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Korean Government extended $ 2.5 million for the enhancement of Ocean University of Sri Lanka in 2017- File photo
By Dr. Ivan Amarasinghe BSc (Hons), PhD, MIBiol, CBiol
Introduction
Post-independent Sri Lanka inherited an archaic system of limited vision and productivity within the fisheries and national aquatic resources exploitation policies of Sri Lanka. While there were support agencies such as the Fisheries Department, the National Aquaculture Resources (R&D) Agency (NARA) and a few Colleges of Fisheries around the island teaching basic applied technology for fishermen and fishing boat navigation, opportunities for ocean resources identification, planning and exploitation were limited.
A new vision was born in October 2000, when new Fisheries and Aquatic Resources Development Minister Mahinda Rajapaksa introduced the concept of a Sagara Vishwa Vidyalaya (an Ocean University).
The dependence of our country on expensive international consultants and experts for national fisheries and aquatic resources development needed reappraisal. Our country had also spent vast sums of foreign exchange secured as international aid-loans on unproductive and sometimes faulty and inappropriate development projects recommended by these foreign experts.
The unique way to alleviate such problems was to develop the national knowledgebase of the aquatic and ocean resources on a more holistic basis aimed at broader expertise on all ocean resources so that national capacity be optimised to international competence.
In addition to the ongoing dependence on foreign advisors for local development, engagement in fisheries was constrained within the caste system. Whether it be the Karaiar in the North or the Karawes of the rest of the insular coastal belt there was a stark adherence to a caste based rigidly discriminatory coastal professional structure.
As an egalitarian national leader Rajapaksa identified that a seat of learning of the highest calibre, a university, was a much-needed first step not only to alleviate the above development problems but also create a more inclusive society sharing the ocean resources as a common heritage of the people than fisheries being the exclusive nametag of an underprivileged group within it.
The United Nations Convention on the Law of the Sea (UNCLOS) and its relevance to Sri Lankan development through an Ocean University
UNCLOS is an international treaty adopted and signed in 1982, at the end of almost 10 years of negotiations (1973-1982). It replaced the four Geneva Conventions which concerned the territorial sea and the contiguous zone, the continental shelf, the high seas, fishing and conservation of living resources on the high seas.
UNCLOS is the legal framework for global marine and maritime activities. It defines the national boundaries of the ocean adjacent to a country. These confines are not only lateral from the maritime coast to the deep seas but also vertically down to the seabed. It allocates Exclusive Economic Zones (EEZs) for each country. The Convention came into effect in November 1994. Currently 162 parties including the EU share its jurisdictions.
UNCLOS itself was formulated through a UN Conference on the Law of the Sea in 1980 under the Chairmanship of retired Sri Lankan Civil Servant Hamilton Shirley Amerasinghe. He was also Chairman of the Ad Hoc Committee on the Indian Ocean. He proposed that the Indian Ocean be declared a ‘Zone of Peace’.
UNCLOS and the efforts of Amerasinghe at the Conference rewarded the island of Sri Lanka with legal rights to an oceanic expanse that was 10 times larger than its land area. It was granted an exclusive Economic Zone of 200 miles from the shores with a de facto responsibility of being the centre of the Indian Ocean as a Zone of Peace.
All these new developments through UNCLOS affecting Sri Lanka and the Indian Ocean make the Mahinda Rajapaksa concept of an Ocean University of Sri Lanka, not only a relevant proposal but also a necessity.
Knowing that 3/4th of the planet earth is covered by the oceans and that the UNCLOS legally defines the extent of guardianship to allied oceanic states, a centre of higher learning encompassing all affairs of the ocean is a necessary development. The potential academic and consultative contributions for the betterment of states, their maritime diplomatic relations, conflict resolutions, resources identification and sustainable exploitation would be immense.
Unrealised opportunities and the need for reappraisal of development potentials
Former Prime Minister Ranil Wickremesinghe indirectly accepted the failure of his Government on oceanic affairs at the Second Indian Ocean Conference in September 2017, Colombo. In his address he stated: “Just a few hundred metres from Temple Trees is an ocean that is destined to define the future of the world. Sri Lanka, located enviably in the centre of the Indian Ocean is well poised to play a significant role in determining this future.
