Not Fictions but Short Stories
Short Story One
Third Eye Local Knowledge and Skill Activists Group
started its theatre program with the children the day
after the Tsunami disaster in Batticaloa, Sri Lanka.
Seelamunai, the village where the group are involved in a
programme of Reformulation of Kooththu (traditional
theatre of the Thamils of Sri Lanka) as an organic form
of Community Theatre, was totally devastated.
Fortunately most human lives were saved, except a few.
The people who are the participants of the
reformulation program were refugees in Hindu College,
Batticaloa empty handed and in fear of further tidal waves.
From that moment Third Eye started to work with the
displaced people in the Hindu College, Batticaloa and
initiated children’'s programmes with youths of the Third
Eye who were also affected by Tsunami.
Third Eye was in a position to get the youths back to
normal and utilize their skills and experience to get
others especially the children back to normal.
Games and theatre games suitable for big groups and
appropriate to the camp environment are powerful
elements to allow the children to play and laugh.
If the children play and laugh, it brings
relaxation, satisfaction and hopefulness to the
family.
If this kind of atmosphere is strengthened, it
will lead to a happy and prosperous future for a
community.
This was the story of the first week. The whole week
Third Eye managed the Hindu College, Batticaloa refugee camp with the participation of the affected
people and with the support of Tamil Rehabilitation
Organization and the Local Government Official.
Then the affected people were divided and replaced into
different camps according to the divisions of local
government officials.
The Seelamunai community was divided into two
divisions and replaced in Mahajana College, Batticaloa
and in the Junior School, Batticaloa. Third Eye continued
its children'’s programmes in both camps and in a
position to spread its work with children in other
camps in Batticaloa.
Third Eye contacted Unicef for support with a vehicle for
the group of forty people to travel to different
places and play with children and make them to laugh,
the essence of hopefulness in communities. They
supported us with a vehicle and an allowance of two
hundred rupees including food and refreshments.
Third Eye worked in three major groups according to
the number of children in the camps from 9.00a.m. -
5.00 p.m.
Each major group consists of 10-12 affiliates
according to the requirements of the area in which they
covered. Each major group consists of four to five
units of affiliates numbered in twos and threes and
some times in fours according to the number of
children in the camps.
Every single unit with the same animators concentrates
on two camps, one in the morning and the other in the
evening for a week.
This was continued for three weeks and at the end of
January there was a change in the programme.
S.Jeyasankar
17.02.2005
*Please wait for Short Story Two
Friday, February 18, 2005
Tuesday, February 15, 2005
Theatre Games Programme
at Mahajana College,Batticaloa,Sri Lanka.
Since the occurrence of tsunami members of third eye local knowledge and Skill activists group have been regularly conducting children’s programmes in the camps for people displaced by the tsunami. These programmes are spaces for children imaginatively play together and have provided a stimulating and relaxing experience for children who have lost their homes in the tsunami. The games are easily sustainable as they do not require additional or specific materials; simply the presence of a group together. The sessions are open to any children who would like to participate and are facilitated by members of the third eye local knowledge group. The facilitators are youth members from villages where the third eye local knowledge and skill activists group regularly practice and celebrate community theatre such as children’s participatory theatre games and Kooththu theatre.
One of these villages that are part of the third eye local knowledge and skill activists group is Seelamunai which was extensively damaged by the tsumani. Many people in Seelamunai lost their houses and are now living in Mahajana College, Batticaloa. As members of the third eye local knowledge and skill activists group the villagers of Seelamunai have been able to take a major role in organising the camp from the first day after the disaster for a week at Hindu College, Batticaloa and implementing activities such as the theatre games sessions up to now.
I joined the group on Saturday the 12th February at Mahajana College for a games session with about thirty children. The games occur in an open space in the College and some parents also sat nearby and enjoyed watching their children play together. The pace of the games was varied; some require a lot of activity and running around, others consisted of group tasks to complete and other games were more focused, requiring careful concentration and listening to each other.
Some examples of the games played were……
Team images: In small group’s children have to make objects with their bodies such as a well, bicycle and elephant. The object of the game is for the children to decide together as quickly as possible how they can use their bodies to create the object or animal called out by the facilitator.
Who is the leader? This game begins with the group sitting in a circle. A person begins to lead the rest of the group in an action that they have chosen. This person subtly changes the action throughout the game and the rest of the group who are carefully watching the must also change the action. Once the action begins, another participant who has been waiting outside of the circle comes to the middle of the circle and must try guess which person is changing the action. This game requires careful concentration and watching of each other.
This bottle is not a bottle: A small plastic bottle is placed in the middle of the circle. The object of the game is for the group to think of as many different things the bottle can represent. One by one the children go the middle of the circle, pick up the bottle and use it as a different object. The children used the bottle as a cricket bat, a mirror, a comb, a ball and many more things. This game is a fun way for children to think creatively and imagine alternatives.
The games sessions foster positive communication skills, team work and creativity whilst enjoying each others company and participation. The sessions are being regularly conducted by members of the third eye local knowledge group and are a valuable activity for children to release stress and tension. Through playing games a space is created for children to freely express themselves in a spirit of fun and creativity.
Charlotte Hennessy 15.02.2005
at Mahajana College,Batticaloa,Sri Lanka.
