Education is a right. Not a commodity!

Written by Sheril Nimeshika Fernando – Faculty of Medicine, University of Colombo (Sri Lanka University Catholic Students Movement – SLUCSM)


“The Great Roman Emperor Augustus once blew his own trumpet stating that he turned the brick laid Rome, in to marble laid Rome. On this occasion, please allow me to say this. I humbly tell you, I am responsible in giving Free Education to all. Remember all this time you got Education for a big price. You paid a very big sum. I opened a book, which was closed all this time. I opened the door of Education to the poor, which was once meant only for the so called Elite class of this country. It was once a right of HAVES only. I opened it to HAVE NOTS.”

Christopher William Wijekoon Kannangara, the great personality known as the “Father of Free Education in Sri Lanka” uttered these words of pride & accomplishment on 4th June 1944. It was on this day that he, as the first Minister of Education of Ceylon presented the Free Education Bill in the State Council marking a golden day in the annals of Education in Sri Lanka.Then began the social revolution of opening the doors of education to all children in Sri Lanka from primary level to the university.

Education is a right. Not a commodity!

The oxford dictionary defines education as the process of receiving or giving systematic instruction, especially at a school or university. That is education defined in its more restricted sense. In a much broader context education can be defined as a process, beginning at birth of developing intellectual capacity, manual skills and social awareness, especially by instruction. Education is an investment in a person’s future. It is the most powerful weapon one can use to change the world. Wisdom is the weapon to ward-off destruction. It is an inner fortress which enemies cannot destroy. In the words of Francis Bacon, “Knowledge is Power”. Power to live a decent life.Power to earn a decent income.Power that brings one respect and dignity. When knowledge can bestow the power for so many things, why should it be restricted to a few who have the advantage of wealth? Knowledge needs to be free for all those who deserve it, and what a person deserves should be decided by an individual’s capability and intelligence and not by wealth. The best and simplest way to disseminate knowledge to all those who deserve it, is through free education.

Concept of Central Colleges

Having realized the pivotal role of free education through the challenges that he himself faced in developing his capacities, C.W.W. Kannangaratried to make it possible for the young sons and daughters of Sri Lanka, to achieve their higher potential and to serve their motherland to the best of their ability.

When analyzing the Sessional paper 24 of 1943, the Report of the Special Committee of Education of which Kannagara was the chairperson, it can be noted that it covered two important aspects. Firstly, every individual must have equal opportunity, so that, provided he has the necessary innate ability, he can lift himself from the humblest to the highest position in the social, economic and political ladder. Secondly, Education in a democratic society should be free at all stages. Thereby, children were provided free education from kindergarten to university level in Sri Lanka.

The concept of Central Colleges, originated from his idea of equity that could cover all children, irrespective of the circumstances in to which they were born. Remarkably these Central Colleges he started produced some of the most brilliant Academics, Administrators and Professionals. The characteristic of this group was that they gave their best for the welfare and advancement of the motherland. The system initiated by Kannangara, produced, fortunately for Sri Lanka, a set of Leaders, who always put country beforeself.

Kannangara’s Central School concept was a great boon to the rural children. By 1941, there were 3 Central Schools. In 1945, it was increased to 35. By 1950, there were 50 Central Schools in the Island. Today, there are 57 Central Schools. During the Kannangara Era, every electorate had one Central School. This helped the rural children further their Education and enter Universities.

Present education system of Sri Lanka

Today, there are 10,390 government schools. The curriculum offered is approved by the Ministry of Education. Schooling is compulsory for children from 6 to 13 years of age. Education is state funded and offered free of charge at all levels, including the university level. The government also provides free textbooks to schoolchildren. Literacy rates and educational attainment levels rose steadily after Sri Lanka became an independent nation in 1948 and today the youth literacy rate stands at 97%. The medium of language could be Sinhala, Tamil or English. English is taught as a second language. Students sit the G.C.E. O/L (General Certificate of Education, Ordinary Level) at the end of 11 years of formal education and G.C.E. A/L (Advanced Level) examination at the end of 13 years.

The education structure is divided into five parts: primary (grade 1-5), junior secondary (grade 6-9), senior secondary (grade 10-11), collegiate (grade 12-13) and tertiary(university).

