Features
A case study on the functioning of Govt.and fraudulent school admissions
It is interesting how on occasions, a relatively trivial incident can take on large significance and waste the time and attention of several, even senior, public servants. One such incident was President Premadasa’s visit to St. Bernadette’s College, Polgahawela to preside over a prize-giving.
The well established system in the Ministry was that invitations to the President to preside at school prize-givings were referred by the Presidential Secretariat to the Ministry for advice. The Ministry, taking into account all relevant factors including the importance of the President’s time, recommended acceptance or rejection. If the President accepted the Ministry recommendation to participate, the Presidential Secretariat kept the Ministry informed of such participation.
It was then the duty of the Ministry to ensure that either the Minister or a Project or the State Minister and a senior official attended the function. This was in addition to anyone attending from the Provincial Ministry of Education. The President required this attendance, in case he needed to check on any facts or figures.
In the case of St. Bernadette’s the President found when he went there, that there was no representation at all from the Ministry. The prize-giving was on a Saturday, and there was a big splash in the Sunday papers about the President’s attendance and speech. When I went to office on Monday, I did not suspect that there was anything amiss. In the early part of the morning I was chairing a meeting when I received a call from Mr. K.H.J. Wijayadasa, Secretary to the President.
From his tone it was evident that he was both irritated and exasperated. He inquired as to why no Minister or official from the Ministry was present at St. Bernadette’s on Saturday. He said that the President was furious and that he was having no peace. Every few minutes, he was telephoning and disturbing him. “I came today with the intention of finishing some important work in the morning. I now find I can’t do a thing,” Mr. Wijayadasa complained with obvious frustration.
He wanted an immediate report phoned in to him. That was the end of my important work too. I was also working to a tight schedule and wanted to accomplish much that morning. Everything now had to be abandoned to chase after a matter of no consequence at all to the country. Inquiries showed that the Ministry had no record of a request from the Presidential Secretariat. My senior Additional Secretary, Mrs. Kamala Wickremasinghe, a diligent, competent and responsible officer who dealt with this area, assured me that she had received no intimation at all of this Prize-giving.
I had no recollection of anything passing my table either. We were trying to get to the bottom of this mystery. Mr. Wijayadasa kept on ringing, getting more and more irritated because the President was ringing him demanding an explanation. This was now turning out to be a minor nightmare, fortified with something of a comic element.
By now several senior officers had suspended all other work and were engaged in detective work, trying to find out what happened. I was totally immobilized coping with Mr. Wijayadasa demanding answers on one side and chasing after my officers on the other. Mr. Wijayadasa was immobilized because the President was not allowing him any peace of mind to attend to his work.
Eventually, after almost two tense and unpleasant hours we discovered the unsuspecting culprit. It was the Minister (Mr. Athulathmudali). What had happened was that some Members of Parliament, representing the area had met the Minister in his room in Parliament and had obtained the Minister’s hand-written approval on a note submitted to him. The Minister kept no copy. Therefore, nothing passed down to the office.
The MPs concerned would have then dealt with the President’s personal staff. Therefore, neither Mr. Wijayadasa nor his officials knew anything. We didn’t know either. This entire episode was not only an example of what fairly frequently happens in government where matters of no great national consequence have to be given urgent attention at the expense of extremely important matters.
It was also a demonstration of the importance of proper information flows, documentation and lines of communication in working a system. If for some reason, the system is short circuited, disaster could follow. That is why the proper keeping of records in a civil service is vitally important.
Computers in schools
One of the many important issues that had to be addressed was the one of providing computers to schools. When we went into the Ministry we found that there was a Cabinet decision to provide computers to schools, principally to be used by “A” level pupils. This immediately struck me as being impractical. Children grappling with four difficult subjects at the “A” level in an environment of intense competition to enter our Universities were already overwhelmed with their studies.
The reality was that a great many of them also attended various tuition classes during their spare time. They were not required to use computers as a part of their normal work. It was therefore extremely unlikely that they had any time or energy left to follow instructions on the use of computers, and thereafter put in the hands on practice that was necessary.
