Features

Reminiscences of my short stint in teaching

Published

4 years ago

2022/08/19

by HM Nissanka Warakaulle

In the late 1950s, the University of Ceylon authorities used to send a form to every undergraduate sitting the final examinations for those who were desirous of serving as teachers to furnish their personal details and mention two districts in order of preference, where they were willing to serve. Most undergraduates duly filled up the forms, and others were not interested in teaching. Most of us who wanted to get a teaching position not because we wanted to make teaching our career, but to mark time until we secured a job of our choice.

I finished my last paper on the 26 April 1962, and went home. Two days later, I got a letter from the Ministry of Education appointing me as a teacher at the Maha Vidyalaya in Dambulla with effect from 02 May, just six days after sitting the final examination! My first preference was Kandy District. I had mentioned Matale as my second preference not realising that the Matale District extended up to Sigirya. My neighbour, Tissa, had received the appointment to Holy Trinity College, Nuwara Eliya. He wanted me to accompany him to Nuwara Eliya to see how the school was. When we reached the school and met the Principal, Mr. Atapattu, I was happy to hear that he was an old boy from my own school, Kingswood College, Kandy. Tissa was happy and accepted the appointment.

On the afternoon of 01 May, I left home with a travelling bag filled with my clothes and linen and took a bus to Kandy and then a bus going to Anuradhapura. When the bus stopped at the halt near the Dambulla temple, I alighted from the bus and inquired from a person in a boutique for directions to get to the school. He gave the directions correctly and I wended my way to the school.

Before I proceed with my experiences in the school, I thought I should describe what Dambulla was at that time. There were only four permanent government buildings, namely, the hospital, police station, school and Rest House; and the small building for the circuit judge to hear the cases which were taken up monthly. The roads did not have any streetlamps and there was no pipe borne water. The well situated in close proximity to the school was the only available source of water for drinking, cooking, washing and bathing. As the well was a deep one we had to draw the water with a pail that was operated through a pulley tied onto a beam above the well. However, the water was brackish. Whenever I went to the school after dark, I had to carry a powerful torch to see whether there were any serpents on the roads.

The school was situated halfway on the road that connected the Kandy Road and the Kurunegala Road. When I reached the school and walked in, there were three men in sarong in an old building built with granite bricks. The building was partitioned into two sections. One section was the temporary hostel for the teachers and the other was occupied by the Public Works Department (PWD) Overseer. As I entered the premises, the three men were wondering who I was. I introduced myself and told them that I have been appointed as a teacher at that school. They introduced themselves to me as Jayasuriya the graduate Slnhala teacher (who had been a monk up to graduation), the second (who used to wear the national dress) and Wimalweera by name, as the Mathematics teacher and the third, Bandara as the teacher in charge of Music. Fortunately for me there was a bed with mattress and pillow and a net. The net was an important item in that area as there were tarantulas and other dangerous insects such as the centipedes, and serpents such as mapilas.

Having completed the preliminaries of introductions and accommodation, the three teachers told me about how the hostel was run. We had to pool and buy the requirements for the tea in the morning and afternoon. All three meals were provided by a woman who was known by the sobriquet “Buthamma” and this appellation had stuck with her for the rest of her life. I had no clue as to how hygienically the food was prepared. But then there was no alternative and from what I could fathom no one has had even a mild irritation in their abdomens, and of course, the food was palatable. I agreed to these, and the money was paid at the end of the month for the tea to Jayasuriya and to the “Bathamma” for the meals.

The following morning, I got ready and went to the school. The school comprised tow long buildings for the classes and a room for the Principal’s office. The Principal, Mr. Wickramaratne commuted daily by bus from home which was close to Matale. He used to wear the western attire, sans the tie. I introduced myself divulging the subjects I had done while reading for the degree at Peradeniya. I had been sent as a replacement to a lady teacher, Mrs. Alwis, who was going on transfer. That day she was also present, and it was a wonderful sight to see all the students who had studied English, Geography and Government going down on their knees and worshipping in appreciation of the work she had done as well as to bid adieu. We could see Mrs. Alwis’ eyes welled with tears at the way the students did it.

I was assigned to teach Geography, Government and English in the HSC (now Advance Level) class and English and Geography in the SSC class (now Ordinary Level). English was of course a cake walk. But the other two modules were real killers, especially Geography. I had done my degree in the English medium and now I had to teach in the Sinhala medium. I had to refer to the glossaries to get the equivalent of the English terms and prepare for the lessons. I did not study so hard even to sit the final examination at the university! Fortunately, I mastered it by the end of the first year and thereafter I had no problem.

I took up the teaching appointment at Dambulla thinking that I would be able to get to a school in or closer to Kandy. This was because the company in Dambulla was not that enjoyable, and I also missed my participation is sports activities. In my second year there were five teachers who came to Dambulla after finishing their training at Maharagama. They were Upali Nanayakkara, Vithanage and Benedict Fernando and two lady teachers of whom I remember the name of one, that is, Ms. Dharmaratne. A little later another graduate from Peradeniya, Premadasa joined the staff. Now it became a little more interesting. Though these young teachers were boarded in houses close to the school, on and off we used to meet to play some softball cricket on the playground opposite the school along with some of the boys of the school and other residents. We also used to go to the courts when in session to listen to the cases being heard. Once in a way we used to go to the Rest House to have a quiet drink(it was only Jubilee beer that we had) and have some fun at the expense of Premadasa, who never lost his temper though he was the butt end of all the jokes.