State funded tertiary education

As of 2017, Sri Lanka has 15 universities, all of which are public institutions. These state universities recruit students, 60% by district quota& rest of the 40% by merit basis. The achievement of each student at G.C.E. A/L is assessed by a Z-Score which considers the difficulty level of each subject and gives a cumulative mark. Passing G.C.E. A/L examination with 3Ss (simple passes) is considered as the minimum eligibility criteria to enter a state university. Due to the poor expansion of state university system over the years & restricted facilities, admissions have become extremely competitive. So, only 18% of students who fulfill the aforementioned minimum criteria at GCE A/L get the opportunity to enter a state university to follow an undergraduate course in a specific field based on their Z-score.

Depending on the course a student chooses to follow a Certificate, a Diploma, or a Bachelor’s Degree is awarded at the end of the undergraduate programme. Certificates and diplomas are conferred after one or two years. A Bachelor’s Degree is earned after three years as a General Degree or after 4 years as a Special Degree.  A degree in Medicine is awarded after 5 years of study with an additional year of internship, which is compulsory.

District quota system

As the years went by Academics realized the original idea of “equal opportunity” is not properly implemented through Central Colleges alone as there were significant differences in resource division& educational facilities available. This was more evident in the process of recruiting students to universities for their tertiary education by G.C.E.A/LExamination. Thus district quota system was introduced in 1970s. This system provided means to both the unequal circumstances children would face at the level of secondary education & a practical solution to overcome it in the long term.

Firstly all the central colleges were not receiving the same amount of facilities & opportunities. So the childrenisland wide attending those schools were at a huge disadvantage when it came to national level examinations, specially the G.C.E. A/L examination which was the sole deciding factor to become eligible to get enrolled into a state university. Therefore a quota was allocated to each of the 25 districts depending on its population & its contribution to the gross domestic product (GDP) of the country. Even though this was not a foolproof system it chose students who performed their level best at the entry examination under a given amount of facilities. Originally it was planned to gradually increase the GDP allocated for education & to abolish district quota system & recruit students purely on merit basis once all central colleges reach a baseline standard. Unfortunately over the years there has been no increment but a severe decline in allocating funds for education. The percentage of GDP allocated for education (primary, secondary & tertiary) used to be 3.5% in 1970s& has steadily declined to a mere1.8% by 2016.

Secondly district quota system was established as a solution to the unequal resource division itself. The idea wasto produce qualified personnel from peripheries of Sri Lanka by providing them with a quality, state funded university education and to send them back to their hometowns as professionals instead of pooling them in & around well-developed cities which already had access to professional services. Thereby minimize the discriminations children & people as a whole would face by being born in a rural area of the country. Although the district quota system has not addressed the unequal resource division in all sectors with regard to differences in access to professional services, it has produced some excellent results in certain sectors like health care. Being categorized as a developing country Sri Lanka has best primary health care indices (maternal mortality rate, infant mortality rate, vaccine coverage etc) in South East Asia which could even compete with that of developed countries. World Health Organization recommends Sri Lanka’s maternal & child health care model for developing countries since it is cost effective &works well at grass route level. This is due to availability of professional health care even at peripheries. (The credit of this achievement should go not only to the district quota system but also to the free health care system)

Private education

At primary & secondary level in addition to the Government Schools there are 33 non-fee-levying assisted private schools and 33 fee-levying autonomous private schools. These schools offer the local syllabus as well as the British system. There is another category of English medium International Schools approved and registered by the Board of Investment, Sri Lanka. Some international schools offer the curriculum for the IB Diploma while others coach students for the EdexcelG.C.E. Ordinary Level (O/L) Advanced Subsidiary (A/S) and Advanced Level (A2) examinations. A few schools offer the curriculum for the Cambridge Examinations as well.

Combined with the facts that securing a place at a state university is extremely competitive & those who take the British examinations are not permitted to apply for admission for state universities, private sector has seen the opportunity & stepped in to provide fee levying tertiary education since 1980s. At present Sri Lanka has 16 private universities registered under University Grants Commission as undergraduate degree awarding institutions. Although private higher education institutes have been there for nearly 30 years, over time they have given rise to many issues notably with private medical colleges.

Private medical education, NCMC& SAITM

The first well established private medical college of Sri Lanka was the North Colombo Medical College (NCMC) which was started as a non-profit institute by the College of General Practitioners of Sri Lanka. At the beginning NCMC maintained proper standards & Sri Lanka Medical Council recognized this medical degree. Yet within 4-5 years since its inception its transparency in student admission process & the standards deteriorated & it also threatened standards of state medical colleges by attracting teaching staff for better wages & better facilities. All these gave rise to a university student up rise demanding the government to nationalize NCMC so that university entrance would be purely based on merit &not one’s buying ability. Due to continuous pressure by the student body, doctors & other professionals government was forced to nationalize NCMC but at the expense of thousands of young lives. Their sacrifice to safeguard free education was not in vain as today Faculty of Medicine, Ragama (formerly known as NCMC) which is state funded & enrolls around 150 students each year purely on merit basis.

