Features

Improving mental health and well-being through healthy development policies

Published

4 years ago

2023/02/12

32nd Professor J. E. Jayasuriya Memorial Lecture February 10, 2023

By Professor Emeritus Nalaka Mendis
Formerly Professor of Psychiatry, University of Colombo
J. E. JAYASURIYA MEMORIAL FOUNDATION
(ichpl@hotmail.com)

It is a great privilege to deliver this oration in memory of Prof J E Jayasuriya. He was a highly accomplished person, but I shall not dwell on his list of achievements because past orators have referred to these at great length. Instead let me say that he was a highly respected academic, intellectual, psychologist, population educationalist, administrator, and a pioneer in educational development in Sri Lanka. He was a person of international repute. I had the great fortune and privilege of meeting Prof Jayasuriya in Colombo in 1981 and later in Bangkok when he invited me to dine with him. Let me thank the organizers of this event for providing me a platform to speak on mental health, a subject which is central to being human and to the core of life itself.

The topic of mental health was close to the heart of Prof Jayasuriya, who, during his life repeatedly referred to the importance of issues related to mental health either directly or indirectly in his writings and work. He has stated that “third world countries would be well advised to focus their attention on the achievement of a high-quality life through enjoyment of simple and modest standards of material satisfaction and ennobling of the mind by humanistic reflective and spiritual pursuits”. He has been greatly influenced by the philosophy of humanism. He has referred to the importance of the mind, rational thinking, creativity, innovation, and the need for equality in relation to human activity in many of his works.

“Mental health” and “well-being”

Especially in the past, and many, even today consider “mental health” as being synonymous with “mental illness”. The field of mental health, however, embodies far more than illness, and relates to more positive attributes of the state of being human. Mental health is a foundation for “wellbeing” – a concept that is increasingly receiving attention as an indicator of personal, social and economic development.”

Globally, and at national levels there has been increasing reference to “mental health”, “well-being”, “well-being economy”, and “happiness”. Discussions on these topics are currently taking place at political, academic, United Nations and community levels. Increasingly, the term “mental health” is being used to address issues of not only mental illness but of related and wider health issues such as physical, social and psychological wellbeing. This is a continuing discussion on “what is a good life” and “what kind of society do we like to develop” which has been going on for centuries past. I wish to discuss mental health in its broadest context and talk about its implications to individuals, communities and society as a whole.

The present understanding and models of mental health have been developed on the basis of evidence from academic fields including psychology, positive psychology, sociology, economics, neurochemistry, epidemiology and clinical psychiatry. Apart from these, humanistic approaches derived from the philosophy of “humanism” have had a significant influence on thinking about mental health and wellbeing as well as on development .

In this presentation I use the term “mental health” in its broadest meaning to describe two dimensions of health: “wellbeing” and “mental illness”.

The model I use to explain mental health has it’s basis in three factors: One, the innate potential of the individual – meaning desires, aspirations, needs and wants of the individual. Second, the mental attributes of an individual such as cognition, motivations and emotions. And third, “well-being” as a subjective measure of an individual’s experience and assessment of his/her state of being. Mental health and wellbeing are very closely related concepts, and in this presentation, I will use these terms interchangeably.

“Mental health” of an individual is increasingly seen as an asset or a resource also referred to as the “mental capital” which enables one to use his/her abilities to realize the full potential of one’s life. Components or domains of mental health include cognitive, emotional and motivational aspects of a person which enables that person to make decisions, solve problems, develop social interactions and sustain relationships. Attributes such as flexibility, tolerance, empathy, self-control, the ability to compromise, endure stress, being creative and being productive adds to the mental capital of an individual.

The term “well-being” is a very old one, but it is now being taken to mean a person’s subjective assessment of his/her feelings, and functioning in relation to what he/she values. The experience of wellbeing is subjective and is based on the value the person attaches to a particular aspect of life eg. positive emotions, relationships, engagement in certain activities, creativity, generosity, knowledge, health security, spirituality and meaning and purpose of life. It is influenced by culture, and is a dynamic life-long experience.

“Mental illness” on the other hand, is a term used to describe a state of mental dysfunction based on international diagnostic criteria resulting in impaired behavior, and/or disability.

