Features

Experiences in France as SL Ambassador

Published

5 years ago

2021/10/24

Excerpted from the memoirs of Chandra Wickramasinghe, Retd. Addl. Secy. to the President

I was a member of the Public Service Commission when President Chandirka Kumaratunga appointed me as Sri Lanka’s Ambassador to France in 2001. I was fortunate to have had as my predecessor Danesan Casie Chetty, a very senior career diplomat, who had organized the work in the Embassy meticulously, making things so much easier for me to step in and take over. He and his wife Shanti had refurbished and decorated the fine apartment which was in a prime residential area in Paris (which had been purchased by the Govt. of SL), most tastefully and elegantly.

Within months of my appointment, the Govt. entered into a Ceasefire Agreement with the LTTE, brokered by the Norwegians. My major concern while serving as Ambassador was to work towards increasing the volume of our exports which were primarily tea, spices and garments; to promote tourism to SL and to do my utmost to counter the sustained propaganda blitz directed against us by the Tamil Diaspora in France. When I met President Chirac for the presentation of my credentials, I expressly told him of my plans to try and increase the volume of our major export items to France adding I would also endeavor to popularize Sri Lanka as a prime destination for French tourists.

He interjected to say that Sri Lanka being a beautiful country, it should not be difficult to make it an attractive destination for French tourists. Referring to the terrorist problem that was plaguing SL, I told him that the LTTE was actively supported by the Tamil Diaspora in Paris who collected and remitted substantial funding to the terrorists in SL to pursue their destructive activities and that if the French Intelligence Services could curb these illegal activities of LTTE sympathizers in Paris, it would help SL to combat the terrorist scourge .(President Chirac gave some instructions to one of his aides on this issue). He graciously agreed to do whatever possible to assist SL in the matters raised by me.

Arrangements were made thereafter by Nimal Karunatilleke, the Trade Attache of the Embassy, to liaise with the exporters of the major SL export products to France and facilitate their participation in a number of International Exhibitions and Trade Fairs that were held in Paris. On my visits to these Exhibitions and Trade Fairs subsequently, I found a good many SL exporters busily contracting trade deals with the French importers of our export items.

I also attended an International Tea Exhibition in Bordeaux called ‘The Road to Tea’, where I was able to interact closely with French tea importers. I was invited to tea by the Mayor of Bordeaux at his residence where to my surprise, I was served ‘Dimbula’ tea and was pleasantly surprised to learn that the Mayor was himself a lover of ‘Dimbula’ tea. I must record here, the unstinted support I received from Nimal Karunatilleke of our Embassy in all matters pertaining to Trade between France and Sri Lanka and make mention the enthusiastic support I received from Manisha Gunasekera and Saroja Sirisena who were two senior career diplomats at the Embassy during my entire period there. Saroja Sirisena in particular, with her charm and winning ways, proved a veritable asset to me during election time to various international bodies. Come election time, she used to give Ambassadors a dainty peck on their cheek and they would come in droves and vote for SL! When the former Foreign Minister Lakshman Kadirgamar asked me how SL managed to win certain crucial elections, I related Saroja’s technique (he knew Saroja well) and he laughed loud and long!

Soon after I assumed office, I discovered that the French Tea importers had formed themselves into a cartel comprising four major tea importers, of whom I was able to cultivate two of the more influential to help me to promote SL tea. This I did by inviting them for meetings and by hosting them to dinner at my residence etc. One of them, a lady told me that although Ceylon tea was by far the best in the world, our marketing was poor. She said we should promote our tea the way the French promoted their vintage wines with attractive labels giving information of the origins on the tea, its vintage, subtleties of it’s bouquet et al. She further said that Ceylon tea deserves to be similarly advertised in attractively designed packs stating that it is grown in the central highlands at an elevation of over 4,000 feet, with plucking done with the onset of the first flush of leaf. Having taken the cue from her, I emailed the Chairman/Tea Board at the time, Ronnie Weerakoon, conveying the information I had gathered from the French lady on how Ceylon tea could be attractively packaged and marketed.

