Features

United in diversity: Lessons from Erasmus+ for Sri Lanka’s future

Published

2 months ago

2026/07/27

by Viran Maddumage ✍️
Assistant Lecturer & PhD (Reading) Department of Human Geography and Migration,
Macquarie University,
Australia and Sanduni Rathnayake Lecturer (Probationary) Faculty of Law,
General Sir John Kotelawala Defence University

Can a scholarship programme help heal a divided society? At first glance, the idea seems ambitious. Yet one of Europe’s most celebrated educational initiatives was created with precisely that aspiration. Long before Erasmus+ became synonymous with international student exchanges, it represented something far more profound: a belief that education could bridge historical divisions, foster mutual understanding and lay the foundations for lasting peace. Nearly four decades later, that vision offers valuable lessons not only for Europe but also for countries like Sri Lanka, where the search for sustainable social cohesion remains unfinished.

Today, Erasmus+ is recognised as the European Union’s flagship programme for education, training, youth and sport. Since its launch in 1987, it has enabled millions of students, academics, educators and young professionals to study, teach, train and collaborate across borders. What began as an exchange programme, involving just 3,200 students from 11 European countries, has grown into one of the world’s largest educational mobility initiatives, benefiting more than nine million participants, while extending partnerships well beyond Europe.

Its success, however, cannot be measured simply by the number of scholarships awarded, or universities connected. To understand why Erasmus+ has become one of Europe’s greatest success stories, one must return to the continent that gave birth to it.

Europe, in the 20th century, was defined as much by division as by cooperation. Two World Wars devastated entire societies, leaving behind fractured economies, broken political relationships and generations shaped by conflict. Countries that now cooperate closely, within the European Union, had once fought devastating wars against one another. Germany itself became the most visible symbol of post-war division, split into East and West as ideological tensions hardened during the Cold War.

Rebuilding roads, industries and institutions was only part of Europe’s challenge. Rebuilding trust proved far more difficult. Political agreements could establish new alliances, but they could not erase decades of suspicion, or guarantee, that future generations would see one another as partners, rather than adversaries.

It was in this context that the idea of European integration steadily gained momentum, during the 1950s. Economic cooperation was recognised as essential for prosperity, but European leaders increasingly understood that lasting unity demanded something deeper. If peace was to endure, citizens, not merely governments, needed opportunities to learn from one another, engage across cultures and develop a shared sense of belonging.

Education emerged as one of the most effective instruments for achieving that vision.

Universities became spaces where young Europeans could encounter perspectives beyond their own national histories. Academic exchange was no longer viewed simply as an educational experience but as an investment in peace itself. Every student who crossed a border carried back more than academic knowledge; they returned with friendships, cultural understanding and a broader appreciation of Europe’s diversity.

Erasmus became one of the most enduring expressions of that philosophy. Rather than treating education as an isolated national endeavour, it positioned learning as a shared European project, capable of strengthening social cohesion, alongside economic development. The classroom, in many respects, became an arena where reconciliation could take root more naturally than through political negotiation alone.

Over the years, that vision expanded significantly. What began as a higher education exchange programme has evolved into Erasmus+, supporting vocational education and training, school education, adult learning, youth initiatives and sport. It facilitates not only student mobility but also research collaboration, professional development, volunteering and institutional partnerships that connect universities, civil society organisations, businesses and public institutions across national boundaries.

The programme’s ambitions extend well beyond academic achievement. At its core lies the conviction that lifelong learning contributes not only to individual advancement but also to stronger, more resilient societies. Education becomes a driver of innovation, economic opportunity, civic participation and social cohesion, creating benefits that extend far beyond university campuses.

Over the years, that vision expanded significantly. What began as a higher education exchange programme has evolved into Erasmus+, supporting vocational education and training, school education, adult learning, youth initiatives and sport. Today it enables millions of learners, educators and institutions to collaborate across national boundaries through academic exchanges, research partnerships, professional training and community engagement.

