Connect with us

Features

Whither Meritocracy? Reimagining the Grade Five Scholarship examination in Sri Lanka

Published

on

Prime Minister and Minister of Education, Higher Education and Vocational Education Dr. Harini Amarasuriya citing a 2024 survey, highlighted that 20,000 students left school with no trace, 80,000 were chronically absent, and of the 300,000 children admitted annually, only 40,000 or 13.3% enter government universities while 150,000 or 50% exit into vocational or private education, leaving the futures of many unaccounted for.

She further noted that the current system fails to adequately prepare students—especially girls—for employment, despite their academic strengths, with female workforce participation lagging 50% behind males. Dr. Amarasuriya stressed the need to move beyond exam-centric selection and embrace more holistic evaluation methods. She said that the reforms will begin next year with Grade 1 and Grade 6, marking the start of a transformative journey in Sri Lanka’s education system. She also said they propose to move away from exam-centric selection toward more holistic and flexible evaluation systems, and the reforms will begin in Grade 1 and Grade 6 starting next year. This article focuses exclusively on the Grade 5 Scholarship Examination, given its central role in shaping forthcoming educational reforms. While recent policy discourse—particularly as articulated by the Prime Minister—emphasises a shift away from exam-centric selection toward more holistic and flexible evaluation systems, I argue that this framing overlooks the deeper, structural issue at hand. The core problem is not the format of the examination itself, but the entrenched socioeconomic inequalities that manifest starkly across rural and urban school settings. Rural and estate schools continue to suffer from a lack of essential facilities, placing their students at a significant disadvantage and undermining the promise of equitable access to educational opportunity.

Primary education in Sri Lanka marks the foundational phase of formal learning, spanning Grades 1 to 5 and typically enrolling children between the ages of 5 and 10. This stage, made compulsory since 1999, emphasises holistic child development through activity-based and student-centered pedagogies that nurture cognitive, social, and emotional growth. The curriculum integrates core subjects such as language, mathematics, science, and environmental studies, aiming to build essential literacy and numeracy skills while fostering curiosity and creativity. Along with the Year 5 examination, during this period, there are two more public examinations, namely, G.C.E. (O/L) examination (at the end of Grade 11), and G.C.E. (A/L) examination (at the end of Grade 13), which are compulsory stages in the academic journey of a student. These examinations attract the excessive attention of students, parents, and schools. Combined with parental pressure to ensure that their children perform well, each of these examinations has placed students under intense stress. Candidates who successfully complete these examinations become eligible for placement in state universities aligned with their chosen field of study.

Further, now, as an incentive to successful candidates a bursary of Rs. 750 per month per student is given to economically disadvantaged but academically gifted students (communicated to me by Professor Sarath Ananda). In the 2024 examination there were 323900 candidates sitting for the examination and only 51244 had above the cut off marks, which is around 15%. This limited eligibility criterion of getting passing marks results in a significant barrier, excluding numerous qualified students from underprivileged backgrounds.

Historical Legacy of the Grade 5 Scholarship Exam

The Grade 5 Scholarship Examination, focus of this paper is a nationally administered, highly competitive test introduced by educational reformer Dr. C. W. W. Kannangara in 1947 (Christopher William Wijekoon Kannangara. Born on October 13, 1884, in the village of Randombe near Ambalangoda, he is widely celebrated as the Father of Free Education in Sri Lanka). Conducted annually by the Department of Examinations under the Ministry of Education, the exam serves dual purposes: identifying academically gifted students in rural, less developed areas for placement in prestigious national schools and awarding financial scholarships to support their continued education and enabling social mobility for children from economically disadvantaged or geographically marginalized communities. Over the years, this assessment has become a central component of Sri Lanka’s education system, significantly influencing the academic paths of thousands of students annually.

Kannangara’s concept was innovative in prioritising merit over wealth or location as the basis for quality education. His reforms aimed to remove socio-economic barriers, allowing disadvantaged students with strong academic abilities to access elite national schools through a scholarship exam. These schools offered better resources and opportunities, making the exam a key tool for expanding educational access across different social groups.