Today we see history repeating itself with the present crisis situation in Sri Lanka’s higher education & health sectors arisen due to an ill-conceived, self-proclaimed private medical college named SAITM (South Asian Institute of Technology & Medicine). Since its inception in 2009 this institution has acted fraudulently both academically & financially. Due to its substandard training, to this date it has not obtained Sri Lanka Medical Council recognition. Although a medical college cannot exist without that country’s medical council recognition, SAITM has prevailed for 8 years with the backing of corrupt politicians & misusing the loopholes in legal provisions while authorities have taken no legal action against this illegal institution. SAITM started “selling” a degree in medicine at LKR 6 million (USD 40,000) & within 8 years the price has shot up to LKR 12 million (USD 80,000). So basically, medical education being a field of highest demand, SAITM is targeting the “customers” who have a dream of becoming doctors but couldn’t fulfill their dream following the established system. The fact that a country’s medical education is designed to uplift the health status of the country & not to fulfill anyone’s dream of becoming a doctor has become irrelevant. Also the fact that 42% of Sri Lankans have a daily income of less than USD 2 (According to Central Bank Reports of 2016) & they would never be able to enter a private medical college like SAITM, has been purposefully forgotten.

This issue has given rise to a discussion about pros & cons of private higher education among university students, academics & citizens of Sri Lanka as a whole. Being a nation which benefited immensely by the products of free education, it is of paramount importance to analyze this issue intelligently.

Arguments for private university education 

The most popular argument is that private tertiary education, gives an opportunity to everyone to make themselves educated in a particular field, be employed, spend a decent life& be a part of the work force of the country. When this fact is taken into account in isolation, it appears rational. But when it is considered in the present context of the country, it is not so. In the recent past Sri Lankans citizens had to witness a child who hanged himself to death because he didn’t have shoes to wear to school, a child who had to steal from neighbourhood houses to collect money to pay for colour washing his class room, a girl who sold her body to strangers to find tuition fees, a mother who committed suicide because she couldn’t afford the cost of books of her school going child etc. Apart from these tragic incidents government has officially stated that there are more than fifty thousand school dropouts in the recent past. So when primary, secondary & college education are facing this many issues even when these are provided free of charge, will privatizing university education solve any of these or will it worsen the problems further? Will any of the above mentioned children be able to afford high costs of private tertiary education?

Then one can argue that at least the proportion of citizens who can afford the private education will benefit from it & therefore private & free education can co-exist giving the citizen the right to choose either of the two. But once something is privatized & opened into the market it cannot stagnate in one place. Rather it has to spread further & further which would at one point consume the non-profit oriented government institutions. In simple terms state funded universities would go for a natural death by promoting private universities & education will no longer be a right but a commodity.

It is also said that the government in a developing country is unable to fund the free education system to a level where all students are given the opportunity to study free of charge from kindergarten to university. Considering only 18% of students who fulfill the minimum criteria at G.C.E. A/L become eligible to enter state universities, this argument seems true at its face value. Arguably if a country spends more on free university education there is an opportunity cost of higher taxes or less spending elsewhere. Yet, there is a greater social benefit & it provides the country with a skilled, intelligent work force in the long run. Even today a major demand by both university students & lecturers is to increase the percentage of GDP allocated for education to 6% which is not an unreasonably high value. This will allow the state universities to expand gradually to provide free tertiary education to all.This should be a prime responsibility of a civilized government if itis to prioritizethe citizen needs.

Another wide spread misconception is that free education violates the freedom of education by depriving the students of their right to follow a course of study of their choice. As previously mentioned in this article knowledge needs to be free for all those who deserve it and what a person deserves should be decided by an individual’s capability and intelligence and not by wealth. So every student will not be able to follow their choice of study if there’s a discrepancy between what they like & what they are capable of. So free education system will differentiate these students based on their ability. But differentiation is not discrimination. The real discrimination will be depriving a capable student of obtaining tertiary education due to his inability to pay for it.

Some people suggest scholarship schemes for ones who cannot afford private education while the rest pay for their education. Although scholarships are intended for the disadvantaged few, the disadvantaged aren’t just few in Sri Lankan context. Scholarships help only a handful, for others providing free education would come as a great relief.