Since the occurrence of tsunami members of third eye local knowledge and Skill activists group have been regularly conducting children’s programmes in the camps for people displaced by the tsunami. These programmes are spaces for children imaginatively play together and have provided a stimulating and relaxing experience for children who have lost their homes in the tsunami. The games are easily sustainable as they do not require additional or specific materials; simply the presence of a group together. The sessions are open to any children who would like to participate and are facilitated by members of the third eye local knowledge group. The facilitators are youth members from villages where the third eye local knowledge and skill activists group regularly practice and celebrate community theatre such as children’s participatory theatre games and Kooththu theatre.
One of these villages that are part of the third eye local knowledge and skill activists group is Seelamunai which was extensively damaged by the tsumani. Many people in Seelamunai lost their houses and are now living in Mahajana College, Batticaloa. As members of the third eye local knowledge and skill activists group the villagers of Seelamunai have been able to take a major role in organising the camp from the first day after the disaster for a week at Hindu College, Batticaloa and implementing activities such as the theatre games sessions up to now.
I joined the group on Saturday the 12th February at Mahajana College for a games session with about thirty children. The games occur in an open space in the College and some parents also sat nearby and enjoyed watching their children play together. The pace of the games was varied; some require a lot of activity and running around, others consisted of group tasks to complete and other games were more focused, requiring careful concentration and listening to each other.
Some examples of the games played were……
Team images: In small group’s children have to make objects with their bodies such as a well, bicycle and elephant. The object of the game is for the children to decide together as quickly as possible how they can use their bodies to create the object or animal called out by the facilitator.
Who is the leader? This game begins with the group sitting in a circle. A person begins to lead the rest of the group in an action that they have chosen. This person subtly changes the action throughout the game and the rest of the group who are carefully watching the must also change the action. Once the action begins, another participant who has been waiting outside of the circle comes to the middle of the circle and must try guess which person is changing the action. This game requires careful concentration and watching of each other.
This bottle is not a bottle: A small plastic bottle is placed in the middle of the circle. The object of the game is for the group to think of as many different things the bottle can represent. One by one the children go the middle of the circle, pick up the bottle and use it as a different object. The children used the bottle as a cricket bat, a mirror, a comb, a ball and many more things. This game is a fun way for children to think creatively and imagine alternatives.
The games sessions foster positive communication skills, team work and creativity whilst enjoying each others company and participation. The sessions are being regularly conducted by members of the third eye local knowledge group and are a valuable activity for children to release stress and tension. Through playing games a space is created for children to freely express themselves in a spirit of fun and creativity.
Charlotte Hennessy 15.02.2005
Thought for the day or Valentine’s Day Gift
A/L exam dates reviewed today
(Daily Mirror-07.02.2005)
A/Level exam put off for June 6
(Daily Mirror- 09.02.2005)
not because of
Students affected directly by the tsunami had experienced horrific incidents during the tsunami disaster and very difficult circumstances in its aftermath. These place a huge daily emotional and psychological burden upon students. Examples of these may be found below:The loss of family members (in some instances entire families), close relatives and people who support their education – with emotional, social and material consequences;The loss of homes and consistent shelter; still being moved around and no possibilities of regular study;Having to take on new roles as heads of their families, have to become breadwinners; have to take on responsibility for obtaining relief items for themselves and families (filling up forms and spending long periods of time waiting in queues to obtain relief items and food); having to make plans on behalf of family for shelter and livelihoods – all significantly time-consuming and burdensome tasks for a young adult.The loss of all educational materials (notes, handouts and books relevant to the past two years of study). Where students have been able to return to school, their lack of uniforms and shoes has often resulted in humiliation and penalization by principals and school teachers.Anticipation of the extremely competitive A/L examination with the fear that because of the disruption of their education and lives they will be at a disadvantage in relation to the other students who will sit the exam. This is a source of intense anxiety and worry.
(from, Postponement of A/L Exams for the Entire Country, An Open Letter to Secretary of Education Dr. Tara De Mel, By Concerned Citizens on Behalf of A/L Students)
Because of
According to exam officials, the primary concern was that students facing the June exam would know what questions not to expect, giving them a clear advantage over their colleagues. In addition, to this authorities were also running into problems of identifying students affected by the tsunami.
(Daily Mirror-09.02.2005)
Third Eye Local Knowledge and Skill Activists Group 14.02.2005
A/L exam dates reviewed today
(Daily Mirror-07.02.2005)
A/Level exam put off for June 6
(Daily Mirror- 09.02.2005)
not because of
Students affected directly by the tsunami had experienced horrific incidents during the tsunami disaster and very difficult circumstances in its aftermath. These place a huge daily emotional and psychological burden upon students. Examples of these may be found below:The loss of family members (in some instances entire families), close relatives and people who support their education – with emotional, social and material consequences;The loss of homes and consistent shelter; still being moved around and no possibilities of regular study;Having to take on new roles as heads of their families, have to become breadwinners; have to take on responsibility for obtaining relief items for themselves and families (filling up forms and spending long periods of time waiting in queues to obtain relief items and food); having to make plans on behalf of family for shelter and livelihoods – all significantly time-consuming and burdensome tasks for a young adult.The loss of all educational materials (notes, handouts and books relevant to the past two years of study). Where students have been able to return to school, their lack of uniforms and shoes has often resulted in humiliation and penalization by principals and school teachers.Anticipation of the extremely competitive A/L examination with the fear that because of the disruption of their education and lives they will be at a disadvantage in relation to the other students who will sit the exam. This is a source of intense anxiety and worry.
(from, Postponement of A/L Exams for the Entire Country, An Open Letter to Secretary of Education Dr. Tara De Mel, By Concerned Citizens on Behalf of A/L Students)
Because of
According to exam officials, the primary concern was that students facing the June exam would know what questions not to expect, giving them a clear advantage over their colleagues. In addition, to this authorities were also running into problems of identifying students affected by the tsunami.