Within days, Ronnie who had latched onto the concept, sent out circular instructions to all the tea exporters advising them on the above lines. I have no doubt that the tea producers who followed his instructions would have received a substantial boost to their tea exports in good time.

I also found that although the French are inveterate coffee drinkers, the upper classes were, strangely enough, aficionados of high grown good Ceylon tea. I used to occasionally entertain Members of the French Parliament to high tea in a room in the Parliament premises with the permission of the Speaker who I knew. The French MPs, curiously enough, had a partiality for our mutton cutlets , rolls and fish patties and in between sessions used to come in large numbers to partake of these snacks with the high point being fine Ceylon tea – Dimbula tea to be specific, served at the end.

Once I decided to have a little Kandyan dancing session performed by a Sinhalese boy and a girl living in Paris with drum accompaniment thrown in. The little drummer boy got a bit carried away and with the din reaching the Parliament Chamber where there was I think, a debate in progress on Corsica, the Sergeant at Arms sent a message to keep the noise levels low. I remember at one of these informal gatherings I addressed the French Members of Parliament who were present saying that although the French were traditionally coffee drinkers, it should not be forgotten that pristine Ceylon tea is like their wine, red in colour and that they were both healthy drinks. They had a good laugh while sipping our good high grown tea!

The French Perfumery Association

Our spices are much valued in France, with cinnamon occupying pride of place. SL cinnamon and lemon grass oil are in high demand by the French perfumery industry for their unique and distinctive quality and aroma. The French Perfumery Association is a powerful guild in France that is extremely quality conscious laying down and rigidly enforcing the highest quality standards in the manufacture of their world famous brands like Chanel etc. With their long and distinguished tradition of manufacturing quality perfumes, they were wont to pick the best spices, flowers and oils used in the perfume industry from across the globe with scrupulous care.

My relationship with the French Perfumery Association became so close that they made me a Life Member of the Association. I was able to open lines of communication with the Association and some of the leading cinnamon and lemon grass exporters of SL, some of whom even visited Paris and had fruitful discussions. In fact, my association with the FPA became so close, that they even created a special perfume called the ‘Spirit of Lanka’ and presented it to my wife at a formal ceremony arranged by them. This newly created perfume made of spices, oils and the essence of flowers exclusively from SL was a special, limited issue of 100 bottles which were distributed among the Ambassadors and other VIPs present at the ceremony. They even let me into what they said was a closely guarded secret – one of the perfume extracts that went into the manufacture of their world famous ‘Chanel’ brand came from the ‘Araliya’ flower which grew in SL. This SL Araliya flower they said, had a distinct and unique scent , not found in this genre of flower, anywhere else in the world.

I must record here, my appreciation of a friendly couple who were resident in France –Pierre and Ionie Silliere for making arrangements for me to visit cities and townships in Normandy to deliver talks on Sri Lanka with video presentations showing the scenic beauty and historical sights of Sri Lanka. Many people who attended these talks had only heard of Ceylon and it’s tea and were astounded by the breathtaking beauty of the island and the many places of historical and archaeological interest visitors could see. They just could not believe that we had enormous monuments (dagobas), the tallest being just five feet shorter than the tallest Egyptian Pyramid- Cheops. The Silliers told me later that many who had been present at the lecture /slide presentations were planning to visit Sri Lanka with their friends.

Despite the Ceasefire, the LTTE were still active in Paris

Despite the Ceasefire between the SL Govt. and the LTTE bringing about an uneasy calm and a tenuous cessation of hostilities, as the terms and conditions were heavily weighted in favour of the LTTE and decidedly unfavourable to the Govt. of SL , the LTTE in Paris had not let up on their propaganda activities. There was a particular area in Paris called Le Chappel which had virtually been commandeered by the Tamil Diaspora. Once I visited the area incognito on the pretext of purchasing Sri Lanka curry stuffs etc., which were available in the shops there with my driver shadowing me at a discreet distance. But despite all these precautions, one or two of the hard core LTTE sympathizers got suspicious, which I could see from their reactions in reaching for their cell phones and talking animatedly to whoever at the other end. This was enough of a warning for me to beat a hasty retreat.

