Opinion
General Educational Reforms: To what purpose? A statement by state university teachers
One of the major initiatives of the NPP government is reforming the country’s education system. Immediately after coming to power, the government started the process of bringing about “transformational” changes to general education. The budgetary allocation to education has been increased to 2% of GDP (from 1.8% in 2023). Although this increase is not sufficient, the government has pledged to build infrastructure, recruit more teachers, increase facilities at schools and identified education reforms as an urgent need. These are all welcome moves. However, it is with deep concern that we express our views on the general education reforms that are currently underway.
The government’s approach to education reform has been hasty and lacking in transparency and public consultation. Announcements regarding the reforms planned for January 2026 were made in July 2025. In August, 2025, a set of slides was circulated, initially through unofficial sources. It was only in November 2025, just three months ahead of implementation, that an official policy document, Transforming General Education in Sri Lanka 2025, was released. The Ministry of Education held a series of meetings about the reforms. However, by this time the modules had already been written, published, and teacher training commenced.
The new general education policy shows a discrepancy between its conceptual approach and content. The objectives of the curriculum reforms include: to promote “critical thinking”, “multiple intelligences”, “a deeper understanding of the social and political value of the humanities and social sciences” and embed the “values of equity, inclusivity and social justice” (p. 9). Yet, the new curriculum places minimal emphasis on social sciences and humanities, and leaves little time for critical thinking or for molding social justice-oriented citizens. Subjects such as environment, history and civics, are left out at the primary level, while at the junior secondary level, civics and history are allocated only 10 and 20 hours per term. The increase in the number of “essential subjects” to 15 restricts the hours available for fundamentals like mathematics and language; only 30 hours are allocated to mathematics and the mother tongue, per term, at junior secondary level. Learning the second national language and about our conflict-ridden history are still not priorities despite the government’s pledge to address ethnic cohesion. The time allocation for Entrepreneurship and Financial Literacy, now an essential subject, is on par with the second national language, geography and civics. At the senior secondary level (O/L), social sciences and humanities are only electives. If the government is committed to the objectives that it has laid out, there should be a serious re-think of what subjects will be taught at each grade, the time allocated to each, their progress across different levels, and their weight in the overall curriculum.
A positive aspect of the reforms is the importance given to vocational training. A curriculum that recognises differences in students, whether in terms of their interest in subject matter, styles of learning, or their respective needs, and caters to those diverse needs, would make education more pluralistic and therefore democratic. However, there must be some caution placed on how difference is treated, and this should not be reflected in vocational training alone, but in all aspects of the curriculum. For instance, will the history curriculum account for different narratives of history, including the recent history of Sri Lanka and the histories of minorities and marginalised communities? Will the family structures depicted in textbooks go beyond conventional conceptions of the nuclear family? Addressing these areas too would allow students to feel more represented in curricula and enable them to move through their years of schooling in ways that are unconstrained by stereotypes and unjust barriers.
The textbooks for the Grade 6 modules on the National Institute of Education (NIE) website appear to have not gone through rigorous review. They contain rampant typographical errors and include (some undeclared) AI-generated content, including images that seem distant from the student experience. Some textbooks contain incorrect or misleading information. The Global Studies textbook associates specific facial features, hair colour, and skin colour, with particular countries and regions, and refers to Indigenous peoples in offensive terms long rejected by these communities (e.g. “Pygmies”, “Eskimos”). Nigerians are portrayed as poor/agricultural and with no electricity. The Entrepreneurship and Financial Literacy textbook introduces students to “world famous entrepreneurs”, mostly men, and equates success with business acumen. Such content contradicts the policy’s stated commitment to “values of equity, inclusivity and social justice” (p. 9). Is this the kind of content we want in our textbooks?
The “career interest test” proposed at the end of Grade 9 is deeply troubling. It is inappropriate to direct children to choose their career paths at the age of fourteen, when the vocational pathways, beyond secondary education, remain underdeveloped. Students should be provided adequate time to explore what interests them before they are asked to make educational choices that have a bearing on career paths, especially when we consider the highly stratified nature of occupations in Sri Lanka. Furthermore, the curriculum must counter the stereotyping of jobs and vocations to ensure that students from certain backgrounds are not intentionally placed in paths of study simply because of what their parents’ vocations or economic conditions are; they must also not be constrained by gendered understandings of career pathways.
