Features

The Dutch Burghers and English; Voices of Survivors

Published

6 years ago

2021/01/10

Continued from last week

From the beginning of British colonial rule, primary and secondary education in the Sinhalese and Tamil medium was free from the kindergarten to the Senior School Certificate level (equivalent to today’s GCE ‘O’ in Grade 11) . But the English medium schools constituting about 10 -15 percent of the schools in Sri Lanka charged fees. The best the children educated in the native languages, namely Sinhalese or Tamil, could reach was the teaching profession or becoming notaries, village headmen or ayurvedic physicians. The better jobs and access to tertiary education and the learned professions of law and western medicine, judicial positions, executive appointments in the public service as well as the better private sector jobs were only to those who attended the fee levying English medium schools. The official language of the government was English till 1956.

In 1928,the British government appointed a Royal Commission headed by Lord Donoughmore to inquire into further reforms to the constitutions to meet Sri Lankan aspirations. The Donoughmore Commission which consisted of progressive British politicians of the day, was fully convinced that the grant of universal adult franchise should be introduced in order to enable the ordinary people to elect representatives of their choice in order to speak on their behalf in the legislature. The Donoughmore Commission’s recommendations were incorporated to a new constitution, promulgated in 1931. By this constitution, whilst Sri Lanka was still under the British, universal adult franchise was granted to Lankans to elect their own representatives to the legislature which became known as the State Council. In the newly elected legislature, a Board of Ministers were elected. The State Council appointed a Special Committee on Education headed by C.W.W .Kannangara which introduced the free education from the kindergarten to university level in 1942, also by a majority recommended that the medium of instruction in all schools should be the mother tongue in the primary classes.

Having had the privilege of primary, secondary and tertiary education in English, he was one of the most persuasive advocates of native language education known as ‘ Swabhasha’ education. Sir Ivor Jennings records in his autobiography that the politicians’ views prevailed on this policy over the educationists’ opinions. Kannangara proposed that a child should receive education in his or her mother tongue and this triggered a debate in the Special Committee on what ought to be considered the mother tongue of a child. There were some Sinhalese and Tamil children whose mother tongue was English as that language was what was spoken in their homes. According to Sir Ivor, the politicians including Kannangara proposed a legal formula called ‘racial or ethnic mother tongue’. According to this formula, if the language of the progenitors of the ethnic group of the child’s father is Sinhalese, it should be irrefutably presumed that the Sinhalese language was the child’s mother tongue which should then be his or her medium of instruction in primary school even if his mother tongue was in fact English at home. This legal formula was proposed in respect of Tamil children too.

When it came to Muslims, Burghers and Malays, the Special Committee could not recommend applying this principle. If the legal formula of racial mother tongue was applied to these ethnic groups, the mother tongues of Muslim, Burgher and Malay children would respectively be Arabic, Portuguese/ Dutch/English and Malay. In order to overcome this difficulty, Muslims, Burghers and Malays were permitted to receive education in the English medium till the 1970s. Thereafter, the English medium education completely disappeared from the schools and the Dutch Burghers, Muslims and Malays were compelled to study either in Sinhala medium or Tamil medium in the national school system. The Kannangara Committees’ recommendations were adopted after Independence. Sinhalese and Tamil children in the English medium schools were required to study in the Sinhalese and Tamil mediums. The English medium schools were allowed to teach only the Muslim, Burgher and Malay children in English. Kannangara was in fact the father of abolition of English medium education although S.W.R.D. Bandaranaike who was responsible for the enactment of Sinhala Only Act of 1956 is often wrongly blamed for Swabasha education. It was in the Bandaranaike’s tenure and his widow’s terms in power that the English medium was abolished in the secondary school level and in the tertiary level in universities except in Science, Engineering and Medicine courses.

Within two years of the Free Education Ordinance passed in 1942, as many as 44 Central Colleges were established throughout the country, mainly in the rural areas, with well equipped buildings, laboratories and hostels. These schools initially taught rural children in the English medium and some rural children entered the University of Ceylon from them in the early fifties. It certainly was a great revolution. However, the subsequent language policies adopted by successive governments deprived these rural children and others from established English medium schools the benefit of English medium education.