I decided to probe this matter. It came as no surprise to me that things were happening in just the way I had imagined. Some schools had computers given to them for use in “A” level classes. But there was no time to conduct classes. The computers were therefore safely locked up! The Ministry had a Computer Advisory Council. I immediately re-constituted it and re-activated it.
On it I had persons of the calibre of Professor Samaranayake of the Colombo University and at the time Chairman of CINTEC; Professor Induruwe of Moratuwa University; Professor Thilakaratne of the Kelaniya University; and other well-known computer academics and professionals. The Council totally agreed with my diagnosis of the problem.
I froze the purchase of computers under the Cabinet decision and appointed a subcommittee of the Computer Advisory Council to study and make recommendations as to the use of computers in schools. I kept the Minister informed. He heartily approved of the action taken. The sub-committee report which was handed over within about four months recommended the setting up of computer centres in strategically identified schools, catering not only to those schools, but to a cluster of surrounding schools.
They also made the important recommendation that the computer classes and courses should be targeted towards those children who had finished sitting for their “O” level and “A” level examinations, and had nothing to do pending results. These recommendations were accepted by the Minister. We then worked on curricula, duration of courses, equipping the centres, training of teachers and instructors and other relevant matters.
I particularly insisted that the courses provided at these centres should not be “dead end” courses leading to nowhere. I wanted them structured in such a way that those successfully completing them could obtain the necessary exemptions and credits, if they wished to pursue their studies further and sit for national and international examinations. This was done.
We started three pilot projects, including in the Monaragala and Matara districts. The enthusiasm of both parents and children was very great. In one school centre the parents voluntarily built a shed with their own funds to shelter children waiting for one batch to come out, in order to go in and start their own classes. The number of these centres gradually grew, and by the middle of 1990, they totaled around 14 catering to thousands of children.
Education Development Cell
As we proceeded there was another issue that caused me concern. Being a large Ministry, the flow of files, paper and reports reaching me was very heavy. Given my various responsibilities, the number of meetings, conferences and tender boards I had to attend also took much time. At a certain point I began to realize that most if not all of my time was spent on attending to and clearing up matters that the system threw up. There was no serious thinking going on in a coherent and co-ordinated way about quality improvement in the system, which would also have to lead to a close scrutiny of the system as it existed and a questioning of the assumptions on which it rested.
Some of this did take place in the fora of discussion on assistance to education by institutions such as the World Bank and the Asian development Bank. Multidisciplinary teams from these institutions and others sat with us at a number of meetings and at discussions which went on for hours. These were helpful, due to the complexity and variety of matters that were raised. They helped immensely to clarify our own thinking on a number of important matters such as curricula, teacher training, examinations, book development, proper costing and so on.
But here again, we were not entirely in control of the agenda. We were reacting to external impulses. I therefore thought that it was very important for us to establish internal control of the education agenda and to create some space for independent thinking among ourselves. I therefore decided to establish in the Ministry what I called an “Education Development Cell,” with officers being hand picked for their knowledge, experience, attitudes and capacity to think. I deliberately kept the numbers small, because itis difficult to have meaningful discussions in a large body.
The numbers varied from 10 to 12. I also had to find a suitable time to meet, given the pressure on my own time. We settled on 5 p.m. although on some days I was unable to start the proceedings before 5.30 p.m. or so. To the great credit of this group consisting of some of my additional Secretaries and senior educationists they participated with great interest, diligence and patience. On some days even when the time was 7.30 p.m. there was no impatience shown, and concentration did not flag.
They, as well as in my personal experience, hundreds of others gave the lie to the broad and irresponsible assertion that public servants are “clock watchers” and that because they had security of tenure and a regular salary, they shirked and did not work. There are of course such individuals as is bound to happen in a large system. But to accuse the public service as a whole in such a manner was demonstrably unwarranted and even reckless.
