A Brief Colonial History Of Ceylon(SriLanka)
Sri Lanka: One Island Two Nations
A Brief Colonial History Of Ceylon(SriLanka)
Sri Lanka: One Island Two Nations
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Thiranjala Weerasinghe sj.- One Island Two Nations
?????????????????????????????????????????????????Wednesday, June 14, 2017
A Continuing Conversation on National Reconciliation Policy
Featured image courtesy IRIN News
DEVANESAN NESIAH on 06/10/2017
Laksiri Fernando’s prompt response of 6th June to mine reveals
that he has not read my article carefully. It is precisely to avoid
needless finger pointing that I suggested that the Sinhalese should take
the initiative in correcting caste prejudice within their ethnic group
and that the Tamils should do the same in respect of caste prejudice
within their ethnic group, and that they should jointly address issues
common to both ethnic groups.
The trilingual policy that I envisage is to teach both Sinhalese and
Tamil to every child from Primary School to at least Mid Secondary
School, and to teach English throughout Secondary School to everyone.
Every district should have at least one school that teaches in the
Sinhalese, Tamil and English medium from Mid Secondary School upwards,
and students should have the option of choosing their medium of
instruction (changing schools if necessary) by the time they enter Upper
Secondary School or even later. Tertiary education should be available
in all three language media.
Regarding urban rural disparities, how can district quotas be a cure for
it? District quotas have a terrible impact on the prospects of children
from deprived families attending deprived schools in urban areas. Do
they not have a right to compete on equal terms to enter university? Why
should they be discriminated against as against privileged children
from privileged schools in rural areas? Affirmative Action or Reverse
Discrimination is possible only if disadvantages could be measured
objectively. It would be a mockery of Affirmative Action/Reverse
Discrimination if children from low income areas attending school are
deprived of university education simply because there are very good
schools in the neighbourhood of those low income areas to which these
children are not admitted. That would be adding insult to injury. Are
children growing up in dirty, over crowded, noisy and violent urban
areas privileged in relation to those growing up in rural areas? It
would be criminal to take in a boy from Trinity College in preference to
a boy from such an environment with a better score purely because the
cutoff point in Kandy is lower than the cutoff point in Colombo. This
would be the reverse of Affirmative Action/Reverse Discrimination. A
child growing up in urban low income housing in such circumstances is
underprivileged even in relation to a poor child growing up in a hut in a
rural area.
Regarding socio economic status how reliably can this be measured? Many rich “mudalalis”
are not income tax payers because they have no declared income. In
contrast, many minor employees in the organised sector are income tax
payers because there is no way in which they can hide their income. It
would be a good thing to deprive the rich from Affirmative Action or
Reverse Discrimination benefits but this cannot be based on income tax
returns.
Readers who found this article enlightening should read “Lost in Translation: Shortfalls in the implementation of Sri Lanka’s language policy” and “Education and empowerment: The journey of Sri Lankan refugees.”