When Singapore gained independence in 1965, only 10 percent of the schools in that country used English as the medium of instruction whilst 80 per cent taught in Chinese and the rest in either Tamil or Malay. Lee Kuan Yew did not abolish English medium education but converted all non- English medium schools to English within a decade giving all Singaporean children, regardless of ethnicity, an equal opportunity to be taught in the English medium. He retained English as the working language of the country making English, Chinese, Tamil and Malay as official languages. Lee did this in a country where 80 percent of the population is ethnic Chinese. If Sri Lanka’s post Independence leaders had adopted this policy, we would not have had ethnic conflicts, tension, communal riots and a 30-year civil war immensely benefiting our development with an ethnically all inclusive public sector, private sector and governance in a unitary state. The Dutch Burghers and Tamils and educated Sinhalese would not have left these shores for more secure and greener pastures in the western countries.

Dutch Burghers of today speak out

In an evening, after the sun set, I paid a visit to Frederick van Buuren, 88,a Dutch Burgher who lives with four Dachshund pet dogs in a small house at Mattegoda, a Colombo suburb. On my arrival, his four dogs started barking at me. Welcoming me Mr. van Buuren said, “They won’t bite” telling the dogs kindly, “Don’t bark. He is a friend.” After their barking subsided, I started my conversation. He said: “My first paternal Dutch ancestor was Willem Regenereus van Buuren. He married Anna Catherina Verwyk. The first European paternal ancestor of my mother’s family, who arrived in Sri Lanka in 1772 was Daniel Meerwald. His hometown was Neusol in Hungary. I was an automobile technician . I studied at Wesley College, Colombo. There were only two Dutch Burghers in my class, myself and another child with the Dutch family name Van Twest. I was born in Trincomalee on September 23, 1932 when my father worked at the Public Works Department as an engineer there.

My Dutch Burgher identity and consciousness within the family I grew up in was very significant in terms of conversations, traditions, customs, perceptions, moral, social, religious and political ideas etc.. My father was very conservative, and he insisted that we should maintain our identity. On the Christmas table we always had Dutch delicacies like Breudher and Poffertjes (Dutch Mini Pancakes) etc. We are a closed community. We moved only with the educated Sinhalese and Tamils. I was a Methodist. My wife, Angela Jansz, was a Catholic. A few months after my marriage I became Catholic by conviction. The Dutch Burghers have always been conservative and right wing politically. Only exception was Pieter Keuneman, a Cambridge educated son of a Dutch Burgher Supreme Court Judge. He was the leader of country’s communist party.”

Asked what the major cause for migration of thousands of Dutch Burghers to Australia, Canada and the United Kingdom,he opined: ” The exodus of Dutch Burghers to these western countries was due to Sinhalese Only policy introduced by Prime Minister Bandaranaike in 1956 and the communal tensions that erupted in its aftermath.” He had migrated to Canada in 1966 with his Dutch Burgher wife and three daughters. His wife passed away in 2006. “I obtained my duel citizenship in 2008. Since 2008, I have lived in Sri Lanka because I feel lonely in Canada and love the climate and warmth of people here. I don’t suffer any discrimination on the basis of my Dutch Burgher identity. My Sinhalese neighbours treat me well.”

Frederick van Buuren

Mrs. Anne-Marie Scharenguivel, 65

, when asked what she thought, had been the major grievance of the Dutch Burgher community in post-independence Sri Lanka, said: “Our major grievance has always been our inability to be educated in our mother tongue, English, as the medium of instruction in the schools and the fact that all Govt departments function in Sinhala. I was forced to educate my sons in International Schools at great cost due to this. Sinhala is a language, not spoken anywhere else in the world! Thankfully the English stream is being reintroduced in schools but there are no proper teachers now competent to teach in English.”

