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Only Connect

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Text of a speech
delivered by
Prof. Rajiva Wijesinha

recently at the Web Page Launch of the ‘English for Fun’ Project, an outreach service of the Library, University of Sri Jayewardenepura

‘Only Connect’ is an exhortation by E M Forster that I have long thought a guideline for productive action. This I believe is what some of you at the University of Sri Jayewardenepura have done, to implement a remarkable initiative.

This is the more remarkable in that it seems to me the first initiative for several years in the field of education which takes forward the guiding principle that led to so many great innovations over almost a century. Beginning with C W W Kannangara’s creation of several schools to provide for students outside the big towns an education to equal that available to a previous charmed circle, and moving on to the effort by Arjuna Aluvihare, the best UGC Chairman we have had; he wanted to broad-base tertiary education; from the efforts to provide tertiary English for rural students and disseminate English medium education more widely through the government system – remembering that Kannangara’s Central Schools functioned in the English medium before the blight of compulsory Swabhasha was introduced by J R Jayewardene – to the effort less than a decade ago to ensure soft skills in vocational training, the focus of creative effort was to extend opportunities, not just for education but also for education leading to productive employment, for those who are comparatively deprived.

None of that has mattered in recent times to decision makers, and we go on with the mixture as before, pouring borrowed money into essentially the same projects, improving the Relevance and Quality of University Education with no appreciable outcome over now a quarter of a century, ploughing money into construction in schools with no systematic efforts to use plant productively, right through the day and right through the year.

Madhu Ratnayake, whose brainchild of English Language Acquisition Centres we celebrate today, has tried to remedy this, and to no small extent I feel, for the concept she has deployed, of English for Fun, making use of existing structures that are under-used – in this case the excellent library system the country has – can be extended to more and more productive learning activities at all levels. This I should note is something, as I suggested when coronavirus first struck us, that the education ministry should have developed, alternative systems of delivering learning, through clusters and user friendly materials that could be deployed outside schools which coronavirus had rendered doubly dangerous, because of difficult travel and then crowded classrooms. But unfortunately, the several Ministers of Education we have had, in the game of musical chairs this country has suffered from for a couple of years, were not interested in or capable of alternative thinking. The result, as your Vice-Chancellor put clearly in his very thoughtful speech, is that fewer and fewer students attend school.

To return to Madhu’s alternative thinking, I should mention that when I headed the Tertiary and Vocational Education Commission, where I introduced a great many initiatives, I found myself running out of steam towards the end of 2017. This was in part because a committed Minister who studied his briefs had been replaced by one who thought a portfolio was simply a vehicle to provide jobs for constituents – a sad function of our electoral system where MPs have to fight each other over whole Districts for votes.

But when I was drooping, it was Madhu who revived me with a plan for the training of potential pre-school teachers, another of the brilliant ideas that, as in the case of the Athenians, she produces once a week from her fertile imagination. I moved on this immediately, but then I was sacked, and the vocational training sector sank into moribundity – and in the process abolished the most popular courses at the time, certificates in English that helped to occupy students in the ghastly fallow period they have after public examinations. Though successive Ministers of Education talk about the need for more and better English, since none of them look at what has been put in place, they allow it to be dismantled even while they witter on.

But Madhu did not rest, when her proposal was forgotten, and earlier this year I put her in touch with someone else full of energy, who when he worked for me would ask me critically what we planned to reform next. This was the Governor of the Northern Province, and working with his indefatigable Coordinating Secretary, Dhanya Ratnavale, Madhu has set up pre-school centres in the North with teachers trained to have fun with students, through the activities which she pioneered here in the English Language Teaching Department.

But the lady never rests, and after that got off the ground, she engendered new ideas, and then found a willing ally in your Librarian, and now we have what promises to be a fantastic opportunity for learning all over the country. This collaboration reminds me of something I proposed soon after I became a Member of Parliament, when I thought it was my business to initiate socially useful activities, before I came to realise that the principal function of MPs was to get themselves re-elected, and that society had nothing to do with their projects for benefits.

But the lady never rests, and after that got off the ground she engendered new ideas, and then found a willing ally in your Librarian, Nayana Wijayasundara, another of the energetic ladies in whom this university now abounds, and now we have what promises to be a fantastic opportunity for learning all over the country. I was struck by her comments this morning that action does not require funding, but rather clear thinking, and what she has proposed exemplifies this. It reminds me too of something I proposed soon after I became a Member of Parliament, when I thought it was my business to initiate socially useful activities, before I came to realise that the principal function of MPs was to get themselves re-elected, and that society had nothing to do with their projects for benefits.