The discussions we had in this group consisted mainly of examining the quality, relevance and reach of the numerous programmes and the exploration of possibilities of improvement, through appropriate amendments, extensions or sometimes even replacements. The group also studied issues relating to regular and relevant training, cost savings, resourcing, improving systems and so on. Emphasis was also laid on the modalities of converting decisions made by us into the stream of actual implementation followed by monitoring feed-back and further assessment. The meetings were both productive and interesting, characterized by spirited discussions and much good humour, and were looked forward to by all.
Admission to Year One and Fraud
One of the salutary instructions that was issued by Minister Lalith Athulathmudali related to admission to schools in year one. There was tremendous pressure on the Ministry and on principals
of schools from parents as well as from various other sources including political forces to admit children to the more recognized and popular schools in particular. Pressure was applied through
letters, telephone calls, repeated personal visits and so on. All these constituted a significantly disturbing factor to all those at the receiving end who included the Minister and the Secretary.
The Minister therefore, issued an order that no one in the Ministry should intervene in an admission. No officer in the Ministry was to issue any letters, or in any other way bring to bear pressure on principals in the area of admission. Principals were free to follow strictly, the prevailing circular instructions. Any parent or other party seriously aggrieved with the decision of a principal could seek a remedy in the courts, after the Appeals Board procedure was exhausted. There was to be no administrative interference whatsoever.
I was therefore quite taken aback when the Principal of Nalanda College, Mr. Dharma Gunasinghe, rang me one day and rather hesitantly and apologetically informed me that in respect of my “note” to him, he had managed to enter one child to year one. He was however finding some difficulties in entering the second, but would try his best to admit him also. I immediately said “Surely, aren’t you aware that we don’t interfere in these matters at all? I have sent you no letters at all.”
Mr. Gunasinghe then said, “Sir, your signature is on this letter.” I asked him “How do you know it is my signature?” Then only did he begin to realize what had happened. I was about to leave the Ministry to attend a meeting. I instructed him to send under confidential cover and through a reliable messenger the letter concerned, to my office immediately. I then told my personal assistant that I was expecting an urgent hand delivered letter from the principal of Nalanda College, and that he should take over this letter and keep it securely unopened until I got back from my meeting.
I then telephoned my Senior Additional Secretary Mrs. Wickremasinghe and to her evident shock narrated what had happened, and instructed her to personally call the Deputy Inspector General of Police, CID and request him to send an officer immediately to the Ministry. I said that I would be back within one and a half hours after my meeting. When I came back a CID officer was awaiting me. I looked at the letter. It was typed on a Ministry letterhead with the rubber seal “Secretary Ministry of Education and Higher Education,” impressed at the bottom. Just above was a very badly forged signature. The perpetrator had not taken the trouble to make any study of my signature.
The signature was “Dharmasiri Pieris” I never sign like that except in writing to personal friends. In fact my normal signature was an indecipherable oddity which afforded some amusement to my friends, to the point of some of them asking, “Is that a signature?” To this my customary reply was “Anything can be a signature as long as one is consistent.” The CID inspector had not been idle until I came. He brought the rubber stamp from my office and impressed it on a piece of paper. He then showed the paper to me and said “See here Sir, your office seal has got wasted through use.”
The wastage was clearly visible. Some of the letters were not sharp or very clear. Then he pointed to the seal used on the forged letter. All the letters were fresh, bright and clear. “He has got a seal cut,” the inspector said. Thereupon, he recorded my statement and went on recording the statements of various others in my private office and the Ministry. Ultimately one of my office aides was arrested as well as the main culprit who was a conman who had been posing off as a Provincial Councilor and in that bogus capacity visiting the Ministry regularly in order to particularly deal with school admission matters.
He had come to see me as well, and looked a most plausible Provincial Councilor. The CID found that he had used my forged signature to admit four children to leading schools, including one child to a leading girls’ school. His fee had been Rs. 35,000 per child. When the parents inevitably would have negotiated for a reduction, he no doubt told them that a large part of it went to the Secretary.