There was a Physical Training Instructor (PTI), Mr.Silva, who used to go to Kandy to play for the Education team in the tournament conducted by the Kandy District Cricket Association on duty leave. I told him that I too played cricket. I accompanied him to Kandy on a day a match was being played and he introduced me to the captain of the Education team, Balasooriya. I was included in the team thereafter and played in the team in all matches thereafter even after changing schools. Justin Perera and Henry Jayaweera from Talatuoya Central school (who later became my colleagues on the same staff) and Bertie Nillegoda who was a relative of mine and a teacher at St. Sylvesters College, Kandy (and later became the Principal of that school) were the others known to me. We really enjoyed meeting together more than playing in matches.

While at Dambulla a few of us went to Polonnaruwa to engage in a shramadana campaign to clear the roadway to the Somawathie stupa as there was no macadamized road to the chaitya at that time. The entire area surrounding the chaitya was a dense forest. We noticed there were footprints and dung of the wild elephants on the way to the chaitya. The other trip we made was to a village called Makulugaswewa off Galewela for the music teacher to record some folk songs by the villagers. The villagers were very obliging and rendered some of the folk songs they used to sing at functions like harvesting or transplanting of paddy.

The heartening news I heard later was that a few of the students I had taught had entered the university, graduated and had been successful in joining the Sri Lanka Administrative Service.

After having completed almost three years I requested a transfer to a school in Kandy. But the Principal used to always state that I could be released if replacement is given. Though his predicament was understandable I was not happy. So, I decided to go and meet the Director of Education at Kandy, Mr. Welagedera and told him that I must have a transfer to a school in Kandy or else I would have no alternative but to tender my resignation. He gave me a transfer to the Maha Vidyalaya in Ankumbura.

When I got the letter, I did not know where the school was located. After verifying the location, I embarked on the trip to the school on the first day of term. I had to take three buses to get to the school, that is, first from home to Kandy, then from Kandy to Alawathugoda and the third from Alawathugoda to Ankumbura. I can remember the Principal, a Mr. Abeyratne, a graduate teache, Mr. Ekanayake and the lady music teacher who was from the same school as the music teacher at Dambulla, namely Talatuoya Central. I had to get up at 4.00 am, have breakfast get ready and leave home. I felt bad more than for myself for my mother as she had to get up very early to get the meal ready. After school when I returned home it was about 3.00 pm and that was the time, I had my lunch. At the beginning of the next term two other graduates known to me at Peradeniya, Navaratne ( Koti Nava), and Lelwela and another graduate, also named Navaratne joined the staff. Koti Nava later joined the Ceylon Transport Board and Lelwela the Sri Lanka Export Development Board.

After two terms I thought enough was enough and went and met Mr. Shelton Ranaraja who was our MP and known to me and told him that I needed a transfer to a school close to home. He arranged a transfer to Talatuoya Central school. This school was just four miles from home, and I had to travel against the traffic as the buses from Kandy to Talatuoya were almost empty and it took me only half an hour to get to school. On the first day of term, I went and met the Principal, Mr. Gallela. He greeted me well and assigned me Geography in the HSC and SSC classes and English in some junior classes. Justin and Henry were there, and in addition Lal Wijenayake, who joined Peradeniya in my final year and who was in the same Hall with me, Mr. and Mrs. Silva (who came to school by car), Shelton Perera, who along with Lal joined the legal profession laterand practiced in Kandy.

Henry was training a football team with practices being held on a playground just a little bigger than a tennis court and with hardly any grass. I thought I too should do something to help the children and thought of starting hockey. The boys in that school had not seen a hockey stick leave alone a hockey match. I told the Principal what I had in mind, without expecting much support. However, I was taken aback when he agreed to release the money needed to buy all the equipment required for the purpose! I went ahead and purchased all the equipment from Chands, the sports good shop in Kandy at a discount.

I trained two teams, namely, the under 19 and under 17 teams, concentrating more on the latter as they would be playing for a longer time. Then to everybody’s surprise, the under 17 novices team beat the Nugawela Central college team, which had been playing hockey for some time. The Principal and the other members of the staff were very happy.

During the interval, Justin, Lal, Henry, Tudor, Mr. and Mrs. Silva, Shelton and myself would meet in Justin’s Laboratory to have a snack brought by one teacher and a cup of tea. We used to take turns to bring the snack to share. Of course, a few of us who used to smoke would enjoy a quick puff. It was a very good time that all of us had.

Tudor Dharmadasa, who was one year senior to me at Peradeniya, was also a teacher at Talatuoya and he was the teacher in charge of the hostel. The hostellers were provided with all three meals of the day. When I inquired from Tudor how much it costs to feed the boys, he told me that they were given funding at the rate of Rs. 3.00/- per student per day to cover all three meals! I was a bit surprised. But he assured me that there was no problem, and it was done to the satisfaction of all concerned. He wanted me to come one day and taste the lunch provided. I accepted the invitation and found the food quite good and palatable.

While at Talatuoya Central, Henry Jayaweera and I used to umpire school hockey matches in Kandy, Peradeniya and Gampola without any payment. Both of us enjoyed it. I also attended a one-week hockey coaching camp at Nuwara Eliya where I and my vice- captain at Peradeniya, SB Ekanayake were the coaches. The boys who followed the coaching had never played hockey before nor had they even seen a hockey match! But at the end of the camp most of them had mastered the art.

After teaching at Talatuoya for two terms, I received a letter from the Ceylon Transport Board (CTB) summoning me to appear for a viva voce at the CTB Head office in Narahenpita. I went on the designated day and faced the interview panel. The following week I received a letter from the CTB indicating that I had been selected and to assume duties on 16th June 1966. I informed the Principal, gave him the letter of resignation and bade farewell to the teachers of the tea club and left the school giving up teaching at last. Anyway, all in all, it was a happy ending as I really enjoyed teaching at Talatuoya Central school.

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Features

Sections of US media looking power straight in the eye

Published

23 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

23 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

23 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).