Features

After the parade: What a traffic OIC’s walk-out tells us

Published

3 weeks ago

2026/09/7

Thilina Walpola

The parade and the post: Ceremony at a distance, the information book left open on the road

by Mahil Dole
Senior Superintendent of Police (Retd.);
former Member, Sri Lanka Wakfs Board

On 03 September. 2026. the Sri Lanka Police marked 160 years with the full ceremonial apparatus of the State. At the Field Force Headquarters, in Thimbirigasyaya, President Anura Kumara Dissanayake received a guard of honour, a commemorative stamp was presented, long-service promotions were conferred, and a new mobile application and website were unveiled. He promised a new uniform by mid-2027, a risk allowance, a proper promotion scheme, official housing, vehicles, a modern headquarters, and approval to recruit 10,000 officers. He also warned that officers who can be purchased by the underworld should leave the uniform. It was a day of history, optics and declared intent.

Two days later, the Officer-in-Charge of the Traffic Division, at Dehiwala Police Station, made an entry in the routine information book, left his post and went home. He wrote that he could no longer cope with the workload and the pressure of the job. Mount Lavinia Division SSP Ashoka Gunasekara ordered the Crimes Investigation Bureau to inquire. Statements were recorded from the Inspector and the supervising ASP after advice from the Police Legal Division. The SSP’s reported worry was not only the officer’s welfare. It was precedent: that other traffic officers might follow.

That reflex is understandable. A disciplined force cannot treat walking off a post as ordinary industrial action. An OIC holds keys, files, exhibits, court dates and daily command of men and women on the road. Desertion of duty, even when dressed as despair, is a breach. But if the inquiry stops at the man and the entry in the book, the service will have treated a symptom as if it were the disease. The episode is not interesting because one Inspector lost his nerve. It is interesting because the nerve was lost in the same week the State spent public money and presidential time announcing that a new police service is being built.

The numbers behind the pageant

The Sri Lanka Police is not a decaying relic. It runs some 609 stations across 47 territorial and 78 functional divisions. In the past two years it has recorded the largest narcotics seizures in recent memory, more than five tonnes of heroin, nearly 10 tonnes of crystal methamphetamine, tens of tonnes of Kerala cannabis, and more than 16 million tablets, and has brought armed fugitives home from abroad. That record is real.

The same institution is running on a deficit no parade can conceal. Police Headquarters has acknowledged more than 30,000 vacancies, on some official reckonings closer to 32,000. Since 2020 more than 4,300 officers have left. Departures peaked in 2025 and remained high through the first half of 2026. Thousands more are due to retire in the next two years.

Applications have thinned as young people look overseas and serving officers leave early for work that pays better and humiliates less. Approval to take in 10,000 recruits is not trivial. It is also not a cure. A force that loses about two thousand people a year and starts 30 thousand short cannot be restored by a single intake, especially if training, housing and supervision cannot absorb newcomers without breaking them.

The President was right to say that officers work 12- to 18-hour stretches. Traffic OICs in the Colombo suburbs live inside a particular version of that grind. Dehiwala sits on one of the island’s most congested corridors. It absorbs school runs, funerals, political motorcades, night-time drunk driving and a motoring public that treats lane markings as optional. Accident files multiply. Court lists lengthen. Every fatal crash must be walked through the Magistrate’s Court, the JMO, insurers and grieving families. The same officer is then pulled into VIP movements, festivals, flood deployments, elections and the expanding list of “other duties” that have little to do with traffic law and everything to do with the State’s habit of using the police as a general-purpose labour pool. Firearm offences and narcotics have not stood still while traffic thickened. A single video of an officer losing his temper on Galle Road travels farther in an hour than a year’s worth of quiet competence. The public sees the outburst. It rarely sees the 16th hour.

The household the uniform does not protect

Work pressure is only the official half of the story. The unofficial half is the household. A constable’s or inspector’s pay still does not absorb the cost of living without anxiety. Quarters are scarce, often poor, and frequently far from the station. A sudden transfer turns schooling into a private crisis. Medical bills, tuition and the small humiliations of falling behind civilian neighbours accumulate. Job security, once the great consolation of the service, feels thinner when overseas markets offer an exit and a disciplinary file, sometimes necessary, sometimes political, can end a career in a week.

Teachers, nurses and soldiers carry their own weights; the police have never had a monopoly on hardship. What is distinctive is the bargain the State still recites and no longer quite honours. In harder years the compact was simple and was taught as S.S.S.: loyalty to the State, the Service and the Superior. That instruction was never a one-way street. It assumed a Superior who would not spend subordinates as disposable hours; a Service that would shield its own from avoidable misery; and a State that would not treat the policeman as both first responder and last resort for every failure of other institutions. When the roster is left to rot, when quarters and schooling are treated as private inconveniences, and when an officer’s first public mention after distress is “precedent,” the compact is already broken. Pageantry cannot put it back together.