(Daily Mirror-09.02.2005)
Third Eye Local Knowledge and Skill Activists Group 14.02.2005
Monday, February 14, 2005
A letter from an A/L student
vdJ fijia rw;W Nfl;gPh;fsh?
vdJ ngah; nry;tk; N[hd;rd;. ehd; rPyhKidia trpg;gplkhff; nfhz;ltd;. ehd; cah;ju tFg;G khztdhfTk; ,Ue;Njd;.
vd;Dila tho;f;ifahdJ brk;gh; 26k; jpfjpf;F Kd;djhf ,d;gkhf mike;jJ. Vnddpy; ehd; xU gf;fk; fy;tp fw;gtdhfTk; ,d;ndhU gf;fk; rpWth;fSld; Ntiy nra;Ak; %d;whtJ fz; cs;Sh; mwpT jpwd; nraw;ghl;Lf;FOtpy; mq;fj;JtdhfTk; ,Ue;J te;Njd;. vdNt vdJ tho;f;if kpftk; Kf;fpaj;Jtk; tha;e;j epiyapy; ,Uf;Fk; NghJ brk;gh; 26k; jpfjp MopahdJ nfhe;jspj;J vkJ Cuhd rPyhKidia #iwahbr; nrd;Wtpl;lJ. ,e;j MopapdJ Nguiyahy; ghjpf;fg;gl;l ehDk; vdJ FLk;gKk; xU ghJfhg;ghd gpuNjrj;ij ehbr; nrd;Nwhk;.
vq;fsplk; mg;NghJ kpQ;rpaJ vd;why; mJ vq;fsJ caph;fs; kl;LNk khwhf vq;fsJ tPL> cilikfis ,oe;J> FLk;g cwTfis
,oe;J eph;f;fjpahf epd;W nfhz;bUe;Njhk;. mg;NghJ vdf;F cLg;gjw;F Milfs; $l ,y;iy.
Mdhy; iftrk; vd;dplk; ,Ue;jJ xU rhuhd; kl;LNk mJ jtpu Ntnwhd;Wkpy;iy ,g;gbahd xU mtr epiyapy; ,Ue;J ehd; xU khjphpahf kPz;Lte;Njd;. mg;NghJ ehd; xd;iw rpe;jpj;Jg; ghh;j;Njd;. ,J ekf;F kl;Lk; Vw;gl;l mdh;j;jk; my;y> khwhf njd;fpof;fhrpa
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,g;gbahf vdJ tho;f;if rw;W rpWth;fSld; Ntiy nra;tjhy; re;Njh\khf ,Ue;J nfhz;bUf;Fk; Ntisapy; nte;j Gz;zpy; Ntiy gha;r;RtJ Nghy; ,d;DnkhU gpur;rpid vdf;F vOe;jJ.
mjhtJ ghjpf;fg;gl;l khzth;fSf;F A+d; khjj;jpYk;> ghjpf;fg;glhj kzth;fSf;F Vg;gpuy; ghPl;ir vd;gJ vdJ kdij kPz;Lk; Gz;gLj;jpaJ. Vnddpy; ehd; ,g;NghJ ,Uf;Fk; epiyahdJ xU epue;jukw;wjhf fhzg;gLfpwJ. mjhtJ vdf;F epue;jukhf ,Ue;J fy;tp fw;gjw;Nfw;w trjpAkpy;iy. Neuj;jpw;F czT fpilf;fhky; NghjYk; vdJ cs;sj;ij Gz;gLj;Jk; ,e;j epiyapy; Nkyjpfhhpfs; vLj;jpUf;Fk; ,e;j KbthdJ vd;id tpag;gpy; Mo;j;jpaJ.
Vnddpy; vd;idg; nghWj;jtiu ehd; ,g;NghJ vdJ FLk;gj;ij eph;zapf;Fk; xUtdhf khwpf;nfhz;bUf;fpNwd;. Vndd;why;
vdJ mg;ghtpw;Fk; tajhfpf; nfhz;L NghfpwJ. vdNt mtUila Rikia fl;lhakhf ehd; Rkf;f Ntz;ba epiy Vw;gl;Ls;sJ. vdNt vdJ FLk;gepiyikia gw;wp Nahrpg;gjh? my;yJ vdJ fytpiag; gw;wp Nahrpg;gjh? rw;W rpe;jpj;Jg; ghUq;fs; cq;fSf;F $l tpil rw;Wg; Gjpuhfj;jhd; ,Uf;Fk;.
vdJ mg;ghtpw;Fk; tajhfpf; nfhz;L NghfpwJ. vdNt mtUila Rikia fl;lhakhf ehd; Rkf;f Ntz;ba epiy Vw;gl;Ls;sJ. vdNt vdJ FLk;gepiyikia gw;wp Nahrpg;gjh? my;yJ vdJ fytpiag; gw;wp Nahrpg;gjh? rw;W rpe;jpj;Jg; ghUq;fs; cq;fSf;F $l tpil rw;Wg; Gjpuhfj;jhd; ,Uf;Fk;.