I asked her: “When thousands of Dutch Burghers have migrated to Australia, Canada and the UK, why did your parents and you opt to live in Sri Lanka? She replied: “My father was well established here as Deputy Chief Waterworks Engineer in the Colombo Municipal Council. He later became the Head of the Waterworks Dept (which was absorbed by the Water Board later) and also Acting Municipal Commissioner. I never wanted to leave either, and neither do my sons! But now the future seems to be bleak for the Dutch Burgher community in particular and for the other ethnic minorities in Sri Lanka. This is the first time in our lives that my sons and I have felt like immigrating “

Mrs.Scharenguivel, a born Catholic, schooled at St.Bridget’s Convent and lives in Dehiwela, a suburb of Colombo.

Anne-Marie Scharenguivel

Mrs.Doreen van der Hoeven, 64

, is a mother of two sons. She is a Dutch Burgher who lives in Kalutara, a coastal town 40 km south of Colombo. “My father was a guard in the Ceylon Government Railway. In those days, A lot of Dutch Burghers worked in the Ceylon Government Railway as engine drivers and train guards,” she said adding “My mother who is 94-years old is a Scharenguivel. My parents were Dutch Burghers. I was educated at Methodist College, Colombo. We are Methodists by religion. I am the only child in my family. I became aware of my Dutch Burgher identity when I was a child. I used to ask my parents why we were different from others in language, family name and complexion. Then my parents would tell me about my Dutch Burgher ancestry. I am a nurse by profession. I still remember having Dutch Breudher on our family Christmas table in my childhood. Most of my Dutch Burgher cousins, relatives and friends have migrated to Canada, Australia and the United Kingdom. Our community was affected by the Sinhala Only language policy which did away with English as a medium of instruction in the schools and as an official language. That was the reason for Dutch Burgher migration.”

Doreen van der Hoeven

Voices of the Young

Miss Andriana Melder, 23, is a young Dutch Burgher lady with a Bachelor of Laws degree from the University of London. She is now studying for the Bar examinations A Catholic and old pupil of Holy Family Convent, Colombo 4, she lives in Nugegoda, in the suburbs of Colombo.

Andriana Melder

“My first paternal Dutch ancestor was Reverend Willem Melder who had come from Holland to serve as a minister of the Dutch Reformed Church of Sri Lanka (founded by the Dutch in 1642 and now known as Christian Reformed Church of Sri Lanka). He had married Madalena Petronella Perera at the Wolvendaal Church in Colombo. The initial ancestors of the Melder clan in Sri Lanka worked as Dutch Civil servants and the later as planters and spice traders. At one point in my paternal family tree, my ancestors had become Catholic leaving their Protestant faith for some reasons, she said.

Speaking of the significance of her Dutch Burgher identity ,culture, religious and moral values , Andriana opined: “My Dutch Burgher identity played a pivotal role in my upbringing. My father was very proud of this identity and his heritage. He would often point out old buildings and vast portions of land In Melder Place and Pietersz Place in Nugegoda now mostly sold off or occupied by other communities due to the migration of our relatives to Australia, New Zealand, Canada and the UK. Claiming that these lands once belonged to our ancestors, he had fond memories of playing cricket in the vast fields, fishing and even hunting with my late grandfather with a double barrel gun slung over his shoulder.

“We were brought up to value our culture, the elders set the example by maintaining records and journals for the younger generations to refer. Many articles too have been preserved to generate knowledge of the yesteryears of the Melder clan. My late paternal grandmother and my grand aunts and uncles on my father’s side, used to relate stories from the good old days in the times of Ceylon, about the great big dances and parties they used to throw on various occasions. The carefree, happy- go-lucky attitude passed down through the generations is visible even in the youth in my family today. There is no pressure as to marriage, sense of fashion or lifestyle. The freedom to make up one’s own choices have been ingrained even in our young minds. Learning to play a musical instrument, singing and dancing is an essential aspect of our life. This has resulted in many Burgher youth becoming fond of the arts. My extended family is very religiously and not racially inclusive as many of my relatives have inter married into various faiths and races. Education takes centre stage in our family as most of my ancestors are well educated and rounded individuals who have achieved much in their respective professions. The general perception among the other ethnic communities that most Dutch Burgher youth lack morals and religious affiliation is profoundly untrue. Many of us are staunch practicing Christians (Catholic and Protestant) whose morals have been intertwined with religion. The Dutch Burgher families are a closely knit community and they value familial aspects in their relationships.