Its launch coincided with the establishment of Madhya Maha Vidyalayas, or Central Colleges, which were strategically situated in semi-urban and rural regions. These schools were more than just administrative expansions; they embodied Kannangara’s philosophy of equity and decentralisation. By placing high-quality institutions in areas often neglected by colonial education planning, Central Colleges created a new axis of academic excellence outside urban, Colombo based hubs in rural centres. The Grade Five Scholarship Examination served as the bridge connecting promising students to these institutions, weaving together policy, infrastructure, and individual aspiration.

In practice, the exam’s early years saw thousands of children—many from farming families, coastal communities, and remote villages—catapulted into the nation’s academic mainstream. For many, it was the first and only chance to transcend inherited limitations. The psychological value of the exam, too, should not be underestimated; it instilled belief in the idea that talent could triumph over circumstance. Over time, it became deeply embedded in the national consciousness, not just as an assessment, but as a rite of passage and a symbol of upward mobility.

While later decades saw the exam evolve in form and consequence—often criticized for its competitiveness and pressure—it remains a cornerstone of Sri Lanka’s educational ethos. Its origins, rooted in the transformative aspirations of Kannangara and his allies like A. Ratnayake, reflect a time when education was seen not just as a service but as a social equalser. Today, revisiting that founding vision offers both inspiration and critique, urging policymakers to ask whether the exam still serves its original purpose, and how it might be reimagined to meet the changing needs of an unequal world.

At the inception of the Central College programme in Sri Lanka, spearheaded by Dr. Kannangara, 54 Central Colleges were established between 1943 and 1947. These schools were strategically placed across electorates to decentralise access to quality education and serve as the backbone of Kannangara’s free education reform. The very first Central College established under Dr. Kannangara’s free education initiative was Akuramboda Central College, located in the Matale District, which is now called Weera Keppetipola Central College. It was founded in 1943, marking the beginning of a transformative era in Sri Lankan education. These institutions, including well-known schools like Horana Taxila, Polonnaruwa Royal, and the C. W. W. Kannangara Central College in Matugama, was designed to decentralize educational opportunity and provide quality schooling beyond the urban centres. Together, they served as the backbone of the Central College system, laying the foundation for widespread access to education and becoming pivotal in advancing social mobility and regional equity throughout Sri Lanka.

A. Ratnayake (Ratnayake Wasala Mudiyanselage Abeyratne Ratnayaka) was crucial in developing the Grade Five Scholarship Examination during its early years. As a senior administrator working closely with Dr. Kannangara, he helped implement the vision of free and equitable education in Sri Lanka by establishing and expanding Central Colleges. Ratnayake designed systems to identify talented students from rural areas, making the scholarship exam a pathway to school admissions and financial aid. He promoted merit-based selection to maintain the credibility of the process. Though less celebrated than Kannangara, Ratnayake’s administrative leadership ensured the scholarship program became a lasting fixture in Sri Lankan education reform.

Although no comprehensive public record exists of all notable individuals who have benefited from the Grade Five Scholarship Examination, numerous prominent Sri Lankans have credited it with shaping their educational trajectories. Historically, the examination has functioned as a critical gateway—enabling students from rural or economically marginalized communities to enter elite schools, thereby unlocking pathways to higher education and professional advancement.

 The Grade Five Scholarship Examination, originally created for rural students, is now a major national competition, administered by the Department of Examinations to 9- and 10-year-olds in their final primary year, it is offered in both Sinhala and Tamil throughout the country. High performers of this examination gain access to elite schools, like Royal College and Ananda College and financial bursaries, offering many families a pathway to upward mobility.

Controversies and Calls for Reform

The 1981- Education White Paper, the 1988 – Kingsley Report, the 1993 – School Development Bill, the 1997 – Jayathilaka Committee Report, the 1999 – School Review Proposal (plan to close 3000 schools), the 2005- Tara Harold Report, the 2007 University Status Review Commission etc. were all proposals that have been widely debated but, have not been implemented. However, in each of the above cases, no matter how much public protest the reforms were subject to, there was a specific official document presented that could be discussed.

The exam has now become highly competitive, prompting debates about the stress it places on children and its shift from a student milestone to a parental pursuit. Increased tuition and rote learning have distorted its purpose, raising questions about its effectiveness in measuring ability. Only about 10% of candidates receive scholarships or school transfers annually, showing its limited impact.