jw;Nghija epiyapy; vq;fSf;F tho xU epue;jukhd ,Ug;gplk; xd;W Njit. mij tpLj;J xU khjj;jpw;F ehd;F jlitfs;
ntt;NtW Kfhk;fis ehbr; nry;yNtz;Lk;. vd;why; ehq;fs; vd;d ke;ijf; $l;lq;fsh? ,y;iy ke;ijfshf fzpf;fg;gLfpd;Nwhkh? vdNt Kjypy; xU epue;ju trpg;gplj;ij vq;fSf;F fhl;ba gpw;ghL ,e;jg; ghPl;iria gw;wp fijj;J ,Uf;f Ntz;Lk;. khwhf ,J vq;fSf;F
Ntjidia je;Js;sJ. Vnddpy; ehk; xU ,f;fl;lhd #o;epiyapy; tho;e;J nfhz;bUf;Fk;NghJ #oYf;F Vw;wthW vq;fis jahh;gLj;jhky; ahNuh r%f eyd; tpUk;gpfSf;fhf vk;ik
gyte;jkhf fy;tpfw;f itf;fg;ghh;f;fpwhh;fs;. vtNuh xUth; epl;rakhf ,e;jg; ghPl;ir ,e;j fhyfl;lj;jpy; ,uz;L tifahf elj;jg;glNtz;Lk; vd;why; mij ghjpf;fg;gl;l khzth;fshfpa vq;fsplj;jpy; Nfl;L KbT nra;ahky; mth; xU Kf;fpakhd gpui[ vd;w hPjpapy; mth; nrhd;dhy; khzth;fspd; ed;ikf;fhfj;jhd; $Wthh; vd;W nrhy;ypf; nfhz;L vk;ik Vg;uypy; jahh;gLj;Jq;fs;> A+dpy; jahh;gLj;Jq;fs; vd;gJ vk;ik rKjha eyd; tpUk;gpfSf;fhf gbf;f itg;gJ Nghy njhpatUk;. vdNt ,jw;F ghjpf;fg;gl;l khzth;fsplk; Nfl;L nra;tNj rhpahd xU KbthFk;.
Vnddpy; ,g;gbahd rpy KbTfis vLj;Jj;jhd; khzth;fs; gyUila tho;f;ifia ,ilNahL mopj;jdh;. mjw;F rpwe;j vLj;Jf;fhl;Lfshf rpytw;iw $WfpNwd; NfSq;fs;.
2004 Mk; Vg;uy; khjk; ghPl;irf;F khzth;fs; jahuhfpf; nfhz;bUf;Fk; Ntisapy; me;jf; fhyfl;lj;jpy; murhq;fj; Njh;jy; xd;W mjpy; Eioe;jjhy me;j ghP;ir gpw;Nghlg;gl;lJ. ,q;Nf ehk; rpytw;iw mtjdhpj;Jg; ghh;j;jhy; xU Njh;jYf;fhf xU Kf;fpakhd Nghl;bg; ghPl;iria xU khjk; gpw;Nghl KbAk; vd;why; ,J xU ,aw;if mdh;j;jk; vdNt ,jw;fhf ,e;jg; ghPl;iria vy;NyhUk; xUkpf;f Nrh;e;J vOJk; xU ghPl;irahf itf;fKbahjh ,jw;F Vd; jaf;Ffpwhh;fs; vd;W vdf;Fj; njhpatpy;iy. Vndd;why; ,e;j mdh;j;j gPjpapy; ,Ue;J tpLglNt fpl;lj;jl;l %d;W khjq;fs; gpbf;Fk;. vdNt ,ij fUj;jpw; nfhs;shJ ghPl;iriag; gw;wp rpe;jpg;gJ vd;gJ Nghypj;jdkhFk;.
mLj;j vLj;Jf;fhl;lhf tlf;F fpof;fpy; Kjyhtjhf 1991k; Mz;by; jhd; Kjd; Kiwahf Z Score
Kiw Muk;gpj;jJ. ,e;j KiwahdJ mk;Kiw ghPl;ir vOjpa khzth;fSf;F Kd;$l;bNa mwptpf;fg;gltpy;iy. khwhf ghPl;ir Kbe;jgpw;ghL gy;fiyfof mDkjpf;F ,e;j Kiwia Kjd; Kjyhf mwpKfk; nra;Jtpl;lhh;fs;. ,e;j KiwahdJ ghlj;jpd; juj;ij nghWj;Jj;jhd; mth;fsJ ntl;Lg; Gs;sp fzf;fplg;gLk;. vdNt ,jpy; gy khzth;fspd; tho;f;if tuyhW mope;jJ. vdNt mg;gbahd xU #o;epiy ,dpAk; ,e;jg; ghPl;ir %yk; te;J tplf;$lhJ.
vdNt ,e;j ,uz;L ghPl;ir itf;Fk; tplaj;jpy; vd;d cs;Nehf;fk; cs;sNjh mJ vdf;Fj; njhpahJ. mg;gb VJk; Raeyg; Nghf;Ffs; ek; kj;jpapy; ,Ue;jhy; mij cldbahf mopj;JtpLq;fs;.
,d;DnkhU gpur;rpid mjhtJ 1996 k; Mz;L nfhOk;gpNy cah;ju ghPl;ir vOjtpUe;j khzth;fis kpd;rhuj;jil fhuzkhf ghPl;ir gpw;Nghlg;gl;lJ. vdNt ,J kpd;rhuj;jhy; gps;isfSf;F Vw;gl;l f\;lkhFk;.