Asked what in her opinion, have been the legitimate grievances of the Dutch Burgher community since Independence, Andriana said, “It is the lack of recognition even as a minority. The language and cultural barriers are pertinent to date and the lack of an inclusive system for all races is still present. The Dutch Burgher community has contributed much in terms of construction, law and the judicial system, religion, hybrid culture and cuisines. They are a unique community.

“The post 1956 migration of many Burgher families from the island was a result of their not

seeing a future for their children in the new Ceylon. Most migrated to Australia because

Australians had a life style close to theirs. Others moved to Canada, the UK and New Zealand.

Many Burgher migrants held very senior positions in the Mercantile, Banking, Medical, Academic

and Public sectors abroad. Most of them still consider the island known to them as

Ceylon, as their beloved home that nurtured them as a community for about four centuries.

We decided to remain in SL as my father was well established in his profession and because

of my grandparents from both sides of the family. I would like to leave SL once I complete my studies as many of my friends and relatives are already abroad and seeing how their lifestyle seem much better and their future more promising, I too would like to migrate one day.”

Speaking of the future of the Dutch Burgher Community, Andriana said: “The Dutch Burgher community is dwindling at present with the vast increase in migration and inter marriages taking place. Further, with racist ideologies rising once more, the future for the minorities seem bleak.”

My last interview for this article was with a young Dutch Burgher Fabian Schokman, 24. A graduate in Theology he now reading for a Bachelor of Laws degree of the University of London. A Catholic by faith, Fabian is very outspoken. “My first paternal Dutch ancestor was Jan Arentsz Schokman who had come to Sri Lanka from Amsterdam in 1697 who was a ship’s carpenter’, said Fabian. When asked how significant was his Dutch Burgher identity and consciousness within the family he grew up in the conversations, traditions, customs, perceptions, moral, social, religious and political ideas , Fabian said: “It had a strong bearing on my upbringing, especially in terms of perceptions and to a greater level, openness to liberal ideologies. Tradition has always being a closely guarded and cherished part of my upbringing, especially by the elder generation. It varies starkly across a spectrum. Identity is a matter of self perception and this self perception would vary widely among a single family, multiple families that comprise of a unit and most certainly in the community in general.

“As I mentioned, there is and has always being the ultra-conservative and ultra-liberal ends of the community and every shade in-between. As with the other questions, this must be analyzed from within the spectrum. Of course the more traditional Dutch Burgher families are undeniably facing the extinction of cultural identity as assimilation means more and more of the individualistic aspects of the community are fading off to give way to a more conforming cultural identity. The days of a monolinguistic, starkly distinct community are fast fading, yet in a more general perspective, the community in my opinion, because of its minute size faces a number of issues stemming from lack of political representation. I believe that one’s identity is and should be a part of everyday life. As a lesser minority, even in the context of school and community in general, I have found the Dutch Burgher community to be rather close-knit, not least on account of the vast inter-connection between each other. That being said, this identity is in no way antithetical to centrist Sri Lankan values.

Fabian Schokman

Fabian seems to think that the future for the Dutch Burgher community in Sri Lanka seems less bleak than what other members of his community believe. He opined: “The Dutch Burgher community has always had a spirit of endurance and survival imbued deep within itself and as a result the community will survive, perhaps more intact than other lesser non-monogamous minorities. At present the community has found prominence in the private sector and I particularly don’t see a return to the age of civil service dominance. There is also a deep sense of pride and cultural revival in the younger generation and this does make the future seem less bleak. However in comparison to the larger minorities with considerable communal and political representation, a stable lineal prediction is difficult to project.”