Additionally, disparities in primary education—such as differences in resource allocation, availability of qualified teachers, and infrastructure—have impacted the intended equity of the exam. Students from under-resourced schools may encounter disadvantages, regardless of their aptitude. As a result, there have been proposals for reform, such as making the exam voluntary and increasing quotas for admissions to popular schools. Some view the exam as encouraging perseverance and discipline, while others believe it increases stress and maintains socioeconomic differences.

Currently, the Grade Five Scholarship Examination is at the centre of debates on educational equity and reform in Sri Lanka. The Prime Minister has proposed replacing it with a modular evaluation system to reduce pressure on students and parents. As the nation seeks a more inclusive and effective education system, the exam’s future remains uncertain, though its impact as both an opportunity and a point of controversy is well established.

Socioeconomic status and academic performance and deeper structural

inequities in access to quality education:

The current implementation of the examination deviates from the original goals and principles of the programme, as evidenced by candidate performance in the 2023–24 cycle, which is analysed in the following section. Data for this section were obtained from Year Five examination reports from the Department of Education. (See Graph 1)

The 2024 Grade 5 Scholarship Examination data from Sri Lanka (above graph) reveals a stark correlation between socioeconomic status and academic performance, underscoring the persistent inequities embedded within the education system. Socioeconomic status emerges as a strong predictor of performance, as evidenced by the disproportionate representation of upper-income students in the highest score bands. In the 91–100 and 81–90-mark ranges of Paper II, upper-income students—particularly females—consistently outnumber their lower-income counterparts, suggesting that access to resources, parental education, and enriched learning environments significantly influence outcomes. Conversely, lower-income students are heavily concentrated in the 41–60-mark range, with a steep drop-off in representation beyond the 70-mark threshold.

This disparity is especially pronounced among lower-income males, who are underrepresented in scholarship-qualifying bands and face compounded disadvantages due to both economic constraints and gendered patterns of academic disengagement. The cumulative frequency data further illustrates that most of the lower-income students fall below the competitive cutoff, raising urgent questions about the fairness of a system that rewards privilege while overlooking structural barriers. These findings call for a recalibration of scholarship criteria and targeted interventions to ensure that merit is not narrowly defined by socioeconomic advantage.

In 2024, the performance of candidates in the Grade 5 Scholarship Examination shows mixed results compared to previous years. ​ While 77.96% of candidates obtained marks 70 or above, slightly higher than 77.75% in 2023, this is still lower than the 82.97% in 2022 and 86.83% in 2020. ​ The percentage of candidates obtaining marks 100 or above dropped to 37.70% in 2024, which is lower than 45.06% in 2023, 47.81% in 2022, and significantly lower than 66.11% in 2020. However, there was an improvement in the percentage of candidates meeting the cut-off, with 16.05% qualifying in 2024 compared to 15.22% in 2023 and 14.64% in 2022. ​ The mean marks in 2024 were 107.25, showing a decline from 111.74 in 2023 and 115.11 in 2022, while the standard deviation of marks was 30.88, indicating slightly less variability compared to 34.98 in 2023 and 32.17 in 2022. ​ Overall, while there is a slight improvement in the percentage of candidates meeting the cut-off, the performance in terms of higher marks and mean marks has declined compared to previous years. (See Graph 2)

To be Continued

By ProF. Amarasiri de Silva ✍️



Continue Reading
Advertisement
Click to comment

Leave a Reply

Your email address will not be published. Required fields are marked *

Features

Civilizational dialogue proving a remote possibility as realpolitik rages

Published

on

Political leaders at the Shanghai Cooperation Organization Summit 2026. (Photo by PROKOFYEV / POOL / AFP)

Looking back over the years since the 9/11 catastrophe, it could be said that barring former Iranian President Mohammad Khatami no world political leader of note has made an earnest effort to change the nature of global political discourse for the better. Khatami won world acclaim for his pronouncement that the time is right to launch and sustain a ‘Dialogue among Civilizations’.