Mdhy; vkf;F Vw;g;l mopthdJ vk; tho;f;ifiaNa ,Ul;lhf;fp tpl;bl;L NghapUf;fpwJ.
vdNt vk; tho;f;ifapy; ,Us; fiye;J xsp kWgbAk; tPr Ntz;Lkhdhy; fy;tp mjpfhhpfs;> cstpayhsh;fs;> fy;tp cstpayhsh;fs; rw;W rpe;jpj;J nraw;gLq;fs;. Vndd;why; ePq;fs; vLf;Fk; xt;nthU KbtpYk; vq;fsJ tho;f;if Xbf; nfhz;bUf;fpwJ. Vd; mt;tsT vq;fSf;F gpd;dhy; tUk; 2006 Mk; Mz;L cah;jug; ghPl;ir vOjg; NghFk; khzth;fSf;Fk;> 2005 k; Mz;L rhjhuz ju ghPl;ir vOjg; NghFk; khzth;fSf;Fk; mtrpakhf fhzg;gLfpwJ.
Vnddpy; ehd; kl;Lk; ,e;j mopthy; ghjpf;fg;gltpy;y my;yJ vd;Dila rfkhzth;fs; kl;Lk; ghjpf;fg;gltpy;iy xl;Lnkhj;jkhf vy;yh khzth;fSk; ghjpf;fg;gl;Ls;sdh;.
vdNt ,ij fUj;jpw; itj;Jf; nfhz;Lk; rpy KbTfis mtjhdkhf vLq;fs;.
mLj;jjhf ,J jdpa tlfpof;F gFjp kf;fSf;F kl;Lk; Vw;gl;l mdh;j;jkpy;iy khwhf ,yq;ifapd; fiuNahug; gpuNjrj;jpy; thOk; rfy kf;fSf;Fk; Vw;gl;l mdHj;jkhfk;.Mdhy; rpy gFjpfspy; thOk;
khztHfs; rpyH vq;fSf;F vq;fSf;F Vg;gpuy; khjj;jpy; jhd; ghPl;ir elj;jg;gl Ntz;Lk; vd;W $Wfpd;whHfs;. Mdhy; ,e;j epfo;thdJ vd;id kpfTk; kdNtjidf;F cl;gLj;jpAs;sJ. Vnddpy; xUrpyh; tho;f;ifap; Ntjidg;gLk;NghJ mth;fsJ Jah;fis Jilf;fhky; mth;fis ,d;Dk; ,d;Dk; Jauj;jpw;F cs;shf;Fjy; khzth;fshfpa cq;fSf;F ,J rhpahf njd;gLfpwjh? ePq;fs; cq;fs; epiyikia kl;Lk;jhdh Nahrpj;Jg; ghh;g;gJ?
khwhf vy;NyhiuAk; gw;wp rpe;jpAq;fs;. vy;NyhUk; xd;whf Fuy; nfhLq;fs; vdNt ,ij ehd; jdpa nrhy;tjhf episahjPh;fs; ghjpf;fg;gl;l rfy khzth;fspd; Jf;fj;Jld; fye;J thh;j;ijfshf epidAq;fs;.
khztHfs; rpyH vq;fSf;F vq;fSf;F Vg;gpuy; khjj;jpy; jhd; ghPl;ir elj;jg;gl Ntz;Lk; vd;W $Wfpd;whHfs;. Mdhy; ,e;j epfo;thdJ vd;id kpfTk; kdNtjidf;F cl;gLj;jpAs;sJ. Vnddpy; xUrpyh; tho;f;ifap; Ntjidg;gLk;NghJ mth;fsJ Jah;fis Jilf;fhky; mth;fis ,d;Dk; ,d;Dk; Jauj;jpw;F cs;shf;Fjy; khzth;fshfpa cq;fSf;F ,J rhpahf njd;gLfpwjh? ePq;fs; cq;fs; epiyikia kl;Lk;jhdh Nahrpj;Jg; ghh;g;gJ?
khwhf vy;NyhiuAk; gw;wp rpe;jpAq;fs;. vy;NyhUk; xd;whf Fuy; nfhLq;fs; vdNt ,ij ehd; jdpa nrhy;tjhf episahjPh;fs; ghjpf;fg;gl;l rfy khzth;fspd; Jf;fj;Jld; fye;J thh;j;ijfshf epidAq;fs;.
vdNt ehd; ,d;Dnkhd;iwAk; ,jpy; Fwpg;gpl;lhf Ntz;Lk;. ehk; FLk;g cwTfis ,oe;J> tPL clikfis ,oe;J> vkf;F fw;gjw;F
Njitahd Mtzq;fisAk; ,oe;Js;Nshk;. vdNt ,g;NghJ cldbahf ghPl;irf;F jahuhFq;fs; vd;why; mJ vt;tsT Jhuk; vk;kpilNa rhj;jpakhFk;. vdNt ehd; Kjypy; $wpNdd; Kjyhtjhf vkf;F xU epue;jukhd xU tjptplj;ij mikj;J juNtz;Lk;. ,uz;lhtjhf czit Neuj;jpw;F juNtz;Lk; %d;whtjhf Mtzq;fisnay;yhk; ngw;Wj;juNtz;Lk;. mjd; gpw;ghNl ,e;jg; ghPl;iriag; gw;wp fijf;f Ntz;Lk;. mJTk; vy;NyhUf;Fk; Nrh;j;J Gul;lhjp khjj;jpy; ghPl;iria elj;jf; $ba khjphp Nkyjpfhhpfs; fy;tpajpfhhpfs; fy;tp cstpayhsh;fs; cstpayhsh;fs; vy;NyhUk; Nrh;e;J KbntLf;f Ntz;Lk;. ,ijj;jhd; ,e;j Mopg;Nguiyahy; ghjpf;fg;gl;l khztdpd; Ntz;LNfhs; MFk;. vdNt ,tw;wpw;F tpiuthf gjpy; juTk;.