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Features

Sections of US media looking power straight in the eye

Published

20 hours ago

2026/10/1

Sahan Weerasooriya

President Trump addressing the media at the White House.(BBC)

Some fundamental freedoms seen to be at the heart of democracy in the US – religion, speech, the press, assembly and the right to petition the government – are at risk of being undermined at present by the country’s Executive President. However, the latter is being legally challenged on this score by some sections of the US media and the citizenry of the country could take heart from this notable defense of media freedom.

In fact this is good news for the world of democracy. The push back is coming from organizations such as CNN, ABC, CBS, Fox, NBC who constitute the nucleus as it were of the US media and their solidarity no less than their resourcefulness calls for commendation.

Following a recent White House decision to suspend CNN from what was referred to as ‘participation in presidential pool coverages’, the other media organizations mentioned refused to replace it in the pool. Their position was that the public had a right to receive ‘accurate and independent information about the government.’

Earlier, the White House decided to bar MS NOW and Politico from entering its premises following the restrictions imposed on CNN. The organizations were accused of publishing “FAKE NEWS’ , ‘Fiction’ and ‘lies’ in respect of the administration. These organizations lost no time in initiating a federal lawsuit accusing the central administration of violating their rights guaranteed by the First Amendment.

However, the latter litigating organizations could now consider themselves as having been vindicated because the federal court hearing their case has ordered the Trump administration to temporarily restore White House press access to journalists from the mentioned media institutions. Notably, the court has declared that the ban is ‘likely unconstitutional’. The case is proceeding.

The mass media of the most vibrant democracies of the West ought to be no strangers to such inspirational acts of solidarity and exemplifications of independence but there are lessons here for the democracies of the South that could stand them in good stead. Minus the right of a people to be informed, the rest of fundamental rights featuring in Southern Bills of Rights and legislation of the kind are bereft of substance and meaning.

It is informed decision-making on the part of a citizenry that makes for democratic vibrancy and on this score many a Southern democracy fails. While Southern publics generally demand of their governments continuous economic well being and substantive material benefits they are not equally desirous of being informed and knowledgeable.

This lacuna in the consciousness of many Southern publics enables their governments ‘to get off the hook’, so to speak and govern, or more often misgovern, their countries with impunity. Among other factors, this species of mass ignorance makes it possible for governments to dismantle democracy and rule in perpetuity.

Accordingly, an educated and constantly informed public is an essential precondition for the flourishing of democracy and independent media are integral to this process. Minus an independent mass media sector that meets the knowledge needs of the people responsibly, democracy is as good as dead.

Needless to say, those sections of the US media that are currently taking the Trump administration to task over its media curbs are acutely aware of the cruciality of these fundamental knowledge requirements.

The hope of democratic opinion worldwide and locally is likely to be that media independence would thrive in the manner in which it is flourishing in the most vibrant and accountable democracies of the West.

Southern countries such as Sri Lanka that lay claim to democratic credentials, but are democracy-deficient in many ways, need to be particularly cognizant of these requirements. The publics of these countries need to go the extra mile to ensure the thriving of an independent but responsible mass media sector.

In fact it is veritably a matter of life and death. It is only an independent media sector that could, while ensuring the existence of an informed public, impress on the latter the need to protect and perpetuate its fundamental rights. In the absence of these campaigns, such publics could be eventually having on their hands governments that boast of ruling in perpetuity.

Taking a leaf from the sections of the US media referred to independent media organizations in Southern states need to act in solidarity as well. They would need to act on the basis of the principle that acts of victimization suffered by members in their fold at the hands of governments, for instance, are in fact inimical acts directed at their collectivity and which call for united remedial action. In short, no independent mass media institution could see itself as ‘an island’.

Besides some general guidance on the importance of media independence and solidarity, the message coming from the US with regard to media praxis is that power must be stood-up to unblinkingly. The mentioned sections of the US media are primarily in a struggle to ward off encroachments on their independence in the areas of policy and practice by the political executive, that is the President.