I wanted to set up cultural activity centres in every Division, and indeed I got a wonderful design from Milinda Pathiraja of the University of Moratuwa, a building that could be used for many purposes and also added to by Divisional officials who wanted to do more for those they were supposed to work for. Unfortunately, Cultural Affairs was then in the hands of a Minister who thought in terms of cement rather than people, as most politicians do, for reasons my father put eloquently thirty years ago. In line with that sad fact, this Minister responded when I asked about establishing a National Theatre, on the lines of institutions in India and England that train youngsters and have regular productions, that we had theatres aplenty. What went on in them was of no interest to him, the human resources that we neglect so that the cement remains unused to its full, or even half its potential.

That idea lapsed, as did my suggestion that we set up English classes in every division, free for students after the Ordinary Level Examination, which would also help in making English compulsory for University Entrance. The buildings are there and personnel are available. But those who took over Higher Education from me in 2015 were not concerned with educational needs, as opposed to commandeering vehicles I had tried to get rid of – 14 I was told I could use – and that was the end of innovation in Higher Education.

But if Madhu takes further her philosophy of connecting things together, I believe she could also now introduce this programme to regions through collaboration with the Regional English Support Centres. These are no longer as dynamic taken as a whole as they were when British Council consultant David Woolger ensured productive activity in all of them. But I know there are still some innovative individuals in place, and I have no doubt they can extend this sort of learning though enjoyment into primary classes as well.

Madhu is one of the few people who could make this happen with support from your dedicated English staff. For they too, like her, continue to innovate, most recently I learned in terms of a wonderful idea of your English Department Professor, Chitra Jayatilleka, to record the work of Sri Lankans in the field of English Drama, a genre long neglected by academia. Remembering how English at USJP was looked down on thirty years ago by universities which prided themselves on being able to send their products to Cambridge – one every decade or so – I am immensely proud of how this university has developed, after the then Vice-Chancellor, Prof S B Hettiarachchi, and the then Dean of Arts, the dedicated Mahinda Palihawadana, took up Arjuna Aluvihare’s challenge and spearheaded the process of broadbasing tertiary education, with particular emphasis on English.

I recall how, soon after I joined this university, Arjuna introduced a group of academics from this university to a World Bank delegation as the cutting edge of the university system. But I soon understood what Arjuna meant, when I met the leading lights here of those distant days, Mr Wickramaarachchi who started the first English Medium only Accountancy Course, the wonderful Oranee Jansz whom every department wanted to teach their students English, and who rapidly made sure along with Mohan de Silva (a thoughtful UGC Chairman, stultified by his dull colleagues appointed to it when his able predecessor was unceremoniously dismissed) that your Medical Faculty students were soon on a par with others from other universities, the avuncular Sirisena Thilakaratna who was later UGC Chairman. It is a joy then to be here today to see Madhu and Nayana collaborating so productively backed so solidly, as Madhu has told me, by the hierarchy here. I can only hope that this will be the precursor of much more to benefit those in distant areas who have no access to the learning and the fun that the more fortunate are exposed to.



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The Digital Underground

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Illegal Foreign Exchange, Undiyal, Hawala and Money Laundering, A Four-Part Investigative Series

Forex Platforms, Cryptocurrency, AI and the New Financial Battlefield

THE INVISIBLE FINANCIAL EMPIRE – PART III

The Boyfriend Who Was Never Real

Priya, a 34-year-old professional in Colombo, met “David” on LinkedIn. He claimed to work in fintech in Singapore. For six weeks they exchanged messages daily, about work, about life, about a recent trip he had taken to the Maldives. Eventually, the conversation turned, gently and naturally, to money.

“I’ve been trading on this platform, let me show you,” he said, sharing a screenshot of a sleek trading dashboard showing consistent, impressive returns.

Priya invested a small amount first, $500. Within days, her dashboard showed it had grown to $650. She withdrew $100 successfully, just to test it. It worked. Encouraged, she invested more. Then more. Over two months, she transferred a total of $42,000 into the platform.

