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In this 8th Chapter of my book on this subject I look at how the majoritarian system of democracy we had in this country contributed to increasing resentment by those who felt shut out of the decision making process. This played out principally with regard to racial differences, where what seemed majoritarianism on the part of successive elected governments contributed to the movement for autonomy and then for secession. But we should also remember that there were deep resentments based on class differences that led to two violent youth insurrections in the seventies and the eighties.
The Official Languages Act
In 1956 S.W.R.D. Bandaranaike became Prime Minister, in a coalition of nationalist forces dominated by the Sri Lanka Freedom Party (SLFP). He had established the party after leaving the United National party (UNP). During the election campaign he had presented himself as a champion of the common man against the elite who had dominated Sri Lankan politics. But due to the pressures of political competition his victory was seen as the triumph of Sinhala nationalism.
I have been quite critical of Basil Rajapaksa recently, which I gather has upset him. This led him to assume that I would vote against the government in the recent motion of No Confidence, which suggests how emotional he can be, with little comprehension of political principles. But I should be glad that he at least reads, because I was gradually coming to the conclusion that no one in government read anything, and that few listened to anything except adulation.
This is a pity, for there is much they could learn from constructive criticism. Unfortunately the general mindset is oppositional, and I suppose this is understandable given the incapacity of the opposition to do anything but criticize mindlessly. Thus it is natural to suppose that any criticism means unremitting opposition.
This is not the case with regard to my worries about Basil Rajapaksa. I am deeply impressed by his capacity to work, and the way in which he presided over fantastic infrastructural development in areas that had been ravaged by conflict. Indeed, having recently travelled to the North East of India where, despite evident goodwill and much expenditure, there are many deficiencies with regard to connectivity, roads and railways and communications, I am glad that I was unstinting in my praise of what government has achieved in our own North and East.
That could not have been accomplished without Basil Rajapaksa’s drive. But the problem was that he had not engaged in the conceptualization that should have accompanied such a programme, and he paid little attention to the development of human capacity, and the provision of productive employment. So nothing like enough has been done to improve teacher supply to schools, to fast forward skills development for youngsters, to promote small and medium industries through carefully targeted credit facilities and entrepreneurship training.
I wrote some weeks back about some welcome proposals for Reform decided on at the Parliament Advisory Committee on Education. I will now look at some other proposals that are also welcome, though I have written as follows to suggest they should be fleshed out in an imaginative fashion to ensure effectiveness.
a. 1.2.9 & 7.8 – The Principal is the backbone of the school, and should be empowered to decide on expenditure. Strengthening Principals and allowing them to run the school without constant reference to Education Offices is vital. However this should be accompanied by clear guidelines as to administration and accountability. Appointing an Administrative Secretary (4.2.4) to each school is an excellent idea, but there should be very clear job descriptions, and performance contracts for both the Principal and the Secretary. A strong School Development Society should be established, but with strict provisions against financial involvements, with heavy penalties to prevent contractual connections. Accountability should also be increased through reports to Grama Niladhari headed committees and through these to the Women and Children’s Units of Divisional Secretariats.
b. 1.2.15 – Private sector participation in education is desirable, with appropriate quality controls. This should be encouraged at all levels, including the training of teachers. The opportunity to teach in state schools should be subject to certification through state evaluation, but private and non-profit agencies should be encouraged to set up teacher training institutes, in particular for Science and Mathematics and Languages, and for English medium teaching.
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Paper presented by Prof Rajiva Wijesinha
Adviser on Reconciliation to HE the President of Sri Lanka
At an international conference on
India’s North-east and Asiatic South-east: Beyond Borders
Organized by the Centre for Research in Rural and Industrial Development
At the North East University, Shillong, on June 6th and 7th 2014
A major problem former colonies faced when gaining independence was that of identity. When composed of populations that differed from each other in various particulars, the question arose as to whether constituting a single country was justified. The problem was exacerbated by the two Western impositions after the Second World War that had done much to shape attitudes subsequently in an immensely destructive fashion. The first was the creation of a Jewish state in Palestine which institutionalized nationalisms based on identity rather than geography. Even more destructive as far as South Asia was concerned was the partition of British India, which popularized the idea that a country had to be based on homogeneity. This contributed to the othering of what was not homogeneous.
Obviously I do not mean to say that all was sweetness and light before that, for we are only too aware of conflicts based on identity through the centuries. But the idea that a country belonged to those of a particular identity, ethnic or religious or linguistic, was I believe damagingly entrenched by the Western redrawing of boundaries in areas that had not gone through the contortions that Europe had in developing the concept of the nation state. And, even more worryingly, the dominant force in the world at the time these divisive concepts became entrenched was the United States, which prided itself on being a melting pot, where different identities were subsumed in the great American dream.
