Logistics

1. BRIDGE
February 2018 1st
Edition
Introducing Logistics Education in Schools
Dr. Lalith Edirisinghe
Logistics
Do you love high definition smart TVs, comfortable furniture, and fast cars? Do you pay on-line
and expect your new mobile phone or your dream sound system to reach your home tomorrow (if
not today)? Do you order the best flowers or the most expensive cake for your daughter on her 16th
birthday to be delivered at the right time while you are thousand miles away from home? Who
makes these difficult tasks possible for you? How does produce gets to your grocery store? How
do meat and seafood reach your meat counter? Just imagine a world where nothing is delivered or
transported between places. Not only is logistics vitally important to the distribution industry, it
has made distribution prompt and efficient. Without logisticians (of course supported by the

2. modern technology) we’d be living in the dark ages – literally, thus it is imperative that logistics
plays a prominent part in every aspect of modern life. Therefore, it is logical to improve the
knowledge and competence of the future generations in logistics industry. This phenomenon is
highly relevant to Sri Lanka considering its relatively poor ranking in the logistics performance
indicator (LPI) published by the world Bank. In other words, ‘logistics quality and competence’
of Sri Lanka is ranked at 67 out of 167 countries based on results across four editions namely,
2010, 2012, 2014, and 2016. Given the strategic geographic positioning and national vision to
make the country a ‘logistics hub’ such ranking and a paradoxical global perception may create a
serious impediment. Therefore, it is timely to explore ways and means to mitigate such deficiencies
due to lack of logistics competence through short, medium, and long-term strategies.
Education in Sri Lanka
Education is an essential element of competency. Logistics education in Sri Lanka is only open to
students at tertiary level in the education system. Handful of state and private universities conduct
undergraduate degrees in logistics transport, shipping and supply chain management. In addition,
there are some certificate level programs and diploma courses being offered by few professional
institutes. Logistics is a vital part of any business model as it controls the flow and storage of goods
into and out of a business. Irrespective of the efforts on financing, manufacturing and marketing
of an organization, the logistics management is responsible for satisfying the ultimate demands of
customers. As mentioned in the beginning of this article it is the logistician who makes the most
perplexing tasks of making the entire process practically possible and creating the visibility into a
company's supply chain.
A decade ago there were hardly any academically or professionally qualified people in the logistics
and supply chain management sector in Sri Lanka. However, with gradual penetration of
undergraduate degree holders in logistics and transport sector now the organizations have realized
the multiple advantages of recruiting qualified people to these specific jobs. The students that
follow four years honours degree in relevant subjects usually attend a six months internship
training in the same field and then write their thesis before their graduation. Accordingly, the
graduates who successfully complete their four-year full-time education are ‘work ready’ and add
a lot of value to their organization and to the industry. If this positive contribution could be
objectively enhanced through a policy level approach in the country’s education system, it will
help raising the LPI rank of Sri Lanka. Education progressively demands knowledge and
preparation for work, but it is also important for social image or status. Education is increasingly
important not only for the growing demand of technology, science and other fields, but also for
improving individuals’ prospects, hence gaining better opportunities for employment [1]
In several countries, Vocational Education and Training (VET) could be attended either at the
secondary level, at the post-secondary or at the tertiary level. It was noted that some countries
namely, Austria, Czech Republic and Germany, encourage pre-vocational education as an option
at lower secondary school. Depending on the organization of education systems in each country,

