Features

The Great Pope Francis: A Personal Reflection

Published

1 year ago

2025/04/27

Pope Francis

The resignation of Pope Benedict XVI in February 2013 sent shockwaves through the global community, breaking an eight-century precedent of papal tenure ending only with death. This extraordinary departure from tradition invites reflection on the remarkable evolution of the Catholic Church’s highest office during the modern era.

Following the contentious pontificate of Pope Pius XII (1939-1958) during World War II, the College of Cardinals elected the elderly Cardinal Giovanni Roncalli as Pope John XXIII (1958-1963). Many anticipated a caretaker papacy of minimal consequence. Instead, this supposedly transitional figure stunned the world by convening the Second Vatican Council, which gathered religious leaders from across the Catholic world in an unprecedented assembly. Vatican II catalyzed a sweeping liberalization of Church practices, fostering interfaith dialogue, emphasizing social justice, and revolutionizing liturgical traditions in ways previously unimaginable.

After John XXIII’s death, Pope Paul VI (1963-1978) inherited and completed the Council’s ambitious agenda. More significantly, he transformed the papacy’s global presence by becoming the first pontiff to embrace air travel, embarking on international journeys that redefined papal engagement with the faithful worldwide. His successor, Pope John Paul I, seemed poised to continue this progressive trajectory before his unexpected death just 33 days into his pontificate. The subsequent election of Karol Wojtyla as Pope John Paul II in 1978 marked another watershed moment. This charismatic Polish pontiff became a formidable geopolitical figure who helped precipitate Communism’s collapse while energizing Catholic youth movements globally.

When John Paul II’s trusted advisor Cardinal Ratzinger ascended as Pope Benedict XVI, this conservative restoration continued, culminating in his historic resignation—a final, unexpected transformation of an office that had repeatedly defied expectations throughout the modern era.

Jude Senewiratne, the writer’s father being blessed by the Pope on a Srilankan airline’s flight

In 2013, the Church faced an evident need for renewal. Following Pope Benedict’s unprecedented resignation, the election of Argentinian Cardinal Jorge Mario Bergoglio proved equally astonishing. His selection of the regnal name “Francis,” honoring the humble saint of Assisi, signaled forthcoming departures from convention. The new pontiff immediately distinguished himself when, before offering his first papal blessing to the multitudes gathered in St. Peter’s Square, he requested their prayers—an inversion of protocol without precedent in papal history. This gesture heralded the emergence of a pontiff characterized by joy, humility, and intellectual openness, who demonstrated resolute determination to reform ecclesiastical traditions incongruous with contemporary realities. Remarkably, until his death on April 22, 2025, Pope Francis maintained this distinctive pastoral approach throughout his twelve-year pontificate, preserving the refreshing ecclesiastical vision that defined his papal identity from its inception.

I was a teenager, when Pope Francis was made Pope. Like most youth, I followed his progress via Rome Reports, as well as the Pope’s own Social Media accounts. Throughout his papacy, Pope Francis maintained unwavering advocacy for social justice, consistently centering marginalized communities in Church priorities. His rhetoric and policies regarding refugees, migrants, and victims of economic inequality represented a profound recommitment to Catholic social teaching. This emphasis manifested through personal example—washing refugees’ feet, visiting impoverished communities, and challenging political leaders to create more equitable systems.

The pontiff’s dedication to ecumenical and inter-religious dialogue yielded unprecedented diplomatic breakthroughs. His historical meetings with Orthodox patriarchs, Anglican leaders, and representatives from Judaism, Islam, Buddhism, and Hinduism fostered mutual understanding that transcended centuries of religious division. These initiatives reflected Francis’s conviction that peaceful co-existence demanded respectful engagement across faith traditions.

Internal Vatican reforms under Francis’s leadership were equally significant. He restructured Church governance to enhance transparency, appointed unprecedented numbers of women and laypeople to positions of authority, and decentralized decision-making processes. His introduction of synodality—encouraging collective discernment through broader consultation with clergy and laity alike—represented a fundamental shift toward a more participatory ecclesiastical model.

Francis confronted the Church’s darkest crisis with unprecedented candor, acknowledging clerical abuse through formal apologies to survivors and implementing institutional safeguards to prevent future abuses. His global diplomatic engagement extended Catholic influence into conflict zones such as Ukraine-Russian war and Gaza, and international policy discussions, where he consistently advocated for peaceful resolution and humanitarian priorities. Perhaps, one of the greatest’s contributions of Pope Francis was his strong commitment for the environment and its conservation. His monumental encyclical Laudato Si advocates for the urgent action for the environment and addresses ecological and social issues stressing on sustainable lifestyle as well as responsible economic development.

Perhaps most distinctively, Francis’s pontificate was characterized by profound personal humility. His rejection of papal palatial quarters, preference for modest transportation, and spontaneous interactions with ordinary faithful dismantled barriers between the papacy and the people. This accessibility, combined with his vision of “a poor Church for the poor,” reoriented Catholic priorities toward servant leadership. His enduring legacy lies in having renewed the Church’s prophetic voice on contemporary issues while maintaining its foundational spiritual mission.

The accomplishments outlined above represent only a fraction of the many significant undertakings during the twelve-year pontificate of Pope Francis. Among these, one personal account merits documentation, both as a testament to the Pope’s spiritual influence and for the benefit of the public record. When Pope Francis announced his intention to visit Sri Lanka in early 2015, the news was met with widespread enthusiasm and joy, not only among Catholics but also among individuals of other faiths.

