Features

NU’S SOCIAL MILIEU

Published

1 year ago

2025/05/18

Thilina Walpola

Beeralu lace-makers

CHAPTER II

(Excerpted from N.U. JAYAWARDENA The first five decades)

I am proud of my humble beginnings. My earliest memories are of my parents, humble people. My father was in charge of the resthouse at Hambantota and held the conferred rank of arachchi, and later he farmed a rather large but unproductive extent of paddy land.

(N.U. Jayawardena, interview with Roshan Pieris, 1987)

Religious Background

NU’s parents, born in the 19th century, were essentially people of the South who had never travelled beyond the Hambantota and Matara districts, until their old age when they moved to Colombo. They were devout Buddhists who had lived through the Buddhist Revival Movement in Sri Lanka, which occurred from the middle of the 19th century onward. The South also had a regional consciousness as being the “Gods’ own country” (deviyange rata), since Kataragama, the pilgrimage site of Buddhists and Hindus, was in the region.

There was also a historic memory of former greatness in the South of Sri Lanka. The people of the Matara and Hambantota districts were steeped in the early history of the Ruhuna region, when Tissamaharama was a powerful kingdom associated especially with King Dutugemunu (c.100 BC), his father King Kavantissa and mother Vihara Maha Devi. The region abounds in important historic and religious sites, in places such as Mulkirigala, Tissamaharama, Kirinde, Sithulpawwa and Kataragama. In Devundara (Dondra) was the ancient Vishnu devale, revered by both Hindus and Buddhists – with its rituals and annual perahera (procession).

Buddhist monk with acolytes

An important challenge to the colonial establishment had come from the Buddhists, who opposed Christianity as being the religion of the foreign rulers and challenged Christian missionaries, who dominated education. The Buddhist Revival Movement of the 19^th and early 20th centuries was concerned with religious and national identity, also promoting modern education and temperance in the context of Buddhism. Support for it came from the new class of Sinhala Buddhist merchants who had earlier made fortunes in trade, the liquor business, plantations and graphite.

Many Buddhists from rural areas and small towns were also galvanized into supporting Buddhist grievances and demands. Some Buddhist revivalists – especially Anagarika Dharmapala and Colonel Henry Olcott – travelled by cart from village to village all over the South, promoting a resurgence of Buddhism and collecting funds for Buddhist schools.

Although the various communities had lived harmoniously, there were some occasional rumblings of religious discord. The Sinhala Buddhists thought of themselves as ‘sons of the soil.’ There were clashes in Colombo in 1883, when there was conflict between Buddhists and Catholics over Easter celebrations. In 1915, a more serious clash broke out between Buddhists and Muslims, beginning in Gampola and quickly spreading to other parts of the island. These and other flare-ups were a reflection of both the religious and economic discord of the period.

School drill

The young NU would have been keenly aware of the existence in the Hambantota area of both Buddhists and Muslims. Leonard Woolf had reported that “the races and religions have lived amicably side by side,” but that there were also occasional outbursts. Woolf records a riot occurring in Hambantota town in May 1911, when, allegedly, the drumming from a Buddhist procession outside the mosque was objected to by Muslims, resulting in a fracas.

Woolf (1962, pp.241-42) relates how he settled the matter: “I fined one side for disturbing a religious procession and the other for tom-tom beating without a licence, the Mohammedans Rs. 35 and the Buddhists Rs. 60.” Adding that the penalties were light, he said that it was done “as a matter of expedience” in order to allow the “religious ill-feeling to die out at once” (ibid). According to Woolf, “even in the quietest place, peace was precarious” (1961, p.242).

NU’s elder sister Rosalind witnessed this event, and years later recalled to her daughter Chandrani, how at the age of six she had the frightening experience of peering through the door into the street and seeing the commotion and bloodshed. NU would have been only three at the time. Even if he did not recall this riot, he may have been aware of the more widespread riots between the Sinhala and Muslim communities that occurred later in 1915.