3. students can move from the academic to the vocational track and vice versa (bridging). For
instance, students attending vocational education at the upper-secondary level can continue their
education with a post-secondary or tertiary academic education [2]. However, according to
previous literature there is a separation between education and work. There are three reasons for
this separation based on a study that was carried out in Denmark that compared it with France and
Germany. Firstly, the purpose of education is not only to educate individuals for the market place
but also to turn individuals into active participants in a democratic community. Secondly,
education is not for learning purposes alone but also to acquire certain social position. Thirdly,
education is looked at from the perspective of human development - in other words, individuals
educate themselves for personal development rather than to merely meet a required work
specification [1]. Many American students consider employment an integral part of their high
school experience. National Centre for Education Statistics (NCES) data from 1992 show that
more than two-thirds of high school students were employed during their senior year, with 22.7
percent of those students working more than 20 hours per week [3]. This scenario is quite different
for the Sri Lankan context. Except for some rare cases such practice is not experienced in Sri
Lanka. Usually lectures are conducted in five days of the week and it is mandatory to maintain
minimum 80% attendance for the undergraduates to be qualified to sit for their module
examinations. In most cases parents as well as students are not focused on the academic or
professional path until the G.C.E. (Advanced level) results are released. In the past there were not
many options other than entering to government universities after A.L. Therefore, parents did not
like to divert the attention of their children to alternative paths and dilute their courage. This
psychology invariably compelled students to sit for the A.L examination for three attempts even
after securing three simple passes.
Professional Education in Schools
Education Sector Development Framework and Program of Sri Lanka stresses the point that the
secondary curriculum should focus on the need to be aware of the world of work. Further, schools
are required to take necessary actions to increase the percentage of enrolments for GCE AL
Science, Commerce and Technological streams and simultaneously decrease the percentage of
enrolment for Arts stream to provide knowledge and skills required for the world of work [4].
There are multiple academic pathways for higher education now available in Sri Lanka. The
parents and students are in a dilemma sometimes to choose what is best for them. Even the school
teachers are not familiar with various modern disciplines such as Supply Chain Management and
Logistics. To meet the emerging needs of Sri Lanka's labour market, the education system now
needs substantial modernization to equip workers [4]. Although, ‘transport ‘is a native word in the
society they are not very clear about its relevance as an academic path and especially have no idea
about the carrier opportunities. For example, many people think that all maritime courses end up
in sailing. Therefore, teaching these subjects in schools could clear all these doubts and facilitate
the future generation enjoy lucrative opportunities in these modern disciplines.
Logistics as a subject in Schools
The word “Logistics” is still not a buzz word in the society and not enough focus has been given
to it as a lucrative industry to be promoted actively to students. With the country geographically

4. located in a highly strategic position, improving logistics education for superior performance
should be a vital factor. This is the fundamental reason why the government of Sri Lanka
consistently tries to position the country as a logistics hub. From the maritime perspectives this
strategy has ben successful. For example, ports in Sri Lanka have attracted sixteen out of top
twenty shipping lines of the world to regularly to use these ports. More than seventy five percent
of port performance comes from the transhipment cargo to and from India and rest of the
neighbours. However, there are no systematic plan for capacity building for the increasing demand
in these adjunct industries namely, Shipping, Logistics, Transport, and Supply Chain Management.
About fifteen years ago Logistics and Transport were introduced in the tertiary education system
in Sri Lanka and today the industry is enjoying its immense benefits. Now it is high time to
systematically link these syllabi with introductory level subjects in related fields at secondary
level. Due to less awareness about these highly potential academic disciplines many parents do not
encourage students to peruse higher education in Logistics, Transport and Supply Chain
Management. This is a sad situation especially when graduates in certain academic disciplines
must wait for long periods to enter the desired job market. On the other hand, these emerging
industries also suffer due to not having the required competent workforce. Recent statistics
published by the World Bank suggests lower logistics competence of Sri Lanka compared to India
and Sri Lanka. Theses lower logistics performance of Sri Lanka is an obvious advantage for these
competing countries for our improvements in logistics performances.
Table 01: Six Pillars of Logistics Performance (LPI results across four editions 2010, 2012, 2014,
and 2016 out of 167 countries)
Indicator India Sri Lanka Singapore
Customs 46 79 1
Infrastructure 45 123 3
International Shipments 38 103 4
Logistics Quality & Competence 38 67 5
Tracking and Tracing 42 82 9
Timeliness 45 87 6
Logistics Performance Indicator
(LPI)
42 86 3
The global perception with regards to Logistics and Transport has a direct impact of a country’s
foreign direct investments (FDI). The modern world is heavily dependent of on a fast and reliable
supply chain. LPI is an important criterion for a new investor to consider Sri Lanka as their next
investment destination.