This was in marked contrast to US political scientist Samuel P. Huntingdon’s epochal theses, formulated in the wake of 9/11 and other global political tumults that the Post Cold War era is essentially one of conflicts among civilizations. That is, people’s identity markers, such as culture and religion, are the prime shaping forces of international conflicts.

From a Political Realism standpoint, Huntingdon’s theory may seem to have gained in credibility over the years but it is Khatami’s pronouncement that has evoked an empathetic response in the hearts and minds of publics world wide. So much so, 2001 was proclaimed by the UN General Assembly as the ‘Year of Dialogue among Civilizations’.

It could be said that the latter proclamation was an endeavour to give back to humans their essential identity of peace-makers. It was an eschewing of the position that war and conflict are central to the human condition and amounted to upholding constructive dialogue among peoples and civilizations as a path to peace.

That things have not worked out in the world in keeping with the expectations of peace makers does not in any way invalidate the thesis that peace is the essential propensity of humans.

If peace-making is seemingly ineffective it is primarily because the path to peace is narrow, tortuous and time-consuming. On the other hand, violence usually misleadingly recommends itself to the human as the more expedient, cost-effective way out of a conflictual situation. However, the ultimate cost of the latter approach is prohibitive because it brutalizes the human beyond recognition.

Some of the evidence is before our eyes. The Trump administration, for example, has, minus much forethought, unleashed what may be described as a ‘quick-fix’ war against Iran but is now finding that it is in a veritable military quagmire in West Asia. The priority for the administration now seems to be a face-saving escape strategy. Such are the costs of the war option.

However, there is no denying that much remains to be done by the world community to bring peoples and cultures together with a view to enabling them to work as one for the cause of a less dangerous world.

Meanwhile, the broad divisions in international politics continue and past political polarities are lingering to the detriment of enhanced international understanding. The East and the West and the South and the North, for instance, are continuing to work in separate collectives, more or less, and no notable efforts are being made by the international community to bring these sides together for the purpose of united constructive action that could usher greater international well being.

The recent Shanghai Cooperation Organization Summit, 2026, held in Kyrgyztan was a replication of the above broad trends but there were some statements at the forum by Indian Prime Minister Narendra Modi that deserve special scrutiny and comment.

Modi was quoted saying among other things: ‘The land of Gandhi and the land of Buddha share a single message: the path to peace!..We must move away from endless war towards an end to the war. This is essentially for the well being of humanity. A peaceful resolution to all issues at the earliest is the call of humanity, and this is India’s message.’

The above is the language of international peace and unity. It is such language that will help in building bridges among civilizations and advance the cause of world peace. Besides, it will help bring a measure of understanding between North and South.

In this regard, the Trump administration could take a leaf or more from the Modi government. Unless it makes a ‘U turn’, as it were, in the direction of peace and reconciliation it is very unlikely that the US and the world would experience any stability worth speaking of.

Right now the US is savaging the sovereignty of Venezuela. It is a question of the ‘Empire striking back’ but Venezuela is a far cry from Iran. Iran has outsmarted the US on the battle field and is in a position to influence broad trends in the world economy since it still has control over the Hormuz Straits. That is, Iran could exercise a determining influence over world oil, gas and energy prices. In short, the US consumer’s future peace of mind is very much in the hands of Iran.

Given the above backdrop it should have dawned on the US political leadership that working towards cordial relations with Iran is the most advisable option. The US, simply, has too much to lose otherwise.

Likewise, Russia too needs to take a leaf from India. It is plain to see that its invasion of Ukraine is proving totally ineffective. It has not brought any measure of peace for the Russian people. Russia is right now experiencing a rerun of its military misadventure in Afghanistan. On the other hand, sections of the peoples concerned have been victimized and even brutalized.

Accordingly, there needs to be a coming together of democratic opinion worldwide for a fresh consideration of the options facing humanity. There is a dire need for value-based politics to take the place of Realpolitik. Besides, the language of peace and humanity needs to replace current divisive discourse with its stress on polarities and antagonisms.

International organizations of the stature of the UN need to take the lead in spearheading the above initiatives. Right now the UN gives the impression of being a spent force. This columnist hopes that he would be proved wrong on this score because the UN remains the only hope of the poor and victimized. It will be in the interests of all peoples for the UN to rejuvenate itself and dedicate itself increasingly enthusiastically to the cause of international peace.