Sunday, February 06, 2005
Postponement of A/L Exams for the Entire Country - An Open Letter to Secretary of Education Dr. Tara De Mel
Postponement of A/L Exams for the Entire Country
Secretary,
Ministry of Education,
2nd floor,
Isurupaya,
Pelawatte
Baddaramulla.
Dear Dr. Tara De Mel,
We wish to draw your attention to the extremely difficult circumstances that face students scheduled to sit the 2005 Advanced Level (A/L) examinations in Sri Lanka. You may already be aware of some of these and may be taking steps to address these concerns. We urge you to consider also the following when determining policy decisions in relation to the A/L exams. Discussions about the upcoming A/L exams have centred around the situations of students directly affected by the tsunami. We wish to point out that the picture is more complex. From our experience in the affected areas of Sri Lanka, the following issues have arisen for different groups of A/L students:
Students affected directly by the tsunami had experienced horrific incidents during the tsunami disaster and very difficult circumstances in its aftermath. These place a huge daily emotional and psychological burden upon students. Examples of these may be found below:
The loss of family members (in some instances entire families), close relatives and people who support their education – with emotional, social and material consequences;
The loss of homes and consistent shelter; still being moved around and no possibilities of regular study;
Having to take on new roles as heads of their families, have to become breadwinners; have to take on responsibility for obtaining relief items for themselves and families (filling up forms and spending long periods of time waiting in queues to obtain relief items and food); having to make plans on behalf of family for shelter and livelihoods – all significantly time-consuming and burdensome tasks for a young adult.
The loss of all educational materials (notes, handouts and books relevant to the past two years of study). Where students have been able to return to school, their lack of uniforms and shoes has often resulted in humiliation and penalization by principals and school teachers.
Anticipation of the extremely competitive A/L examination with the fear that because of the disruption of their education and lives they will be at a disadvantage in relation to the other students who will sit the exam. This is a source of intense anxiety and worry.
Students affected indirectly
The effects of the tsunami range much wider than the persons who lost family or property to the tidal wave. One major impact of the disaster was the disruption of local economies that impacted powerfully on the livelihoods of daily wage earners and others within informal employment. Families affected in this way were not recognized as legitimate recipients of relief or other benefits, and therefore have suffered greatly since the tsunami. This has impacted strongly on the capacity of students in such families to maintain the educational practices required to perform optimally at the upcoming A/L exam.
Students ‘unaffected’ by the tsunami
Since the 26th of December to date, students identified as unaffected by the tsunami have had their education disrupted. During the first two weeks after the tsunami, normal school curricula were suspended as teachers and students were mobilized to intervene on behalf of affected populations. Although schools have resumed a semblance of normal activity in areas unaffected by the tsunami, the effects of the disruption (in terms of productive classroom time and focused studying by the students) still persist. To compel students who have shown much dedication to social service over the past month to now sit the A/L exam in April would be to penalize them for their civic-mindedness and would undermine this valuable social commodity for the future.
Postponement of A/L Exams for the Entire Country
There have been announcements in the media that the Ministry of Education plans to conduct two separate A/L exams, one in April for students in non-affected areas and another in June for those in affected areas. We are concerned that conducting two separate exams for ‘affected’ and ‘unaffected’ students would not be a feasible solution to the difficulties faced by students. Under the current marking system (which uses ‘Z’ scores to determine the relative achievements of students), it will not be technically correct to compare the results of two distinct examinations for competitive entrance into University. Such measures would surely be the subject of legal challenges. In addition, the extra costs involved in conducting two examinations would be significant, and such funds may be better spent in improving the educational services being provided to students in the run-up to the A/L exam. The administrative difficulties in distinguishing between the ‘affected’ and ‘unaffected’ students will leave the process of local registration wide open to fraud and corruption. Ultimately, the fact that the education of some students in areas not-affected has also been disrupted in certain ways is yet another reason to avoid an artificial distinction between the students awaiting the A/L exam in 2005.
There is a strong precedent for postponement of A/L examinations in the event of important national and regional events. In 2004, the A/L examination was rescheduled from April to May in order to accommodate the National General Elections. Earlier, in 1996, the exam was postponed by one month due to power cuts that primarily affected urban areas (particularly the capital Colombo). Given the unprecedented scale of the tsunami disaster of 26th December 2005 and the effects it has had on students (described above), it seems only fair that the Ministry of Education strongly considers the possibility of postponing the A/L exam for all students in Sri Lanka until August 2005. There must also be consideration and remedial action taken for other students who will face competitive examinations (i.e. Year 5 scholarship, O/L and A/L 2006).
Students need clear reassurances that measures will be taken to enable them to return to education and have an opportunity to sit the A/L exam on a fair and equal basis with their peers elsewhere in the country. They need semi-permanent/permanent shelter; an efficient mechanism for relief distribution that reduces the time spent in obtaining relief; study materials (photocopied notes, stationary, desks, school uniforms, shoes – these materials should be sourced at a local level in order to avoid long delays in distribution from the centre to the periphery); resumption of normal classes and supplementary teaching to help students review subject matter covered prior to the tsunami and catch up time lost over the past month. Students must be clearly informed of plans on their behalf and these plans must be followed through.
We thank you in advance for your consideration of the issues outlined above, and look forward to a public announcement of your interventions on behalf of students affected by a terrible natural disaster and now in danger of being disadvantaged by an avoidable educational tragedy.