The case came up before High Court Judge Colombo Mrs. Shirani Tilakawardena. On the first day the case couldn’t proceed because the State Counsel was not ready with all the reports, etc. He was roundly ticked off by the Judge. She then warned Counsel for the defense that she considered this an extremely serious case and that when the Examiner of Questioned Documents’ report came in, he should consider his clients plea very carefully.
The trial was then fixed for another day. On that day the accused pleaded guilty and received a suspended prison sentence of five years. Some of my colleagues in the Ministry thought that he should have spent some real time in jail. I was satisfied that he was caught and dealt with before much damage could be done. There only remained one other matter. What were we to do about the children who entered school through payment to this man.
After reflection and discussion also with the Minister, we decided not to do anything. We regarded the children concerned as victims or (beneficiaries?) of a process that was beyond them. We did not wish to cause them any trauma.
(Excerpted from In Pursuit of Governance, by MDD Peiris)
Features
Relief without recovery
The escalating conflict in the Middle East is of such magnitude, with loss of life, destruction of cities, and global energy shortages, that it is diverting attention worldwide and in Sri Lanka, from other serious problems. Barely four months ago Sri Lanka experienced a cyclone of epic proportions that caused torrential rains, accompanied by floods and landslides. The immediate displacement exceeded one million people, though the number of deaths was about 640, with around 200 others reported missing. The visual images of entire towns and villages being inundated, with some swept away by floodwaters, evoked an overwhelming humanitarian response from the general population.
When the crisis of displacement was at its height there was a concerted public response. People set up emergency kitchens and volunteer clean up teams fanned out to make flooded homes inhabitable again. Religious institutions, civil society organisations and local communities worked together to assist the displaced. For a brief period the country witnessed a powerful demonstration of social solidarity. The scale of the devastation prompted the government to offer generous aid packages. These included assistance for the rebuilding of damaged houses, support for building new houses, grants for clean up operations and rent payments to displaced families. Welfare centres were also set up for those unable to find temporary housing.
The government also appointed a Presidential Task Force to lead post-cyclone rebuilding efforts. The mandate of the Task Force is to coordinate post-disaster response mechanisms, streamline institutional efforts and ensure the effective implementation of rebuilding programmes in the aftermath of the cyclone. The body comprises a high-level team, led by the Prime Minister, and including cabinet ministers, deputy ministers, provincial-level officials, senior public servants, representing key state institutions, and civil society representatives. It was envisaged that the Task Force would function as the central coordinating authority, working with government agencies and other stakeholders to accelerate recovery initiatives and restore essential services in affected regions.
Demotivated Service
However, four months later a visit to one of the worst of the cyclone affected areas to meet with affected families from five villages revealed that they remained stranded and in a state of limbo. Most of these people had suffered terribly from the cyclone. Some had lost their homes. A few had lost family members. Many had been informed that the land on which they lived had become unsafe and that they would need to relocate. Most of them had received the promised money for clean up and some had received rent payments for two months. However, little had happened beyond this. The longer term process of rebuilding houses, securing land and restoring livelihoods has barely begun. As a result, families who had already endured the trauma of disaster, now face prolonged uncertainty about their future. It seems that once again the promises made by the political leadership has not reached the ground.
A government officer explained that the public service was highly demotivated. According to him, many officials felt that they had too much work piled upon them with too little resources to do much about it. They also believed that they were underpaid for the work they were expected to carry out. In fact, there had even been a call by public officials specially assigned to cyclone relief work to go on strike due to complaints about their conditions of work. This government official appreciated the government leadership’s commitment to non corruption. But he noted the irony that this had also contributed to a demotivation of the public service. This was on the unjustifiable basis that approving and implementing projects more quickly requires an incentive system.