At its heart, however, Erasmus+ remains guided by a simple idea: that education can be a powerful instrument of social transformation. By encouraging mobility, fostering institutional cooperation and creating opportunities for people from different cultures and backgrounds to learn together, the programme has become one of the European Union’s most enduring investments in social cohesion. Its emphasis on inclusion, multilingualism, democratic values and international partnership reflects a broader understanding that education is about shaping societies as much as it is about educating individuals.

Europe’s experience offers an important insight. Lasting peace cannot rest solely on political agreements, or economic growth. It also depends on creating opportunities for people to meet, learn and build relationships across the boundaries that once divided them.

That insight resonates far beyond Europe. Sri Lanka’s history is different, but the challenge is strikingly familiar. Although we are a single island nation, we remain a society shaped by multiple and often overlapping divisions. Ethnic tensions, linguistic disputes, regional inequalities and uneven access to opportunity have all left lasting marks on the national consciousness. Decades of civil conflict claimed thousands of lives, displaced communities and interrupted generations of economic and social progress. While the guns have long fallen silent, building a genuinely cohesive society remains an unfinished task.

Much of Sri Lanka’s post-war discourse has understandably centred on constitutional reform, political settlements and economic recovery. These remain indispensable. Yet reconciliation cannot be legislated into existence. It must also be experienced. Trust is built through sustained interaction, shared experiences and opportunities for people to encounter one another beyond the identities that have historically separated them. This is where education can become more than a means of acquiring qualifications; it can become a means of rebuilding society itself.

An Erasmus-inspired model offers an important way of thinking about that possibility. Its greatest lesson is not that students should study abroad, but that educational mobility has the power to transform individuals and, over time, societies. When young people leave familiar environments, study alongside peers from different backgrounds and return with new perspectives, they bring back more than degrees. They return with networks, confidence and a greater appreciation of diversity. These are precisely the kinds of social capital that divided societies often struggle to cultivate.

For Sri Lanka, mobility should not be understood only in international terms. It should begin at home. Many young people, particularly those from rural and economically disadvantaged communities, have limited opportunities to study or train outside their immediate surroundings. A national scholarship and exchange programme could enable students from Jaffna to spend a semester in Matara, undergraduates from Monaragala to undertake research in Kandy, or vocational trainees from Batticaloa to work alongside institutions in Colombo. Such exchanges would expose students to different communities, cultures and lived realities within their own country before connecting them with opportunities overseas.

This is not merely an educational investment; it is an investment in social cohesion. Mobility broadens horizons, but it also improves employability by exposing students to new skills, institutions and professional networks. Erasmus+ has consistently demonstrated that graduates with international and intercultural experience are better prepared for an increasingly interconnected labour market. A Sri Lankan model could similarly strengthen both human capital and national integration, ensuring that access to opportunity is determined less by geography than by potential.

The same philosophy applies to institutional partnerships. One of the defining strengths of Erasmus+ lies in its ability to connect universities, schools, vocational institutes, businesses and civil society organisations through collaborative projects. Knowledge is not confined within institutional walls but shared across disciplines, sectors and borders. Sri Lanka’s universities have long produced talented graduates and important research, yet stronger collaboration between higher education institutions, industry, local communities and international partners could generate far greater social and economic impact. Educational cooperation should become a national strategy rather than a collection of isolated initiatives.

Equally significant is the programme’s commitment to inclusion. Sri Lanka’s inequalities are not confined to ethnicity alone. They are also geographical, economic and educational. Access to quality higher education and international opportunities remains uneven, with students from rural districts often facing barriers that extend well beyond academic ability. An Erasmus-inspired initiative would, therefore, need to place inclusion at its centre, ensuring that students from historically underrepresented communities are not merely invited to participate but actively supported to do so. Excellence and equity should not be competing priorities; each strengthens the other.

