development in China. 

i. Adherence to people-centric development thinking 

ii. Focusing on new development concepts with a futuristic view 

iii. Upholding basic economic systems preserving Chinese Socialists Characteristics 

iv. Improvement of basic distribution systems 

v. Focusing on the direction of socialist market economy 

vi. Adherence to the basic national policy of opening up when effecting    necessary reforms. 

His concluding remarks would be an eye-opener to Sri Lankan and other developing country policy makers, particularly economists. 

Their commitment to upholding the basic principles and methodology of Marxist political economy does not imply rejection of the rational components of other economic theories. Western economic knowledge on areas such as finance, prices, currency, markets, competition, trade, exchange rates, enterprises, growth, and management do reflect one side of the general laws underpinning socialized production and market economics, and should therefore be used as reference. At the same time, however, Jinping suggests that it is necessary to keep a discerning eye on the economic theories of other countries, particularly those of the West, making sure that the wheat is being separated from the chaff. It should be ensured however, that these theories reflecting the nature and values of the capitalist system or are colored by Western ideology are not blindly adopted. Although the discipline of economics is devoted to the study of economic issues, it does not exist in a vacuum, and therefore cannot be separated from larger social and political issues.  

Why have our economists, both in academia and in policy making positions, not understood this simple truth?  Why have they failed to develop theories and explanations that address local needs like their counterparts in the region? For example, India, Pakistan or even Bangladesh have world class economists who have come up with homegrown theories and homegrown solutions to local problems. Could it be that our economists, unlike their regional counterparts who have succeeded, have not been able to free themselves from the clutches of the west intellectually and ideologically? How much their education in the west, reinforced through regular training given by West-dominated multilateral agencies and also frequent exposure to thinking of the West in their work, is responsible for this unfortunate situation? Whatever the reasons are, instead of thinking independently on their own they parrot their mentors in the West for short-term gains like easy recognition and self-fulfillment continuing the vicious circle and perpetuating the misery of their people. Irony is that when a solution is needed the only thing our experts are capable of doing is seeking refuge in programmes of multilateral development agencies reminding us the famous saying attributed to Einstein that “insanity is doing the same thing over and over again and expecting different results”

Sri Lankan policy analysts, this applies to academics and researchers too, must desist from advocating indiscriminate reliance on foreign concepts. Their analyses should be based on objective conditions that exist in Sri Lanka and associated socio-political environments namely, political economy. thoroughly and at length to prevent them being marginalized in the emerging discourse.

It is time for our academics and policy makers to change the path on which they have been travelling, the path not only built by the West but also the road rules for the travellers have been written by them.  What our academics and policy makers, especially, economists, have been hitherto repeatedly preaching and implementing are literally  carbon copies of classical, neoclassical or Keynesian theories they have learnt without adaptation to meet Sri Lanka’s development needs.

It is stated by the historians that Lenin further developed Marxism where it was further fashioned by Stalin and Trotsky. In the modern era remarkable adaptations to it were brought in by Chairman Mao. Since then there have been many Chinese leaders who have made various pragmatic contributions for the Chinese economy. President Jinping has presently brought Chinese economy to a new stage of development through more pragmatic and innovative ways without deviating from fundamental Chinese characteristics.

In view of the above it can be concluded that there are many lessons that developing countries like Sri Lanka can learn from the Chinese development experience. If our academics and policy makers can come out of the ivory tower of conventional framework and improve on theories and models that they have learned in the past by adapting them where necessary to local conditions that may go a long way in help promoting effective policy for sustainable growth and development. Until and unless that happens our attempts to achieve sustainable economic growth and development in the country will remain only a pipe dream, which it is today. 

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Covid-19 prevention:

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Revamp CMC’s crippled Public Health Services

By Dr. Pradeep Kariyawsam
Former Chief Medical Officer of Health / CMC

When the second wave of the Covid-19 epidemic started, it was inevitable that the wave would reach Colombo, as many other epidemics such as dengue fever, chikungunya, cholera, influenza started in Colombo and then spread to other areas. Here of course those who travelled from abroad obviously brought the disease to the country, and then it spread towards the city in no time. There are many who travel from Gampaha District to Colombo city area and they were the potential carriers of the virus.