When she tried to withdraw her full balance, the platform demanded a “regulatory release fee” of $8,000 before funds could be unlocked. She paid it. Then another fee appeared. Then the platform stopped responding altogether. “David” vanished. The trading dashboard, the customer support chat, the entire brokerage, all of it had never been real.

This is what investigators now call “pig butchering”, and, in 2026, the most disturbing development is not the scam itself, which has existed for years, but what now powers it: artificial intelligence has industrialised the entire operation.

From Manual Fraud to Machine-Generated Deception

For most of the past decade, romance-and-investment scams, like the one that targeted Priya, required enormous manual labour. Scam operations, many of them staffed by trafficked workers held against their will in compounds across Myanmar, Cambodia, and Laos, needed real humans to build relationships with victims over weeks, manage fake trading platforms, and respond convincingly to questions.

That labour-intensive model has now been substantially automated. According to financial-crime researchers tracking this shift through 2026, threat actors are standing up entire AI-generated “brokerage” experiences end-to-end, complete with KYC onboarding, branded customer-service chat, animated portfolio dashboards, and falsified live market data feeds, and operating them at industrial scale against multiple victims simultaneously. Generative-AI relationship managers now front the WhatsApp and Telegram conversations that once required real human scammers. AI-cloned regulator letters are generated on demand to justify the fake “release fees” that drain victims a final time before the platform disappears.

What has changed is not the deception itself, it is the production economics. The cost of running a credible synthetic brokerage against one additional victim has collapsed, meaning a single criminal network can now run hundreds of “Davids” simultaneously, each one indistinguishable from a genuine fintech professional until it is too late. (Figure 01)

Sri Lanka: From Victim Pool to Operating Base

Sri Lanka’s relationship to this global scam economy has shifted in an alarming direction over the past two years. The country is no longer only a source of victims, it has become an operating base for the criminal networks themselves.

In April, 2026, Sri Lankan police raided a five-star hotel property, in Ambakandavila, and arrested 150 individuals, including 133 Chinese nationals, 13 Vietnamese nationals, and one Malaysian national, allegedly running a cyber fraud centre with links to international criminal syndicates, based in Myanmar and Cambodia. Investigators say the operation followed a now-familiar regional pattern: recruiters advertise “online marketing” or “data entry” jobs on social media to lure foreign workers to Sri Lanka, confiscate their passports on arrival, and force them to operate scam campaigns under threat.

The Central Bank of Sri Lanka has formally flagged pig-butchering scams as a “developing threat,” warning that foreign scam networks are increasingly targeting overseas nationals through scam farms operating from Sri Lankan soil. A 2026 United Nations report estimated that at least 300,000 people have been trafficked into scam centres across Southeast Asia.

This is not an abstract international problem. It is unfolding in hotels and rented properties across the country, exploiting the same infrastructure, high-speed internet, affordable accommodation, accessible tourist visas, that Sri Lanka has built to attract legitimate digital businesses and tourists.

Where the Money Actually Goes: The Stablecoin Pipeline

Behind every successful pig-butchering scam sits a laundering pipeline that has been transformed almost as dramatically as the scams themselves, and the transformation has a single dominant feature: stablecoins.

According to the Financial Action Task Force’s March 2026, report, drawing on analysis from blockchain intelligence firms Chainalysis and TRM Labs, stablecoins accounted for 84% of the USD 154 billion in illicit virtual asset transaction volume recorded in 2025, the highest share ever observed, and a dramatic jump from just 15% only a few years earlier. TRM Labs separately found that illicit entities received USD 141 billion in stablecoins, in 2025 alone, the highest level observed in five years. (See Table 01)

The scale of state-level abuse is striking. A Russian sanctions-evasion network built around the ruble-pegged stablecoin A7A5 processed more than USD 72 billion in total volume in 2025.

Fighting Fire with Fire: AI on the Defensive Side

The same artificial intelligence reshaping financial crime is also, out of necessity, reshaping the defence against it. Legacy anti-money laundering systems, built on static, rule-based thresholds, have proven badly outmatched by AI-generated fraud operating at machine speed. Research cited by compliance technology analysts suggests that between 90% and 95% of alerts generated by legacy AML systems are false positives, consuming enormous investigator time while genuinely suspicious activity slips through.