Positive mental health is a critical requirement for “well-being”. It is also the foundation for wellbeing. Conversely poor mental health impairs well-being. Positive emotion is much more than mere ‘’. Positive emotion includes hope, interest, joy, love, compassion, pride, amusement, and gratitude. Enhanced wellbeing is referred to as “thriving” or “flourishing”.

Health-related quality of life is another closely related concept which came up as many realized that advanced medical technology did not necessarily improve the life of people. WHO defines the quality of life as “an individual’s perception of their position in life in the context of the culture and value systems in which they live and in relation to their goals, expectations, standards and concerns”

The link between mental health and development

“Development” is the gradual functional change in skill-sets, behavior, and habits of an individual or society. Development changes the character of a person. And it takes place throughout life. At a personal level development is acquiring new skills, abilities and capabilities to lead a life and to realise one’s potential – for example in learning, being creative, developing and fostering social relationships etc.

At a social level development entails enhancing the social capital and the resourcefulness of the society. Social capital refers to the cohesiveness of society, trust amongst the members, and a sense of belongingness or inclusiveness to the society. Social capital is built on relationships, values, attitudes, and practices of its members and is determined by culture, history and sociopolitical factors. Some elements of social capital promote mental health and wellbeing.

Increasingly the aim of socioeconomic development is seen as to create an environment to promote mental health and wellbeing. Enabling freedom, capabilities and choices in a society promotes realisation of the human potential to lead a life that they value. The term economic development is therefore now being superseded by the term “human development” and “well-being’.

Determinants of mental health

Biological, social and environmental factors are determinants of mental health. Genetically inherited factors determine about 50% mental health attributes. Early childhood and adolescent experiences, including those during pre-natal life also have a significant influence on health and mental health in later life. The rest of mental health components are acquired and develop during one’s lifetime. During this period mental health is influenced by the environment in one’s home by protective factors such as affection, security and love or lack thereof. Adverse childhood experiences such as trauma and abuse may result in long-term mental and physical health problems. Learning and acquiring of skills continues and there is progressive development of mental health influenced by family, school, work place, community and the environment.

Certain elements of social capital are known to facilitate the development of positive mental health. These include caring, fairness, equality, belongingness, peace, security and trust. Conversely neighborhoods of violence, unemployment, drug use and social inequality give rise to poor mental health.

The environment created by government policies such as those which provide access to basic services, health education, housing and promote values such as respect, dignity, human rights, opportunities to make choices are all important in promoting mental health and enhancing the mental capital. Economic policies play a significant part in mental health and wellbeing because material resources are needed for the development of communities and individuals.

Emerging mental health and socioeconomic issues

During the last few decades there have been significant changes in mental health problems as seen in clinical practice, including in my own practice. Addictive behavior, substance-abuse, relationship problems, inflicting self-harm, anti-social behavior, and violence are increasingly seen in clinical practice today. There is also a significant increase in requests by people for psychological services.

Social problems including ethnic divides and conflicts, and insurgencies have greatly contributed to this change, as one often sees in clinical practice. They have given rise to increasing fear, isolation and discrimination amongst people leading to poor mental health. The stigma and low value attached to mental health, and low mental health literacy continues to be a major hindrance to wellbeing.

Lately, unfavorable economic situations giving rise to poverty, inequities, under-employment or dissatisfying employment have aggravated mental health problems.Furthermore, changing demographic and morbidity patterns, increasing urbanization, migration, changing attitudes and values of people are likely to impact mental health in a negative manner.

Studies have shown that the burden of mental health is a major contributor to the global burden of disease as measured by “Disability Adjusted Life Years” or DALYs. As a result of social, environmental and economic problems the burden of mental health ranks third today in the list of health conditions contributing to the Global Burden of Disease, being second only to heart disease and cancer in its contribution to the Global Burden of Disease. Another startling fact is that mental health impairments contribute to as much as a third of all disabilities in the world. The economic loss due to poor mental health is great, with the World Economic Forum estimating that by 2030 the cost of mental health globally would be around sixteen trillion US dollars. Furthermore, poor mental health as reflected in ‘languishing’, undesirable personality attributes and character disorders are increasingly seen as contributing towards the health and socioeconomic burden.

How effective is our response to emerging mental health issues?