“Our shores are washed by the waters of this great ocean. It has shaped us as a distinct people. Our future development is intrinsically linked to it and we share responsibility in keeping its waters safe. We believe, as people of the Indian Ocean, ‘Peace, Progress and Prosperity’ are goals that need to be pursued together.
“Despite these promising predictions, intra trade in the Indian Ocean region including the Bay of Bengal remains low. For example, South Asia remains the least economically integrated region in the world. Unlike the European and Pacific nations, there is an absence of political will to promote Indian Ocean Economic Cooperation more specifically, trade liberalisation and connectivity. Trade and connectivity are central to achieving and maintaining a high regional growth rate.”
There is no doubt that Wickremesinghe would have declared that Sri Lanka is proud of the contribution that the Ocean University is contributing towards his dream of the Indian Ocean towards ‘Peace, Progress and Prosperity’ as goals pursued together, if only Mahinda Rajapaksa’s initiatives of Sagara Wishwa Vidyalaya as an international, holistic centre for studies, research and dialogue been developed further under a Ranil Wickremesinghe Government instead of being ignored! Wickremesinghe’s own words are an indictment on the performance of his own Government.
The Mahinda Rajapaksa concept of a Sagara Wishwa Vidyalaya was a landmark in the history of global higher education. Two years following the Rajapaksa concept of an Ocean University for the people, China instituted the first Ocean University in 2002.
By 2019, the Ocean University of China became a front runner in the world while the Ocean University of Sri Lanka sunk to abysmal levels of being 23,849th in International Rankings. This was far below even some of the private teaching institutes and colleges in Sri Lanka itself. It is time to question as to why this globally exemplary higher education concept of Mahinda Rajapaksa failed miserably in his own country.
Historical relationship between man and the ocean
Historically, the oceans of the earth facilitated sailing to unknown lands for nations which sought friendly trade or subjugation and plunder of distant lands, their resources and the people. Ancient Chinese chronicles up to the seventh century, denote regular visits by Sri Lankan (known then as Heladiva) ships as trade vessels. Sri Lankan chronicles mention Heladiva as a seafaring nation, much of it being along the Silk Route through the S.E. Asian seas.
The Europeans used the oceans for all the benefits that other seafaring nations sought while they are more noted for establishing their own empires around the globe through cunning, adventure and subjugation of distant peoples.
The British Empire was based on the spiritual presumption that at Heaven’s command (Britain) Arose from out the azure main; this was the charter of the land, and guardian angels sang this strain: “Rule, Britannia! Rule the waves: Britons never will be slaves.” The message was very clear. Those who ventured out to the oceans would prosper.
The end of the empire gave birth to the Commonwealth which continues the appraisal of natural resources of its members in patronage as “Commonwealth countries are endowed with immense and precious natural resources. These include millions of square kilometres of ocean space, significant renewable (wind, solar) and non-renewable resources (oil, gas, minerals). When managed equitably and sustainably, the exploitation of natural resources bolsters national resilience to economic and social crises, improving prosperity for all citizens” (thecommonwealth.org/oceans-and-natural-resources).
It promises to “provide technical assistance and support member countries in the development of policies, laws, design of fiscal regimes and strengthening national institutions as they seek to implement the Sustainable Development Goals”. While such altruism is commended, some member states are keen to be independent rather than be dependent on technical assistance and national policy formulations of external benefactors.
The first step to achieve success in such futuristic ventures is to establish a knowledgebase with relevant competence in scientific technology and capacity building to formulate robust national policy to derive the benefits of sustainable exploitation and management of the national resources.
As an island within the Indian Ocean, Sri Lanka has to develop bilateral, multilateral and global relations which should ensure diplomatic friendship for those who seek right of passage within its oceanic space.
Post-colonial Sri Lanka must develop a seat of learning which would be a fountain of multidisciplinary competence to achieve national prosperity and global appreciation in the above goals. The creation of the Sagara Vishwa Vidyalaya/ Ocean University of Sri Lanka by Mahinda Rajapaksa was based on those principles.
Evolution of universities – from Ivory Tower philosophy to Grass Roots applicability
Universities were historically treated as Ivory Towers of philosophical thinking. Nalanda, St. Andrews, Oxford and Cambridge were meant for erudite philosophical spiritual advocacy with concurrent governance advice to the national leaders.
With gradual acceptance of the need for scientific learning and applicable technology for welfare and development of society, universities moved forward from ivory tower exclusiveness to an egalitarian wide purpose national and global stakeholder.