This is not a frictionless transition. AI models are notoriously difficult to explain to regulators and examiners in the way traditional rule-based systems are. The practical compromise emerging across the industry is a hybrid model: AI handles the initial scoring and prioritisation of risk, while documented rule-based logic still governs the final decision that must be defensible to a regulator.

The Regulatory Response: Catching Up to the Digital Frontier

Regulators worldwide have begun moving to close the most dangerous gaps exposed by this digital transformation of financial crime. (See Table 02)

What Comes Next

We have now traced this investigation from the centuries-old mechanics of Hawala and Undiyal, through the three-stage architecture that turns criminal proceeds into apparently legitimate wealth, to the AI-generated frontier of digital financial crime reshaping all of it at machine speed.

In our concluding instalment, Part IV: “Sri Lanka at the Crossroads: Economic Consequences, Organised Crime and the Road Ahead”, we bring this series home. We examine precisely what all of this costs Sri Lanka in hard economic terms: lost remittances, exchange rate pressure, tax revenue forgone, and the 2026 FATF evaluation that will determine whether the country’s institutions can demonstrate, with evidence rather than legislation alone, that they are equal to this challenge. We close with a practical policy roadmap.

(The writer, a senior Chartered Accountant and professional banker, is Professor at SLIIT, Malabe.
Views expressed in this article are personal.)

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‘There are no private universities in Sri Lanka’ – some considerations for higher education reform

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Academics involved in education policy like to say that there is no such thing as a private university in Sri Lanka. The only ‘universities’ in the country are state universities; anything else offering degrees is a private higher education institution (HEI). This position is technically accurate. Yet, in the discourse and imagination of the public, private universities are very real – people teach in them, students register in them, families pay fees, and such degree holders enter job markets in Sri Lanka and outside.

For decades, activists concerned for public higher education have ignored or resisted looking at private HEIs, as if such scrutiny would taint them. Others have worked in both types of institutions, carrying practices from each to the other. The apex body governing state universities, the UGC, has, meanwhile, ignored the concept of conflict of interest and appointed individuals in private higher education in committees and leadership positions. It is unsurprising then that some of the ideologies informing private higher education appear in reform agendas in the state sector.

This is a good time then to consider the varying types of private HEIs around us, and to take a look at some of the issues within them in the hope that higher education reform agendas will include private, as well as state higher education.

What is a ‘private university’?

First, some clarifications. In the public imaginary, a ‘private university’ is typically an institution that provides a foreign or local degree for which the student makes a payment. But this broad classification encompasses a host of diverse institutions and types of degrees which I detail below.

The Non-State Higher Education Division (NSHE) of the Ministry of Education has recognised 295 degrees by 32 institutions. Most of these are private companies and include a handful of established, well-known private HEIs that are ‘university like’. The degrees are local degrees conferred by the institutions accredited by the NSHE Division. While private HEIs conferring local degrees must be accredited by the NSHE Division, there appears to be no legal consequence for not doing so. In addition, there are several permutations of the private degree that miss the net of this Division and the Standing Committee on Accreditation and Quality Assurance (SCAQA) that assists this Division.

For one, degrees conferred by foreign universities offered, via these same private HEIs, are not vetted by the NSHE Division. Secondly, there is a growing plethora of private HEIs which have either no physical presence locally or only a dubious presence. The University Grants Commission has notified the public, through their website, that foreign universities listed in the Commonwealth Universities Yearbook and the World Higher Education Database are recognised, but refrained from giving any other details – which degrees? Offered by what modes? These details are not known. Some of the foreign universities in the lists may be legitimate entities in their own land but the degrees conferred locally, in their name, may not adhere to curriculum or teaching specifications of the NSHE Division or the UGC.

Another troubling phenomenon is the ‘top up degree’, which appears to work on the same principle as that of a pre-paid mobile connection: if I have a Diploma or an HND of a sort, I am eligible to complete a course of study which provides me with a degree, usually from a foreign university. The idea that someone who does not initially qualify for a degree programme should be able to work their way towards one is a progressive notion. This is the concept that open and distance learning (ODL) was based on initially, but which is now sadly exploited. ODL models are expected to provide opportunity for learning for those who may be excluded from traditional learning institutions. In Sri Lanka, however, we have seen ODL become a marketplace offering easy to obtain, for-fee qualifications by institutions with little commitment to superior teaching and learning.