Is free education better?

The society is more divided by wealth than by any other criteria. There is the unbelievably rich few, the very rich, the middle income group, the poor, and those in utter poverty. And amidst all this are impoverishment, unemployment, and destitution. How can anyone think of spending money on education, when they do not have money for food and shelter? However, education is the remedy for all these ills that plague the society. Education is the only means that can open up the doors that lead to employment, and through it food, shelter and better quality of life. Therefore, providing free education to the deserving ensures that at-least the future generation can step through these doors to a better living.

Providing free education would enable students to concentrate on learning and gaining more through the education, instead of struggling with the payment of tuition fees and meeting other expenses. When the focus shifts to learning it leads to empowerment of the youth to work towards an increasingly intellectual society.

Free education would lead to more educated people. More educated people in the society leads to overall improvement in the quality of life in the society. Through better employment and elimination of the struggle for basic needs, people would concentrate on the higher aspects of life, such as improving administration and management of issues that impact the society in general. Therefore free education would have a very positive impact on the overall quality and thinking in the society.

More educated people would mean better governance from the grassroots to the national level. Educated people would make better choices in electing their representatives and are better equipped to question corruption and misuse of power. Therefore, education is not only the remedy for the ills of unequal wealth, but also the remedy for the ills that plague our administration and governments. By making education free, we prod our society towards the path of better governance.

Intelligence and talent are not the forte of the wealthy alone. There is lot of untapped and undiscovered talent and intelligence lying covered under impoverishment and destitution. Free education opens the doors of opportunities to these talented people. Through free education, we can ensure that the talented and intelligent can gain the assurance of a better tomorrow through maximizing their academic potentials.

Free education would be beneficial to those who deserve it, as well as, to the society as a whole. Where everybody is talking about equal and better opportunities, the prospects of a better future should not be lost due to lack of equal opportunities for education.

Let me conclude this article with a famous quote which is applicable not only for today but for tomorrow & generations to come.

“Teach the ignorant as much as you can; society is culpable in not providing a free education for all and it must answer for the night which it produces. If the soul is left in darkness sins will be committed. The guilty one is not he who commits the sin, but he who causes the darkness.”

~ Victor Hugo, Les Misérables


01. C.W.W.Kannangara – Father of Free Education


  1. The Educational System of Sri Lanka


03.නිදහස් අධ්‍යාපනය රැක ගත යුත්තේ ඇයි?


04.Benefits of Free Education




06.Should university education be free?


07.පිස්සු කෙළපු ති‍්‍රමාලා හා වැඬේ ගොඩ දාගත්තු ධම්මිකලාගේ කතා වස්තුව


APNFS Workshop on TNC Investment in Agriculture: Trends and Impacts

Written by Ms Anne Beatrice – IMCS Asia Pacific Lay Chaplain, Directress of North South Initiative Malaysia


On the 25 to 27 February 2017,Asia Pacific Networks on Food Sovereignty (APNFS) conducted a regional workshop on TNC Investment in Agriculture: Trends and Impacts in Caloocan City, Philippines. IMCS AP coordinator Ravi Tissera and Chaplin Ms Anne Beatrice attended this workshop.

In current time, where the agro chemical companies controls the food system, they begin to produce seeds that need their chemicals and genetically engineered crops that tolerate pesticides ensuring continues sales and profit for them. 95% of the seeds and fertiliser are controlled by only 10 companies and with this control over land, water and coastal area resources are taken by them which led to increasingly control over food production and entire food supply chain.

Dr Rene Ofreneo presented key note on the trends in Agriculture Investment and Impacts where he addressed on Neo liberal “food security”.

The key points which came out from panel discussion on TNC Investment and Resource Grabbing: Impacts, Remedies and Actions were Gender Impact Assessment, land grabbing and land usage for industrial crop leads lesser food production which effects the whole food chain. This push out small holder from own farming and leads them to work in contract farming and low wages.  These also threatens local industries and local food crop.

Following this, the APNFS members shared their initiatives to curb the corporate control of food and agriculture by doing some direct action such as Global campaign against Monsanto,

Human Rights Situation in Sri Lanka

Written by Budi Tjahjono – Indonesian, Former President of IMCS from 1999 to 2003, currently Asia Pacific Programme Coordinator of Franciscans Internationa, basedl in Geneva, Switzerland.