Language presents another compelling lesson. Sri Lanka’s own history reminds us that language is never simply a means of communication; it can also become a marker of identity, opportunity and exclusion. The language question has occupied a central place in the country’s political history, shaping relationships between communities for decades. Erasmus+, by contrast, treats multilingualism as one of Europe’s greatest strengths. It promotes the idea that linguistic diversity should connect rather than divide societies. Sri Lanka’s continued investment in Sinhala, Tamil and English education should, therefore, be viewed not only as an educational objective but also as a nation-building project. A multilingual citizen is often better equipped to understand perspectives beyond their own community, reducing barriers that have historically fuelled misunderstanding.

Perhaps the most important lesson, however, lies in the values that underpin the programme itself. Erasmus+ is built upon respect for human dignity, equality, inclusion and the rights of minorities. These principles are not peripheral to the programme; they define it. Sri Lanka’s future, likewise, depends upon nurturing a national identity that complements rather than competes with cultural, religious and ethnic identities. Educational exchange can help cultivate that shared civic identity by creating spaces where diversity is encountered as an everyday reality rather than an abstract ideal.

Looking beyond our own borders, such a programme could also redefine Sri Lanka’s place within the region. South Asia continues to grapple with many of the same challenges that Europe once faced, historical grievances, political tensions, social inequalities and limited educational mobility across borders. Sri Lanka is well positioned to lead conversations on regional educational cooperation by establishing an exchange and scholarship model that welcomes students from neighbouring countries, while creating opportunities for Sri Lankan students to study throughout Asia and beyond. In doing so, the country could position itself as a regional hub for higher education, research collaboration and intercultural dialogue.

Such an initiative would strengthen not only universities but also Sri Lanka’s international standing. Educational diplomacy has become an increasingly important component of foreign policy across the world. Countries that attract students, foster academic partnerships and invest in knowledge exchange often build influence that extends well beyond conventional diplomacy. For Sri Lanka, investing in educational mobility would, therefore, represent an investment in both domestic reconciliation and international engagement.

Europe’s experience offers no blueprint that can simply be transplanted to another society. History, politics and culture differ too greatly for simple imitation. But the principles that shaped Erasmus+, mobility, inclusion, cooperation, multilingualism and respect for diversity, are remarkably adaptable. They speak to universal challenges faced by societies seeking to transform historical divisions into shared futures.

Sri Lanka has long recognised education as a pathway to social mobility. The next step is to recognise its potential as a pathway to social cohesion. If Europe could use educational exchange to help overcome the divisions left by war, Sri Lanka can draw inspiration from that experience to imagine its own model, one rooted in our history, responsive to our realities and ambitious enough to invest not only in better graduates, but in a stronger, more united nation. (Views expressed in this article are personal.)

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Features

Why ‘Southasianness’ should continue to matter for the ‘SAARC Eight’

Published

21 hours ago

2026/09/24

Sahan Weerasooriya

Ambassador Ravinatha Aryasinha (at centre of top table), other dignitaries and the RCSS team at the formalization of the SAU-RCSS agreement.

At a time when Sri Lanka’s foreign policy is coming under intense scrutiny by some local sections it is only right that impartial and independent commentators shed some clarity on what fundamental foreign policy directions Sri Lanka ought to take. The extremely fluid and complex nature of current international politics renders such an understanding crucially important.

Given its vulnerabilities in a number of spheres Sri Lanka has no choice but to persist in broadly following the path of Non-alignment. That is, it should be ‘a friend of all and an enemy of none’, to the extent possible. However, it does not follow that in the process it could compromise what is seen as its national interest.

The latter point needs stressing against the backdrop of the criticisms the Sri Lankan government has been attracting from some quarters over what is made out to be some opaqueness in security and defence cooperation agreements it has entered into with India. It remains advisable for the Sri Lankan government to enter into pacts of this nature with India, but the government is obliged to disclose the contents of these agreements to the Sri Lankan people without undue delay in consideration of the uncompromisable sovereign rights of a people in a democracy.