Education and Illiteracy

During a period of expanding education in the early 20th century, the Hambantota district (as noted in Chapter 1- https://island.lk/unchanging-hambantota/), was among the least-developed in the island. The Superintendent of the 1911 Census, E.B. Denham, referred to the district, in terms of literacy, as “undoubtedly the most backward Low-country District during the decade” (Denham, 1912, p.407, emphasis added).

Transitions in dress reflecting two cultures

Among the Sinhala community of Hambantota, the literacy figures in 1901 were 27% for males, but only 1.7% for females; and by 1911, the males were still only 31% literate, and the females, 2.2%. Even in the more developed neighbouring districts, Sinhala female literacy was low. For example, the Matara district had 7% female literacy in 1911, while the Galle district rate was 14% (ibid, pp.404-7). By contrast, in the same year, 26.8% of women in Colombo were literate (ibid, p.412).

NU, who was very attached to his mother, frequently referred to her inability to read and write. Of his mother, who was from Devundara in the Matara district, he said:

My mother was very warm-hearted. She was not literate. She could not even sign her own name. But she created for her children a loving home where all of us were equally important and each one of us received the same measure of concern and affection. She had the time to spend with us, and it was this aspect of my home life that made me, years later, when I married, spend time with my children even though I was often busy and tired, because I wanted them to feel that I was concerned about every aspect of their lives. (interview by Manel Abhayaratne)

NU’s daughter Neiliya remembers her paternal grandmother as a ‘carbon copy’ of her own mother:

The only difference was that the former could neither read nor write. She was, however, the moving spirit behind her family and children, seven of whom lived into their eighties and beyond. (Neiliya Perera,2006)

In spite of her illiteracy, NU’s mother had a sharp mind and, according to all accounts, was the brains in the family. Thrifty and enterprising, she lent money informally, on the security of gold sovereigns, to women of the neighbourhood, many of whom were Muslim. Her method of calculation was based on a measurement of time from one poya (full-moon) day to the next. She would mentally calculate the interest and would waive part of it if the item was redeemed before the end of this period (Chandrani Jayawardena, quoting her mother’s recollections). This was not uncommon, as women from low-income groups had, and continue to have, their own means of survival, which could also include the seettu (a system of saving), lace-making, coir-spinning, mat-weaving, and other income- generating small ventures.

The Consciousness of Caste

In Sri Lanka, caste and kinship networks – originally based on occupation – formed the basis of society, reinforced by traditional obligations to relatives. Southern Sri Lanka was a multi-caste region where a range of Sinhala castes were present. There were, however, clusters of persons belonging to specific castes who, historically, were concentrated in certain areas. The Durava caste, to which NU’s parents belonged, was one of the smaller but more important castes of the Southern and Western provinces.

In the 1824 Census, in which caste was recorded for the first time, the Durava were reported as forming around 5.6% of the low-country Sinhala population, with pockets of the Durava caste in specific areas – Tangalle 9.5%, Colombo 4.7%, Galle 3.7% and Chilaw 4.1% (Ryan, 1953, p.264). During the 19th century, however, changes took place with the development of the colonial economy and the increased migration of people to Colombo in search of employment. Bryce Ryan, writing in 1953, noted that the economic backgrounds among the Durava ranged from “rich to very poor” in urban areas, but the majority, in rural areas, were “peasant cultivators and labourers.”

. Humorous depictions of the “Resthouse experience,”

From the time of Dutch occupation onwards, this caste had moved from traditional occupations at village level into other areas of activity available under the colonial economy, especially benefiting from education, economic opportunities and urban expansion during British rule.

By the early 20th century, a significant number of the Durava were part of the middle and lower- middle class of Colombo. Through the education process, they qualified for government positions in clerical and other white-collar employment, and many became lawyers, doctors, teachers and academics.

