Features

THE POLICE HOSPITAL: A LEAP INTO MODERNITY

Published

5 years ago

2021/08/29

(EXCERPTED FROM MERRIL GUNARATNE’S “COP IN THE CROSSFIRE”)

At the time the Police Hospital was placed in 1996 under my supervision, it was an appendage of the Department of Health Services. In fact it had been so for well over 30 years. The Health Services had actually relegated the institution to the status of a “rural” hospital. As a result, only the buildings and furniture belonged to the police; the medical and paramedical staff were answerable entirely to the National Health Services. To have designated the institution a Police Hospital was therefore a ‘misnomer’. The Health Services also supplied the required drugs and medicines to the Police Hospital. It had been assigned 10 medical officers, of whom four were registered medical practitioners. None of the medical officers had post graduate qualifications.

The Police Hospital thus was hopelessly placed to cater to a service of over 50,000 officers and men. Due to poor resources and facilities, officers injured in the war had invariably to be warded in the National Hospital. Many policemen were reluctant to visit the hospital for even outdoor treatment at that time. Since medical and paramedical officers as well as minor staff were members of trade unions, a strike orchestrated by trade unions in the health sector affected the Police Hospital as well. There had been occasions when pharmacists had locked the pharmacy and taken the keys away at times of strike.

Since the National Health Services administered the hospital, senior police officers attached to it were unable to maintain good disciplinary standards. All that could be done was to report complaints of shortcomings observed to the health authorities. The medical lab technologist at the time even dipped the needle in dettol before extracting blood from a patient’s arm! Disposable plastic syringes had not even been introduced to the hospital. It was therefore not surprising that daily attendance of patients was extremely poor at the time I was assigned the task of administering the hospital. Officers did not place confidence in the hospital since only extremely basic OPD treatment was provided by it.

After 1994, when I found it increasingly difficult to perform duties as Senior DIG (Ranges) due to the prejudices entertained by the government, I informed the Inspector General of Police, W.B. Rajaguru, that I would like a change, preferably to a post which would enable me to administer the hospital as well. It was my desire to accept the challenge of raising it’s standards. The desired change in my duties came about in 1996. The IGP informed me of the government wished to shift me out of what I would describe as “territorial functions” which was my familiar terrain. He therefore thought it appropriate to assign the “Support Services” arm to me which included “inter alia”, the administration of the Police Hospital. I was extremely happy to accept this change, since I could then settle down to work without constraints and fetters which had earlier inhibited my work. Once the administration of the hospital came into my hands, Senior Superintendent of Police Lionel Gunatillake, was appointed Director of Welfare, following a proposal made by me to the IGP. Upon being appointed, Lionel figured actively and enthusiastically in the rapid transformation that was set in motion.

As a first step, I decided to request Dr. Reggie Perera, Director General of Health Services to post more medical officers to the hospital. At the time of my visit to him, I had not thought of plans for the Police Department to take full control of the hospital. Perhaps if Dr. Perera had looked at my request favourably, I may not have embarked on such a radical course of action, as took place later. The Director General assured me that he would post more doctors, but a few days later informed me that it was not possible to offer more medical officers since the Government Medical Officers Association (GMOA) was opposed to it, being disinclined to upgrade the hospital from the status of a rural hospital. I then realized how helpless we were in regard to our efforts to improve the quality of our own hospital.

It was in these circumstances that I decided to seriously explore ways of achieving the total transfer of the hospital to the Police Department. At this time, the Sri Lanka Police Reserve (SLPR) was also under my supervision, and I was aware that there were several vacancies in the ranks of Senior Superintendent, Assistant Superintendent, Inspector and Police Sergeant in it. Funds were allocated annually to the SLPR but returned, since these vacancies remained unfilled. I made a written proposal to the IGP that we obtain the approval of the Ministry of Defence to have the hospital transferred to the department. I also proposed the enlistment of medical and para-medical officers as police reservists under the Sri Lanka Police Reserve Act, in view of the availability of vacancies in ranks from Sergeant upwards. The IGP approved the blueprint submitted. We prepared and sent off a memorandum to Secretary of Defence with a request to obtain the approval of the Cabinet for the hospital to be transferred from the Health Services to the Police, and for authority to enlist medical and para-medical officers as police reservists. The approval given by the cabinet to our memorandum set the stage for the radical transition I had in mind.

Dr. Keerthi Gunaratne, the Chief Medical Officer, played a prominent and valuable role in achieving the transition from the Health Services. Once the formal transfer from the Health Services to the police department was effected in mid 1997, it became necessary to formulate appropriate schemes governing enlistment, promotions, and terms and conditions of service. Several from medical ranks including physicians, an anaesthetist, a surgeon and a large number of medical officers were enlisted to the ranks of Senior Superintendent police, Superintendent of Police and ASPs’ respectively. In respect of para-medical ranks, viz. nurses, pharmacists, lab technologists, radiologists, physiotherapists etc., certain obstacles relating to financial matters had to be surmounted. Basically the problem was that a Sub-Inspector’s total emoluments ran below what para-medical categories in the National Health Services earned.