Trust from top to bottom is what is fraying. Juniors already hear the message when welfare is announced at an anniversary and felt only as a circular months later, and when promotions stall for years before arriving in a ceremonial bundle. Loyalty cannot be drilled into people who no longer believe the institution will stand behind them when the file, the politician, the video or the debt collector arrives.

Discipline is not denial

An inquiry into the Dehiwala OIC is in order. The information book is an official record; walking off a post has consequences; other officers will watch what happens next. If the Inspector was in genuine distress, the professional response is medical and administrative support, not a theatrical charge designed to frighten the traffic branch. If misconduct is mixed with the distress, deal with the misconduct without using it to bury the distress. The worst outcome would be a finding that treats the episode as a one-man failure of character. Character is not irrelevant. It is not a staffing plan.

Sri Lankan policing already knows what happens when exhaustion is ignored: suicides after double shifts, public confrontations that began as fatigue, quiet desertions that never made the papers. Burnout studies here are not new. They describe too much demand, too little recovery and too little support from above. Research and Development does not need a five-year consultancy to discover this. It needs permission to say it in language headquarters cannot file away.

Immediate, short and long

Immediate measures are unglamorous. Audit actual hours at traffic divisions in the Western Province and cap them. Stop treating leave as a favour. Put a working counselling line in every division that an Inspector can use without becoming a case for the Legal Division. Temporary reinforcement of Dehiwala and similar corridors would cost less than another viral incident. Publish, internally, a simple rule: an officer who records distress in the information book is first a welfare case, then, if needed, a disciplinary one.

Short-term measures are already half-promised and must be made real on a calendar, not a podium. Stagger the 10,000 recruits so trainers and barracks are not overwhelmed. Let the risk allowance reach the constable on the road. Weigh schooling years in transfers. Treat quarters as operational infrastructure.

Reorganise court duty so the same handful of officers are not living in Magistrate’s Courts while the road goes unsupervised. Use the new app and cameras to cut paperwork, not to add another layer on top of the old books.

Long-term measures are political, which is why they are postponed. The police cannot remain the residual employer of every State anxiety — drugs, school gates, temple crowds, politician security, disaster relief and traffic. Some of those tasks belong to other agencies, or to a properly staffed traffic police with its own career path and rest rules. The President’s warning about purchasable uniforms was necessary, but integrity campaigns fail when the honest officer is the poorest man in the room.

None of this requires sentimentality. The public has reasons for anger: corruption cases, rough handling, political servility, the officer mysteriously unavailable until a call from above. Those failures are part of the same story. An understaffed, poorly housed force is easier to buy, easier to bully and quicker to snap. Reform that only lectures the ranks on ethics while leaving the roster untouched is not reform. It is a speech.

What the week actually said

The 160th anniversary was entitled to its dignity. A service that has buried officers in war, tsunami, pandemic and ordinary crime has a right to stand in formation and be thanked. Promises of uniforms, allowances and buildings are not empty if they arrive. But a uniform does not shorten a shift, an app does not find a school for a transferred child, and a commemorative stamp does not sit with an OIC at midnight while the next accident file is opened.

The Dehiwala Inspector may be right or wrong in the particular. That is what the inquiry is for. The conditions he pointed to are not in dispute: cadre shortfall, thinning applications, thin welfare, long hours, growing crime, traffic and court work, and daily media humiliation. Trust between the top and the bottom is weaker than the anniversary photographs suggest.

If Research and Development is good for anything this month, it should take the entry in that information book as a research question, not a disciplinary exhibit: actual weekly hours of traffic OICs in the Western Province, vacancy rates on those rosters, applications for early release or overseas no-pay, and access to counselling that is not a rumour. The answers will be uncomfortable. They will be more useful than another circular on loyalty.

S.S.S

. still has a meaning. Loyalty to the State requires a State that does not consume its own guardians. Loyalty to the Service requires a Service that tells itself the truth between parades. Loyalty to the Superior requires superiors who are alarmed by exhaustion, not only by precedent. The Inspector who went home from Dehiwala did not invent the pressure. He only wrote it down. The test of the next year is whether the men who stood on the saluting dais on 03 September are prepared to read that sentence as an order of the day.

Mahil Dole, SSP (Retired), is the former Head of the Counter-Terrorism Division of the State Intelligence Service and a former Director of the Police Special Branch.

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Features

Sections of US media looking power straight in the eye

Published

11 mins 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

12 mins 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

13 mins 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).