Features

Grand daughter remembers the Maha Mudaliyar

Published

6 years ago

2021/01/10

by Chantal Hiranthi Obeyesekere de Saram

My grandfather, Sir James Peter Obeyesekere, was a benevolent man who believed in giving to the society/community in which he lived. He was a linguist and a scholar who made great attempts to facilitate education throughout the Island. He had no interest in politics and was more focused on carrying out social activities to develop education, religion and society as a whole. He was a member of the colonial government service and was appointed to the post of Chief Mudaliyar. He was regarded as one of the most powerful personalities in British Colonial rule.

Family Background and Parents

His mother was Mrs. Cornelia Henrietta Dias Bandaranaike Obeyesekere. She was possibly one of Ceylon’s largest landowners and a leading philanthropist. She was married to Hon. James Peter Obeyesekere, a member of the Legislative Council. Her husband met with a tragic accident, leaving her a pregnant young widow of 26 years, with three very small children, Hilda, James and Donald. At the same time she lost her beloved mother. A devout Christian lady, she relied on her Saviour to overcome the tragedies in her life.

Cornelia Obeyesekere managed her estates of tea, rubber, coconut and rice very well. From Kankesanturai, Jaffna to Kataluwa, Galle, she owned more than 20,000 acres. She introduced rambuttan from Malaysia to Ceylon and planted rambuttan on her estates at Malwana. She gifted 1,000 acres of her Muthurajawela land to the Government to conserve the wetlands. She loved her children and grandchildren.

Her three sons James, Donald and Stanley attended Cambridge University. She accompanied them to England. Queen Victoria sent a special train to London to bring her to Windsor Castle. Queen Victoria was very impressed with her ability to speak good English and her style of dress. They enjoyed a close friendship.

St. Mary’s Veyangoda Church, St. Mary’s Veyangoda School, Wathupitiwela Hospital are all gifts made to the country by this noble lady. She built many schools, clinics to combat malaria and helped the temples of Attanagalle, Warana and the Saman Devale in Ratnapura. The Hirdramani family, a business family of repute, owe their beginnings to Mrs. Obeyesekere. She gave them the money to start their shop in Chatham Street. A large population of people in Siyane Korale live on lands gifted to them by Mrs. Obeyesekere and her son.

After her death in 1935, her assets passed on to her daughter Lady Hilda Obeyesekere and her sons, James, Donald and Stanley.

My grandfather was born in Mutwal in 1879. He had three siblings. His eldest sister Lady Hilda Obeyesekere was a well-educated lady. She helped the arts develop in this country. “The Lady Hilda Obeyesekere Hall” in Peradeniya was gifted by her to the University of Peradeniya. Her son Justin Deraniyagala, an old boy of S. Thomas’ College, was an artist of repute. Her grandchildren, Druvi and Rohan de Saram are world famous musicians.

Donald Obeyesekere was my grandfather’s younger brother. He was educated at Royal College. He was a historian and an authority on ayurvedic medicine. His sons boxed for Cambridge University and Ceylon.

My grandfather’s youngest brother, Stanley Obeyesekere, was also educated at Royal College. Stanley Obeyesekere was the country’s first Ceylonese Solicitor General. His grandson Dijen de Saram played cricket for S. Thomas’ College. His great grandson Julian Bolling was a Sri Lankan Olympic swimmer.

My grandfather studied at S. Thomas’ College Mutwal. He was a good scholar and excelled in athletics. He was involved in the Scout Movement and was a Cadet. He was a good horse rider and played Polo. He went to Trinity College, Cambridge University in the UK as did his two brothers. His father Hon. J.P. Obeyesekere also attended Trinity College, Cambridge. After graduating from Cambridge, he and his brothers who all studied Law were called to the Bar. He was an Advocate of the Supreme Court, Justice of the Peace. M.R.A.S., C.B. District Commissioner, Henaratgoda Boy Scouts Association. He went on to become President of the Boy Scouts Association.

He also showed a keen interest in Geology. His mother had owned plumbago mines. He and his brothers after graduation from Cambridge University studied agriculture at the Royal Agriculture University in Cirencseter Gloucestershire, UK.

Contributions Made Towards Nation Building

My grandfather was not fond of politics. He was the last Chief of all Chieftains of Ceylon or Maha Mudaliyar, in which capacity he also served as the Chief Interpreter and Extra A.D.C. to his Excellency the Governor. He served under Sir Andrew Caldecott and Sir Henry Monk-Mason Moore. King George VI was the British Sovereign at that time. He was the conduit that bounded the local citizenry and the British. He had a very difficult diplomatic role to play.

After graduating from Cambridge, he and his brothers who all studied Law, were called to the Bar. He became an advocate to the Supreme Court on his return to Sri Lanka. He initially joined the Colonial Government service as a district commissioner and was later appointed ‘Maha Mudaliyar’ or Head Mudaliyar in the year 1928. This post was an important one in the British Government of Ceylon. Having served as a Governor’s Chief Interpreter, native representative, adviser and aide-de-camp he came to be known as one of the most powerful personalities in British Colonial Ceylon. It is significant that he was the last to hold the position under the British.

He served in the Colonial government in such a capacity because he had no desire to enter the political arena in Ceylon. He was not power hungry and on the contrary played the role of a mediator between the British Government and the citizenry. He mediated through diplomacy and although this was not an easy task he was able to gain the trust of both the British Government and the Ceylonese people.

