Features

Devanesan Annan – in Memoriam

Published

3 months ago

2026/07/10

Thilina Walpola

Dr. Nesiah

Boyhood and Career

Devanesan was the eldest of Canon and Mrs. Somasundaram’s grandchildren, born in 1935, the youngest being Theepaharan, born in 1972. I was born in 1948. My earliest memory goes back to 1951: March to Tangalle Hospital, when my younger brother Muktan was born and just outside the window, a game of volleyball was being played. A subsequent memory also in Tangalle, probably 1952 recalls my cousins Balen Annan and Lanka Annan, chatting, while clutching the bars of a large window at our home in Tangalle. The next early memory was from the vicarage in Nallur in 1952, the compound was full of children, my cousins. I think that was the time my grandfather, Thatha, then aged 76 fell off the Tamarind tree, which I learn he was routinely in the habit of climbing. I saw him falling on his two feet and hands, which probably eased his fall. He was in pain and was placed on a bed. This was considered a routine of his life.

It was about this time in 1952 or 53 that Devanesan and family visited Tangalle from Wellawatte in the Morris Minor that his father, Kunasekaram Nesiah, Peri-Iyah, had just purchased. I am not sure if Devanesan was allowed to drive the car at that time. Another memory of Devanesan at that time was a bit scary.

Devanesan Annan had answers to some of the craziest problems we were faced with. Once probably in 1953, when I was only 4, we were with Devanesan and Lanka Annan driving to Jaffna by car from Veyangoda. Somewhere in the jungle, we stopped to ease ourselves. My mother went deeper into the jungle. I became anxious about her and expressed my worry to Devanesan Annan. Devanesan Annan quickly found a stick and ordered me to protect my mother with it from the Lions should they come. He said, “If a Lion comes, hit him hard’’. I went torn between my shivering knees and anxiety for my mother, and came back with her relieved that the Lions had decided to keep away.

I was with Devanesan and my cousins for maternal grandma (Ammama’s) (Emily Ponnamma’s) funeral also in 1953, at 15. Chemmani Rd. as the place was then known. Being diabetic, she had lost her buxom appearance then. I remember her in the house, surrounded by betel-chewing ladies. I remember a group of us coming to the house again to witness Thatha’s lonely breakfast, served by church keeper Nalliah. My father was transferred from Veyangoda to Nallur in 1956, when we came into occupation of the house where grandpa, Thatha joined us, and every year brought a rich harvest of mangos, besides coconuts. Thatha passed away in that house in 1967 under the care of Gnanar Mama and Joan Aunty.

Post 1956

During his university days in Colombo Devanesan Annan was involved in left politics through which he came to oppose anti-Tamil sentiments in education and employment that were taking hold of politics of this country in the early 50s.

He topped the civil service examination, a prestigious examination of that time and despite other handicaps he got a place in the civil service. As a mark of respect, he called on Thatha (Grandpa) in Nallur. We enjoyed such visits then. As a gift from an affectionate cousin, Devanesan Annan subscribed to the Eagle Magazine for me and Shantha, that came to us through Millers, the distributer in Colombo Fort. It was a great joy for us with several stories continued in cartoon strips on a weekly basis.

His batchmate Prof. Tharmaratnam was another person who played a major role in my life, under whom I taught Mathematics in the 1980s. The penultimate time Devanesan came to Jaffna in Nov 2023, we called at the home of Prof. Tharmaratnam in Karainagar , and the two had a parting cup of coffee with home-made vadais. Tharmaratnam too passed away, in Karainagar in December 2025.

Devanesan Anna could talk on various subjects from children’s stories to politics, anyone engaged with him, was happy with the conversation. He was quite witty, even during in one of his last trips to Jaffna, he came through Pallaly. When he came out of the airport, and looked at his boarding pass, he smiled, and said that the airlines had given him a promotion, because they have spelt his name wrongly as Messiah, instead of Nesiah.

He used to say, “If you are good at reading and walking, you can be cheerful wherever you are.” He said at Vasuki’s place in New York there are more than 1,000 books on each floor, and he could pick up a book and read, in between, whenever he is up, even in the nights.

He had a lot to say about his experience of working with J.R. Jayewardene, his shrewdness and how he used others to have everything the way he liked and brought about this mess.