Whether or not this explanation fully captures the situation, it points to an issue that the government needs to address. Disaster recovery requires a proactive public administration. Officials need to reach out to affected communities, provide clear information and help them navigate the complex procedures required to access assistance. At the consultation with cyclone victims this was precisely the concern that people raised. They said that government officers were not proactive in reaching out to them. Many felt they had little engagement with the state and that the government officers did not come to them. This suggests that the government system at the community level could be supported by non-governmental organisations that have the capacity and experience of working with communities at the grassroots.
In situations such as this the government needs to think about ways of motivating public officials to do more rather than less. It needs to identify legitimate incentives that reward initiative and performance. These could include special allowances for those working in disaster affected areas, recognition and promotion for officers who successfully complete relief and reconstruction work, and the provision of additional staff and logistical support so that the workload is manageable. Clear targets and deadlines, with support from the non-governmental sector, can also encourage officials to act more proactively. When government officers feel supported and recognised for the extra effort required, they are more likely to engage actively with affected communities and ensure that assistance reaches those who need it most.
Political Solutions
Under the prevailing circumstances, however, the cyclone victims do not know what to do. The government needs to act on this without further delay. Government policy states that families can receive financial assistance of up to Rs 5 million to build new houses if they have identified the land on which they wish to build. But there is little freehold land available in many of the affected areas. As a result, people cannot show government officials the land they plan to buy and, therefore, cannot access the government’s promised funds. The government needs to address this issue by providing a list of available places for resettlement, both within and outside the area they live in. However, another finding at the meeting was that many cyclone victims whose lands have been declared unsafe do not wish to leave them. Even those who have been told that their land is unstable feel more comfortable remaining where they have lived for many years. Relocating to an unfamiliar area is not an easy decision.
Another problem the victims face is the difficulty of obtaining the documents necessary to receive compensation. Families with missing members cannot prove that their loved ones are no longer alive. Without official confirmation they cannot access property rights or benefits that would normally pass to surviving family members. These are problems that Sri Lanka has faced before in the context of the three decade long internal war. It has set up new legal mechanisms such as the provision of certificates of absence validated by the Office on Missing Persons (OMP) in place of death certificates when individuals remain missing for long periods. The government also needs to be sensitive to the fact that people who are farmers cannot be settled anywhere. Farming is not possible in every location. Access to suitable land and water is essential if farmers are to rebuild their livelihoods. Relocation programmes that fail to take these realities into account risk creating new psychological and economic hardships.
The message from the consultation with cyclone victims is that the government needs to talk more and engage more directly with affected communities. At the same time the political leadership at the highest levels need to resolve the problems that government officers on the ground cannot solve. Issues relating to land availability, legal documentation and livelihood restoration require policy decisions at higher levels. The challenge to the government to address these issues in the context of the Iran war and possible global catastrophe will require a special commitment. Demonstrating that Sri Lanka is a society that considers the wellbeing of all its citizens to be a priority will require not only financial assistance but also a motivated public service and proactive political leadership that reaches out to those still waiting to rebuild their lives.
by Jehan Perera
Features
Supporting Victims: The missing link in combating ragging
A recent panel discussion at the University of Peradeniya examined the implications of the Supreme Court’s judgement on ragging, in which the Court recognised that preventing ragging requires not only criminal penalties imposed after an incident occurs but also systems and processes within universities that enable victims to speak up and receive support. Bringing together perspectives from law, university administration, psychology and students, the discussion sought to understand why ragging continues to persist in Sri Lankan universities despite the existence of legal prohibitions. While the discussion covered legal and institutional dimensions, one theme emerged clearly: addressing ragging requires more than laws and disciplinary rules. It requires institutions that are capable of supporting victims.
Sri Lanka enacted the Prohibition of Ragging and Other Forms of Violence in Educational Institutions Act No. 20 of 1998 following several tragic incidents in universities, during the 1990s. Among the most widely remembered is the death of engineering student S. Varapragash at the University of Peradeniya in 1997. Incidents such as this shocked the country and revealed the consequences of allowing violent forms of student hierarchy to persist. The 1998 Act marked an important legal intervention by recognising ragging as a criminal offence. The law introduced severe penalties for individuals found guilty of engaging in ragging or other forms of violence in educational institutions, including fines and imprisonment.