5. Figure 01: Impact of Logistics in Investments
Creating market awareness
Governments in many countries are opening education to private education institutes resulting in
heavy competition [5] . Unless the parents and students are aware of future demands in the job
market they will continue to enrol to common degree programs with deteriorating prospects in the
job market. As a result, the education institutes also will continue to cater to the perceived market
demand. Therefore, those who represent the Logistics, Transport and Supply Chain Industry need
think of the ways and means of taking the industry forward in the right direction. In other words,
a systematic approach is required at various levels to provide effective awareness in the society. It
would be logical to have a two-way method namely, Informal approach followed by a formal
approach.
Informal approach
It is encouraging to note that some education institutes and non-profit associations are conducting
various educational activities pertaining to logistics and transport. These include essay
competitions, quiz competitions, workshops, industry visits such as ports and airports, seminars
etc. especially designed for school children. However, getting the due assistance from the schools
teachers is not easy because even they have no idea about Logistics or its relevance to the society.
Therefore, those who make some contribution in this direction should be commended. They are
committing to a national duty rather than a social service. Given this ground reality it is too
optimistic to expect continuity of these activities for a lengthy period yet there are some
exceptional cases. For example, the annual logistics quiz competition and essay competition for
school children organized by undergraduates in the Logistics and Transport Department in CINEC
Maritime Campus is a good case study.

6. The Logistics Quiz Competition and Essay Competition organized by second year undergraduates
in the logistics and transport stream in CINEC revolve around the unclouded vision to transform
present and future studentship by inspiring society throughout the country to open their minds,
accept and include the word “Logistics” as a key educational stream. Therefore, the focus of school
children is explicit as it states, ‘future studentship’. The second-year undergraduates have been
selected for organizing the competition with the advanced level students in schools. They visit
schools with prior approval from the Ministry of Education about 3 months before the grand finale.
It is expected that such undergraduates have a basic knowledge about logistics and transport that
is sufficient to handle a layman. The age gap between two parties is minimal thus facilitates
effective communication and fast interaction. Depending on the assistance the school children
require the training and demonstration sessions will be arranged. Then the teams will be called to
face the initial sessions about a week prior to the grand finale. During this interim period the school
children get familiar with the trainers as well as subjects. This psychological approach has paid
dividends considering the improvement shown so far. In 2016 seventeen teams had contested and
it increased to twenty seven in 2017.
Figure 02: 2017 Logistics Champions Nalanda College, Colombo and runners up Maliyadewa
Girls School, Kurunegala receiving their trophies from CINEC president and Vice Pfresident
The next stage of familiarization of this subject could be students’ self-learning and engagement
on own initiatives independently as much as possible. Accordingly, it is proposed to develop
logistics, maritime and transport societies in schools. This carries multi-faceted objectives. Firstly,
the principals and teachers will get some understanding about logistics and transport during the
initial discussions to set up the society. This is very important as they are the opinion leaders to
students and even to parents in academic related matters. Secondly, a leadership within students
will be developed in dealing with logistics and transport related discussions after setting up the
office bearers of the society. This will provide a formal link between schools and external sources
who could regularly assist the students for logistics and transport related activities. For example,
organizing a field visit to a sea port, airport, or a large warehouse accompanying with an industry
expert is a simple matter to an industry association but it is usually a big favour from the