Interacting with Ambassadors and important personages

It was also my view that an Ambassador representing a country should interact not only with other Ambassadors, but should also make the acquaintance of prominent personages in the host country while also mixing with the ordinary people to the extent possible. The French, with their long and illustrious tradition of suave and elegant diplomacy, are a people who treat Ambassadors with a lot of deference and respect. This is made abundantly clear when you are introduced to them as an Ambassador. Following tradition, French Ambassadors have remained a cultured and elegant lot. They are knowledgeable and conduct themselves with appropriate diplomatic finesse wherever they go. They would naturally expect the same standards of decorum and conduct from their foreign counterparts.

This does not mean that one should assume an unprepossessing hauteur, which would immediately be taken note of and often find reflection in certain cynical reactions. Being knowledgeable and convivial, at receptions and social gatherings is crucially important and would unfailingly elicit the correct responses from them. These were my perceptions which I am sure will be shared by many senior diplomats who have served particularly in Missions in the West.

I must say that I successfully made the acquaintance of academics, prominent public figures, former Ambassadors, leading businessmen dealing with our principal export products etc. by entertaining them at my residence at the many receptions my wife and I hosted. In my discussions with them, I was able to disabuse them of the misconceptions they may have had about SL, exposed as they were, to the relentless barrage of LTTE propaganda. Of course the former Foreign Minister par excellence, Mr. Lakshman Kadirgamar had already done a lot of damage control by the brilliant speeches made by him at numerous international fora by convincingly assuaging the fears and suspicions of many countries in the West to the point of veering them round and making them go to the extent of banning the LTTE in those countries. He was ably assisted in this stupendous task by Rohan Perera who was the Legal Advisor in the Ministry of Foreign Affairs at the time.

Among the people with whom I struck up firm friendships, I can name Prof. Meyer of Sorbonne University and Bernard de Gaulle, nephew of the late President and President of the de Gaulle Foundation. They were particularly sympathetic towards SL and the unfortunate predicament the country was in. I was quite touched when Bernard de Gaulle presented me with the ‘de Gaulle Medal’, when I was about to relinquish duties as Ambassador. He said it was in appreciation of my efforts to strengthen Sri Lanka –France cordiality and friendship.

I feel I must further state here, that I was able to interact in this amicable and informal manner with French academics and other Frenchmen of stature, due to the broad education I had received in Sri Lanka in the English medium. English was indeed a pass word to knowledge to all those who were fortunate enough to study in that medium. It opened up to us the best in English literature as well as access to the better known books in Russian, French, Italian, German literature et al, in translation. In fact, other Ambassadors used to often express their surprise when I quoted extensively from

Shakespeare, Satre, Balzac, Goethe, Plato, Aristotle, Omar Kayyaam and the lot. This certainly was not an advantage that was peculiar to me, but was a distinct advantage enjoyed by the great many who had studied in the English medium and who thereby acquired the knowledge and the breadth of vision that came with wide reading.

These are by no means self-congratulatory statements by me, but are hard facts which powers that be, should take cognizance of in making appointments at the level of Heads of Missions to important countries in the larger interests of our country. I must re-iterate that these candid observations are being made having the best interests of Sri Lanka at heart. One cannot, of course, blame the younger generations who followed in our wake, for their lack of proficiency in the English language. They were the unfortunate victims of the woeful chicanery of self-serving politicians who deluded the masses with their hugely populist measures, sacrificing long term national interests for short term political expediency.