Three paradigm shifts from the traditional model of a university initiated by visionary political leaders
1. Open University – Harold Wilson concept of a university in the air
The most radical change in university education came in 1969 under the concept of a ‘university in the air’ named the Open University by the then British Prime Minister Rt. Harold Wilson. This model did not advocate a single campus-based lecture room where a lecturer or Professor was the sole teacher of a disciplinary subject or unit.
Instead it used a headquarters where teams of excellently qualified and experienced professionals defined the course to be taught and the contents of each subject. The main teaching relied on new technology through media, the radio, television and computers. Course units were produced through panels of academics who formed the Course developers and managers with appropriate inputs from specialists across Britain.
The units were distributed to the vast student population within Britain and in far flung corners of the earth and the oceans where British citizens were employed as defence personnel or other civilian and trade missions. Regular radio and TV broadcasts formed a supplementary role the print course material received by students.
As a Labour Prime Minister Wilson expected to promote greater equality of opportunity for all and social mobility for those wishing to educate themselves at any stage of their lives to achieve success in life.
Today, the Open University is the biggest university in Britain with a student population of over 147,000. The OU won the categories of teaching excellence and Digital Innovation in 2018. Many countries across the world including Sri Lanka have their own version of Open Universities now.
2. Colleges of Technology to universities – Margaret Thatcher concept of unification of the Binary Higher education model
In 1992, British Prime Minister Rt. Margaret Thatcher revolutionised tertiary education in Britain through her option of classification of reputed Colleges of Technology and Polytechnics as universities. Vocational disciplines and applied research became the hallmarks of fame and fortune for these universities.
The newly empowered universities indeed surpassed the expectations of their early critics. Today some of these new universities are in the highest echelons of international academic ratings. In addition, they have offered vast opportunities to many thousands of British students who would otherwise have not had the opportunity of such entry to acclaimed universities.
The new universities excel in research and consultancy capacities. The Thatcher initiative has ensured vast foreign exchange earnings for Britain through recruitment of foreign students to these hundreds of universities.
3. Colleges of Fisheries and Nautical Engineering to an Ocean University – Mahinda Rajapaksa concept of a university for integrated management of the ocean resources
The third visionary model of a university is built on the traditional foundation of university learning and certification of attainment with a mission to assess, understand and benefit from a vast array of natural resources within a water body, the ocean surrounding the island of Sri Lanka.
In the introduction above, the rationale of Mahinda Rajapaksa to develop this new concept of a university within a defined global space, with clear holistic objectives concerning the oceans and to identify opportunities for a deprived class of people, were mentioned. His vision was that of a statesman as well as that of a Minister in search of optimal ministerial policies for the development of his country.
The vision of the Ocean University
As freedom, independence and sovereignty are the fundamental underpinnings of post-colonial developmental resurgence in an island surrounded by a vast ocean, then freedom of thought through education, independence in policy formulation and hallmarks of sovereignty should spring from a fountain of knowledge such as an Ocean University. That was the vision of Fisheries and Aquatic Resources Development former Minister Mahinda Rajapaksa.
The mission of the Ocean University
The mission to achieve the envisioned goals of the proposed Ocean University necessitated the short, the medium and the long-term plans of action as the goals were diverse and comprehensive.
Phase 1 – NIFNE as a precursor to the Ocean University
Before an Ocean University could be established with all essential infrastructure, teaching and research facilities, Cabinet approval and financial aspects the Minister established a National Institute of Fisheries and Nautical Engineering (NIFNE) in 1999 as a testing precursor to a future Sagara Vishwa Vidyalaya.
The NIFNE recruited outside the national university entrance selection criteria and lowered the entrance requirements to encourage the youth and professionals of the fisheries community to academia. Initially less than were selected for the undergraduate degrees of B.Sc. in Fisheries Sciences and Nautical Engineering. Teaching was from the NARA campus on rented office and lecture rooms.
The presence of the reputed NARA staff within reach encouraged the teaching of undergraduates. Lectures and practical exercises were conducted by the best professors and senior academics of various Sri Lankan universities invited on lucrative rates of payments. Regional Colleges mentioned above conducted certificate and diploma courses in a range of fisheries and fishing vessel knowledge.