In March 2017, one of the key human rights issues addressed during the UN Human Rights Council (UN HRC) in Geneva is the human rights situation in Sri Lanka. The country has gone through difficult situation especially the tension between the Sinhalese dominated government and Tamil minority. The arm conflict ended in 2009 with tens of thousands of civilians killed during the last phase of the war. They were trapped during the conflict between the Liberation Tigers of Tamil Eelam (LTTE) and Sri Lankan military. The decades conflict also resulted in thousands of went missing persons. There has been allegation of war crimes against the former president Mahinda Rajapaksa and LTTE.

The UN HRC has been addressing this issue since 2009 until today. One of the landmarks is the HRC Resolution 30/1 in 2015 on Transitional Justice in Sri Lanka. The new government, installed in 2015, promised to the UN and the international community to bring reconciliation and justice for the victims and agreed to involve international judges and lawyers as part of the process.  However, two years have gone, and the fulfillment of the promises by the Sri Lankan government has been “worryingly slow”, to the disappointment of most of the victims and international community. Issues of missing persons, land occupation by the military, surveillance, intimidation and threats to human rights defenders are not properly addressed. Victims and NGOs have been pressuring the immediate implementation of Transitional Justice. This comes up in the adoption of UN HRC Resolution in 2017 which two more years to Sri Lanka to fulfill its promises and obligations.

The situation of human rights in Sri Lanka is part of my work in Franciscans International. Personally, I have been involved on the UN advocacy work on Sri Lanka for several years now.  Intense negotiations with diplomats, series of public conferences, giving voice to victims, their family and human rights defenders, delivering statements are part of the activities I have been doing at the UN Human Rights Council. The objective is to put international pressures to Sri Lankan government to fulfill its obligation in protecting and promoting human rights.

My involvement on this issue is not only by chance. As a member of Pax Romana, and a former leader of IMCS, the human rights situation in Sri Lanka has always been part of my personal commitment. This goes back in 1998 during an IMCS regional meeting in Tagaytay, in the Philippines, when I met Ruki Fernando (who was part of IYCS Asia Team). He was one of the first Sri Lankan I met.  Thank to opportunity I received from IMCS, I continue my friendship with him. It has helped me very significantly in my advocacy work on Sri Lanka, including during the difficult time when he was arrested by the Sri Lanka security, and later released through the international outcry.

The issue of Sri Lanka is one of many examples in which Pax Romana (both IMCS and ICMICA) has allowed me to meet other human rights defenders from many countries. At international level, I have come across many outstanding defenders and civil society leaders from Pakistan, India, Nepal, Sri Lanka, South Korea, Japan, Malaysia, Thailand, Philippines, Singapore, Indonesia, West Papua who are part of Pax Romana network. One of the key values we all share as members of Pax Romana is that we put the victims at the center of the advocacy work and we are inspired by the Social Teaching of the Church. And I believe that this tradition will continue by the next generation, who are now are the active members of IMCS.

Battle  For  Lands  – All India Catholic Undergraduate Federation (AICUF) JHARKAND

As we know, land is the one and only source of livelihood to the ingenious people and with the loss of land they will loose their economic independence. They will be compelled to depend on the outsiders who are trying to exploit them in many ways. The indigenous communities are deprived of their land if land is taken away from them which also means they are deprived of life. Agriculture is the only source of livelihood for the tribes. Apart from a natural asset, land is imperishable endowment from which these communities derive sustenance, social status, and permanent place of abode and source of work. In addition they lose their freedom, language, customs, way of life and their distinct identity and if forced to migrate to a different place, lose their status as Scheduled Tribes. Thus the displacement of indigenous people amounts to ethnocide and annihilation of the most disadvantaged group of the society.