Concerned Citizens on Behalf of A/L Students 04.02.2005
* Ministry of Education-Fax No: 011 2785162
Postponement of A/L Exams for the Entire Country
An Open Letter to Secretary of Education Dr. Tara De Mel
Name Occupation Signature
Concerned Citizens on Behalf of A/L Student
Saturday, February 05, 2005
CALL FOR ADHERANCE TO ESTABLISHED GUIDELINES ON PROVISION OF HUMANITARIAN ASSISTANCE IN POST-DISASTER SITUATIONS:
Statement of concern by civil society members in response to recent post-tsunami development activities in the Batticaloa District
Over the past two decades, it has been encouraging to witness an international consensus emerge with regards approaches for ‘sustainable development’. It has been felt that sustainable development requires that development interventions are participatory, consultative and be sensitive to the diverse political, social and economic contexts within which people live. This recognition and movement towards sustainability was also incorporated into development interventions of international organisations working in Sri Lanka, such as the German Development Cooperation (GTZ) bilateral agency or United Nations High Commissioner for Refugees (UNHCR). At a global level, the German Federal Ministry for Economic Cooperation and Development (BMZ) has identified human rights, democratic values, gender equality and peaceful conflict management as central to their operational principles (Mayer et al, 2003), and the UNHCR has long asserted that relief activities be, “development oriented from the outset, and thereby enable beneficiaries to move quickly towards self-sufficiency” (Crisp, 2001). These priorities have manifest in Sri Lanka as directives to local organisations to follow humanitarian/development principles such as “Do No Harm” and “Peace and Conflict Impact Sensitivity” in their work.
Against this backdrop, it has been astounding that most post-tsunami reconstruction and rehabilitation work has been designed and implemented with apparently no regard for the good practices documented and advocated for globally by the dominant humanitarian and development institutions. In Batticaloa, we have been extremely concerned that there has been inadequate consultation with community groups, let alone local development practitioners and civil society activists. Decisions about large-scale projects affecting the lives of thousands of families are being taken hastily by locally-based officials of international agencies (such as those of the United Nations and GTZ) in collaboration with district-level representatives of the Sri Lanka government. This has been most alarming in relation to the decisions being made about temporary resettlement of displaced people. A sense of urgency has been created around this issue by the officials of international organisations (irrespective of whether this urgency is felt by the people who have been affected) and decisions about location and types of shelters are being made without any consultation with the communities themselves. It has been terrible to witness these decisions being implemented, with displaced people being loaded into trucks to new locations with neither adequate prior information nor any influence in determining where they might wish to be sheltered. The absence of the provision of clear and accurate information through reliable channels has created much uncertainty and worry for the displaced people.
There has been inadequate safeguarding of democratic principles, gender equality or human rights of affected people, regardless of the “operational principles” endorsed by the agencies or the instruments of international law ratified by the Sri Lanka government or other states involved in bilateral aid provision. This undermines the principles of good governance and the long term democratic orientation of the region, implicitly endorsing a less consultative and more authoritarian approach to governance. In terms of ‘smaller-scale’ impacts, the lack of consultation in decision-making presents significant risks for the effectiveness of interventions in the mid to long-term. In terms of a development perspective, such approaches to ‘decision-taking’ are illustrations of mismanagement and bad practice. Experiences from countries such as Bangladesh have shown that rushed decision-making based on ‘technical requirements’ without consultation processes with affected populations has resulted in making situations far worse in the long term. For example, although the Bangladesh camps where the Rohinga communities were settled met their material survival requirements, they did not provide any other opportunities for human development and increased the suffering of the displaced persons. Given the availability of global literature documenting experiences from disaster contexts offering widely accepted good-practice guidelines[1], it is unacceptable that such bad development practice continues on the part of the state and international agencies.
Internationally, there has been a move towards the “planning for and with” displaced populations rather than the “planning of” their temporary settlements, so that displaced populations can live with relative dignity and security, and work towards self-reliance in their new or temporary communities (Chalinder, 1998). There needs to be an awareness of the diversity of the displaced population (for example, caste, class, religious and gender differences) and their diverse needs, as well as the interactions between the new settlements and host populations. It is imperative that current (hasty) decisions should not lead to more serious long-term problems in the future.
Key issues to keep in mind when planning for temporary settlements are those of protection, security, socio-cultural context, the needs of especially vulnerable groups, access to services and livelihoods, environmental concerns, relationship with local population, and coordinated service provision. Protection needs of the displaced populations (especially potentially vulnerable groups such as women or children) should be part of all needs assessments taking into account the possible negative impacts of relief operations (Chalinder, 1998; Darcy, 1997).
References
Chalinder, A (1998) Temporary Human Settlement Planning for Displaced Populations, Good Practice Review 6 January 1998
Crisp, Jeff (2001) “Mind the Gap! UNHCR, Humanitarian Assistance and the Development Process” The Journal of Humanitarian Assistance: New Issues in Refugee Research, Working Paper No. 43.
Darcy, J (1997), Human Rights and International Legal Standards: What Do Relief Workers Need To Know? Network Paper 19, February 1997
Mayer, M, Thangarajah, Y, Emmanuel, S, Chandrasekara W.S., de Silva, S (2003) Assessing Conflict Risks in Southern Sri Lanka: An Exploratory Study on Conflict Potentials in the Hambantota District and the Applicability of PCIA Tools for Project Impact Analysis, German Development Cooperation (GTZ), Sri Lanka.
The Sphere Guidelines: Humanitarian Charter and Minimum Standards in Disaster Response (2004, revised edition), The Sphere Project: Programme of the Steering Committee for Humanitarian Response (SCHR) and InterAction, VOICE and ICVA.