I daresay there are still certain areas where persons proficient only in Sinhala and Tamil languages in Sri Lanka, could work admirably in discharging the duties expected of them. But with the rapid advances made in Information and Communication Technology, people are increasingly realizing the value of English as a necessary tool for knowledge enhancement and for gaining access to certain fields of study which would be denied to those possessing proficiency exclusively in Sinhala and Tamil languages.

The four Presidents whom I served, I must say, tried their best to take certain remedial measures in this regard, but the magnitude of the problem was much too overwhelming for such corrective measures attempted by them to register any lasting impact. The present Govt. too is acutely aware of the enervating effects of the problem, reflected in the lowering of knowledge and competence levels across the board, and is doing its utmost to remedy the situation by having a Special English Unit under a competent Advisor in the Presidential Secretariat dedicated to the training of English teachers. But it is proving to be an uphill task even for this Special Unit, due to the paucity of competent teachers of English.

It is therefore necessary that the problem be addressed frontally with due resolve if the situation is to be prevented from deteriorating further. It is suggested that the authorities try selecting newly passed out graduates and putting them through a six months ‘total immersion’ course in the English language. These young graduates are intelligent and already equipped with learning skills which should enable them to acquire the required proficiency in the English language with ease within the stipulated six month intensive training period. This should, whilst providing gainful employment to the increasing numbers of graduates passing out annually from Universities, also enable the authorities to tackle the problem of improving English proficiency island wide in a pragmatic manner.

Accreditation to UNESCO as Ambassador

In addition to my duties as Ambassador to France, I also represented SL at UNESCO in Paris. I had to devote considerable time to UNESCO discussions where I was elected to Chair certain Committees. UNESCO has always been at the forefront of the UN Agencies in SL assisting the country substantially in the areas of Education development and in the cultural field. UNESCO is currently primarily concerned with encouraging developing countries who are its members, in the rather daunting task of meeting the Millennium Development Goals that have been laid down by the United Nations. During this time, Dr. Sarath Amunugama and Prof. Carlo Fonseka visited Paris in a delegation to attend a UNESCO conference on the theme -‘Towards achieving the Millennium Development targets’. I remember Dr. Amunugama, (who was a familiar figure in UNESCO circles) making a stirring speech on the subject which was rapturously received by the representative audience.

On the 50th Anniversary of the Coronation of Queen Elizabeth the Second, my wife and I received an invitation from Sir John Holmes, the British Ambassador, to attend the Commemoration Ceremony which was to be held at Notre Dame Cathedral. We were conducted to the seats reserved for Commonwealth Ambassadors in the front row, from where we were able to get an unobstructed view of the entire ceremony. The event was indeed a memorable one as the wondrous ‘ambience’ of Notre Dame Cathedral, lent a special grandeur and solemnity to the occasion.

Addressing the UN General Assembly on the subject of Ageing

I consider it a singular privilege and honour to have addressed the United Nations Second World Assembly on Ageing, held in Madrid Spain in April 2011. My address was on “Perspectives of the Ageing population in Sri Lanka”.

On my return to the island I was appointed Senior Advisor to the President. It was during this period that I worked in collaboration with my colleague SMSB Niyangoda, on nine Presidential Committees to study and make recommendations on numerous problems relating primarily to land matters. These recommendations made by the two of us received the approval of the President as well as the Cabinet of Ministers. I was also a member of the Presidential Commission on ‘Law and Order’,with Nihal Wadugodapitya former Justice of the Supreme Court who was Chairman and Frank de Silva former IGP. The Commission submitted a comprehensive report to the then President recommending sweeping changes to the entire Criminal Justice system which unfortunately did not find favour with the gentlemen occupying the highest echelons of the Judiciary at the time for reasons best known to them.

(Concluded)

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Features

Sections of US media looking power straight in the eye

Published

10 hours ago

2026/10/1

Sahan Weerasooriya

President Trump addressing the media at the White House.(BBC)

Some fundamental freedoms seen to be at the heart of democracy in the US – religion, speech, the press, assembly and the right to petition the government – are at risk of being undermined at present by the country’s Executive President. However, the latter is being legally challenged on this score by some sections of the US media and the citizenry of the country could take heart from this notable defense of media freedom.