Finally, a perusal of the many types of private HEIs and their varied degrees bring to mind another question – how should the private degrees, provided by state institutions (that are not educational institutions), be regulated? Who should do so?

All of these create a host of problems for the public – for hopeful students and parents and trusting employers. For the higher education sector, recruitment of academic staff, too, has become difficult due to this plethora of ambiguous higher education qualifications, as I discussed in a previous Kuppi article (‘Recruiting academics to state universities’).

Some issues in private HEIs – a bellwether for change in state universities

In this second part of this article, I will discuss some aspects of work in private HEIs – albeit the more established institutions – given that such issues may appear in reform agendas in future.

Across state universities, all permanent staff of a specific category are paid according to the same criteria. The picture is not so clear when it comes to private HEIs since they are different entities legally, typically companies. Private HEIs have salary scales and financial incentives that are different to each other. The more established private HEIs reportedly have attractive renumeration packages, possibly a reason for academics of state universities migrating eagerly to such institutions during sabbatical years and on retirement. This may not of course be the case with other less established, or improperly registered HEIs of which we know little. Academic staff of these more accepted private HEIs seem to value the high financial remuneration they receive (in comparison to state universities) as something that makes their work rewarding.

Attractive remuneration is important to sustain the good life and is at times seen as the institution’s way of encouraging good work. Yet, this has implications for the future of the institution: to continue to deliver on promised financial packages, institutions must continue to have large profit margins. One strategy has been to enroll multiple cohorts of students per year, even up to three or four intakes per year. This can result in exploitative work conditions, since staff must cater to all these cohorts in that same year. If there is inadequate staff, employees are further burdened. On the other hand, if there is a sudden drop in enrolments (degrees can go out of fashion) unexpected layoffs occur. Similar to other sectors that employ short-term contract staff – including state universities – in private HEIs, too, individual teachers, who are on short term contracts that need regular renewal, can feel pressured to work under difficult or exploitative conditions.

At the same time, even in the more established private HEIs, work norms differ from those of state universities in that they include promotional work that keeps the institution’s name in the eye of the public. The Marketing (or similarly named) unit comes up in conversations as one of the most important departments. It appears to weigh in on decision-making related to the number of staff, the amount of re-sits per exams, and other pedagogically important matters. This is a worrying example of how financial rationales interfere with pedagogically or academically sound processes, resulting in problematic results in the classroom. On the plus side, junior colleagues, who had experience in both state and private HEIs, also felt that they faced less harassment in private HEIs – primarily due to the private HEIs ability to take swift action in reported cases of harassment. This is a real indictment on state institutions and their reluctance to address chronic issues of harassment in our universities.

Yet, while we hear much about problems in state universities, we hardly hear of problems that staff in private HEIs face. One rationale for a lack of public expressions by staff is that expressions of discontent might lead to trouble given the importance of reputation for private HEIs. The worry about reputational damage is a growing concern in state universities, too, as evidenced by social media policies and internal conversations on reputational damage, consequent to negative publicity. Institutional worries of reputational damage are harmful in the long run since these impact not only freedom of expression by student and staff, but also research that is possible in and about the education sector.

Some thoughts at the end…


A close look at the private higher education sector is important given its strong presence in the country. Impending reform needs to regulate this diverse array of higher education offerings in the private sector, as well as the state institutions that offer privately-funded options of higher education (a topic for a separate Kuppi on its own). It is time we carefully considered how to build a whole system of higher education out of this broken mess.

Kaushalya Perera is a senior lecturer at the University of Colombo.

Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.

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Ready for solo spotlight

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Nish Peiris: Excited about future plans

Singer Nish Peiris is set to take the next big step in her music journey.

The talented vocalist, who has been seen and heard in the scene here for a short while, and was also featured with the now-defunct band, Inner Vision, has announced that she will be fully committing to her solo career, after completing her degree this year.

“I’m finishing my degree this year, and after that I’ll be fully committing to my solo music career,” Nish told The Island.

“I’ve already got a few tours lined up for next year, so I’m really excited for what’s ahead.”

Fans, no doubt, will remember Nish for her smooth voice and stage presence, and the good news is that she is now ready to chart her own path and bring new music to audiences at home and abroad.

With tours already planned for 2027, the year 2026 promises to be an exciting year for the young artiste as she steps into the spotlight on her own.

We wish Nish every success in this new chapter!

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