The latter would ride rough-shod over the media in the absence of robust opposition by the media itself to inimical executive action of this kind.

While media independence needs to be seen as crucial to democratic development, an obligation is cast on the media to ensure that it uses such independence responsibly and constructively.

The worst that could afflict a media sector is for it to fall prey to the clichetic ‘freedom of the wild ass’. In fact recurring irresponsibility on the part of the media could lend credence to the perception that a tightly regulated media is best for a country. It is a short step from this misguided view to the position that political authoritarianism is best for a state. That turn of events would be of course catastrophic for a democracy.

The issues discussed thus far point to the need for a broad discourse among Southern democracies in particular on what is best for them in this connection. Given the risks underscored earlier for Southern countries in particular a broad discussion on the matters at hand, which includes the public, emerges as a must for Sri Lanka. Besides, media solidarity within democratic countries and internationally is a must.

Features

What lessons can be learned to improve quality of Sri Lanka’s Grade 6 syllabus

Published

20 hours ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

Following public controversy over an inappropriate web link found in an English study module, the Sri Lankan government formally deferred the full rollout of the Grade 6 curriculum reforms to January 2027. In the interim, state schools will maintain the existing syllabus, reverting to standard eight-period daily timetables and previous textbooks to ensure uninterrupted instruction. Prime Minister and Minister of Education Dr. Harini Amarasuriya emphasized that this temporary pause allows the Education Ministry to thoroughly review all instructional materials, fix editorial flaws, and conduct scientific impact assessments across pilot schools prior to nation-wide implementation.

To address the oversight, an expert committee evaluated the flawed materials, completed necessary amendments, and finalised discussions to resubmit corrected modules for printing. Beyond revising written texts, the Ministry established a broader preparation roadmap—allocating funds for extensive teacher training programs set to begin mid-year, alongside scheduled informational briefings for parents, teachers, and students. Prime Minister Amarasuriya reaffirmed that none of the valid first-term modules were completely discarded or scrapped, preserving state resources while systematically rebuilding public trust and strengthening quality assurance protocols.

In this respect, this article reviews the current grade 6 syllabus comparing it with similar syllabi of India and the USA, with a view to make recommendations for the upcoming grade 6 syllabus revision.

Architecture of nation’s future

Education is the quiet architecture of a nation’s future. It is the unseen scaffolding upon which generations build their character, their intellect, and their capacity to contribute meaningfully to society. In Sri Lanka, the Grade 6 syllabus occupies a particularly important place in this architecture. It is the bridge between primary learning and the more demanding intellectual terrain of secondary education. It is the moment when children begin to move from learning basic facts to understanding concepts, from memorising information to applying knowledge, and from passive reception to active engagement. Yet, despite its importance, the Grade 6 curriculum in Sri Lanka has long struggled with issues of breadth, depth, relevance, and pedagogy. As global education systems evolve, Sri Lanka must examine what lessons can be learned from international models—particularly India and the United States—to strengthen its own curriculum and prepare students for a rapidly changing world.

The first lesson Sri Lanka can learn is the value of conceptual clarity. India’s NCERT curriculum, especially in Mathematics and Science, is globally respected for its logical progression and conceptual depth. Indian students are introduced early to the idea that mathematics is not merely a set of procedures but a language of reasoning. They learn why a ratio works, not just how to compute one. They understand the structure of an equation, not merely the steps to solve it. In Science, they explore the properties of materials, the structure of plants, and the principles of motion with a clarity that encourages curiosity rather than rote memorisation.

Sri Lanka’s Grade 6 syllabus, while competency-based, often leans heavily toward content coverage. Students are expected to learn many topics, but the time allocated for each is limited, and the teaching culture often emphasizes memorisation over understanding. If Sri Lanka wishes to improve the quality of its syllabus, it must embrace the idea that fewer topics taught well are better than many topics taught superficially. Conceptual mastery builds confidence, and confidence builds lifelong learners.