                                      Through displacements, human rights and the constitutional rights are being violated blatantly, though the 5th and the 6th schedules of the constitution of India was meant to protect the indiginious communities and the Governor is accountable to the Government and the people as the guardian of these communities.  Has the government courage to and will to comply with this land-tribe relationship? What have the state and central government done? They have deprived millions of indigenous people from their land thoughtlessly. The proposed pilot project in Netarhat area in Jharkhand will require displacement of people of a great magnitude, even bigger than that of sardar sarovar dam with consequent untold human misery, and nearly 90% of the victims being ingenious people. The question is of the double standard and the hypocrisy. On the one hand the tribals are being discriminated against and on the other, despite the constitutional provision, overtly purported to be the for the protection of indigenous people, these are being consciously and conveniently violated. The result is before everyone to see. More than 18.2 million Indigenous people have already been displaced without any qualms and scruples in the name of ‘development’ and ‘national interest’.  It is the time for the government for self-introspection and the duty to reverse the dangerous and inhuman policy of indiscriminate displacement of Indigenous people. Towards protecting of Indigenous people who are under the threat of displacement, effective steps need to be ensured as per the provisions of Vth schedule to the Constitution on schedules areas ans the PESA Act 1996.
The survey of land had started in the year 1993 but it was put on hold because of stiff and non-voilent resistance of the affected people. The field firing area of the old Netarhat field firing range was about 38 but the the newly notified area is 1471 There are sixteen high schools and three colleges in the notified area. There are atleast 7 Block development areas and growth centres, which will be affected by Netarhat field firing range. What are Central and State government upto in notifying such an areas asnotified area of firing range. The entire notified area of 1471 of the Netarhat field firing range is the ‘sacred habitat of the tribals. The said area contains hundreds of Sarnas(place of worship of the tribals), churches,graveyards and exclusive habitat of the primitive tribeswhich are on the verge of is their ‘ancestral domain’, which is considered to be a pre-condition for their survival.
The district administration have never visited the firing range to listen to the woes of the people during the last thirty years, yet they were found willing, contrary to give clean chit to the army. At present, the district administration are looking for the leaders for their detention under any pretext as and when necessary. The D.C. of Gumla has even branded the non-voilent peoples’ movement as an extremist movement. That is indicative of the manipulation, co-potion and subversion of the administration to suit the army against a non-voilent movement of the people .A disinformation campaign has started.  Above all, the attitudes and the utterances of the administration smacks deep conspiracy at some level. From all indications, it appears that some political forces, to serve their own covert objectives, have hijacked the field firing range. To them ‘nationalism’ means  complete subjugation their wierd ideology and those not subscribing to it are, according to them , renegades, traitors and anti-nationals, fir to be harassed, attacked and destroyed. Thousands of tribals from this area served and are still serving in the army as valiant soldiers in protecting the nation. A dangerous game play is emerging in Netarhat field firing range.

22nd -23rd March, 2017(Netarhat Field Firing Range Protest)

Netarhat is a town in Latehar district, 156 kms west of Ranchi in Indian state of Jharkhand. Referred to as the “Queen of Chottanagpur”, it is a popular hill station. Place is famous for its glorious sunrises and sunsets during the summer months. It is a place of tourist interest.
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We started our trip from 22nd March from Ranchi with 400 aicufers from different units, Advisor Fr. Vinod Bilung, full timer JohnPankaj Kujur, our state team and National Advisor Fr. Emmanuel S.J., National Full timer Alban Dickqrose and West Bengal aicufers as guest participants. Travelling for approx. 5 hours we reached the protest site where programme had already started. We made place for ourselves to settle on site ground surrounded with blossoming Sal trees. In wake of the proposal to develop the periodic field firing as a permanent pilot project people were visibly restless.this time protest has acquired additional significance since it was the 25th anniversary of the protest marked by the presence of thousand of villagers. The historic Netarhat resolve has since thrived with rare vitality and determination. Anniversary celebration of the event was held at dharna site with seamless discipline to express peoples’ firm resolve.
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In evening we had a group planning on nukkad which was to be performed by aicufers the next day and we also practised some awareness songs to regenerate the mood of protest.  For supper we had what villagers served us. At night our bed was the ground with rocks and our blanket was an open sky full of stars. Programme continued till late night though the atmosphere was growing cold. At night they showed documentary ‘Kiski raksha’ which is based on Netarhat field firing range and shows the plight of villagers. This documentary has been filmed by Biju Toppo for which he has received national award also.
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We rose early morning to freshen ourselves in the dam which was at distance, after that we went to sunrise point to enjoy the beautiful of sceneric sunrise. We had our breakfast in market and went back to protest site. Programme started at 8am in the morning i.e.23rd March. There were many student groups present including aicuf. Brave tribal ladies marshalled the show, when army Lorries strayed in the firing spot during March 1994 dharna. The disillusioned troops had to retreat. Womens indomitable grit since then became the lifeblood of Netarhat movement. Through years they have demonstrated much more consistency than men. From fiercly powerful orators to grass root workers, the movement has them all. Various resource persons were invited were invited and engaged to provide with necessary information. That may be one of the reasons that political parties could not hijack the movement despite repeated attempts..  Though this year some politicians like Babulal Marandi, Charles Marandi etc. were also invited as speakers.  The hot issue of Jharkhand now is ‘Jharkhand Momentum’ which is again a kind of plot by government to acquse the land of aadiwasis. On 27th, March Chief Minister Raghuvar Das along with investorsis coming to see the land of Netarhat for their dream projects. Now the people are so alert and informed about their problem that they can make appropriate decisions and moves on their own.Aicuf took the stage for performing Nukkad (street play) based on the all the plights faced by  tribals and again we took chance to sing awareness songs and shout aloud naraas(slogans) mesmerizing all the villagers present. Before the end of this protest ceremony there was a small protest rally all joined together shouting aloud naaras in unifying voice like jaan denge jameen nahi (we will lay down our lives but not part with our land)denge, ham hamara haq maangte nahi kisi se bheekh maangte(we are asking for our rights not for alms), jal jungle jameen hamara hai(water, land ,forest is ours),abua dishum abua raj (our rule on our land),jai aadiwasi etc. There was an oath taking also in which we were determined to fight for ancestral motherland until this Netarhat field firing range pilot project is deactivated or taken back.
Written by Alban Dickrose – National Coordinator AICUF