[1] ie. Humanitarian Practice Network Good Practice Reviews, UNHCR and Sphere guidelines on Humanitarian Intervention and Minimum Standards.
Friday, February 04, 2005
In brief, Relief is better than right?!
In brief,
Relief is better than right?!
Voices of the people in need
Make us irritated and disturbed
They force us to look into our business
Do they think
We are unaware of the situation?
And are ill-equipped to face the challenge?
We knew everything
And were trained in that
Especially trained in that
So leave us alone
To do our business
And mind yours as usual
Waiting in queues
For relief and meals
And occupying yourselves
With filling up of forms
In different colors and in hues
These will console your mind, bringing it peace
And it’s really an opportunity
For family participation
Instead of your request for
Community Participation
In planning and in decision making
The certain solution to your grief
Is to be alert for Lorries with relief
In brief
Relief is better than rights
These Great lessons we learnt
From our teachers in schools
These Great lessons we learnt
From our Professors in Universities
These Great lessons we learnt
From our Superiors in our work places
These Great lessons we learnt
From our parents in our houses
These Great lessons we learnt
From our elders in society
So, keep in your mind
Tradition or modern
It's part of our culture
Which we have to nurture
So, go and busy yourself
With Lorries with relief
And fight for your portion
Let us be free to look into our business
Because
We have to build-up our nation
S.Jeyasankar 04.02.2005
Relief is better than right?!
Voices of the people in need
Make us irritated and disturbed
They force us to look into our business
Do they think
We are unaware of the situation?
And are ill-equipped to face the challenge?
We knew everything
And were trained in that
Especially trained in that
So leave us alone
To do our business
And mind yours as usual
Waiting in queues
For relief and meals
And occupying yourselves
With filling up of forms
In different colors and in hues
These will console your mind, bringing it peace
And it’s really an opportunity
For family participation
Instead of your request for
Community Participation
In planning and in decision making
The certain solution to your grief
Is to be alert for Lorries with relief
In brief
Relief is better than rights
These Great lessons we learnt
From our teachers in schools
These Great lessons we learnt
From our Professors in Universities
These Great lessons we learnt
From our Superiors in our work places
These Great lessons we learnt
From our parents in our houses
These Great lessons we learnt
From our elders in society
So, keep in your mind
Tradition or modern
It's part of our culture
Which we have to nurture
So, go and busy yourself
With Lorries with relief
And fight for your portion
Let us be free to look into our business
Because
We have to build-up our nation
S.Jeyasankar 04.02.2005
Tuesday, February 01, 2005
Finally
Finally
Finally,
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
All the G Os and NGOs including the I NGOs
Can continue their routine duties
By providing food to eat
And water to drink and
Other urgent matters
In places where water scarcity is visible!
Finally
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
The news
Penetrated into my ears
Like the tidal waves of tsunami
And it excited me
But it’s true! It’s true!!
Not a rumor as in Friday last!
The tsunami affected people
Will get a chance to be treated as treasures
For generations and generations
The Chairman or Director of museums
Has announced his intention
To collect items
For a tsunami museum
That is to be established soon
There are a lot of moveable items
With speaking capability
But make sure their responses stick
Only to your questions
That’s the only problem you will face
But you can equip experienced organizations
To make the people silent and satisfied
By providing them with
Colorful plastic buckets and mats
With their brand names bigger than their gifts
It’s easy now to create Post Modern Museums
Or you may call it
Museums in the Open Spaces
And you can work it out
In a paddy store or
In a play ground or
In a barren land or
Wherever you want to
In a place discarded by The People of the country
It’s better to incorporate a holistic approach
And make the country like a “Dream World”
By incorporating Eco Tourism with Open Museums
Open Labs to experiment with vaccines and
Make it as a dumping pit for discarded shit
Without question the sovereignty of the country
Will be maintained by the people and for the people
They will line up to vote
When you need to show
Your democracy to the “World”
And will line up with placards
To show your strength
To the “World”
And don’t mind
They will pay their taxes without delay
And without arrears forever
Finally,
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
S.Jeyasankar 01.02.2005
Finally,
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
All the G Os and NGOs including the I NGOs
Can continue their routine duties
By providing food to eat
And water to drink and
Other urgent matters
In places where water scarcity is visible!
Finally
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
The news
Penetrated into my ears
Like the tidal waves of tsunami
And it excited me
But it’s true! It’s true!!
Not a rumor as in Friday last!
The tsunami affected people
Will get a chance to be treated as treasures
For generations and generations
The Chairman or Director of museums
Has announced his intention
To collect items
For a tsunami museum
That is to be established soon
There are a lot of moveable items
With speaking capability
But make sure their responses stick
Only to your questions
That’s the only problem you will face
But you can equip experienced organizations
To make the people silent and satisfied
By providing them with
Colorful plastic buckets and mats
With their brand names bigger than their gifts
It’s easy now to create Post Modern Museums
Or you may call it
Museums in the Open Spaces
And you can work it out
In a paddy store or
In a play ground or
In a barren land or
Wherever you want to
In a place discarded by The People of the country
It’s better to incorporate a holistic approach
And make the country like a “Dream World”
By incorporating Eco Tourism with Open Museums
Open Labs to experiment with vaccines and
Make it as a dumping pit for discarded shit
Without question the sovereignty of the country
Will be maintained by the people and for the people
They will line up to vote
When you need to show
Your democracy to the “World”
And will line up with placards
To show your strength
To the “World”
And don’t mind
They will pay their taxes without delay
And without arrears forever
Finally,
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
S.Jeyasankar 01.02.2005
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