However, there is no denying that the government should make it a central foreign policy premise to always work in cooperation with India. A consideration of what it cost Sri Lanka in the past to be in a disharmonious relationship with India and how such policy missteps worked against Sri Lanka’s best interests ought to dictate to Sri Lanka the advisability of maintaining uninterrupted cordial ties with India. Moreover, common sense ought to drive home to a country the costs of being at loggerheads with one’s closest neighbour who has also proved a ‘ready friend in deed.’

That said, it is the bounden duty of Sri Lanka’s diplomatic community or establishment to ensure that such cooperation does not degenerate into a policy of subservience towards India. That is, finesse and farsightedness in local diplomacy become prime requirements.

While India’s geographical location and physical size, besides her other strengths, contribute towards her centrality in regional and world affairs, her neighbours would be thinking and acting far-sightedly if they not only focus on India and her legitimate interests but also ensure continuous friction-free intra-South Asian relations. That is, for them collective South Asian well being should be of fundamental importance.

Much more than for India perhaps, such harmonious ties are of inestimable importance to India’s neigbours who are up against multiple vulnerabilities which are to a great extent regionally rooted. The latter could never, that is, afford to take their minds off the region’s collective development prospects.

The above are some of the reasons why it could prove highly counter-productive and self-defeating for the ‘South Asian Eight’ to render dormant and ineffective the historic SAARC organization. Rather than ‘dead’ SAARC has been allowed to drift into the ‘Limbo of Forgotten Things.’

The growing inter-dependence of the ‘SAARC Eight’ ought to impress on the collectivity the need to step-up regional cooperation in multiple areas which impinge on its members’ legitimate interests. For instance, the youth-led ‘Cockroach’ revolts, first in India and subsequently outside, should convince South Asia that it is continuing to be plagued in a major way by poverty and equity-linked issues. That is, West-inspired, largely market economics-dictated ways to see an end to poverty are simply not working completely.

Likewise climate-related questions are ravaging South Asia in unimaginable ways; Nepal being just one case in point. The rationale for regional cooperation remains valid and undefeated. It is time for revived and stepped-up SAARC cooperation. That is, the solutions to the region’s development dilemmas need to be found in mainly the region.

This amounts to making a case for a continued sense of ‘Southasianness’ among the SAARC countries. That is the conviction should be firm that they know their developmental challenges best and that answers to these issues must be primarily evolved by the grouping itself in cooperation with concerned sections.

From the above viewpoints the Regional Centre for Strategic Studies (RCSS), Colombo did very well to tie-up with the South Asian University (SAU), India, to increase public awareness on the developmental problems affecting South Asia and for initiating a number collaborative measures that aim at ameliorating them. The relevant agreement was formalized in early September at the RCSS. The sealing of the pact took place under the aegis of SAU President Prof. K.K. Aggarwal and RCSS Executive Director Ambassador Ravinatha Aryasinha.

A press release issued by the organizations said the collaboration aims ‘to foster research networks, partnerships and collaborations for transformative change across South Asia.’ It also mentioned that the partnership marked the first agreement to be signed by SAU with an independent think tank in Sri Lanka.

Among other things, pacts such as the above are bold moves in the direction of fostering a spirit of intellectual independence in those areas of the South facing some of the stiffest developmental challenges. Rather than ‘import’ solutions to these challenges from outside the region, the SAU-RCSS initiative aims at fostering fresh approaches to evolving solutions to problems that are uniquely South Asian.

It is hoped that the SAU and RCSS initiative while leading a to a greater degree of Southern intellectual independence in the area of development thinking would also help in kick-starting the SAARC process all over again in a major way.

What ought to lend fresh urgency to the latter undertakings are fast-breaking current developments in international politics. It ought to be perceived by the most underdeveloped regions of the South that going forward their well being would matter least or not at all to the major powers of both East and West.

For example at the time of writing the foremost among US and Chinese political leaders are meeting in the US in what is made out to be a historic coming together of sorts to address issues of common concern. It is highly unlikely that the parties would be addressing the economic preoccupations of the least developed countries. The same goes for other states that matter from the East and West.