Lesson from the US

A second lesson comes from the United States, where the curriculum is built around skills rather than content. American students in Grade 6 are expected to read complex texts, analyse arguments, write essays supported by evidence, conduct experiments, and engage in collaborative projects. The emphasis is not on how much they know but on what they can do with what they know. This skills-based approach encourages critical thinking, creativity, and independence—qualities essential for success in the modern world.

Sri Lanka’s syllabus, by contrast, often rewards students for reproducing information rather than interpreting it. The exam culture reinforces this tendency, as students are assessed primarily through written tests that measure recall. To improve the syllabus, Sri Lanka must integrate more opportunities for students to think, question, debate, and create. The classroom should become a space where students learn to solve problems, not just memorize solutions.

Another important lesson comes from the breadth of Sri Lanka’s own curriculum. One of the strengths of the Sri Lankan system is its inclusion of cultural and religious education. Subjects such as Buddhism, Hinduism, Islam, and Christianity provide moral grounding and cultural identity. Art, Music, Drama, and Health contribute to holistic development. These subjects remind students that education is not merely about academic achievement but about becoming a balanced human being. However, breadth without depth can become burdensome. Grade 6 students in Sri Lanka often juggle more than ten subjects, each with its own textbook, competencies, and assessments. This creates pressure not only for students but also for teachers, who must rush through content to meet syllabus requirements. The lesson here is not to reduce cultural subjects but to integrate them more meaningfully. Religious education can be taught through ethical discussions, community projects, and reflective writing. Art and Music can be connected to history, literature, and social studies. Health can be linked to science and physical education. Integration reduces overload while enriching learning.

Another lesson from India

India offers another valuable lesson in the form of standardised textbooks. NCERT books are used across the country, ensuring consistency in quality and content. They are written by subject experts, reviewed rigorously, and updated periodically. Sri Lanka’s textbooks, while generally well-structured, vary in quality and often lag behind modern pedagogical standards. Some are dense, text-heavy, and lacking in visual aids or real-world examples. To improve the syllabus, Sri Lanka must invest in high-quality textbooks that are engaging, accessible, and aligned with contemporary educational research. Textbooks should not merely transmit information; they should inspire curiosity. They should include stories, diagrams, experiments, and activities that make learning enjoyable and meaningful.

The United States provides a lesson in inquiry-based science education. American students conduct experiments, build models, observe natural phenomena, and engage in engineering design challenges. They learn science not as a set of facts but as a process of discovery. Sri Lanka’s science curriculum includes experiments, but many schools lack the resources, laboratory facilities, or teacher training to implement them effectively. Improving the syllabus requires improving the ecosystem around it. Schools need laboratories, equipment, and teacher development programs that empower educators to teach science through inquiry. A syllabus is only as strong as the environment in which it is taught. ***

International models

Another area where Sri Lanka can learn from international models is language education. In India, students often learn three languages—English, Hindi, and Sanskrit or Urdu. This heavy language load has its challenges, but it also produces students with strong linguistic skills. In the United States, English Language Arts emphasises reading complex texts, writing arguments, and analysing literature. Sri Lanka’s English curriculum, while improving, still struggles with uneven implementation across schools. Many students reach secondary school without adequate proficiency in English, limiting their access to global knowledge. To improve the syllabus, Sri Lanka must strengthen English instruction through better teacher training, more reading opportunities, and a shift from grammar-heavy teaching to communication-focused learning. At the same time, Sinhala and Tamil instruction should be modernised to include creative writing, literature appreciation, and critical reading.

Social Studies is another area ripe for improvement. Sri Lanka’s curriculum includes History, Geography, and Civics, but the teaching often emphasises memorization of dates, definitions, and facts. India’s Social Science curriculum, while also content-heavy, provides clearer conceptual frameworks. The United States, however, excels in teaching civics and citizenship. American students learn how governments function, how laws are made, how communities solve problems, and how citizens participate in democracy. Sri Lanka can strengthen its Civics curriculum by incorporating more discussions on governance, rights, responsibilities, and community engagement. Students should learn not only the structure of government but also the values that sustain it—justice, equality, and participation.