Prevention activities should have been started from all fronts, especially in Colombo North and Central areas, as soon as we heard about the Minuwangoda outbreak; and without hesitating when it reached Peliyagoda which lies in the northern bank of Kelani river. Colombo North lies just a few hundred feet away in the Southern bank. True the CMC started carrying out PCR tests, but most of them were off target as hardly a patient was found initially. There is no point in crying over spilt milk now. The importance of Public Health Services should be recognized at least now, and that a proper service could save the city and country from economic collapse and social unrest. The latter mostly instigated by politicians. The deaths at home is a sign that all is not well with the prevention services. Unfortunately, some politicians and government servants do not understand this reality.

Around 40 years ago, the Minister of Local Government realized the importance and the necessity to organize the people in these areas, who actually lived in slums and shanties and the need to prevent communicable diseases and provided them with basic amenities. Hence under his direction the CMC went on to carry out surveys of the needs of the people through new recruits called Health Wardens. The Health Wardens formed Community Development Councils after having elections in the so-called Gardens (Wattas) where the people in them chose their leaders as the office-bearers to run the Councils. Women’s and children’s groups were also formed by the Health Wardens, and these GCE (AL) qualified youth were the acceptable officials to give instructions on any matter on health and welfare. I can remember they even arranged marriage registrations.

They teamed up with the Public Health Inspectors, Nurses, Midwives and Medical Laboratory Technologists (MLT), Health Education Officers, and formed a network that supported the preventive services to the hilt. In short, we were proud of our work and it was appreciated by UNICEF, WHO, UNCHS, etc. For example, when we had to get Colombo as polio free, all of them teamed up and with the help of Rotarians gave vaccines to all children under five years of age in the city in one day! In order to provide a proper service, the city needs at least 65 Public Health Inspectors, 35 Nurses, 175 Midwives, 35 MLTs and over 200 Health Wardens or Health Instructors as they are called now. (The Salaries and Cadres Commission please note!) These services are in a sorry state of affairs now, as the number of officers in service have dwindled so much that we no longer have a single maternity home that is operating at night, as only nine nurses are available, the PHIs have neglected food hygiene work, and Midwives are over stretched so much they are running a crippled service, the laboratories lack material and the poor people have to go to the private sector to get expensive tests done, when they could have got them done free at the CMC labs. But the most important aspects of all this, which are organizing the communities, health education, creation of awareness about communicable diseases, communicating with all and being the link between the people and the health units that were handled by the Health Instructors do not exist anymore.

There aren’t even Health Education Officers anymore, who used to supervise them. The information thus collected then can be analysed by the Epidemiologist to understand the vulnerable areas and direct prevention activities. Unfortunately, there is no Epidemiologist as the post of Deputy Chief Medical Officer (Epidemiology) is not filled during the last three years. That is what is lacking mainly in CMC’s Covid-19 prevention programmes today. It is not the ambulances that the people need as CMC already has two ambulance services; The ambulances run by the MCH Division and the 110-service are run by well-trained fire-fighters. The people need someone to be with them in their hour of need as it happened years ago, looking after their health and welfare needs, as Health Instructors were allocated to areas in which they were responsible for the people in slums, shanties and apartments.

Therefore, it is my humble appeal that the CMC, the Western Provincial Council, and the Ministry of Health get together and fill these posts, create higher cadres for these posts and appoint suitable persons immediately. We have to allocate vulnerable areas to these officers and get them to go to the people, organize them, look after their health and welfare needs and prevent a disaster happening as there will be more Covid-19 waves and new epidemics in the near future. This will definitely reduce deaths at homes. A stable Colombo, health-wise, will make the country stable in the same way. With all my experience I know that this is the only way to prevent this kind of disaster happening again, and this will be a feasible way of managing this crisis for the government to prevent and control this disease.

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