Despite the existence of this law for nearly three decades, prosecutions under the Act have been extremely rare. Incidents continue to surface across universities although most are not reported. The incidents that do reach university administrations are dealt with internally through disciplinary procedures rather than through the criminal justice system. This suggests that the problem does not lie solely in the absence of legal provisions but also in the ability of victims to come forward and pursue complaints.
The tragic reminders; the cases of Varapragash and Pasindu Hirushan
Varapragash, a first-year engineering student at the University of Peradeniya, was forced by senior students to perform extreme physical exercises as part of ragging, resulting in severe internal injuries and acute renal failure that ultimately led to his death. In 2022, the courts upheld the conviction of one of the perpetrators for abduction and murder. The case illustrates not only the brutality of ragging but also how long and difficult the path to justice can be for victims and their families. Even when victims speak about their experiences, they may not always disclose the full extent of what they have endured. In the case of Varapragash, the judgement records that the victim told his father that he was asked to do dips and sit-ups. Varapragash’s father had testified that it appeared his son was not revealing the exact details of what he had to endure due to shame.
More than two decades after the death of Varapragash, the tragedy of ragging continues. The 2025 Supreme Court judgement arose from the case of Pasindu Hirushan, a 21-year-old student of the University of Sri Jayewardenepura, who sustained devastating head injuries at a fresher’s party, in March 2020, after a tyre sent down the stairs by senior students struck him. He became immobile, was placed on life support, and returned home only months later. If the Varapragash case exposed the deadly consequences of ragging in the 1990s, the Pasindu Hirushan case demonstrates that universities are still failing to prevent serious violence, decades after the enactment of the 1998 Act. It was against this background of continuing institutional failure that the Supreme Court issued its Orders of Court in 2025. Among the key mechanisms emphasised by the judgement is the establishment of Victim Support Committees within universities.
Why do victims need support?
Ragging in universities can take many forms, including verbal humiliation, physical abuse, emotional intimidation and, in some instances, sexual harassment. While all forms of ragging can have serious consequences, incidents involving sexual harassment often present additional barriers for victims who wish to come forward. Victims may hesitate to complain due to weak institutional mechanisms, fear of retaliation, or uncertainty about whether their experiences will be taken seriously. In many cases, those who speak out are confronted with questions that shift attention away from the alleged misconduct and onto their own behaviour: why did s/he continue the conversation?; why did s/he not simply disengage, if the harassment occurred as claimed?; why did s/he remain in the environment?; or did his/her actions somehow encourage the accused’s behaviour? Such responses illustrate how easily victims can be subjected to a second layer of scrutiny when they attempt to report incidents. When individuals anticipate disbelief, minimisation or blame, silence may appear safer than disclosure. In such circumstances, the presence of a trusted institutional body, capable of providing guidance, protection and support, become critically important, highlighting the need for effective Victim Support Committees within universities.
What Victim Support Committees must do
As expected by the Supreme Court, an effective Victim Support Committee should function as a trusted institutional mechanism that places the safety and dignity of victims at the centre of its work. The committee must provide a safe and confidential point of contact through which victims can report incidents of ragging without fear of intimidation or retaliation. It should assist victims in understanding and pursuing available complaint procedures, while also ensuring their immediate protection where there is a risk of continued harassment. Recognising the psychological harm ragging may cause, the committee should facilitate access to counselling and emotional support services. At a practical level, it should also help victims document incidents, record statements, and preserve evidence that may be necessary for disciplinary or legal proceedings. The committee must coordinate with university authorities to ensure that complaints are addressed promptly and responsibly, while maintaining strict confidentiality to protect the identity and well-being of those who come forward. Beyond responding to individual cases, Victim Support Committees should also contribute to broader awareness and prevention efforts, within universities, helping to create an environment where ragging is actively discouraged and students feel safe to report incidents. Without such support, the process of pursuing justice can become overwhelming for individuals who are already dealing with the emotional impact of abuse.