The modules encourage digital literacy and exposure to new communication technologies. On the surface, this initiative seems progressive and timely. However, there are multiple aspects such as access, quality of content and age-appropriateness that need consideration before uncritical acceptance of digitality. Not all teachers will know how to use communication technologies ethically and responsibly. Given that many schools lack even basic infrastructure, the digital divide will be stark. There is the question of how to provide digital devices to all students, which will surely fall on the shoulders of parents. These problems will widen the gap in access to digital literacy, as well as education, between well-resourced and other schools.
The NIE is responsible for conceptualising, developing, writing and reviewing the general education curriculum. Although the Institution was established for the worthy cause of supporting the country’s general education system, currently the NIE appears to be ill-equipped and under-staffed, and seems to lack the experience and expertise required for writing, developing and reviewing curricula and textbooks. It is clear by now that the NIE’s structure and mandate need to be reviewed and re-invigorated.
In light of these issues, the recent Cabinet decision to postpone implementation of the reforms for Grade 6 to 2027 is welcome. The proposed general education reforms have resulted in a backlash from opposition parties and teachers’ and student unions, much of it, legitimately, focusing on the lack of transparency and consultation in the process and some of it on the quality and substance of the content. Embedded within this pushback are highly problematic gendered and misogynistic attacks on the Minister of Education. However, we understand the problems in the new curriculum as reflecting long standing and systemic issues plaguing the education sector and the state apparatus. They cannot be seen apart from the errors and highly questionable content in the old curriculum, itself a product of years of reduced state funding for education, conditionalities imposed by external funding agencies, and the consequent erosion of state institutions. With the NPP government in charge of educational reforms, we had expectations of a stronger democratic process underpinning the reforms to education, and attention to issues that have been neglected in previous reform efforts.
With these considerations in mind, we, the undersigned, urgently request the Government to consider the following:
* postpone implementation and holistically review the new curriculum, including at primary level.
* adopt a consultative process on educational reforms by holding public sittings across the country .
* review the larger institutional structure of the educational apparatus of the state and bring greater coordination within its constituent parts
* review the NIE’s mandate and strengthen its capacity to develop curricula, such as through appointexternal scholars an open and transparent process, to advise and review curriculum content and textbooks.
* consider the new policy and curriculum to be live documents and make space for building consensus in policy formulation and curriculum development to ensure alignment of the curriculum with policy.
* ensure textbooks (other than in language subjects) appear in draft form in both Sinhala and Tamil at an early stage so that writers and reviewers from all communities can participate in the process of scrutiny and revision from the very beginning.
* formulate a plan for addressing difficulties in implementation and future development of the sector, such as resource disparities, teacher training needs, and student needs.
A.M. Navaratna Bandara,
formerly, University of Peradeniya
Ahilan Kadirgamar,
University of Jaffna
Ahilan Packiyanathan,
University of Jaffna
Arumugam Saravanabawan,
University of Jaffna
Aruni Samarakoon,
University of Ruhuna
Ayomi Irugalbandara,
The Open University of Sri Lanka.
Buddhima Padmasiri,
The Open University of Sri Lanka
Camena Guneratne,
The Open University of Sri Lanka
Charudaththe B.Illangasinghe,
University of the Visual & Performing Arts
Chulani Kodikara,
formerly, University of Colombo
Chulantha Jayawardena,
University of Moratuwa
Dayani Gunathilaka,
formerly, Uva Wellassa University of Sri Lanka
Dayapala Thiranagama,
formerly, University of Kelaniya
Dhanuka Bandara,
University of Jaffna
Dinali Fernando,
University of Kelaniya
Erandika de Silva,
formerly, University of Jaffna
G.Thirukkumaran,
University of Jaffna
Gameela Samarasinghe,
University of Colombo
Gayathri M. Hewagama,
University of Peradeniya
Geethika Dharmasinghe,
University of Colombo
F. H. Abdul Rauf,
South Eastern University of Sri Lanka