Annual General Meeting 2017 of Sri Lanka University Catholic Students’ Movement (CSM) – Colombo Region

The 34th Annual General Meeting of the Sri Lanka University Catholic Students’ Movement – Colombo Region (SLUCSM – CR) was held on 10th April 2016 at Paul VI Centre, Fort.

SLUCSM – CR which is belovedly called CSM was found in the year 1942 and comprises of 6 units mainly in 4 universities. They are

  1. Colombo University
  2. Sri Jayewardenepura University
  3. Moratuwa University
  4. Kelaniya University
  5. Colombo Medical Faculty (Under Colombo University)
  6. Ragama Medical Faculty (Under Kelaniya University)

The CSM- Colombo Region mainly focuses on uniting Catholic students in universities of the Colombo Region and bringing them together in a Catholic environment and makes them engage in faith based activities in a Catholic Calendar year.

CSM is connected to the Sri Lanka University Catholic Students’ Movement which connects university student from all universities of Sri Lanka. The Chaplain of the Sri Lanka University Catholic Students’ Movement – Colombo Region is Rev.Fr.Jude Chrysantha.

The Newly appointed Committee members are as follows:

President – Shehan Kanishka Pieris
Secretary – Sandali Fernando
Treasurer – Primesh Senevirathne
Vice Presidents – Sheron De Mel, Mario Shamika
Vice Secretary – Shevoni Wisidagama
Editor – Eranda Grero
External Affairs Coordinator – Praveen Anjana
Media Coordinator – Dilan Isuru
Charity Coordinators – Niwantha Fernando , Malithi Silva
Spiritual Coordinator – Pubudika Harshani
Mobilizers – Dulanjana Perera , Sasith Udugama

Written by Eranda Grero

National Seminar 2017- Sri Lanka University Catholic Student’s Movement

National Seminar organized by the Sri Lanka University Catholic Students’ Movement was held on 7th, 8th and 9th April 2017 at Seth SaranaModel Farm, Madampe. The National Seminar was organized by the National Chaplain Rev.Fr. Claude Perera with the guidance of Rt. Rev. Bishop Maxwell Silva. . About 75 students from Sri Lankan Universities in all areas of Sri Lanka participated in this National Seminar. Mainly Students from the Colombo Region, Ruhuna Region, Peradeniya Region, Sabaragamuwa Region and Jaffna Region participated in this National Seminar. The National Seminar was mainly organized to get together University Students from all Sri Lankan Universities and share their ideas to be united as a national movement.


Almost all Students arrived at Seth Sarana Model Farm, Madampe on 7th of April in the evening.They arrived early so that they can relax and participate fresh in the seminar which will start the next day. After dinner there was a musical session where everybody sang songs till about midnight. In the musical session everyone present enjoyed singing songs and also got to know new faces from other regions of Sri Lankan Universities. The next day first session was started at around 8 a.m. and Rev.Fr. Jude Nicholas was present to teach us about Liturgy and Family Life. The session was very interesting and everyone eagerly listened to Rev.Fr.Jude Nicholas. The topics he explained to us about Liturgy was very important to our life to lead a rightful religious life. The points he gave us about family life was very encouraging and mainly everyone was very excited about his teaching about the things to consider when finding a life partner.