This, combined with British notions of democracy, which gave supremacy to an elected Parliament, contributed I believe to the majoritarianism that has bedeviled South Asia since independence. So in both India and Sri Lanka we had efforts to impose the language of the majority on everyone else, though fortunately for you in India, this was resisted and, as far as the major languages of the country were concerned, you developed a more sensible policy.
To return to the fears of resurgent terrorism in the North, this would seem preposterous given the patent relief of the majority of the Tamil people that the terrorism to which they were subject is over, a fact the military obviously recognizes. But at the same time it is clear that the people in the North have aspirations that are not being addressed, and this contributes to resentments that could be taken advantage of. Instead then of actions that could contribute to further resentments, the Secretary of Defence should rather work on those who have not only failed to overcome resentments, but have contributed to exacerbating them. Many of the better informed military personnel in the North understand this, and are at a loss to understand the myopia of government in this regard. But sadly, excellent politician though he is, the President will not put his mind seriously to the problem that has arisen in the last few years, and the Secretary of Defence has not produced comprehensive intelligence reports that assess the real reasons for resentment.
The resentment of the people was apparent in the massive vote against government at the recent election to the Northern Provincial Council. The President knew that he would not win the election, and I suspect this was true of everyone in government, even though the Minister of Economic Development, who had been entrusted with the government’s Northern policy, kept claiming that the government would do well. Indeed his belief seems to have been sincere, since the resentment he displayed after the results came in suggested that he was deeply upset at the total failure of his strategy. It was he, the President had told Dayan, who had insisted that the poll be postponed, on the grounds that the work he was doing would win popular favour, whereas the Secretary of Defence had been willing to have the election much earlier. It should be noted then that the Secretary’s opposition to holding the election last year was based on practicalities, the certainty of loss, rather than intrinsic opposition to a Northern Provincial Council, which he had sensibly enough thought should have been constituted earlier. But sadly his reaction to awareness of increasing unpopularity was not to ensure measures to reduce that unpopularity, but to try to sweep it under the carpet by even going to the extent of challenging the President when he made it clear that he intended to abide by his commitment to have the election.
That the Secretary was right to have wanted to have the election earlier is apparent from the results of preceding elections in the North. In the first set of local elections government actually won some local authorities. In the Wanni, government actually came close to winning in two of the three areas that polled, and in one the combined poll for government parties exceeded that of the Tamil National Alliance.
I make no apologies for returning yet again to the question of language rights. As I noted after my last visit to the North, for a series of Divisional Secretariat Reconciliation meetings, this remains one of the principal bones of contention in the Jaffna District. But it need not be, because the principles we should all be acting on are now clear, following the inclusion of Tamil as an official language in the constitutional reforms of 1987, and the fleshing out of those principles in the last couple of decades.
First, under President Kumaratunga, there were more inclusive language learning policies in schools in the nineties and then, most importantly, under this government, Minister D E W Gunasekara introduced language norms for public servants. I was not sure how well this was working so, at the previous meeting of the Parliamentary Consultative Committee on National Languages, I asked for a report on pass rates. We got this at the February meeting – or rather I did, and I had to point out that questions I raised were asked for the general benefit, not my own, so information should be shared with all my colleagues on the Committee.
I can see this might seem a waste of paper, since almost never do more than a quarter of the 31 members meant to be on the Committee attend, and many of those who do are concerned only with individual problems; but the principle was affirmed, and the Minister will now ensure that information is shared with at least all those who do attend. This is important, for this is something we should all be concerned with, as legislators and contributors to national policy.
I was quite flattered recently when I was told by a former public servant, for whom I had the greatest regard, that I was probably the first politician since S W R D Bandaranaike to be so interested in Local Government. I am not sure that this is quite correct, not only because I am not really a politician, but also because I think President Premadasa did a lot of work in this field. But nevertheless it set me thinking on why the subject has not had the attention it deserves.
This is sad because other countries have moved forward significantly in this sphere. Indeed some of the hot air now being blown about with regard to India and its role in our introduction of the 13th Amendment would I think be dissipated if we looked at what India has actually done, since that Amendment was introduced, to bring government closer to the people.
The 13th Amendment came about quite simply because centralized government had been too distant from the people. While this was obviously the case with regard to the needs of minority communities, which also suffered because of exclusivist language policies, we should also remember that rural majority communities also suffered because of a majoritarianism that did not take the concerns of the marginalized into account. Hence indeed the two Southern youth insurrections.