Making Victim Support Committees work
According to the Orders of Court, these committees should include representatives from the academic and non-academic staff, a qualified counsellor and/or clinical psychologist, an independent person, from outside the institution, with experience in law enforcement, health, or social services, and not more than three final-year students, with unblemished academic and disciplinary records, appointed for fixed terms. Further, universities must ensure that committees consist of individuals who possess both expertise and genuine commitment in areas such as student welfare, psychology, gender studies, human rights and law enforcement, in line with the spirit of the Supreme Court’s directions, rather than consisting largely of ex officio positions. If treated as routine administrative positions, rather than responsibilities requiring specialised knowledge, sensitivity and empathy, these committees risk becoming symbolic rather than functional.
Greater transparency in the appointment process could strengthen the credibility of these committees. Universities could invite expressions of interest from individuals with relevant expertise and demonstrated commitment to supporting victims. Such an approach would help ensure that the committees benefit from the knowledge and dedication of those best equipped to fulfil this role.
The Supreme Court judgement also introduces an important safeguard by giving the University Grants Commission (UGC) the authority to appoint members to university-level Victim Support Committees. If exercised with integrity, this provision could help ensure that these committees operate with greater independence. It may also help address a challenge that sometimes arises within institutions, where individuals, with relevant expertise, or strong commitment to addressing issues, such as violence, harassment or student welfare, may not always be included in institutional mechanisms due to internal administrative preferences. External oversight by the UGC could, therefore, create opportunities for such individuals to contribute meaningfully to Victim Support Committees and strengthen their effectiveness.
Ultimately, the success of the recent judgement will depend not only on the directives it issued, the number of committees universities establish, or the number of meetings they convene, or other box-checking exercises, but on how sincerely those directives are implemented and the trust these committees inspire among students and staff. Laws can prohibit ragging, but they cannot by themselves create environments in which victims feel safe to speak. That responsibility lies with institutions. When universities create systems that listen to victims, support them and treat their experiences with seriousness, universities will become places where dignity and learning can coexist.
(Udari Abeyasinghe is attached to the Department of Oral Pathology at the University of Peradeniya)
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.
by Udari Abeyasinghe
Features
Big scene … in the Seychelles
Several of our artistes do venture out on foreign assignments but, I’m told, most of their performances are mainly for the Sri Lankans based abroad.
However, the group Mirage is doing it differently and they are now in great demand in the Seychelles.
Guests patronising the Lo Brizan pub/restaurant, Niva Labriz Resort, in the Seychelles, is made up of a wide variety of nationalities, including Russians, Chinese, French and Germans, and they all enjoy the music dished out by Mirage, and that is precisely why they are off to the Seychelles … for the fifth time!
The band is scheduled to leave this month and will be back after three weeks, but their journey to the Seychelles will continue, with two more assignments lined up for 2026.
In August it’s a four-week contract, and in December another four-week contract that will take in the festive celebrations … Christmas and the New Year.

Donald’s birthday
celebrations
According to reports coming my way, it is a happening scene at the Lo Brizan pub/restaurant, Niva Labriz Resort, whenever Mirage is featured, and the band has even adjusted its repertoire to include local and African songs.
They work three hours per day and six days per week at the Lo Brizan pub/restaurant.

Donald Pieries:
Leader, vocalist,
drummer
Led by vocalist and drummer Donald Pieries, many say it is his
musical talents and leadership that have contributed to the band’s success.
Donald, who celebrated his birthday on 07 March, at the Irish Pub, has been with the group through various lineup changes and is known for his strong vocals.
He leads a very talented and versatile line up, with Sudham (bass/vocals), Gayan (lead guitar/vocals), Danu (female vocalist) and Toosha (keyboards/vocals).
Mirage performs regularly at venues like the Irish Pub in Colombo and also at Food Harbour, Port City.
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