In fact this is good news for the world of democracy. The push back is coming from organizations such as CNN, ABC, CBS, Fox, NBC who constitute the nucleus as it were of the US media and their solidarity no less than their resourcefulness calls for commendation.

Following a recent White House decision to suspend CNN from what was referred to as ‘participation in presidential pool coverages’, the other media organizations mentioned refused to replace it in the pool. Their position was that the public had a right to receive ‘accurate and independent information about the government.’

Earlier, the White House decided to bar MS NOW and Politico from entering its premises following the restrictions imposed on CNN. The organizations were accused of publishing “FAKE NEWS’ , ‘Fiction’ and ‘lies’ in respect of the administration. These organizations lost no time in initiating a federal lawsuit accusing the central administration of violating their rights guaranteed by the First Amendment.

However, the latter litigating organizations could now consider themselves as having been vindicated because the federal court hearing their case has ordered the Trump administration to temporarily restore White House press access to journalists from the mentioned media institutions. Notably, the court has declared that the ban is ‘likely unconstitutional’. The case is proceeding.

The mass media of the most vibrant democracies of the West ought to be no strangers to such inspirational acts of solidarity and exemplifications of independence but there are lessons here for the democracies of the South that could stand them in good stead. Minus the right of a people to be informed, the rest of fundamental rights featuring in Southern Bills of Rights and legislation of the kind are bereft of substance and meaning.

It is informed decision-making on the part of a citizenry that makes for democratic vibrancy and on this score many a Southern democracy fails. While Southern publics generally demand of their governments continuous economic well being and substantive material benefits they are not equally desirous of being informed and knowledgeable.

This lacuna in the consciousness of many Southern publics enables their governments ‘to get off the hook’, so to speak and govern, or more often misgovern, their countries with impunity. Among other factors, this species of mass ignorance makes it possible for governments to dismantle democracy and rule in perpetuity.

Accordingly, an educated and constantly informed public is an essential precondition for the flourishing of democracy and independent media are integral to this process. Minus an independent mass media sector that meets the knowledge needs of the people responsibly, democracy is as good as dead.

Needless to say, those sections of the US media that are currently taking the Trump administration to task over its media curbs are acutely aware of the cruciality of these fundamental knowledge requirements.

The hope of democratic opinion worldwide and locally is likely to be that media independence would thrive in the manner in which it is flourishing in the most vibrant and accountable democracies of the West.

Southern countries such as Sri Lanka that lay claim to democratic credentials, but are democracy-deficient in many ways, need to be particularly cognizant of these requirements. The publics of these countries need to go the extra mile to ensure the thriving of an independent but responsible mass media sector.

In fact it is veritably a matter of life and death. It is only an independent media sector that could, while ensuring the existence of an informed public, impress on the latter the need to protect and perpetuate its fundamental rights. In the absence of these campaigns, such publics could be eventually having on their hands governments that boast of ruling in perpetuity.

Taking a leaf from the sections of the US media referred to independent media organizations in Southern states need to act in solidarity as well. They would need to act on the basis of the principle that acts of victimization suffered by members in their fold at the hands of governments, for instance, are in fact inimical acts directed at their collectivity and which call for united remedial action. In short, no independent mass media institution could see itself as ‘an island’.

Besides some general guidance on the importance of media independence and solidarity, the message coming from the US with regard to media praxis is that power must be stood-up to unblinkingly. The mentioned sections of the US media are primarily in a struggle to ward off encroachments on their independence in the areas of policy and practice by the political executive, that is the President.

The latter would ride rough-shod over the media in the absence of robust opposition by the media itself to inimical executive action of this kind.

While media independence needs to be seen as crucial to democratic development, an obligation is cast on the media to ensure that it uses such independence responsibly and constructively.