Experienced Vice Chancellors of Peradeniya and Ruhuna Universities with erudite professors and senior professionals representing the various allied Government Ministries, Departments and agencies comprised the Governing Council of the NIFNE.
Challenging circumstances due to pressures from various Unions as commonly seen in Sri Lanka delayed the progress. The Convocation for the first batch of graduates of the NIFNE was held in 2007 with Mahinda Rajapaksa now being the Prime Minister of Sri Lanka with Felix Perera as Minister of Fisheries and Aquatic Resources Development.
Very much similar to the upgrading of technological colleges to university status under the Thatcher vision, the Rajapaksa concept incorporated the existing fisheries colleges to the Ocean University. The presence of the regional colleges of fisheries in Jaffna, Trincomalee, Batticaloa, Tangalle, Galle, Mattakkuliya and Negombo allowed a future usage of these as regional teaching bases on the distance education model of the Open University of the UK.
Phase 2 – The establishment of the Ocean University as a UGC approved, Ministry of Higher Education partnered national entity
In 2014 the Ocean University of Sri Lanka was formally established under the Act No. 31. The University Grants Commission (UGC) of Sri Lanka approved degree awarding status as university. Four undergraduate degree programs in the fields of Marine Science and Nautical Engineering were approved.
The Ocean University also continued the previous activities of the NIFNE to offer diplomas and certificate level courses and mobile programs. These were essentially treated as National Technical Vocational Certificates to enhance the fisheries and coastal sector performance.
Degree courses:
Diploma courses:
Certificate courses:
1. Diving, Welding and Floating Vessels Mechanic (CDC certification is approved)
The change of Government of Sri Lanka following the election of the present President and the Cabinet dominated by the UNF in 2015, led to a virtual standstill of the progress of the newly established university.
The vision of an Ocean University with multidisciplinary teaching, research and training which served all stakeholders of the ocean resources appears to have evaporated. The university has been assigned as a minor appendage assigned to ‘Vocational Training and Skills Development’ within a multiagency Ministry of Industry and Commerce, Resettlement of Protracted Displaced Persons, Co-operative Development, Vocational Training and Skills Development.
China the winner and Sri Lanka the loser
When the Rajapaksa seminal proposal of 1998 for a holistic academic and technological delivery befitting an Ocean University was made there were no other such ocean universities around the world. Many countries such as Norway, Japan and China had colleges of fisheries education. Some countries including Sri Lanka had Departments of Fisheries Education, Oceanography, Maritime Science etc. within different faculties of universities.
Apart from the Rajapaksa vision of the 1990s to establish an Ocean University, China is the only country with a vision to follow suit. China upgraded its Shandong College of Oceanology to Ocean University of Quingdao. Chairman Deng Xiaoping wrote the name of the University (青岛海洋大学) in his own calligraphic style to mark the occasion and in October 2002 it was officially established as the Ocean University of China.
Under the direct administration of the State Ministry of Education (MOE), Ocean University of China (OUC) is now a national key comprehensive university with particular strengths in oceanography and fisheries science. OUC offers courses in Science, Engineering, Agronomy (Fisheries), Pharmaceutics, Economics, Management, Liberal Arts, Law, Education, History, and Art. There are 17 colleges and one Teaching Centre for Fundamental Courses, and one Department of Social Sciences.
OUC boasts 12 post-doctoral research programs, 81 academic disciplines (majors) authorised to offer Doctorate degrees, 193 disciplines (majors) for Masters Degrees, and 69 undergraduate programs.
OUC is the cradle of China’s marine professionals, and it has graduated a large number of competent specialists in marine science for China. 70% of Ph.D. holders in oceanography and fisheries in China graduated from OUC. The first scientist to reach the South Pole, the first Chinese scientist to investigate the South Pole were from the OUC.
While the Ocean University of China (OUC) went from strength to strength and diversified the courses and degrees while making landmarks in global oceanic research, the Ocean University of Sri Lanka (OcUSL) has virtually reverted to its NIFNE status. This is reflected in the International University Ranking too.
The five top 10 universities in Sri Lanka are Peradeniya (1,981), Colombo (2,023), Moratuwa (2,495), Ruhuna (2,853), Sri Jayawardenapura (2,960) Jaffna (4,296) Rajarata (4,383), Open (4,629) and Sabaragamuwa (4,894). In international rankings, Ocean University of China ranks at 697 while the Ocean University of Sri Lanka ranks at 23,849. This indicates an abject failure or wilful destruction of the eminent Mahinda Rajapaksa Chinthanaya. The losses due to such failure are to Sri Lanka and its people.