At the time, I had just completed my Ordinary Level examinations and was enjoying a well-earned break. Nationally, the political landscape had undergone a major transformation, with the conclusion of the decade-long regime of President Mahinda Rajapaksa and the election of President Maithripala Sirisena under the banner of the newly formed Yahapalana government. This period was marked by a renewed sense of hope and optimism across the country, making it a particularly poignant moment for a Papal visit to our island nation.

The principal purpose of Pope Francis’ visit was the canonization of St. Joseph Vaz, Sri Lanka’s first saint, as well as a pilgrimage to the Shrine of Our Lady of Madhu in the northern region of the country. Although I was still a teenager, I had already developed a keen interest in both history and ecclesiastical affairs. Motivated by this interest, I authored a short article for The Messenger, focusing on the history of Papal visits to Sri Lanka, with particular emphasis on the visits of Pope Paul VI in 1970 and Pope John Paul II in 1995. I also shared reflections on Pope Francis and the potential impact his visit might have on Sri Lanka. This article was published on January 11, 2015.

Article in the Messenger, written by the author, as a 15-year-old, and autographed by the Pope

When Pope Francis arrived at Katunayake on January 13, 2015, he was received with a brief but dignified welcoming ceremony attended by the newly elected President Sirisena. Following the formalities, the Pope commenced his journey along the Negombo Road aboard the Popemobile, proceeding at a deliberate pace while warmly acknowledging the thousands of faithful who had gathered on either side of the route to greet him. Despite the heat and humidity of that sunny morning, the 78-year-old Pontiff displayed remarkable vitality and endurance throughout this physically demanding procession. I, along with a few relatives, made our way to Wattala to witness this historic moment. To our great fortune, we were able to catch a clear and close view of the Holy Father and even managed to capture a photograph of him—an image that remains a treasured memento of that day. The following day marked the canonization of Fr. Joseph Vaz, held at Galle Face Green. In anticipation of the event, most roads in Colombo were closed, underscoring the magnitude of the occasion.

My entire family and I were among the vast congregation—estimated to be at least half a million strong—that gathered for the solemn and joyous celebration. A beautifully constructed altar had been erected for the occasion, and following the canonization, the Pope once again traversed the grounds, offering his greetings to the faithful in attendance. As a teenager firmly rooted in my Christian faith, witnessing the canonization and experiencing the presence of the Pope was a profoundly meaningful and formative moment. Though Pope Francis delivered his homily in English—a language in which he is not fluent—his words were nonetheless deeply moving and spiritually resonant.

When we returned home, my father received a phone call from his office. My father’s immediate response was that it was perhaps the best call he had ever received. Since the early 90s he had been working for SriLankan Airlines and was by then a Leading Cabin Crew Member. His superiors had selected him along with a few of his colleagues to accompany the Pope to Manila, Philippines in the SriLankan Airlines flight on January 15, 2015, as the Pope planned a 3-day visit there after Sri Lanka. This was an honour only a few would receive in their lifetimes, to closely travel and serve the Pope for nearly ten straight hours. As my father planned for this flight, the silly young me asked him to take my newspaper cutting of the Pope’s article so he could read it. My father did not refuse but asked me not to expect anything!

On the following day, Pope Francis departed for Manila, boarding the papal aircraft after a solemn and dignified farewell ceremony at the airport. My father, who was among those present, recalled that the Holy Father, even in the privacy of that setting, remained remarkably affable, serene, and gracious. After a simple meal, he warmly greeted and engaged in conversation with both the crew members and the pilots, offering each a moment of personal connection. In a fleeting yet unforgettable moment, my father too was granted an audience with the Pope—a brief exchange immortalized not by a personal photograph, which was not permitted, but by the official papal photographer. Hours into the journey, my father remembered the “small request.” Approaching the Pope’s secretary—who was seated beside the Pontiff—my father offered the article, enclosed within a folio. As is often the case with protocol, the secretary politely but firmly responded, “Unfortunately, the Holy Father is busy.” However, in a moment that revealed the Pope’s extraordinary attentiveness and humility, he overheard the exchange and requested the folio be handed to him.

Though the article was written by a teenager and, in hindsight, may seem rather unrefined, Pope Francis read it in its entirety. With a gentle smile, he turned to my father and inquired whether he might acknowledge the piece. Then, in a gesture as graceful as it was unexpected, the Pope removed his black ink pen and signed the article in his native Spanish: Franciscus, 15.1.2015.Before returning the folio, he also offered several gifts—tokens of affection and goodwill. Among them were a rosary, a commemorative medal, and a signed photograph inscribed with a simple yet moving directive: “Give this to your son.” When my father returned home and handed me these cherished items, I was overcome with awe and gratitude. The Pope, by no means obligated to engage with such a small request, had instead transformed it into a moment of lasting grace. I kept this remarkable testimony to myself for ten years, but now when the world reflects on the glorious years of Pope Francis, I thought this may be worth recording,

I am certain there are countless other narratives like mine—testimonies of kindness, humility, and quiet greatness that define Pope Francis. But for me, this singular act of thoughtfulness stands as an enduring emblem of his extraordinary humanity and spiritual generosity. I never saw or heard anything very personal of the Pope again. However, for the next ten years, I followed his work, especially his stance on Global issues. Not for one moment did he differ to his principles and style. Thus, when his death on Easter Morning was announced over the news, I too felt his loss terribly. Pope Francis’s legacy is one of luminous compassion, courageous reform, and unwavering fidelity to the Gospel’s call for justice and mercy. In an age of cynicism and division, he embodied the Church’s tender heart. His was a pontificate not of grandeur, but of grace—marked by simplicity, humility, and a love that embraced the whole world.

by Avishka Mario Senewiratne
Editor, The Ceylon Journal

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Features

Sections of US media looking power straight in the eye

Published

13 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

13 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

13 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).