7. perspectives of students. Thirdly, the parents will be very inquisitive about the students’
participation in these societies. As a result, the parents will closely watch the activities that are
taking place in these societies and get familiarize gradually about the logistics and transport
industry. This way the public awareness about logistics and transport (that is lacking at present)
will gradually improve. They will realize the evolving job market, opportunities for scholarships,
academic advancement prospects (i.e. Masters and PhD degree in the same subjects). This kind of
comprehensive approach will finally lead to clear and rightful social awareness and more students
will select Logistics, Supply Chain Management, and Transport as their academic progression
path.
Formal approach
The formal approach should go hand in hand with above activities simultaneously. The Ministry
of Education should look at this proposal very positively. Table 02 provides the outcome of
studentship who follow G.C.E. (Advanced Level) in Sri Lanka.
Table 02: Performance of Candidates - G.C.E.(O/L) and G.C.E.(A/L), 2012-2016 (Number, %)
2012 2013 2014 2015 2016
All Candidates Sat
for the GCE(A/L)
233,634 241,629 247,376 255,191 258,193
All Candidates
Qualifying to Enter
University
144,745 140,993 149,489 155,447 160,520
24,198 25,299 25,643 29,083 NA
1. Only 61% of students out of those who sat for their AL Examination (data across 2012-
2016) do not qualify with minimum three passes. Accordingly, 39% students from those
who sat for AL exam (or average 100,000 students per year) fail the AL exam.
2. Only 18% of students out of those who get 3 S passes (data across 2012-2015) enter to
government universities.
3. Only 11% of students out of who sat for AL exam (data across 2012-2015) enter to
government universities. This means 89% of students from those who sit for A.L.
examination (or average 220,000 students per year) should look for alternatives as the
formal education system of the country has serious limitations at this juncture.
Therefore, it is necessary to find suitable carrier development plans for the students that
accumulates year on year. Therefore, authorities should have effective alternative paths and
succession plans for these students without making them idle for another few years without a
direction. That is why the education system should explore emerging job markets and
systematically bond them in those lucrative industries. Logistics, Transport and Supply Chain
Industry is one of the right alternatives not because the industry is widespread globally, but Sri
Lanka’s economic vision is heavily focused on the maritime and logistics hub.
To have Logistics, Transport (including maritime), and Supply Chain Management on board
government school curriculum the required syllabus should be compiled in accordance with

8. required quality standards. Given the speciality of these subjects it may not be possible for the
existing resource persons in the Ministry of Education to handle them. Reference to the earlier
case study it was also pleasing to realize that CINEC Campus (pioneers in maritime for last 28
years and logistics and transport for l5 years) is presently in the process of compiling a proposal
to the Ministry of Education on this matter. In addition to the subject experts in respective
disciplines they have invited comments from the undergraduates who deal with school children
during quiz competitions and writing essays. It is quite logical to understand what attracted the
present undergraduates to select the logistics and transport field. Accordingly, the intended
syllabus could be very well positioned to attract the younger generation because they should accept
the new subject as their carrier path.
The other important aspect is to establish a separate ministry (or amalgamate with Ministry of
Transport) for logistics and supply chain management. This idea has been brought forward by
many experts in the industry even earlier in order to promptly solve recurring issues in the industry.
However, apart from solving operational and policy issues within the industry establishment of a
separate ministry would create a distinctive positioning to logistics and supply chain management.
Usually the society perceive the subjects administered by statutory establishments are more
prestigious and sustainable and we should understand the fact that “perception is the reality”.
References
[1] S. Alainati, S. N. AlShawi and W. Al-Karaghouli, "The Effect of Educationa and Training on
Competency," in European and Mediterranean Conference on Information Systems 2010, Abu
Dhabi, 2010.
[2] G. Brunello and L. Rocco, "The effects of vocational education on adult skills,employment and
wages: What can we learn from PIAAC?," SERIEs, p. 315–343, 2017.
[3] ASCD, "Association for Supervision and Curriculum Development," 25 07 20015. [Online]. Available:
http://www.ascd.org/publications/researchbrief/v3n14/toc.aspx. [Accessed 15 01 2018].
[4] MoESL, "Education Sector Development Framework and Programme (ESDFP) ," Policy and Planning
Branch-Ministry of Education, Battaramulla, 2013.
[5] L. Edirisinghe, N. Jayakody, L. Ranwala and L. Shen, "Factors that determines the students’ choice of
maritime education and training with special reference to seafaring officers," in Dalian Maritime
University-International Conference on Maritime Education and Trining, Dalian, 2016.
[6] IPSSL, "Advancing Sri Lanka's Education System Through Innovative Funding," Institute of Policy
Studies of Sri Lanka, Colombo, 2016.