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presidency 21There has been much exultation in some quarters in Sri Lanka about the conviction of Jayalalitha, but I was glad to see that at least some articles also noted the need for stringent measures in Sri Lanka too, to combat corruption. One article however missed the point, in citing as an example of what needed to be dealt with firmly the Ceylinco case.

The failure to deal with that swiftly, and provide compensation to the victims of the scam, is indeed appalling. But that failure has to do with the delays, not necessarily arising from corruption, of our judicial system. Certainly we also need measures to make our courts move and it is sad that those have been forgotten. Though it is featured in the Human Rights Action Plan, as far as I can see no one has bothered about that plan following my resignation as Convenor of the Task Force to implement its recommendations.

But that is a different issue, and what we are talking about in Jayalalitha’s case is the corruption of politicians. Now this is nothing new, and it also happens all over the world. I remember the scandals in Local Government in Britain when I was a student, more recently we had the horrors of the Bush administration dishing out contracts in Iraq to agencies in which senior officials had interests.

Nearer home however aggrandizement seems to be excessive. The Jayalalitha case is about disproportionate assets, and in Sri Lanka too it is the inordinate greed of those who are plundering the state which has skewered development plans whilst also contributing to the increasing unpopularity of the government. And sadly government seems to be conniving at this corruption, given the mechanisms it has set up this year, with no transparency, to spend public money. Read the rest of this entry »

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Text of a Lecture given to the Masters Course at the Kotelawala Defence University

June 15th 2013

Ethnicity and Religion are perhaps the most obvious elements through which people distinguish themselves from each other. They are not the only ones, and sometimes elements such as caste and class become even more important in the emergence of reasons to limit association with others.

Fortunately we in Sri Lanka do not have too much experience of this, though we should constantly be aware that the phenomenon exists, and needs to be guarded against. What we do have, which keeps people apart even where there is the utmost goodwill, is barriers created by language. Sri Lanka is perhaps the only country in the world where those who have school leaving qualifications are not required to know a second language. The result is that many of our people are trapped in a monolingualism that stops them communicating, and hence associating, with others.

It was language that first led to the ethnic tensions that later erupted in terrorist activities. At the same time we should not forget that the only major crisis government faced between the communal violence of 1958 and its re-emergence 19 years later was because of caste and class resentments. The JVP insurrection of 1971 was about many youngsters who shared religion and ethnicity and language with those in power feeling that only violent revolution would resolve their problems. And though the JVP violence of the late eighties had wider political reasons, the areas in which the movement was strongest suggest continuing perceptions of caste and class discrimination.

To return to the language problems, they arose because Tamils felt that they had been reduced to second class status when Sinhala was made the only official language, through an Act that simply asserted this, without making clear how it was to be implemented in practice. That would have required explaining how those who did not know Sinhala would function, and clearly those who drafted the Act did not expect that it meant that those who did not know Sinhala would be rendered dysfunctional. But their carelessness and their callousness meant that nothing was spelled out, and the result was that an obviously unfair measure led to – and was used for the purpose of exacerbating – ethnic tensions.

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Daily News 7 Jan 2013

At a regional consultation last week on educational assistance, I was immensely struck by the assertion of one participant that programmes should aim at ‘making the classroom more joyful’. Sadly, that is not seen by many educational administrators or trainers as important. The result is that teachers do not focus on this sufficiently, even though doing this would also help to make teaching an enjoyable vocation for practitioners, and not just a job.

I was the more conscious of this for recently I read a critique of a description I had written some time back of members of the Hela school who had made learning at S. Thomas’ such a joy. Arisen Ahubudu for Sinhala, and his great friends Mr Coperahewa and Jinadasa for Art and Science respectively, had hugely enjoyed their work, and we had hugely enjoyed both their teaching and the performances in which they engaged. In the process we had also learned a lot. Perhaps I had not made this clear, but I had the impression that the critique was based on the assumption, not uncommon in Sri Lanka, that I had been rude in describing the additional input of these memorable masters.

The absence of such teachers in many schools, or the failure to encourage them to use their social gifts effectively, is perhaps what leads to a situation in which ‘school-based education is often perceived as irrelevant’, as the position paper for the consultation put it. Of course there are other factors, such as the tuition culture which seems almost sanctified now, and the fact that many teachers in schools give tuition and expect their own pupils to attend their classes. But underlying this is the assumption that education is a top down process, and not a partnership, in which teachers and students work together towards a common goal.

That word was a key element in the discussion we had. The organization that had brought us together has innovative vocational training programmes in Sri Lanka and India and Nepal, which ensures multiple ownership of its activities. On the job internships are an essential part of the training, and we were privileged to meet four products of their programmes, 3 urban Muslim girls and 1 boy from a rural background, who were all now gainfully employed – two beauticians, one tailor and one in the retail trade, for which it is now increasingly being realized, training in soft skills and in particular customer relations is essential. Incidentally, in a context in which businesses are finding rapid turnovers in staff in some areas in the North, it would make much sense to introduce this type of training programme that develops appropriate attitudes as well as skills. Read the rest of this entry »

Rajiva Wijesinha

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