During that visit he spoke a lot about his childhood with Thatha and his mother, Pushpamany (Periamma) a soft-spoken lady, as a mentor in teaching him Tamil, who also taught him chess, and played with him until he started defeating her.

He said those days the children gave a lot of respect to their parents and wouldn’t talk too much, but he being the grandson, he had the privilege to be with Thatha and ask anything he liked.

He said Thatha would eat anything and everything that was on his plate without wasting, thinking some of them are just fibers. So much so, when Thatha was ill and when he refused to take cod liver oil tablets, his wife used to get them from the doctor and sprinkle it on top of his food, which he took obligingly.

Of that time concerning my mother, I have one recollection from Devanesan Annan. Being a teacher at Chundikuli Girls’ College later in the war years, Devanesan’s residence quite close to the school was one she frequented. An incident of some interest was, she invited two British officers for tea and entertained them. It must have been about 1945 when she had finished her career teaching at the Anglican Convent in Matara.

During 1983, Devanesan Annan came to serve in Jaffna as a GA, during that period, he was able to do something to address the needs of the people who came as refugees as well as those who were already here, along with the rising militancy.

Devanesan’s wife Jeevi Acca’s table was generously full even as our stomachs craved for more. Jeevi Acca’s sharp tongue, to my ears, spoke mainly of the heaps of generosity behind it. It was she with her flair that were able to cope with the flood of refugees when they with their tremendous needs arrived in Jaffna in July 1983, post the holocaust.

Devanesan was also due to go to Havard on a scholarship in 1984 to do his his PhD. That was the time Kirupa and I were married, in June 1984.

Devanesan Annan finished his PhD and returned in 1989. Once more Kirupa and I threw ourselves on his hospitality, which was never refused for his relatives. For a time, we shared his flat with Nimala Acca.

In Jaffna upbringing, my mother had a special place for her sisters’ children, Devanesan, Pushpadevi, Nimala, Lanka, Balen and Damayanthi, the last two having become motherless in 1940 demanded special attention. Her other nephews and nieces then, in 1950, were Periya Mama’s (George Uncle’s) children Indrani, and Premini and Peter Mama’s children, Shantha, Malathi and Soundary. And Devanesan, being the seniormost of the cousins, had demands from all his cousins which he readily accommodated. A special note of gratitude is due to Lanka Annan, Malathi and Jeevi Acca for their care during our lean years, 1990-2010.

Deaths and Disappearance

Being GA in Jaffna from 1981 was a crucial part of Devanesan Annan’s career, where all eyes were on him. Devanesan then took the opportunity to do his doctorate at Harvard, and take up his long overdue promotion as Secretary to the Ministry of Tourism from where he retired in 1995, aged 60. It was then that his career became interesting as a leading public servant and human rights advocate, owing to a large number of disappearances and deaths for which the country, notably its North, had become notorious. External pressure pushed the Government to appoint Commissions of inquiry to set the record straight.

Following parliamentary elections in 2000, where the UNP opposition won a majority, though Chandrika Kumaratunge remained President. Devanesan played an important role in the peace process under Prime Minister Ranil Wickremasinghe.

The committee under Devanesan Nesiah with Camillus Fernando and Jezima Ismail with M.C.M. Iqbal as secretary playing a pivotal role had to inquire into 281 of the 321 complaints of disappearance forwarded by the regional office of the Human Rights Commission in Jaffna. The list included 25 Muslims abducted from Jaffna in 1990.

The committee was mandated to compile, “The evidence available for identifying the person or persons for these alleged disappearances and the findings based on evidence.” In the latter respect this report broke new ground by going further than previous official commission reports in identifying army officers responsible and tabulating their names against incidents of disappearance.

Dr. Devanesan Nesiah, having chaired the Committee of Inquiry into Jaffna disappearances and M.C.M. Iqbal acted as its secretary. In 2006, Dr. Nesiah was again appointed to the Presidential Commission of Inquiry into several grave violations, including the ACF and Five Students cases, in which the State was implicated. M.C.M. Iqbal joined the staff of the International Independent Group of Eminent Persons (IIGEP) that was meant to observe the work of the Commission. When it became evident that IIGEP was getting considerable information on its own, Iqbal was forced to flee the country under threat. The presence of Dr. Nesiah provided succour to Tamil witnesses who otherwise felt threatened. The President forced him to step down from the successor commission in 2008 under a spurious pretext of an alleged conflict of interest, with little protest from other commissioners, several of whom later resigned on their own.