In a caste- and class-conscious society, the family of NU (like many others of the region) were aware of the limitations of caste-based rural life and would seek to move into the modern world where status was judged on education, merit and achievement, and not solely on caste.

Inevitably, bright males in the family were supported and financed by relatives, so that they could achieve success and thereby elevate the status of the whole family. The key to success was education in the English language, and studious boys often moved from small missionary or government schools to the larger, more prestigious schools in the provincial capitals, and even on to major schools in Colombo, which provided a superior academic education.

Chandrani and her mother Rosalind, NU’s elder sister

Verandah of Hambantota Resthouse

The Resthouse Culture

At the time of NU’s birth, his father U.J. Diyonis was the resthouse keeper at Hambantota. He also possessed a buggy cart and some acres of paddy land in Tangalle. It had been his wife’s uncle, Richard Gunasekera, a clerk to the District Mudaliyar of Magampattu, who had advised him to apply for the post. Diyonis, of an independent frame of mind, was also, as NU’s daughter Neiliya describes him: “a man who had a similar temperament to my father, but without his brilliance.” By ‘temperament,’ she was referring to Diyonis’ and NU’s quick temper and impatience.

Resthouses, which were a colonial innovation, served as places where government officials could lodge during their field circuits. They were located throughout the island, mainly along public roads – often at attractive sites. In 1911 there were 193 resthouses (Denham, 1912, p.5). Resthouses were also used by a few local residents who could afford them, to spend a quiet holiday or as a place of sojourn during a long journey (de Zoysa manuscript, p.42). The post of resthouse keeper was a respected one, usually being conferred the title of arachchi. The job carried the responsibility of providing congenial accommodation and food, mostly for colonial officials and tourists.

: NU’a father, UJ Diyonis

: NU’s mother, Gajawirage Podinona

In their architecture, resthouses generally conformed to a set style. A partially enclosed verandah ran along its entire length; from this, doors led to the dining room in the centre, and to bedrooms on either side. Behind the dining room was a space that served as a reception room, which also had a liquor bar. The kitchen and the rooms of the waiters and other employees were still further toward the back (de Zoysa manuscript, p.42). The professional attributes of a resthouse keeper were civility, knowledge of English sufficient to communicate with British officials or other visitors, and an ability to ensure their comfortable stay, as well as to handle the staff under his authority.

Diyonis, on these counts, was much praised by the visitors to his resthouse, which overlooked the beautiful bay of Hambantota. In the course of his work, he had to show courtesy, and provide efficient service, clean accommodation, good western and local food, and to be deferential to foreign guests, colonial bureaucrats and important locals who visited the resthouse. Leonard Woolf, who spent three years in Hambantota – living in the AGA’s house near the resthouse – would have been a frequent patron with his guests, interacting closely with U.J. Diyonis. (1. Interestingly, decades later, while studying in Britain,

NU’s son Lal interviewed Woolf several times on British land policy and the chena system of cultivation.)

In those days of strict dress codes and protocol, the personal appearance and grooming of the resthouse staff would have been important. From many accounts, both NU’s mother and father were conscious about their appearance, and paid great attention to detail – traits NU shared. NU’s daughter Neiliya recalls the great pride that her grandfather Diyonis took in his appearance, and how he was always dressed in a white cloth and coat with gold buttons.

Sinhala women dressed in typical ‘southern’ style

Neiliya also describes how her grandmother would always be immaculately dressed in a white blouse with wrist-length sleeves styled in the southern fashion, with delicate lace-inset panels. With this she would wear a light-coloured cloth, which would ‘glisten like silk.’ Being practical, her grandmother would wear a darker cloth when doing housework, but would change into a better cloth when receiving guests. Confirmation of this fastidiousness on her grandmother’s part, as regards her person and abode, can be gleaned from Neiliya’s interesting childhood impression:

[My grandparents’] house itself was spotlessly clean, the cement floor gleaming, just like my grandmother, who was always dressed in a white blouse, edged with lace and with detachable gold buttons down the front and a self-coloured cloth.