H. Sriyananda,
Emeritus Professor, The Open University of Sri Lanka
Hasini Lecamwasam,
University of Peradeniya
(Rev.) J.C. Paul Rohan,
University of Jaffna
James Robinson,
University of Jaffna
Kanapathy Gajapathy,
University of Jaffna
Kanishka Werawella,
University of Colombo
Kasun Gajasinghe, formerly,
University of Peradeniya
Kaushalya Herath,
formerly, University of Moratuwa
Kaushalya Perera,
University of Colombo
Kethakie Nagahawatte,
formerly, University of Colombo
Krishan Siriwardhana,
University of Colombo
Krishmi Abesinghe Mallawa Arachchige,
formerly, University of Peradeniya
L. Raguram,
University of Jaffna
Liyanage Amarakeerthi,
University of Peradeniya
Madhara Karunarathne,
University of Peradeniya
Madushani Randeniya,
University of Peradeniya
Mahendran Thiruvarangan,
University of Jaffna
Manikya Kodithuwakku,
The Open University of Sri Lanka
Muttukrishna Sarvananthan,
University of Jaffna
Nadeesh de Silva,
The Open University of Sri Lanka
Nath Gunawardena,
University of Colombo
Nicola Perera,
University of Colombo
Nimal Savitri Kumar,
Emeritus Professor, University of Peradeniya
Nira Wickramasinghe,
formerly, University of Colombo
Nirmal Ranjith Dewasiri,
University of Colombo
P. Iyngaran,
University of Jaffna
Pathujan Srinagaruban,
University of Jaffna
Pavithra Ekanayake,
University of Peradeniya
Piyanjali de Zoysa,
University of Colombo
Prabha Manuratne,
University of Kelaniya
Pradeep Peiris,
University of Colombo
Pradeepa Korale-Gedara,
formerly, University of Peradeniya
Prageeth R. Weerathunga,
Rajarata University of Sri Lanka
Priyantha Fonseka,
University of Peradeniya
Rajendra Surenthirakumaran,
University of Jaffna
Ramesh Ramasamy,
University of Peradeniya
Ramila Usoof,
University of Peradeniya
Ramya Kumar,
University of Jaffna
Rivindu de Zoysa,
University of Colombo
Rukshaan Ibrahim,
formerly, University of Jaffna
Rumala Morel,
University of Peradeniya
Rupika S. Rajakaruna,
University of Peradeniya
S. Jeevasuthan,
University of Jaffna
S. Rajashanthan,
University of Jaffna
S. Vijayakumar,
University of Jaffna
Sabreena Niles,
University of Kelaniya
Sanjayan Rajasingham,
University of Jaffna
Sarala Emmanuel,
The Open University of Sri Lanka
Sasinindu Patabendige,
formerly, University of Jaffna
Savitri Goonesekere,
Emeritus Professor, University of Colombo
Selvaraj Vishvika,
University of Peradeniya
Shamala Kumar,
University of Peradeniya
Sivamohan Sumathy,
formerly, University of Peradeniya
Sivagnanam Jeyasankar,
Eastern University Sri Lanka
Sivanandam Sivasegaram,
formerly, University of Peradeniya
Sudesh Mantillake,
University of Peradeniya
Suhanya Aravinthon,
University of Jaffna
Sumedha Madawala,
University of Peradeniya
Tasneem Hamead,
formerly, University of Colombo.
Thamotharampillai Sanathanan,
University of Jaffna
Tharakabhanu de Alwis,
University of Peradeniya
Tharmarajah Manoranjan,
University of Jaffna
Thavachchelvi Rasan,
University of Jaffna
Thirunavukkarasu Vigneswaran,
University of Jaffna
Timaandra Wijesuriya,
University of Jaffna
Udari Abeyasinghe,
University of Peradeniya
Unnathi Samaraweera,
University of Colombo
Vasanthi Thevanesam,
Professor Emeritus, University of Peradeniya
Vathilingam Vijayabaskar,
University of Jaffna
Vihanga Perera,
University of Sri Jayewardenepura
Vijaya Kumar,
Emeritus Professor, University of Peradeniya
Viraji Jayaweera,
University of Peradeniya
Yathursha Ulakentheran,
formerly, University of Jaffna.
Opinion
V. Shanmuganyagam (1940-2026): First Clas Engineer, First Class Teacher
Quiet flows another don. The aging fraternity of Peradeniya Engineering alumni has lost another one of its beloved teachers. V. Shanmuganayagam, an exceptionally affable and popular lecturer for nearly two decades at the Peradeniya Engineering Faculty, passed away on 15 January 2026, in Markham, Toronto, Canada. Shan, as he was universally known, graduated with First Class Honours in Civil Engineering, in 1962, when the Faculty was located in Colombo. He taught at Peradeniya from 1967 to 1984, and later at the Nanyang Technological University in Singapore, before retiring to live in Canada.
In October last year, one of our colleagues, Engineer P. Balasundram, organized a lunch in Toronto to felicitate Shan. It was very well attended and Shan was in good spirits. At 85 he was looking as young as any of us, except for using a wheelchair to facilitate his movement. The gathering was remarkable for the outpouring of warmth and gratitude by nearly 40 or 50 Engineers, who had graduated in the early 1970s and now in their own seventies. One by one every one who was there spoke and thanked Shan for making a difference in their lives as a teacher and a mentor, not only in their professional lives but by extension in their personal lives as well.