Although difficulties were not experienced in enlisting medical officers, prospects of attracting para-medical officers therefore remained dim so long as this matter was unresolved. To bridge the gap and attract para-medical officers to join the hospital, special allowances for them were recommended by the department to the Treasury. The payment of these allowances was later approved after a series of discussions with Treasury officials. With the transition, giant strides were also made in installing a wide range of technical facilities for tests, diagnosis and treatment.

The OPD of the Police Hospital, as a result of improvements, became a hive of activity daily. Large numbers began to flock to the hospital for “in house” as well as outdoor treatment. Patients also began to benefit from the clinics of a large number of Visiting Consultants whose services were entirely honorary. They were offered police ranks as incentives. An operating theatre and an intensive care unit were also completed. Police patients were as far as possible provided drugs and medication free of cost.

Dr. R. Ellawela (Surgeon), Dr. G. Nanayakkara (Anaesthetist), Dr. Mrs. Harshini Fernando and Dr. Mrs. Manjula Ranaweera (Physicians), as well as Medical Officer Dr Sunil Pathmasiri were pioneers who actively contributed to the successful transformation of the hospital from it’s rural status to a modern one and to be identified as a police institution. These qualified professionals were so exemplary that their enthusiasm, commitment and efficiency had an infectious impact over the medical and paramedical staff in the hospital.

In conclusion, it must be pointed out that the transformation of the hospital was not achieved easily. It was a story of sweat and toil, with impediments placed by the Health Services trade unions from outside, and fears and concerns expressed about the planned transformation by certain serving senior officers of the Police Department. The hospital became a boon to all officers, the retired ranks in particular, with extensive arrangements in force for treatment of varied ailments, and the availability of free drugs and medicines. Then IGP Rajaguru provided enthusiastic patronage to the project. The vision of a modern hospital could not have become a reality without his inspiration and support.

POSTSCRIPT

THE HOSPITAL, 25 YEARS AFTER. ( This is not part of the book)

I do not know whether a police service elsewhere in the world could boast of a police hospital. I had in mind, plans to improve it in course of time to reach the heights of the military hospital. But I retired not long after its creation.

It is sad but true that the hospital has declined considerably over time. Commitment to the work ethic of a disciplined service, output, a sense of urgency, speed and quality in respect of repairs, renovations, innovations, procurement of drugs, materials and equipment are areas which have seen a serious deterioration of standards. The availability of the two physicians to treat patients is acutely inconsistent. In fact, a retired Senior DIG Leo Perera died in the hospital due to strongly suspected medical negligence. Clinics by Visiting Consultants are being arranged in respect of a number of illnesses. Unfortunately, most of them arrive extremely late, or do not sometimes arrive at all. It is possible that this shortcoming is due to the authorities failing to look after them adequately. Worst of all, the retired police lower ranks who travel from far out to the hospital for treatment receive a poor service.

I would attribute the current plight of the hospital to three major factors. First, all medical and para medical staff do not hold ranks in the police reserve now. Of 58 medical officers in the hospital, as many as 26 are civilians. They no doubt enjoy trade union rights, anathema to a uniformed service. The work ethic required in a disciplined service invariably suffered, with the hospital assuming the appearance of a civilian organization. At the time of the inception of the hospital, it was made mandatory for all medical and para medical ranks to be police officers so that those enlisted would imbibe the discipline required in the service and work with a sense of urgency. Those enlisted as police officers should, before being assigned such ranks, go through proper training and orientation as well. It would be preposterous to offer a police rank without the beneficiary being trained. The required work ethic therefore suffered still further with untrained medical officers merely carrying police ranks.

Second, the key slot, Director of Police Medical Services (D/PMS) is held by a police officer.The Chief Medical Officer (CMO) is a doctor, but he carries only responsibility, whilst the director enjoys power and authority. ‘Dual control’ is repugnant to the efficiency of any institution. The CMO who holds a police rank should be appointed as Director so that he could administer the hospital. I think this serious drawback should be remedied without delay. A hospital cannot be run by a police officer, as much as a police station cannot be administered by a doctor!

Third, police headquarters should treat the hospital like a department, with a separate administrative apparatus. It should have an Establishment Branch (for enlistment and Promotion schemes etc) a separate Tender Board, Finance Branch etc, so that speed and quality would be achieved in postings, reforms, progress, renovations, and procurement of drugs and materials. If such a structure is not in place and the hospital is serviced with structures familiar with police ranges and divisions, there would be danger to life and limb of officers requiring urgent medical attention because of inadequate attention and inordinate delays. In view of chronic inadequacies by police headquarters to put the hospital back on it’s feet, I now begin to wonder whether my enterprise to pioneer a modern hospital had been futile. At the time of inception, the ambitious project envisioned hopes of reaching the standards of the Military Hospital. 25 years later, it appears a distant and elusive goal. Rather, what the hospital now requires is plenty of oxygen for it’s mere survival.

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Features

Sections of US media looking power straight in the eye

Published

9 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

10 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

10 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).