The worst that could afflict a media sector is for it to fall prey to the clichetic ‘freedom of the wild ass’. In fact recurring irresponsibility on the part of the media could lend credence to the perception that a tightly regulated media is best for a country. It is a short step from this misguided view to the position that political authoritarianism is best for a state. That turn of events would be of course catastrophic for a democracy.

The issues discussed thus far point to the need for a broad discourse among Southern democracies in particular on what is best for them in this connection. Given the risks underscored earlier for Southern countries in particular a broad discussion on the matters at hand, which includes the public, emerges as a must for Sri Lanka. Besides, media solidarity within democratic countries and internationally is a must.

Features

What lessons can be learned to improve quality of Sri Lanka’s Grade 6 syllabus

Published

10 hours ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

Following public controversy over an inappropriate web link found in an English study module, the Sri Lankan government formally deferred the full rollout of the Grade 6 curriculum reforms to January 2027. In the interim, state schools will maintain the existing syllabus, reverting to standard eight-period daily timetables and previous textbooks to ensure uninterrupted instruction. Prime Minister and Minister of Education Dr. Harini Amarasuriya emphasized that this temporary pause allows the Education Ministry to thoroughly review all instructional materials, fix editorial flaws, and conduct scientific impact assessments across pilot schools prior to nation-wide implementation.

To address the oversight, an expert committee evaluated the flawed materials, completed necessary amendments, and finalised discussions to resubmit corrected modules for printing. Beyond revising written texts, the Ministry established a broader preparation roadmap—allocating funds for extensive teacher training programs set to begin mid-year, alongside scheduled informational briefings for parents, teachers, and students. Prime Minister Amarasuriya reaffirmed that none of the valid first-term modules were completely discarded or scrapped, preserving state resources while systematically rebuilding public trust and strengthening quality assurance protocols.

In this respect, this article reviews the current grade 6 syllabus comparing it with similar syllabi of India and the USA, with a view to make recommendations for the upcoming grade 6 syllabus revision.

Architecture of nation’s future

Education is the quiet architecture of a nation’s future. It is the unseen scaffolding upon which generations build their character, their intellect, and their capacity to contribute meaningfully to society. In Sri Lanka, the Grade 6 syllabus occupies a particularly important place in this architecture. It is the bridge between primary learning and the more demanding intellectual terrain of secondary education. It is the moment when children begin to move from learning basic facts to understanding concepts, from memorising information to applying knowledge, and from passive reception to active engagement. Yet, despite its importance, the Grade 6 curriculum in Sri Lanka has long struggled with issues of breadth, depth, relevance, and pedagogy. As global education systems evolve, Sri Lanka must examine what lessons can be learned from international models—particularly India and the United States—to strengthen its own curriculum and prepare students for a rapidly changing world.

The first lesson Sri Lanka can learn is the value of conceptual clarity. India’s NCERT curriculum, especially in Mathematics and Science, is globally respected for its logical progression and conceptual depth. Indian students are introduced early to the idea that mathematics is not merely a set of procedures but a language of reasoning. They learn why a ratio works, not just how to compute one. They understand the structure of an equation, not merely the steps to solve it. In Science, they explore the properties of materials, the structure of plants, and the principles of motion with a clarity that encourages curiosity rather than rote memorisation.

Sri Lanka’s Grade 6 syllabus, while competency-based, often leans heavily toward content coverage. Students are expected to learn many topics, but the time allocated for each is limited, and the teaching culture often emphasizes memorisation over understanding. If Sri Lanka wishes to improve the quality of its syllabus, it must embrace the idea that fewer topics taught well are better than many topics taught superficially. Conceptual mastery builds confidence, and confidence builds lifelong learners.

Lesson from the US

A second lesson comes from the United States, where the curriculum is built around skills rather than content. American students in Grade 6 are expected to read complex texts, analyse arguments, write essays supported by evidence, conduct experiments, and engage in collaborative projects. The emphasis is not on how much they know but on what they can do with what they know. This skills-based approach encourages critical thinking, creativity, and independence—qualities essential for success in the modern world.