As we were leaving the luncheon gathering there were suggestions to have more such events and to have Shan with us for more reminiscing. That was not to be. Within three months, a sudden turn for the worse in his condition proved to be irreversible. He passed away peacefully, far away across the world from the little corner of little Sri Lanka where he was born and raised, and raised in a manner to make a mark in his life and to make a difference in the lives of others who were his family, friends and several hundreds of engineering professionals whom he taught.
V. Shanmuganayagam was born on May 30, 1940, in Point Pedro, to Culanthavel and Sellam Venayagampillai. His family touchingly noted in the obituary that he was raised in humble beginnings, but more consequentially his values were cast in the finest of moulds. He studied at Hartley College, Point Pedro, and was one of the four outstanding Hartleyites to study engineering, get their first class and join the academia. Shan was preceded by Prof. A. Thurairajah, easily Sri Lanka’s most gifted academic engineering mind, and was followed by David Guanaratnam and A.S. Rajendra. All of them did Civil Engineering, and years later Hartley would send a new pair of outstanding students, M. Sritharan and K. Ramathas who would go on to become highly accomplished Electrical Engineers.
Shan graduated in 1962 with First Class Honours and may have been one of a very few if not the only first class that year. Shan worked for a short while at the Ceylon Electricity Board before proceeding to Cambridge for postgraduate studies specializing in Structures. His dissertation on the Ultimate Strength of Encased Beams is listed in the publications of the Cambridge Structures Group. He returned to his job at CEB and then joined the Faculty in 1967. At that time, Shan may have been one of the more senior lecturers in Structures after Milton Amaratunga who too passed away late last year in Southampton, England.
When we were students in the early 1970s, there was an academic debate at the Faculty as to whether a university or specific faculties should give greater priority to teaching or research. Shan was on the side of teaching and he was quite open about it in his classes. He would supplement his lectures with cyclostyled sheets of notes and the students naturally loved it. It was also a time when Shan and many of his colleagues were young bachelors at Peradeniya, and their lives as academic bachelors have been delightfully recounted in a number of online circulations.
The cross-sectional camaraderie at the Faculty in those days is well captured in one of the photographs taken at Shan’s wedding at Point Pedro, in 1974, which too has been doing the rounds and which I have inserted above. Flanking Shan and his bride Kalamathy, from Left to Right are, M. Dhanendran, Nandana Rambukwella, K. Jeyapalan, Wickrama Bahu Karunaratne, A.S. Rajendra, Lal Tennekoon, Tusit Weerasooria, and R. Srikantha. Sadly, Rambukwella, Karunaratne (Bahu), Tennekoon and now Shan himself, are no longer with us.
Like other faculty members, Shan kept contact with his former students turned practising engineers and they would reach out to him to solicit his expertise in their projects. In the early 1980s, when I was working as Resident Project Manager with my Peradeniya contemporaries, JM Samoon and K. Balasundram, at the Hanthana Housing Scheme undertaken by the National Development Housing Authority (NHDA), Shan was one of the project consultants helping us with concrete technology involving mix design and in situ strength testing using the testing facilities at the Faculty.
The Hanthana Team Looking back, the Hanthana housing scheme construction was the engineering externalization of the architectural imaginings of Tanya Iousova and Suren Wickremesinghe, for building houses on hill slopes without flattening the hills. The project involved the construction of hundreds of housing units with supporting infrastructure comprising roads and drainage, water supply and sanitary, and electricity distribution using underground cables. Tanya & Suren Wickremasinghe were the Architects with an Italian construction company as contractors.
To their credit, Tanya and Suren assembled quite a team of Consulting Engineers that was a cross-section of E’Fac alumni, viz., Siripala Kodikkara and Siripala Jayasinghe (Contract Administration); Prof. Thurairajah (Foundations & Soil Mechanics); S.A. Karunaratne (Structures); V. Shanmuganyagam (Concrete Technology); Neville Kottagama and DLO Mendis (Roads & Drainage); K. Suntharalingam (Water Supply & Sanitary); and Chris Ratnayake (Electrical).