Case studies worthy of appraisal at an Ocean University for Sri Lanka
Singapore is often cited as an example of how a small peninsular State can reach the highest levels of national development and per capita income with a thriving ocean based international hub of trade. It will be useful for countries such as Sri Lanka to study the oceanic contributions to such developments and advice the Government on an appropriate pathway to emulate.
Viet Nam offers an example of a recently independent and fast developing country which needs application of UNCLOS to assert its independence on the national territorial waters. Viet Nam also has to engage in diplomatic dialogue with global superpowers such as China and the USA who seek to use Vietnamese/South China Sea as an area of Chinese as well as US American regions of global interests.
Recently China renewed interests in the ancient Silk Route renamed as the Belt and Road Initiative (BRI). BRI is essential for the global development strategy adopted by China to facilitate infrastructure development and investments in 152 countries and international organisations in Asia, Europe, Africa, the Middle East, and the Americas.
The US treats the same route as essential for their Asia-Pacific and Asia-Atlantic interests. The problems that Viet Nam faces in recent times in exercise of its legal rights within its territorial waters due to these complex demands can be detrimental to its international trading, peace and welfare.
Similarly, recent increase of Chinese and US interests declared in Sri Lanka and within the UNCLOS designated territorial waters of Sri Lanka need cautious handling through erudite appraisal. The Ocean University of Sri Lanka should offer an international centre for diplomatic and erudite contributions through a centre for international maritime trade and peace dialogue.
Recommendations for a future Government
A new team of competent academics, entrepreneurs, administrators will be appointed to restore the ideals set out in the Mahinda Rajapaksa concept of an Ocean University of Sri Lanka
New university courses aimed at occupational and entrepreneurial aspects with delivery in new occupational and business opportunities shall be prioritised
Expatriate academics, professionals and entrepreneurs and international diplomats must be invited to contribute with relevant new ideas, teaching and other relevant assistance
Wider educational attainments, research opportunities leading to international advisory/consultancy opportunities shall be created
Opportunities for global bilateral, and multilateral dialogue partners as erudite and competent specialists in the following subjects shall be introduced to produce professionals urgently needed for ocean-based activities such as:
Laws of the sea
Coastal and deep sea defence and security
Shipping transport logistics
Ports and oceanic supplies to ships on the Silk Route
Fisheries exploitation in co-operation with neighbouring states
Oceanography
Coastal and sea bed mineral resources
Shipbuilding
Ports and harbours construction
Regional and international trading
Coastal tourism
Climate change and its effects on coastal communities and coastal businesses
Coast conservation
Safety on the coast and the ocean
Ocean generic natural disasters and mitigation
Oceanic Wave energy conversion to Electrical Energy
(N.B. The above and a myriad other ocean and coastal, nationally lucrative developments that have not been realised so far in Sri Lankan Universities must be introduced)
The elimination of the globally archaic binary system of education replete with the Thatcherite objectives of university delivery leading to direct tangible benefits to the people and the country shall be advocated
The Wilson concept of distance education in its Open University model shall be introduced so that all people of the country will feel inclusive within the society in opportunities to better themselves through the Ocean University. This will be a blessing to the poor regional stakeholders as local centres will assist them
Those who (a) missed a higher education, (b) wish to be at the cutting edge of academia and technology while in employment or (c) are socially handicapped should be encouraged to derive maximum benefit through regional based colleges
Radio and TV broadcasts teaching with one-to-one teaching assistance and care for handicapped students around the country will be commenced
Those qualifying from the Ocean University shall be guided to postgraduate opportunities
Those needing special assistance in learning will be guided for success by specialist advisory teams
A team of competent academics, professionals of all ocean based interests and activities including entrepreneurs on oceanic resources exploitation and relevant government departments will assess all present university activities and summarise which types of new courses, degrees and research must be prioritised for the next stage in the progress of the Ocean University in its long term mission attainments. For this, an understanding of the successful courses at the OUC may recommended. The existing Academic Board and the Governing Council should be consulted individually so as to collate their ideas for future progress
New courses as recommended in 1) above must be launched through utilisation of national and international teachers.