Essentially, the US and China would be looking at ways of strengthening business ties that matter majorly for them. The South and its issues would prove to be of peripheral interest, if at all they happen to matter to the protagonists. Such developments ought to be fresh reminders to the South and their collaborative organizations that there is no escaping self-help and joint solidarity.

Features

Is Sri Lanka prepared for global literacy crisis?

Published

21 hours ago

2026/09/24

Sahan Weerasooriya

by Prof. M.W. Amarasiri de Silva

Adult literacy has for a long time been one of Sri Lanka’s greatest sources of pride, serving as a social indicator that has set the country apart from several of its neighbours in the region. For many years Sri Lanka has been recognised for keeping its literacy rates at a level like those of middle-income countries and even some high-income ones, even though it has faced economic difficulties and political instability. However, since new global research has now shown an unexpected and concerning decline in adult literacy in several high-income countries, it is important to consider what this means for Sri Lanka.

The phenomenon described by Jishnu Das, Yash Dhuldhoya and Ethan Sager, the unexplained fall in functional literacy among adults in wealthy nations. calls for a more thorough examination of the nature of literacy, the pressures exerted by the modern information environment, and the vulnerabilities that Sri Lanka might encounter as it moves towards a more digital, ageing and complex society. Even though Sri Lanka’s basic literacy rates remain high and steady, the global trend acts as a warning that literacy is not a fixed accomplishment but a dynamic capability which must be continually fostered, safeguarded and adapted to changing circumstances.

Decline in functional literacy

The drop in literacy rate in high-income countries is not due to people losing the ability to read or write in the ordinary way. On the contrary, it reflects a decline in functional literacy, which is the capacity to deal with, understand, and apply information in real-life situations. This kind of literacy involves following instructions, comprehending official documents, using digital interfaces, interpreting medical information, and making sense of complicated texts that demand continuous attention.

Researchers stress that the decline cannot be attributed merely to disruptions caused by COVID-19 or the increasing use of smartphones; instead, there is going on something more fundamental: a weakening of the cognitive and informational bases that adults need to function properly in modern society. In countries such as the United States, the percentage of adults regarded as functionally illiterate has increased significantly, indicating that even highly educated societies are having difficulty in keeping up the skills required to handle ever more complex streams of information.

Sri Lanka immune?

At first sight, Sri Lanka seems to be immune from this trend. The country’s adult literacy rate is still above 92 per cent and youth literacy is even higher. According to the 2024 Census, literacy rates exceed 97 per cent among people aged ten and over, with nearly equal levels between the sexes. These figures show the continued strength of Sri Lanka’s system of free education, a system which in the past has guaranteed widespread access to school and has produced generation after generation of citizens who could read and write at a basic level.

There has also been a steady improvement in educational attainment, with an increasing number of adults finishing secondary education and a larger proportion going on to tertiary institutions. Unlike the mysterious drops observed in rich countries, Sri Lanka’s literacy figures demonstrate stability and even a slight improvement.

However, although the surface appearance is reassuring, an even more complicated reality exists. The literacy figures for Sri Lanka only record basic literacy, that is, the ability to read and write simple sentences, and they do not include measures of functional literacy. It is impossible to tell from these statistics whether adults can interpret a bank statement, understand a medical prescription, use an online government portal, or critically assess information that is spreading on social media. As is shown by the global trend, having a high level of basic literacy does not ensure a strong degree of functional literacy. On the contrary, functional literacy can fall even if basic literacy stays the same. This difference is important for Sri Lanka, particularly since the country is currently experiencing rapid digitalization, demographic ageing, and social change.

Major risk factor

A major risk factor is the move towards digital information environments. In high-income countries, researchers believe that the prevalence of smartphones and short-form digital content may be diminishing people’s ability to engage in deep reading. Nowadays, individuals take in information in short, rapid segments by scrolling through social media feeds, quickly reading headlines, and viewing short videos. Such behaviour decreases the opportunity for sustained reading, which is necessary for keeping comprehension, critical thinking, and the capacity to deal with complex information intact.