As esoteric gossip goes, DLO Mendis had an informal periodization of engineering graduates, identifying them as either Before-Thurai or After-Thurai, centered on 1957 – the year Prof. Thurairajah graduated with supreme distinction and went on to do groundbreaking theoretical research in Soil Mechanics at Cambridge. Of the Hanthana consultant team, Neville Kottagama and DLO Mendis were before Thurai by six years, Shan was five years after, and all the others came later. Sadly though, only Tanya and Chris are with us today from the 1980s group named above.
After Hanthana came 1983 when all hell broke loose and hundreds of professionals and their families were forced to leave Sri Lanka. Shan left Peradeniya and joined Nanyang Technological University in Singapore, encouraged by his Cambridge contemporaries from Singapore. He taught at Nanyang for twelve years (1984-1996) before moving to Canada with his wife and three sons who were by then ready for university education.
All three children have done exceptionally well in their studies and professional careers. The oldest, Dhanansayan, is a Medical Doctor and a Professor at the University of Wisconsin School of Medicine and Public Health, in Madison, United States. That was where India’s Jayaprakash Narayan and Sri Lanka’s Philip Gunawardena had their university education a hundred years ago.
The younger two sons took to Engineering. The second son, Kalaichelvan, is Program Manager at Creation Technologies, an award-winning global electronics manufacturing service provider. And the youngest, Dhaksayan, is the Chief Information Officer (CIO) at the Toronto Transit Commission (TTC), which is North America’s third-largest urban transit system.
All three have done their parents proud and Shan would have been gratified to see them achieve exemplary success in their chosen fields. A first class Engineer and a first class teacher, Shan was also a great father and a loving grandfather. As we remember Professor Shanmuganyagam, we extend our thoughts and sympathies to his beloved wife Kalamathy, his sons and their young families
by Rajan Philips
Opinion
Cannavarella: Estate once owned by OEG with a heritage since 1880
Established in 1880, Cannavarella Estate stands among the most historically significant plantations in Sri Lanka, carrying a legacy that intertwines agricultural heritage, colonial transitions and modern development. Its story begins with the cultivation of cinchona, a medicinal bark used to produce quinine, which is a vital treatment for malaria at the time, introduced when coffee estates across the island were failing.
Under the ownership of Messrs Macfarlane, Cannavarella rapidly gained a reputation for producing cinchona at ideal elevations between 4,000 and 5,000 feet above sea level. At that time, the estate spanned around 750 acres and played a pivotal role in the island’s shift from coffee to alternative plantation crops during the late 19th century.
A transformative chapter began when Christopher B. Smith purchased the property and unified several surrounding estates- Moussagolla, Cannavarella, East Gowerakelle, and Naminacooly- into what became known as the Cannavarella Group. This amalgamation created a vast holding of approximately 1,800 acres. By 1915, nearly 1,512 acres of this extent were cultivated in tea, marking the estate’s full transition from cinchona to the crop that would define its identity for generations.
The Group was managed by the Eastern Produce and Estates Company from 1915 until 1964, after which stewardship passed successively to Walker & Sons Company Ltd, and then to George Steuart Company Ltd by 1969.
A defining moment in the estate’s history arrived in 1971 when Sir Oliver Goonetilleke, former Governor General of Ceylon, acquired the estate. Under his ownership, it came under the London-based company Ceyover Ltd., a name derived from “Cey” for Ceylon and “Over” for Oliver.
The estate remained under private ownership until the nationalization wave of 1975, during which Cannavarella was brought under the Janatha Estates Development Board (JEDB). For nearly two decades it was managed under government purview until the plantation sector was re-privatised in 1992.
Thereafter, Cannavarella Estate moved under the management of Namunukula Plantations Limited, first through BC Plantation Services, then under John Keells Holdings’ Keells Plantation Management Services and eventually under the ownership of Richard Pieris & Company PLC, where it continues today as part of the Arpico Plantations portfolio.
Blending heritage, landscape and community
Situated along the northeastern slopes of the scenic Kabralla-Moussagolla range and bordering the Namunukula mountain range, Cannavarella Estate spans a total extent of 800 hectares. Its six divisions rise across elevations from 910 to 1,320 metres above sea level, creating a landscape ideal for cultivating premium high-grown tea. Of the total land area, 351 hectares are dedicated to mature tea, while 54 hectares consist of VP tea, representing 16 % of the estate.
Among its most remarkable features are fields containing seedling tea bushes more than a century old, living symbols of Sri Lanka’s plantation legacy that continue to thrive across the slopes. The estate is also home to the origin of the Menik River, which begins its journey in the Moussagolla Division, adding an ecological richness to Cannavarella’s natural environment.