One of the most important lessons Sri Lanka can learn is the value of reducing exam pressure. In both India and Sri Lanka, exams dominate the educational landscape. Students are judged primarily by their ability to perform on written tests. The United States, while not free from assessment challenges, uses a wider range of evaluation methods—projects, presentations, portfolios, and continuous assessment. These methods allow students to demonstrate learning in diverse ways. Sri Lanka should consider adopting a more balanced assessment system that values creativity, collaboration, and practical skills alongside academic knowledge.

Technology integration is another area where Sri Lanka can improve. The United States incorporates digital literacy, coding, online research, and digital citizenship into the curriculum. Sri Lanka’s ICT syllabus is well-structured, but implementation varies widely. Many schools lack computers, internet access, or trained ICT teachers. Improving the syllabus requires improving infrastructure. Students must learn to navigate the digital world safely and effectively. They must learn coding not as a luxury but as a basic skill. They must learn to evaluate online information critically, a skill essential in an era of misinformation.

Teacher training

Teacher training is perhaps the most critical lesson of all. A syllabus is only as effective as the teachers who deliver it. India invests heavily in teacher training through national programs, workshops, and online platforms. The United States emphasises professional development, peer collaboration, and instructional coaching. Sri Lanka must strengthen its teacher training programmes, ensuring that educators understand not only what to teach but how to teach it. Teachers should be trained in inquiry-based learning, differentiated instruction, formative assessment, and classroom management. They should be empowered to adapt the syllabus to the needs of their students rather than follow it mechanically.

Sri Lanka must learn the lesson of relevance. A syllabus must prepare students not only for exams but for life. It must teach them how to think, how to communicate, how to solve problems, and how to work with others. It must prepare them for a world where knowledge is abundant, but wisdom is scarce. It must help them navigate a future shaped by technology, globalisation, environmental challenges, and social change. To improve the syllabus, Sri Lanka must ask: What kind of citizens do we want to produce? What kind of thinkers? What kind of leaders? The answers to these questions should shape the curriculum.

Lastly, improving the quality of Sri Lanka’s Grade 6 syllabus requires learning from both international models and local strengths. From India, Sri Lanka can learn the value of conceptual clarity and standardised textbooks. From the United States, it can learn the importance of skills, inquiry, and creativity. From its own traditions, it can preserve cultural education, moral development, and holistic learning. The goal is not to copy another country’s system but to build a uniquely Sri Lankan curriculum that is modern, relevant, and empowering. A curriculum that honours the past while preparing students for the future. A curriculum that nurtures thinkers, creators, and compassionate citizens. A curriculum worthy of a nation with immense potential and a proud educational heritage. If Sri Lanka embraces these lessons, the Grade 6 syllabus can become not just a bridge to secondary education but a foundation for national progress.

Features

Three magical nights at Colombo Fashion Week

Published

20 hours ago

2026/10/1

Sahan Weerasooriya

Melloney Dassanayaka is certainly a familiar name here, and abroad, as well, having represented Sri Lanka at the Miss Universe 2024 pageant, held in Mexico.

A former National Basketball player, she is also involved in several projects, beneficial to the community, including financial literacy for single women-headed families in the country.

A banker by profession, Melloney hold a Bachelor’s Degree in Business Administration.

Melloney with Asanka de Mel of Lovi Sri Lanka

This extremely talented old girl of Holy Family Convent, Bambalapitiya, was in the limelight, once more, when she was seen on the ramp at Colombo Fashion Week.

It was her very first experience, at this prestigious event, and she loved every minute of it, she said, and, what’s more, she was featured on three consecutive days.

According to the itinerary, on day 01 she walked for Lovi Sri Lanka; day 02 Rizwan Beyg (Pakistan designer), Arsath Furkhan (Indian designer), Haoyi Yan (Chinese designer) and Samant Chauhan (Indian designer); and on day 03 Vaishali Shandangule (Indian designer).