Sri Lanka’s syllabus, by contrast, often rewards students for reproducing information rather than interpreting it. The exam culture reinforces this tendency, as students are assessed primarily through written tests that measure recall. To improve the syllabus, Sri Lanka must integrate more opportunities for students to think, question, debate, and create. The classroom should become a space where students learn to solve problems, not just memorize solutions.

Another important lesson comes from the breadth of Sri Lanka’s own curriculum. One of the strengths of the Sri Lankan system is its inclusion of cultural and religious education. Subjects such as Buddhism, Hinduism, Islam, and Christianity provide moral grounding and cultural identity. Art, Music, Drama, and Health contribute to holistic development. These subjects remind students that education is not merely about academic achievement but about becoming a balanced human being. However, breadth without depth can become burdensome. Grade 6 students in Sri Lanka often juggle more than ten subjects, each with its own textbook, competencies, and assessments. This creates pressure not only for students but also for teachers, who must rush through content to meet syllabus requirements. The lesson here is not to reduce cultural subjects but to integrate them more meaningfully. Religious education can be taught through ethical discussions, community projects, and reflective writing. Art and Music can be connected to history, literature, and social studies. Health can be linked to science and physical education. Integration reduces overload while enriching learning.

Another lesson from India

India offers another valuable lesson in the form of standardised textbooks. NCERT books are used across the country, ensuring consistency in quality and content. They are written by subject experts, reviewed rigorously, and updated periodically. Sri Lanka’s textbooks, while generally well-structured, vary in quality and often lag behind modern pedagogical standards. Some are dense, text-heavy, and lacking in visual aids or real-world examples. To improve the syllabus, Sri Lanka must invest in high-quality textbooks that are engaging, accessible, and aligned with contemporary educational research. Textbooks should not merely transmit information; they should inspire curiosity. They should include stories, diagrams, experiments, and activities that make learning enjoyable and meaningful.

The United States provides a lesson in inquiry-based science education. American students conduct experiments, build models, observe natural phenomena, and engage in engineering design challenges. They learn science not as a set of facts but as a process of discovery. Sri Lanka’s science curriculum includes experiments, but many schools lack the resources, laboratory facilities, or teacher training to implement them effectively. Improving the syllabus requires improving the ecosystem around it. Schools need laboratories, equipment, and teacher development programs that empower educators to teach science through inquiry. A syllabus is only as strong as the environment in which it is taught. ***

International models

Another area where Sri Lanka can learn from international models is language education. In India, students often learn three languages—English, Hindi, and Sanskrit or Urdu. This heavy language load has its challenges, but it also produces students with strong linguistic skills. In the United States, English Language Arts emphasises reading complex texts, writing arguments, and analysing literature. Sri Lanka’s English curriculum, while improving, still struggles with uneven implementation across schools. Many students reach secondary school without adequate proficiency in English, limiting their access to global knowledge. To improve the syllabus, Sri Lanka must strengthen English instruction through better teacher training, more reading opportunities, and a shift from grammar-heavy teaching to communication-focused learning. At the same time, Sinhala and Tamil instruction should be modernised to include creative writing, literature appreciation, and critical reading.

Social Studies is another area ripe for improvement. Sri Lanka’s curriculum includes History, Geography, and Civics, but the teaching often emphasises memorization of dates, definitions, and facts. India’s Social Science curriculum, while also content-heavy, provides clearer conceptual frameworks. The United States, however, excels in teaching civics and citizenship. American students learn how governments function, how laws are made, how communities solve problems, and how citizens participate in democracy. Sri Lanka can strengthen its Civics curriculum by incorporating more discussions on governance, rights, responsibilities, and community engagement. Students should learn not only the structure of government but also the values that sustain it—justice, equality, and participation.