Sri Lanka is going through a comparable change. There has been a sharp increase in the number of people using smartphones, and social media sites have become the main sources of news, leisure, and communication. Although there are many advantages to having digital access, it also results in a situation where superficial reading becomes the standard approach and could therefore lead to a decline in functional literacy over time.

Demographic ageing as challenge

A further challenge that is coming up is demographic ageing. Sri Lanka is rapidly moving towards becoming an ageing society, with an increasing number of older people who might experience cognitive decline, have less exposure to new information, and enjoy few opportunities for further learning. In high-income countries, ageing populations have led to a fall in functional literacy since older individuals have had difficulty adapting to digital systems and complicated bureaucratic procedures.

The older generation in Sri Lanka, many whom were educated many decades ago under different curriculum standards, could end up becoming increasingly vulnerable in a world in which essential services, such as banking and healthcare, are being moved online. If appropriate support is not provided, the country may witness a growing gap between basic literacy and functional literacy among older adults.

In Sri Lanka, the way in which administration and the workplace are organised has in the past placed greater trust in personal communication and on basic forms of documentation. What in high-income countries would require complex reading is instead carried out through face-to-face contact in Sri Lanka. Nevertheless, this situation is now changing. Government services are becoming available online, banks are introducing digital systems, and in workplaces there is an increasing need for employees to use electronic systems. Since these changes are happening at a faster rate, the demand for functional literacy will increase. Should adults not be able to meet these new demands, Sri Lanka might start to see the kind of decline in literacy that has been seen in other places.

Misinformation and disinformation

Another worry is the spread of misinformation and disinformation. In Sri Lanka, there has already been the quick dissemination of false information via social media, with this having an impact on public health, politics, and social cohesion. Since functional literacy is essential for allowing people to assess sources, doubt the claims made, and tell the difference between reliable information and falsehoods, a lack of functional literacy causes societies to be more open to manipulation, polarisation, and confusion.

The fact that there has been a global drop in functional literacy at the same time as misinformation has increased points to a dangerous feedback cycle: when literacy is low people become more prone to misinformation, and the misinformation in turn damages their ability to think critically about information. Given that the country has a high level of social media use and a lack of digital literacy training, Sri Lanka should take this risk seriously.

Even though there are these risks, Sri Lanka has several advantages which can assist in avoiding a drop in functional literacy. The country’s system of basic education is still strong, showing high enrolment figures and good results in basic literacy.

Families in Sri Lanka still place a great deal of importance on education and reading is still a respected cultural activity. Furthermore, because of its relatively small size and the fact that it has a centralized form of government, it is more efficient than in bigger countries to carry out nationwide literacy campaigns. These strengths offer a firm basis for developing new strategies for protecting and improving functional literacy.

Literacy a process

It should be realised by Sri Lanka that attaining literacy is not a single accomplishment achieved in childhood. In the modern world, literacy must be a skill that is constantly put into practice, kept up to date and adapted to changing circumstances. The fact that adult literacy is declining worldwide shows that even in wealthy countries with well-developed education systems deterioration can occur if adults are not supported in keeping their cognitive and informational abilities. Sri Lanka cannot afford to be careless.

It is necessary for the country to invest in adult education, in programmes concerning digital literacy and in the development of cognitive skills for all age groups. It also needs to establish ways of measuring functional literacy rather than just basic literacy so that policymakers can detect emerging weaknesses and act in advance.

A vital measure is to increase the opportunities for adult learning. Although Sri Lanka has effective literacy programmes based in schools, the country’s infrastructure for adult education is limited. Community centres, libraries, universities, and vocational institutes should take on a more significant role by providing courses, workshops, and reading programmes which are tailored for adults. The programmes should place an emphasis not just on reading and writing but also on digital navigation, critical thinking, and information processing. Adults should be given the chance to practise the skills that are necessary for them to function effectively in a rapidly changing world.