My grandfather was a social worker, a suitable role for a benevolent man. He believed that the down trodden and dis-empowered should be empowered and given a voice. He laid the foundation to this through his generosity. He extended a hand as well by listening to the grievances of the villagers in the Attanagalle area and taking steps to solve them. There was even a place in his home separated just for the purpose of meeting villagers to redress their grievances. At our home in Nittambuwa, there were people from all walks of life coming to meet him. He enjoyed the company of those who were interested in science.

Furthermore he witnessed the historic moment when Ceylon gained independence in 1948 with satisfaction, as he had played a role in ensuring Ceylon gained her independence.

Later on in his career he was appointed a Justice of Peace by the Governor and also a Knights Bachelor for public service in Ceylon in the 1936 New Year Honours by King George V.

His Contribution To Education

My grandfather owned land in Mt. Lavinia which extended from the Galle Road to de Saram Road. His sister Lady Hilda Obeyesekere owned the land which extended from de Saram Road to the sea. Sir J.P. Obeyesekere donated the land which extended from Galle Road to Hotel Road to S. Thomas’ College. He served on the Board of Governors for many years and helped set up a lot of the buildings of the school. He provided good jak timber taken from his estates and also provided labour necessary to build these buildings. All the school furniture was donated by him.

There were many schools in Alawala, Walpola, Bauddha Vidyalaya, Anura Madya Maha Vidyalaya, Kamburugalle Maha Vidyalaya, Udammitta Indrasara Vidyalaya in Attanagalle that were gifted by him. He donated buildings, desks, chairs, books, cupboards to these schools. He also provided scholarships to needy children.

He also contributed to the development of Buddhism in Sri Lanka. Accordingly, the Nittambuwa Buddhist Pirivana, the Muttune Buddhist Pirivana, the Attanagalle Raja Maha Viharaya and the Warana Raja Maha Viharaya all benefited from his generosity.

He was a linguist and scholar. He was well versed in English, French, Sinhalese, Pali and Sanskrit. He studied Astronomy. He had a very powerful telescope with which he would study the night sky. He was always a student, reading voraciously. He was interested in new scientific discoveries. He would constantly impart this knowledge to the less privileged.

In all these gifts, the family followed the principal of “the left hand not knowing what the right hand give.” My father Deshamanya Senator J.P. Obeyesekere a Royalist and Cambridge graduate gave to S. Thomas’ College Mt. Lavinia 250 perches and made a further donation of eight perches to the school. I made available to S. Thomas’ College 50 perches and a purpose built Montessori and Day Care Centre. This building cost 40,000,000/- as it was a purpose built for pre scholars, thus enabling S. Thomas’ College Mt. Lavinia to now extend their facilities to early learning. It is interesting to note that most of the school buildings, land holding worth over a billion rupees belonging to my family now belongs to the school. This is possibly the largest gift any family has made to this particular School. All his employees children’s text books and school books were gifted to them every year.

Health

He gifted five acres to the Mrs. J.P. Obeyesekere Wathupitiwela Hospital. He built many wards in this Hospital and gifted the necessary equipment. Many clinics in Gampaha were constructed by him. A total of 20 acres and buildings have been gifted by him, his mother and his son to this hospital.

Contribution to the Anglican Church

A deeply committed Christian he maintained St. Mary’s Church Veyangoda and St. Peter’s Church Mirigama. He contributed generously to All Saints Church, Hultsdrop, the family church. Each day like his mother, he would start the day in prayer in a little chapel in his home, Batadola Walauwa in Nittambuwa. He also administered the “C.H. Obeyesekere Trust” in the Diocese of Colombo.

Social Services

He gifted eight acres and helped build the Siyane Korale East Social Service Home for the Elders’ and Children. This was on a request made by daughter-in-law, my mother Deshamanya Mrs. Siva Obeyesekere.

Scout Movement

He was very involved in the Scout Movement. His wife Lady Amy Estelle Obeyesekere was the first Ceylonese President of the Girl Guides.

Gifts to the Nation

His gifts of land and houses were legendary. The present Pradeshiya Sabhawa is located on 2.5 acres gifted by him.

Growing up with my grandfather was a magical experience. He was a very disciplined person. He kept fit by riding twice daily his favourite horse, a very feisty animal, a polo pony. At a very early age he taught me to ride. I was three years old when I received my first pony. It was selected by his friend who was the V.C. Chairman of Delft Island. Patiently and slowly I was taught to ride. Then we would get up early morning and ride through his estates to Mahibulkande. He had gifted his lands to the villagers there. We were given two stools to sit on and they would welcome us with kurumba water. It was lovely listening to folk songs and stories, My grandfather loved entertaining my friends. We were very young but he knew how to amuse us. He was so witty.

In the night he would show us the night sky through his powerful telescope. Our home was always vibrant with people of different walks of life sharing their knowledge with us. In particular he was interested in natural history and geology. I would spend hours in his company and never tire of listening to his stories. He would read children’s books to me. I would go for long walks with him. I was very privilege to share my childhood with him.

Death

At the age of 89 he passed away at Batadola Walauwa, Nittmabuwa. My father and I were by his bedside. He was given a grand funeral complete with Lascarine guards and was laid to rest at the Borella Kanatte Cemetery Anglican section in September 1968. He lived by the noble saying “it is not what you have but what you give that brings you happiness.”

(This article follows last week’s excerpt from DIG Edward Gunawardane’s memoirs of his meetings, as a young ASP, with the Maha Mudaliyar)

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Features

Sections of US media looking power straight in the eye

Published

18 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

18 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

18 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).