One of the most important lessons Sri Lanka can learn is the value of reducing exam pressure. In both India and Sri Lanka, exams dominate the educational landscape. Students are judged primarily by their ability to perform on written tests. The United States, while not free from assessment challenges, uses a wider range of evaluation methods—projects, presentations, portfolios, and continuous assessment. These methods allow students to demonstrate learning in diverse ways. Sri Lanka should consider adopting a more balanced assessment system that values creativity, collaboration, and practical skills alongside academic knowledge.

Technology integration is another area where Sri Lanka can improve. The United States incorporates digital literacy, coding, online research, and digital citizenship into the curriculum. Sri Lanka’s ICT syllabus is well-structured, but implementation varies widely. Many schools lack computers, internet access, or trained ICT teachers. Improving the syllabus requires improving infrastructure. Students must learn to navigate the digital world safely and effectively. They must learn coding not as a luxury but as a basic skill. They must learn to evaluate online information critically, a skill essential in an era of misinformation.

Teacher training

Teacher training is perhaps the most critical lesson of all. A syllabus is only as effective as the teachers who deliver it. India invests heavily in teacher training through national programs, workshops, and online platforms. The United States emphasises professional development, peer collaboration, and instructional coaching. Sri Lanka must strengthen its teacher training programmes, ensuring that educators understand not only what to teach but how to teach it. Teachers should be trained in inquiry-based learning, differentiated instruction, formative assessment, and classroom management. They should be empowered to adapt the syllabus to the needs of their students rather than follow it mechanically.

Sri Lanka must learn the lesson of relevance. A syllabus must prepare students not only for exams but for life. It must teach them how to think, how to communicate, how to solve problems, and how to work with others. It must prepare them for a world where knowledge is abundant, but wisdom is scarce. It must help them navigate a future shaped by technology, globalisation, environmental challenges, and social change. To improve the syllabus, Sri Lanka must ask: What kind of citizens do we want to produce? What kind of thinkers? What kind of leaders? The answers to these questions should shape the curriculum.

Lastly, improving the quality of Sri Lanka’s Grade 6 syllabus requires learning from both international models and local strengths. From India, Sri Lanka can learn the value of conceptual clarity and standardised textbooks. From the United States, it can learn the importance of skills, inquiry, and creativity. From its own traditions, it can preserve cultural education, moral development, and holistic learning. The goal is not to copy another country’s system but to build a uniquely Sri Lankan curriculum that is modern, relevant, and empowering. A curriculum that honours the past while preparing students for the future. A curriculum that nurtures thinkers, creators, and compassionate citizens. A curriculum worthy of a nation with immense potential and a proud educational heritage. If Sri Lanka embraces these lessons, the Grade 6 syllabus can become not just a bridge to secondary education but a foundation for national progress.

Features

Three magical nights at Colombo Fashion Week

Published

10 hours ago

2026/10/1

Sahan Weerasooriya

Melloney Dassanayaka is certainly a familiar name here, and abroad, as well, having represented Sri Lanka at the Miss Universe 2024 pageant, held in Mexico.

A former National Basketball player, she is also involved in several projects, beneficial to the community, including financial literacy for single women-headed families in the country.

A banker by profession, Melloney hold a Bachelor’s Degree in Business Administration.

Melloney with Asanka de Mel of Lovi Sri Lanka

This extremely talented old girl of Holy Family Convent, Bambalapitiya, was in the limelight, once more, when she was seen on the ramp at Colombo Fashion Week.

It was her very first experience, at this prestigious event, and she loved every minute of it, she said, and, what’s more, she was featured on three consecutive days.

According to the itinerary, on day 01 she walked for Lovi Sri Lanka; day 02 Rizwan Beyg (Pakistan designer), Arsath Furkhan (Indian designer), Haoyi Yan (Chinese designer) and Samant Chauhan (Indian designer); and on day 03 Vaishali Shandangule (Indian designer).