Importance of digital literacy programmes

It is just as important to have digital literacy programmes. Since an increasing number of services are being offered online, adults need to learn how to use digital tools with confidence and in a safe manner. This involves knowing how to fill out online forms, moving around on government websites, using banking apps, and being able to spot misinformation. The digital literacy courses available should be accessible, affordable, and adapted to different age groups, especially older adults who might feel put off by technology. Schools can also contribute by incorporating digital literacy into their curriculum so that future generations acquire good functional literacy skills from an early age.

Sri Lanka should also investigate introducing policies which promote cognitive health among older people. Since cognitive decline can lead to a deterioration of functional literacy, it becomes more difficult for older individuals to deal with information. It is possible to help keep cognitive function by setting up programmes that promote reading, social interaction, physical activity, and continued learning. During regular medical visits, healthcare professionals should include cognitive assessments so that any problems affecting literacy-related skills can be picked up early.

Sri Lanka needs to create tools for measuring functional literacy, since the figures available on basic literacy give an incomplete account of the country’s capabilities. By using assessments of functional literacy like those employed in high-income countries, Sri Lanka would be able to monitor how well its adults can apply their literacy skills in real-life situations.

Features

From Colombo to Vegas: Sri Lankan talent shines at WCOPA

Published

21 hours ago

2026/09/24

Sahan Weerasooriya

Chris with Sachini Ayendra, the very first contestant who represented Sri Lanka at WCOPA 2015 / Bronze winner at WCOPA 2026 Natharie Wickramasinghe with her parents

The World Championships of Performing Arts (WCOPA) is known globally as the Olympics of performing arts, but Sri Lankans came to know of it more closely when Natharie Wickramasinghe, representing Team Sri Lanka at WCOPA 2026, in Las Vegas, earned a Bronze Medal in the Ethnic/Folklore Dance category.

Behind Sri Lanka’s WCOPA journey is Sri Lanka-born Chris Rajendra, who migrated to the United States in 2007, and deserves special congratulations.

Passionate about discovering and promoting talent, Chris has been actively involved in the pageant and performing arts, industry since 2002.

A major milestone came in 2015, when he introduced WCOPA, to Sri Lanka, for the first time, creating an international platform for Sri Lankan performers.

Sachini Ayendra became the very first candidate to represent Sri Lanka at WCOPA, in 2015, marking the beginning of Team Sri Lanka’s journey.

Chris served as National Director for Team Sri Lanka from 2015 to 2018, and has returned to the role for the 2026–2027 term, continuing his commitment to identifying, developing and promoting Sri Lankan talent internationally.

His involvement in pageantry and performing arts includes:

Recruiter, Miss Nevada United States – 2014

Chris Rajendra: National Director – WCOPA Team Sri Lanka

Manager, Miss Colombia Las Vegas – 2013 to 2017

Director for the West Coast and International Divisions of Ms. Latina International and Ms. International World – 2017

National Director for Team Sri Lanka – WCOPA, 2015–2018 and 2026–2027

Co-National Director for Team USA – WCOPA 2026

In the USA, Chris began his career in retail before transitioning into insurance and financial services, where he built extensive experience in sales, marketing, leadership and business development.

He owned and operated a brokerage, affiliated with multiple insurance companies, and later served as Marketing Director with Transamerica and World Financial Group.

As his business expanded across Las Vegas and California, he continued to hone his expertise in sales, marketing and client relations. He now works as a Sales Executive at Hilton Grand Vacations.

Looking ahead, Chris will shortly launch the application process for Team Sri Lanka 2027, giving talented Sri Lankan performers another opportunity to represent the country on the world stage.

The 2027 World Championships of Performing Arts will take place in Las Vegas, USA, in July or August 2027.

Through his work in both the corporate and performing arts worlds, Chris Rajendra continues to combine leadership, networking and talent development — creating opportunities for Sri Lankan performers to showcase their abilities on a global platform.