Partnerships with foreign national universities with specialist competence to develop new courses and research programmes must be sought
A five-year plan of resurrection to the Rajapaksa vision of a Sagara Wishwa Vidyalaya will be developed. The sooner a future Government restores the esteemed and valuable potentials expected of a multidisciplinary Ocean University, the better it shall be for a return to the development of Sri Lanka
Expected delivery of benefits to the people and the State
Vast numbers of new employment opportunities for all Sri Lankans in a vast array of above activities such as coastal and deep sea resources exploitation, offering of international services such as marine defence services to international clients will be consolidated through studies and education at a OcUSL; coastal and oceanic tourism, exploration and production of ocean resources within Sri Lankan Extended Economic Zone (EEZ) are other projected advantages
The national problem of electricity generation can be solved through the use of oceanic wave energy; wave energy is clean energy recommended by the global scientific community and climate change experts. Our continued use of fossil fuel to produce electrical energy is environmentally destructive, enhances climate change problems and drains the national foreign exchange reserves
The eight colleges positioned on the coastal belt of the island could be used as training and graduation centres for certificate courses at university level. For example, each college can commence courses of three to six month duration suitable for service in the tourism industry. These may be developed in conjunction with the Ministry of tourism and the private Hotels sector. Within three to five years this will not only produce excellent service personnel for the Sri Lankan tourist industry but also for service in other countries. That will boost the economy in billions of dollars. International accreditation of such personnel will enhance the reputation of Sri Lanka as well as attract foreign students for such courses. There are a vast number of such courses in many disciplines which, once initiated, will attract much needed foreign exchange earnings to Sri Lanka
Coastal storage facilities such as those of the Oil Tanks complex in Trincomalee can be used not only to store future petroleum reserves for the country but also as a facility for international distribution and allied logistics. The economic enrichment to the country through such a facility will exceed those of Singapore
Prospecting natural mineral deposits such as Ilmenite and deep sea petroleum exploration and their sustainable exploitation will be taught with cutting edge research and technology at the Ocean University. There are signs of vast deposits of yet unexplored or exploited Cobalt within the Sri Lankan territorial waters. Instead of selling our national oceanic resources at extremely cheap prices, e.g. Ilmenite over the last five decades, Sri Lanka can develop its own technologists through the Ocean University thereby being capable of deriving the best capacity and economic benefits for Sri Lanka. Attraction of foreign direct investments from potential partners for such technological entrepreneurship in Sri Lanka will benefit local capacity excellence as well as national economic development
The training of coastal tourist specialists as well as in-hotel service staff will benefit the country and be a source of internationally recognised School of Tourism studies and Training accredited at reputed university Diploma and Certificate levels. If a multinational and multilingual facility can be developed, the Ocean University of Sri Lanka may attract global trainees wishing to qualify in various aspects of coastal and oceanic tourism
Billions of dollars and other Foreign Exchange earnings to Sri Lanka through foreign student and scholar recruitment, foreign ocean-based job opportunities, conferences and enhanced tourism will be tangible benefits of such activities through the OcUSL
Enhancing the maritime defence services; this will generate a vast income if Sri Lanka can continue to supply global maritime defence personnel and security services as done in the pre-2015 years
Earnings through port supplies and services may well exceed those enjoyed by such countries as Singapore. The New Hambantota port as well as the ancient, traditional port of Galle renowned over thousands of years with oceanic silk route vessels should aim at such services through accredited professionals of the OcUSL
Enhanced international reputation for Sri Lanka and Sri Lankans with the Ocean University as a global hub on ocean affairs. There are some eminent Sri Lankan professionals on ocean affairs presently employed as expatriates in various countries. Inviting them to serve the Motherland would give vast strength to develop the Ocean University to international reputation. Public private entrepreneurships encouraged through an Ocean University will benefit Sri Lanka in a multitude of ocean associated enterprises
Final conclusion
Based on the above discourse and collection of factual data, a team may be able to forecast the economic, trade and employment enhancement contribution over the next five-year period by a properly instituted Ocean University based on the conceptual model of the vision of Mahinda Rajapaksa.
The calculated forecast figures should be broadcast to the public as soon as possible so that the public realises the value of returning Sri Lanka to prosperity.
(The writer is the former Chairman of NIFNE and former Ambassador to Viet Nam.)
