Sri Lanka’s post-conflict development trajectory has been a story of mixed results. In the aftermath of the conflict, Sri Lanka adopted many strategies to improve livelihood opportunities and reduce poverty and inequality, hoping to ensure harmony through better connectivity. However, there are significant regional disparities, especially in the case of previously conflict-affected districts. Kilinochchi, Mullaitivu, Batticaloa, and Trincomalee record the highest poverty rates in the country. So, what is the way forward for Sri Lanka?
With the recent upswing in the condominium market in Sri Lanka, it is important to take environmental implications of these constructions into consideration. The authors argue that a holistic and a futuristic approach should be adopted when building condominiums and sustainable practices should be integrated into the approval process for the ‘design’ of the condominiums.
Sri Lanka is committed to establishing a National Single Window (NSW) for international trade as a policy priority. This blog by Janaka Wijayasiri explores the different options for the country’s NSW operational model. A policy decision in this regard will help determine sources of funding for the project, its implementation, budget, and fees to be charged for the services provided by the NSW operator.
As Sri Lanka enters an increasingly competitive international environment, with a renewed enthusiasm to transform itself into a modern economy, the importance of promoting technological innovations and generating an educated workforce, possessing market-oriented skills, cannot be over emphasised. High quality human resources and a skilled labour force are vital to improve the country’s global competitiveness. As such, it is important to identify the reasons for gaps in access to education and improve access to all students.
Poor quality education systems are a main underlying cause for the ‘learning crisis’. Education systems fail to function effectively due to both ‘misalignment’ and ‘incoherence’, which, if left unaddressed, impede the effectiveness of interventions to improve learning implemented at the school and student levels. Therefore, the author argues that, countries like Sri Lanka cannot simply borrow system elements from other countries and expect them to work well in the home context, without first improving the education system.