The evening session started at around 3 p.m. and was conducted by Rev.Fr. Jude Bernard and it was about Drugs and Alcohol. Rev.Fr. Jude Bernard showed us small video clips and also explained about people who have got addicted to drugs showing their pictures before getting addicted to drugs and after using drugs. Rev.Fr. Jude Bernard also explained the effects of using drugs and alcohol. The most interesting part of this session was done by Mr. Chaminda who had been a drug addict and now had overcome it. He explained how he used drugs and what he did to overcome drug addiction. After  the dinner there was a campfire organized and everybody divided into groups did several acts and also enjoyed watching others’ performances . After the acts everybody got together and sang songs and also hymns and ended the day very happily with the campfire by the time it was 2.a.m. the next day.


The next day we celebrated Palm Sunday with the holy mass and then we had breakfast and had a small session to exchange ideas about opinions of students’ of different regions about their Catholic Regional and Unit Work and about the National Seminar and then we had lunch at about 12.30 p.m. and we all left Seth Sarana, Madampe with new thoughts about leading a more spiritual and united life.


One of the major topics talked about in the National Seminar is the revival of the National Movement.  Rev.Fr. Jude Chrysantha put forward the idea about the revival of the National Movement .After several discussions the idea was confirmed and everyone decided to form the National Movement once again. Rt. Rev. Bishop Maxwell Silva was also present to give us his guidance. The National Movement consists of 9 regions namely Colombo, Peradeniya, Ruhuna, Wayamba, Jaffna, Sabaragamuwa, Rajarata, Batticaloa and Uva.  University of Colombo, University of Moratuwa, University of Sri Jayewardenapura and  University of Kelaniya comes under the Colombo Region. University of Peradeniya comes under the Peradeniya Region and Ruhuna University comes under the Ruhuna Region. Sri Wayamba University comes under the Wayamba region and Sabaragamu University comes under the Sabaragamuwa region. University of Jaffna, Sri Lanka Eastern University, Uva Wellassa University and Rajarata University comes under the Jaffna region, Batticaloa region, Uva region and Rajarata region respectively. After forming the national movement it was decided to appoint two national coordinators from each region respectively for the national movement and it was decide to have at least 2 or 3 meetings in a calendar year. Thus enhancing the unity and spirituality of Sri Lanka University Catholic Students.

Written By Eranda Grero

BCSM Christian Leadership and Capacity Building Training 2017

“It’s the Youth who should work for the change

– Rev Bishop Shorot Francis Gomes, Auxiliary Bishop of Dhaka Archdiocese.

In his speech as the chief guest Rev Bishop Shorot Francis Gomes told in the certificate distribution program of 4 days long ‘National Leadership Training -2017’ Programme that, it is the youth who should work for the change. At one stage the youth should take the responsibilities of the society.

Directing the youth he said, “From here and now on you, the youth will go back and lead the family, church and society in the good path.”
Just like every year Bangladesh Catholic Student’s Movement (BCSM) and Episcopal Commission for Youth have jointly organized the National Leadership Training -2017 with the co-operation from Caritas Development Institute (CDI) at CDI center in Dhaka from 24th to 28th March, 2017.

Post SSC SharingThe closing ceremony was presided by William Nokrek, the President of  BCSM. Bro Ujjal Placid Pereira CSC (Chaplain of BCSM and National youth Coordinator), Sr Runu Mrong CSC (Office Secretary of Episcopal Commission for youth), and Khurshida Khanom (CDI representative and Course coordinator) were present as the Special Guests.

In his welcome speech Bro Ujjal Placid Pereira said, “Our leadership training program will be successful only when you all learn to take your own responsibilities.”

In the closing speech president of BCSM, William Nokrek said, “Let us spread the learnings we gained from here to our family, society and the church. Let us work together for the overall progress of the society. It is possible for the better progression of the country and all only if we, the youth work together hand in hand.”

Shawon Alfred Cruze (Secretary General, BCSM), Jenevi Stella Rozario (Organizing secretary, BCSM), Shoshi Sylvester Peris (Treasurer, BCSM), George Lincoln Roy (EC Member, BCSM), Jerry Hagidok (Office correspondent), Probir Costa were also present in the Closing Ceremony.

40 students participated in this training program from 8 diocese of Bangladesh. This program is mainly organized for the animators and grassrooe level leaders. There were sessions on Expectation and objectives sharing distribution of group responsibilities, setting norms, Concept, functions, approaches of Management and leadership, Dimensions of  leadership, Assertive communicationskills in managing leadership, Leaders maintaining the human rights bearing  the Christian Values, Seven habits of an effective leader Importance of team building in organizational  management Problem solving and decision making process of a leader, Christian Leadership in environmental and cultural diversity, Leadership in national level  bearing  the Christian Values.