Our UTHR Special Report No.33, gives further indications of how the Government handled the Commissions of post 2006.

At the top levels, officers serving the Commission of Inquiry like Nesiah, were intimidated and let off. But down below were officers like Kapila Jayasekere, who reached the highest levels without any impediment. After having given the order for the final murder of 17 persons in the ACF cases in Mutur and 5 persons in the student murders of early January 2006 in Trincomalee. To this must be added the local suspects who saw too much. Rev. Albert Sornarajah paid the price for being about the last person to see the ACF staff alive on the morning of the murder in Mutur. The time was 8.30 AM on 4th August 2006, when Sornarajah spoke to the women and left the area about 11.00 AM.

Senthoorkumaran was the brother of Kokilavathani Vairamutthu, among the women to be killed on 4 August. Kokila had happily called Senthoor to say that she would see them soon and had returned the call little before the fatal shot that killed her around 4.30 PM. Senthoorkumaran was abducted and repeatedly harassed and spent two days in detention where he was tortured around the neck by being beaten with a stick with prickly fibres, and trampled on the ground by booted feet before being let off. It was the body of S. Romila with a missing left arm that pointed to the weapon by which she was murdered, by firing 5.56 mm bullets; it was a bullet in her head that the Australian pathologist Dr. Dodd initially identified as 5.56 mm. It was a type used only by the security forces.

Our report gives a good deal of background information from persons and sources not cited as evidence, but finally gave us the confidence that the key witnesses on whom we based the story got it right, that personnel from the commandos, the police and home guards were involved in the killings about 4.30 PM on 4th August 2006. Our crucial reliance was on Witness Shanmugarajah, a policeman, whom we questioned at length, and who with the help of the IIGEP obtained asylum in Australia. He was in the Police Station, heard and saw a good deal and was present when the killings took place. What transpired at the Commission of Inquiry, has despite attempts at disinformation, left our conclusions of April 2008 unimpaired.

We also pointed out that the evidence from the bullet found in Romila has been mishandled, and evidence on the types of bullets given in the Addendum to the report came from a witness now abroad and in touch with the ACF. We stated all this confidently because evidence from different directions evolved into a coherent picture. In all fairness the Commission cannot ask us to reveal sources, when information coming to the Commission has been at the root of several of the witnesses being subject to threat and intimidation, as could be seen in the abominable treatment of Tamil witnesses cited above.

It was with regard to the ACF case that Dr. Nesiah was found to favour the victims and his resignation was demanded by fellow commissioners Javed Yusuf and Douglas Premaratne, both closely associated with the ruling SLFP at the end of June 2008. Dr. Nesiah submitted his letter of resignation from the Commission to the President, stating, “I find it incongruent that my prudence, ability and fidelity can be selectively found lacking for some of the cases before the commission, and not for others.”

The President had wanted Dr. Nesiah to step down from just the ACF and Five Students cases, among the 17. Some caustic remarks on our (UTHR) report were made at the Commission on 2nd September 2008 by Deputy Solicitor General Kodagoda and by the Counsel for the Army Gomin Dayasiri. Kodagoda said that we seem to have copious amounts of information but no sources and Mr. Dayasiri said that they should also look at the defamation aspect of the UTHR reports.

We stated all this confidently because evidence from different directions evolved into a coherent picture. In all fairness the Commission cannot ask us to reveal sources, when information coming to the Commission has been at the root of several of the witnesses being subject to threat and intimidation, as could be seen in the abominable treatment of Tamil witnesses cited above. Particularly concerning the key witness Rev. Albert Sornarajah who was intimidated in the Commission’s premises.

He would not lend his name to selective justice. That integrity, carried quietly and with good humour to the end, is what we remember of him.

By Rajan Hoole

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Features

Sections of US media looking power straight in the eye

Published

20 hours ago

2026/10/1

Sahan Weerasooriya

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Features

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

Published

20 hours ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

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

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

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

Architecture of nation’s future

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

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

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

Lesson from the US

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

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

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

Another lesson from India

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

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

International models

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

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

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

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

Teacher training

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

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

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

Features

Three magical nights at Colombo Fashion Week

Published

20 hours ago

2026/10/1

Sahan Weerasooriya

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

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

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

Melloney with Asanka de Mel of Lovi Sri Lanka

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

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

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