Sri Lankan ‘Moor’

For those who knew or encountered NU in his later life, it is apparent that he reflected this upbringing. Many who met him were struck by his meticulousness and disciplined approach to his physical appearance, grooming and dress, in his surroundings and in his work. Indeed, many of those who came into his presence would witness how his eye would immediately hone in on anything out of place. He was an extremely orderly person who liked everything in its place, and many people have remarked upon the style and grace in which he entertained people at his home or in his office.

One can trace these qualities in NU back to his childhood. Being an observant and bright child, NU would have watched all the comings and goings at the resthouse, and the organizational problems his father coped with, including catering, accounting, and keeping the system running efficiently. He would have keenly watched the colonial officials, foreign tourists and dignitaries and members of the local elite – their lifestyles, mannerisms and eating and drinking habits – and had more than a glimpse of how the privileged lived.

His father may have shown him the names in the visitors’ book; and NU probably decided, early in life, that he would emancipate himself from his social origins and become part of the elite whom he had observed at close quarters in his father’s place of work. But he did not have many illusions about the difficulty of achieving such ambitions. The gulf between ‘them’ and ‘us’ was wide, and he would have sensed that the one possibility of social mobility and of finding a way out of Hambantota was through education.

Out of the disparate and contradictory tendencies, which were produced during colonial rule, two cultures developed in Sri Lankan society, which were not mutually exclusive. One, disdainful of colonial influence, emphasized traditional values and loyalty to ethnic, caste and kinship group and the extended family.

Hambantota coastline with boats

The other, a modernizing culture, required a rational worldview, western education, more individualism and knowledge of English. The educated youth embodied these different trends in their outlook. They looked forward and back. They wanted to modernize and to better themselves economically and socially. The majority looked for white-collar jobs, a few gaining membership in prestigious professions.

‘Modernization’ was conceived by them in the image of the colonial rulers (though those rulers never accepted them as their social equals). Yet, those who wanted to move on were also, like the mass of society, rooted in the past.

It was an interesting case of the coexistence of tradition and modernity, and a hybrid ‘two-culture’ society. NU mirrored this combined development. He was a man of two worlds – a Sinhala Buddhist, and a Durava, but educated in English – conforming in his later life to a westernized lifestyle and universalistic outlook, while also remaining conscious of ethno-religious and caste issues. An Indian writer once said that, people in India may have left the village, but the village never left them.

This was true of many Sri Lankans from a rural background, who never forgot their roots and held onto certain traditional practices, one of them being the obligation to help family members and relations. There are many anecdotes that show how, throughout his life, NU engaged in the traditional practice of helping others: his parents, sisters, brothers, nieces and nephews, along with many others who appealed to him for assistance.

By Kumari Jayawardena and Jennifer Moragoda

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Features

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

Published

21 hours ago

2026/09/24

Sahan Weerasooriya

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Features

Is Sri Lanka prepared for global literacy crisis?

Published

21 hours ago

2026/09/24

Sahan Weerasooriya

by Prof. M.W. Amarasiri de Silva

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

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

Decline in functional literacy

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

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

Sri Lanka immune?

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

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

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

Major risk factor

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

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

Demographic ageing as challenge

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

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

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

Misinformation and disinformation

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

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

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

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

Literacy a process

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

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

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

Importance of digital literacy programmes

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

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

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

Features

From Colombo to Vegas: Sri Lankan talent shines at WCOPA

Published

21 hours ago

2026/09/24

Sahan Weerasooriya

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

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

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

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

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

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

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

His involvement in pageantry and performing arts includes:

Recruiter, Miss Nevada United States – 2014

Chris Rajendra: National Director – WCOPA Team Sri Lanka

Manager, Miss Colombia Las Vegas – 2013 to 2017

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

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

Co-National Director for Team USA – WCOPA 2026

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

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

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

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

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

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