Whether it be the South or North, dynamic, visionary political leadership and direction emerges as essential. The need is for voices that would espouse peace and accord across boundaries and divisions. For South Asia, India and Pakistan have the potential to fill this lacuna.

Continue Reading

Features

Sri Lanka’s constitutional test: Judicial independence beyond immediate political moment

Published

on

Superior Court Complex, Colombo

by Shelton Dharmaratne

Sri Lanka has reached an important constitutional moment.

The proposed 22nd Amendment has moved beyond political debate and into the constitutional process through which its validity will be examined. That development should change the character of the national discussion.

That is understandable in a politically contested environment. But Sri Lanka should now resist reducing a question of constitutional design to a contest over political positions.

The deeper issue concerns the relationship between constitutional reform, judicial independence and public confidence in the institutions of the State.

The Supreme Court will determine the constitutional questions before it. Public commentators should therefore exercise restraint in predicting, interpreting or seeking to influence that determination. But restraint does not require silence. It requires a more rigorous discussion of the institutional principles at stake.

A narrower constitutional question than the political debate suggests

The proposed amendment principally concerns the retirement ages of judges of the Supreme Court and Court of Appeal, together with an increase in the maximum number of judges permitted on the Court of Appeal.

Under the proposal, the retirement age of Supreme Court judges would rise from 65 to 67 and that of Court of Appeal judges from 63 to 65. The maximum number of Court of Appeal judges would also increase from 19 to 24.

Other proposed changes concerning the retirement ages of judges in the lower courts arise under separate legislation. This distinction matters because the public debate has sometimes treated the wider package of judicial reform as though it formed a single constitutional proposal.

Nor should the central issue be reduced to whether retaining experienced judges is inherently good or inherently dangerous. Both propositions are too simplistic.

Sri Lanka faces a substantial burden of pending litigation, and delays in the administration of justice impose significant costs on citizens, businesses and the State. Experienced judges represent an institutional resource. Continuity, accumulated knowledge and familiarity with complex areas of law cannot always be replaced immediately.

Those are legitimate policy considerations.

But the opposing concern is equally important: judicial tenure is not merely an employment condition. It is a structural component of judicial independence.

The real question is institutional

The critical question is not whether an individual judge is capable of acting impartially. It is whether the constitutional structure provides adequate protection against circumstances in which judicial tenure could become connected, directly or indirectly, with political authority.

That is an institutional question, not an accusation against individual judges.

A judge may be entirely conscientious and independent while the institutional arrangements surrounding the judiciary nevertheless create public doubts about independence. Constitutional democracies therefore cannot depend solely on the personal integrity of office-holders. They must construct institutions capable of preserving independence even when governments, individuals and political circumstances change.

This is particularly relevant when constitutional reform concerns the tenure of serving members of the superior judiciary.

The institutional sensitivity of such a proposal should neither be exaggerated into an allegation of improper motive nor dismissed as irrelevant. The appropriate response is transparency, procedural fairness and confidence in constitutional safeguards.

Legitimate objectives do not settle constitutional questions

The government has stated that its objectives include strengthening the administration of justice, addressing delays, retaining judicial experience and increasing institutional capacity.

Those objectives deserve serious consideration. Sri Lanka needs judicial reform. Citizens waiting years for their cases to be concluded experience the justice system very differently from those discussing it in Parliament, courtrooms or universities.

A government is therefore entitled to propose reforms designed to improve judicial efficiency.

But legitimate objectives do not automatically resolve constitutional objections. The relevant question is whether the means chosen are compatible with the constitutional structure and whether sufficient safeguards exist against unintended institutional consequences.

That is precisely why constitutional scrutiny matters.

The concerns of the Bar Association of Sri Lanka (BASL) should likewise be examined without political labelling. Opposition to the proposed changes should not automatically be characterised as opposition to judicial reform or an attempt to obstruct the government. At the same time, invoking judicial independence does not place any argument beyond scrutiny.

The appropriate questions are straightforward:

Does extending judicial tenure strengthen the administration of justice?