Cannavarella’s history of leadership reflects broader transformations within the plantation industry. The last English superintendent, Mr. Charles Edwards, oversaw the estate during the final phase of British management. In 1972, he was succeeded by Franklin Jacob, who became the first Sri Lankan superintendent of the Cannavarella Group, marking a shift toward local leadership and expertise in plantation management.
Development within Cannavarella Estate has never been confined to agriculture alone. Over the past decade, the estate has strengthened its emphasis on community care, diversification and improving living conditions for its workers. In 2022, coffee planting was initiated in Fields 7 and 8 of the NKU Division, covering 2.5 hectares as part of a broader effort to introduce alternative revenue streams while complementing tea cultivation.
The estate’s commitment to early childhood development is reflected in the initiation of a morning meal programme across all Child Development Centres from 2025, ensuring that children receive nutritious meals each day. A newly constructed Child Development Centre in the EGK Division, completed in 2020, now offers modern facilities including a play area, study room and kitchen, symbolizing the estate’s dedication to nurturing the next generation. In 2015, a housing scheme consisting of 23 new homes was completed and handed over to workers in the CVE Division, significantly improving quality of life and providing families with safer, more stable living environments.
A future built on stability and renewal
Cannavarella Estate is preparing to undertake one of its most important social development initiatives. A major housing programme has been proposed to relocate 69 families currently residing in landslide-prone areas of the Moussagolla Division. Supported by the Indian Housing Programme, this effort aims to provide secure, sustainable housing in safer terrain, ensuring long-term stability for vulnerable families and reducing disaster risk in the region.
Across its history, Cannavarella Estate has remained a landscape shaped both by the land and the people who call it home. Cannavarella continues to honour its roots while building a modern legacy that uplifts both the estate and its people. (Planters Association news release)
Opinion
From the Lecture Hall to the Global Market: How Sri Lankan students are mastering the “Gig Economy”
Have you ever wondered how a university student, between heavy textbooks and late-night study sessions, manages to earn a professional income in US dollars? It sounds like a dream, but for thousands of Sri Lankans, it’s becoming a daily reality through online freelancing.
A recent study published in the Ianna Journal of Interdisciplinary Studies has pulled back the curtain on this digital revolution. By interviewing 21 successful student freelancers across Sri Lanka, researchers have mapped out exactly what it takes to turn a laptop and an internet connection into a thriving career.
The Rise of the “Earn-as-you-learn” Era
In Sri Lanka, the number of online freelancers has exploded from about 20,000 in 2016 to over 150,000 today. While our traditional education system often focuses on preparing students for 9-to-5 office jobs , these students are diving into the “Gig Economy” a digital marketplace where they sell specific skills, like graphic design or programming, to clients all over the world.
The Secret Sauce for Success
So, what makes some students succeed while others struggle? The research found that it isn’t just about being good at coding or design. Success comes down to six “Core Pillars”:
· A Growth Mindset: The digital world moves fast. Successful students don’t just learn one skill; they are constantly updating themselves to ensure they don’t become “outdated”
· The Balancing Act:
How do they handle exams and clients? They don’t use a magic wand; they use strict time management. Many work late into the night (from 6 p.m. to midnight) to accommodate international time zones.
· The Power of “Hello”:
Since most clients are in the USA or UK, strong English and clear communication are vital. It’s about more than just talking; it’s about negotiating prices and building trust.
· Proactive Problem Solving:
Successful freelancers don’t wait for things to go wrong. They update their clients regularly and fix issues before they become headaches.
Why This Matters for Sri Lanka
Right now, our universities don’t always teach “how to be a freelancer”. This study suggests that if we integrate freelancing modules and mentorship into our degree programs, we could significantly reduce graduate unemployment. It’s a way for students to gain financial independence and bring much-needed foreign currency into our economy while still in school.
You Can Do It Too
If you’re a student (or the parent of one), the message is clear: the global market is open for business. You don’t need to wait for graduation to start your career. With a bit of flexibility, a willingness to keep learning, and a proactive attitude, you can transition from a learner to an earner.
The Research Team Behind the Study
This groundbreaking research was conducted by a dedicated team from the Department of Business Management at the SLIIT Business School (Sri Lanka Institute of Information Technology). The authors of the study include:
· Lihini Niranjana Dasanayaka
· Thuvindu Bimsara Madanayake
· Kalana Gimantha Jayasekara
· Thilina Dinidu Illepperuma
· Ruwanthika Chandrasiri
· Gayan Bandara
by Ruwanthika Chandrasiri
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