It is well known that in most countries mental health systems are unable to respond to these emerging mental health needs resulting in a “mental health gap”. This is because they have evolved to respond mostly to the clinical needs of people with mental illness disregarding other mental health needs. In Sri Lanka the mental health services are very much based on a “disease model” with a focus on the clinical state of the individual patient. Similarly, present socioeconomic policy makers and practitioners fail to consider the enhancement of mental health as being important. It is increasingly being realized that present services cannot meet the emerging challenges. A more appropriate model would be one based on a public mental health approach on the basis that mental health is a ” public good”. This would consist of approaches to promote mental health and prevent mental illness. Emphasis on mental health promotion and illness prevention is unfortunately limited in the present service organization in many countries. Interventions that promote mental health empower the person to take control of his/her health and its determinants so that it leads to healthy behavior. Primary illness prevention interventions are effective in preventing mental illness. My own experience is that initiatives to respond to emerging new developments are much welcomed by communities but unfortunately the prevailing public services are unable to sustain and integrate such initiatives into the present system. This is mainly due to the fact that the present system is based on the disease model and evolved to respond to mental disorders of individuals – mainly those with mental illness. Besides, all human service sectors tend to work in compartments. The system also lacks the capacity to take a broader view of promoting good mental health.

A more effective system to respond to the emerging mental health needs

Increasingly there is agreement globally that the aim of development is to enhance wellbeing of people, thereby giving them the opportunity to realize their innate potential. Mental health and wellbeing are considered as having an intrinsic value. Improvement of mental health includes enhancement of wellbeing and reduction of the health burden. In most countries especially in the West the broader model of mental health is being used to improve the mental health of people. This is being done through wider health, social and economic policies which are described as “healthy development policies”. Health, social and economic policies are aimed at creating an environment to promote mental health, prevent mental illness, manage people with mental illness, organize mental health activities based on population approaches and improve the quality of life of people with mental health problems. Promotion of mental health and primary prevention of illness approaches are targeted at the community, while other approaches are focused on the individual. Mental health improvement is also the responsibility of the individual by training and learning mental skills and behavior including practicing meditation, yoga and relaxation exercises. Health services have the responsibility of comprehensively managing the mentally ill while the rest of the services are expected to be provided by range of other services including education, social care, housing and judicial services. Efforts are also being made to improve the quality of life of people with mental impairment and disabilities, using several interventions including those based on the “recovery model”. The “recovery model” is one that has been developed by service users, and is based on learning to live with disabilities and to improve the quality of their lives given the disabilities they have. Increasingly “wellbeing” is being considered as the ultimate goal of social and economic development. For example, “wellbeing economics” has emerged as a new area of thinking with the goal of achieving “wellbeing”.

The aim of policies and focus of service organization in mental health have become population-based rather than focusing only on individual care. This public mental health approach is aimed at minimizing inequalities in health outcomes and increasing equity. This is a deviation from the traditional individual approach to mental health.

This approach has already been undertaken in the United Kingdom, New Zealand, many other western countries, and even in some low- and middle-income countries. Bhutan initiated a new approach by introducing a “Happiness Index” as an indicator of development, and it continues to explore even better, more holistic options to measure “development”. In fact, “wellbeing” is referred to explicitly or implicitly in several of the Sustainable Development Goals of the United Nations.

Improving mental health of the people and communities in Sri Lanka

The challenge in Sri Lanka is to improve mental health in the context of a resource-poor country with declining public services and deteriorating economic conditions amidst increasing needs, aspirations and expectations of its people. The situation is made worse by the fact a large number of people with a range of skills are migrating overseas leaving behind a population of dependent people.

In Sri Lanka there is a growing awareness and demand for including mental health components in all other human and social services. Sri Lanka however, tends to work in centralized and compartmentalized sectors with little coordination and integration between them.

My experience is that although there is a growing demand for mental health services, mental health is marginalized, and discussions on it are stifled. The public mental health approach needs now to be embraced by Sri Lanka, placing individual patient care as one component of the broader goal of improving mental health and well-being of its people. We need fundamentally to value mental health as an asset, and consider it an important component of development. Individuals, communities and the government need to take responsibility for improvement of mental health and wellbeing of individuals and communities. Prof Jayasuriya believed in these concepts and introduced many initiatives during his life time to facilitate individual and social development. Let me thank the family of Prof Jayasuriya, the organizing committee and all of you for giving me an opportunity to present these issues for your consideration, and possibly even encourage further discussion.

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Features

Sections of US media looking power straight in the eye

Published

13 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

13 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

13 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).