What risks, if any, could it create for judicial independence?

Are adequate institutional safeguards in place?

Does the proposal operate prospectively, or does it affect judges already serving?

Could the same objectives be achieved by filling vacancies, increasing judicial capacity, improving court administration and strengthening case management?

These questions can be examined rationally without attributing improper motives to either side.

Judicial vacancies and institutional confidence

Recent concerns raised by the BASL regarding judicial vacancies add another dimension to the debate. The BASL has argued that vacancies in the Supreme Court contributed to the retirement of a senior Court of Appeal judge without promotion to the Supreme Court, despite vacancies having existed. It has also raised concerns regarding forthcoming judicial retirements and the need for timely consideration of appointments.

Such matters should not be treated as evidence of the motives behind the proposed amendment. They do, however, illustrate a broader principle.

Judicial independence is shaped not only by the retirement age written into the Constitution. It is also influenced by how vacancies are filled, how promotions are determined, how seniority and merit are assessed, and whether judicial officers and the public believe that institutional decisions are made according to transparent and defensible criteria.

The government has an opportunity to address these concerns constructively.

Prompt appointments based on publicly defensible principles would strengthen confidence in the judiciary irrespective of the eventual outcome of the constitutional debate.

Seniority, merit and transparent criteria

The controversy also exposes a longstanding question concerning judicial appointments.

Seniority has traditionally carried considerable weight in judicial advancement. Yet seniority alone need not be the sole measure of merit. Conversely, replacing established practices with undefined assessments of “merit” could create another institutional problem.

If governments or appointing authorities can determine which judges are sufficiently meritorious without clear and objective criteria, uncertainty itself may become a source of institutional anxiety.

Sri Lanka would therefore benefit from clearer, objective and defensible standards governing judicial appointments and promotions.

Such standards would protect judges as well as appointing authorities. They would reduce opportunities for favouritism, strengthen institutional confidence and make it harder for political actors to portray every appointment as politically motivated.

Institutional rules are stronger safeguards than assurances of good intentions.

The State is larger than any government

One principle deserves particular emphasis: a government is not the State.

Governments are temporary. The constitutional State is continuing. Political parties change, parliamentary majorities change and political priorities change. The judiciary, however, must continue to function independently of whoever occupies the government benches.

The judiciary is neither a government institution in the political sense nor an Opposition institution. It is an institution of the State whose legitimacy depends upon its independence from both.

For that reason, governments should exercise particular caution when proposing constitutional changes affecting the judiciary, even where the policy objectives are legitimate.

The stronger a government is politically, the greater its responsibility to demonstrate institutional restraint.

That is not political weakness. It is constitutional maturity.

Public confidence is a constitutional asset

The most consequential issue may ultimately be neither retirement age nor judicial capacity, but public confidence.

Courts do not possess political power in the conventional sense. Their authority rests substantially on the acceptance of their decisions as legitimate.

Citizens will sometimes disagree with judicial decisions. But where the judiciary is perceived as independent, even unpopular decisions can command respect. If judicial institutions are perceived as being shaped by political convenience, even legally sound decisions may become vulnerable to suspicion.

Constitutional reform affecting judicial tenure must therefore be evaluated not only by its immediate administrative benefits but also by its effect on institutional credibility.

A reform that produces short-term efficiency while weakening confidence in judicial independence could impose a greater long-term cost. Conversely, reform that improves efficiency while preserving independence can strengthen both justice and public trust.

The challenge is not to choose between judicial efficiency and judicial independence. It is to achieve both.

If a referendum arises …

If the constitutional process ultimately requires approval by the people at a referendum, the debate should rise above the conventional government versus Opposition contest.

The electorate should be given a clear constitutional question and sufficient information to assess it.

Citizens should understand what problem the amendment seeks to address, why the proposed mechanism is considered necessary, what institutional risks have been identified, what safeguards exist and whether alternative measures could achieve the same objectives.

A constitutional referendum deserves a higher standard of public discussion than an ordinary election campaign.

The people would not merely be choosing a political side. They would be deciding the institutional framework within which political power and judicial authority operate.

Beyond who wins

The most important question arising from the proposed Twenty-Second Amendment is therefore not simply whether the government succeeds or whether the Opposition and BASL prevail.

Nor is it ultimately whether judicial retirement ages become 67 and 65 or remain unchanged.

Those are immediate constitutional questions. The deeper issue is what Sri Lanka learns from the controversy.

If the government seeks to modernise and strengthen the justice system, that objective deserves serious consideration. If the BASL and others warn that particular reforms may affect judicial independence, those concerns deserve equally serious examination.

Neither side strengthens the country by assuming that the other is acting in bad faith.

The constitutional system is strongest when legitimate disagreements are resolved through institutions rather than political pressure.

Whatever the eventual constitutional outcome, Sri Lanka will still face the underlying challenges of judicial vacancies, case delays, institutional capacity, judicial appointments and public confidence. Those problems will not disappear with a judicial determination, nor should the national conversation end there.

Sri Lanka should instead seek a broader consensus around a fundamental proposition:

Judicial reform and judicial independence are not competing objectives.

The real challenge is to pursue reform in a manner that strengthens the judiciary without placing its independence under suspicion.

That requires sound legislation, transparent appointments, adequate resources, efficient court administration, responsible political conduct and safeguards capable of surviving changes of government.

The present controversy will eventually pass. Political arguments surrounding it will fade.

But constitutional arrangements can endure for decades.

That is why Sri Lanka must look beyond the immediate political contest.

The ultimate test is not who wins today’s constitutional argument. It is whether, when the political moment has passed, Sri Lanka has a judiciary that is more efficient, more accessible and more trusted—while remaining sufficiently independent to hold every government, including future governments, within the boundaries of the Constitution.

Continue Reading

Features

Farewell to a Fashion Icon

Published

on

Chula was very fond of The Island newspaper and kept in touch with us on a regular basis (L) / Chula: Sent us this photo for Glam Scene, just a couple of weeks ago (R)

Sri Lanka’s fashion world lost one of its brightest stars Monday morning – veteran model, actress, and elite pageant trainer Chulpadmendra “Chula” Kumarapathirana.

Her sudden demise has certainly come as a shock to many.

Chula had just completed a major event on Sunday (30th August), and was no more in the land of the living the following day (31st August).

Born in Colombo, she was an old girl of Buddhist Ladies’ College and later studied at the National Institute of Business Management, and has many awesome achievements to her credit.

In 2006, she won the “Miss Tourism Model of the World Press Award” in Tanzania.

She entered the entertainment industry, as an actress, and gained popularity through the teledrama “Wahinna Muthu Wessak.”

Chulpadmendra has been on TV, and many Sri Lankan hip-hop music videos, including “Hanthane” and “Heena Hirimal”, and has had several other minor acting jobs since then.

She hosted the Derana Miss Sri Lanka for Miss World 2008 and even participated in the reality TV show Sirasa Dancing Star.

For over 25 years Chula was active in local and international fashion and founded the Chulpadmendra Catwalk Studio to train young newcomers

She trained hundreds of models for runway, photoshoots, auditions, and international pageants.

She was known as a fierce mentor who believed in “not just learning to walk, but learning to command the runway”.

Many young models called graduating from her studio their “happiest moment.”

Chulpadmendra “Chula” Kumarapathirana: Many young models called graduating
from her studio their “happiest moment.” (L)/ Won the “Miss Tourism Model of the World Press Award” in Tanzania (R)

Chula was very fond of The Island newspaper and kept in touch with us on a regular basis.

Her last message to The Island was a ‘thank you’ note for the article ‘New benchmark in pageant industry’:

“Thank you, Ivan, for writing such a beautiful article about me. Your unwavering support, encouragement, and belief in me throughout my career mean more than words can express. I am truly grateful for your kindness and generosity.

“My heartfelt thanks also go to The Island newspaper for featuring the article. It is a great honour, and I sincerely appreciate the recognition and support.

“Thank you once again.”

In fact, just a couple weeks ago, she sent a photo of herself for our Glam Scene and that picture I publish today, as part of this story.

May she rest in peace. Our deepest condolences to her family, students, and all who loved her.

Continue Reading

Trending