Features

The Old Town Of Galle And Fortifications

Published

5 years ago

2021/05/9

Sahan Weerasooriya

The World Heritage Sites Of Sri Lanka

By EVERYMAN

Volleyball it is claimed is our national sport. However there is no doubt that Cricket is the most popular sport in Sri Lanka .That popular West Indies calypso ‘Cricket, lovely cricket.’,’ will always be ringing in our ears. From the villages where youngsters from around 16 to 26 or maybe even older, use ‘polpithi’ bats, to the towns where more sophisticated young men use willow bats. It is cricket, cricket and more cricket. Little wonder then that we have been correctly described as ‘ a cricket crazy nation.’ And when it comes to grounds for international matches the Galle International Stadium is the most favored by our cricketers, our coaches and our spectators. The reason is that as at today (03. 05 .21), 34 Test Matches were played on these grounds of which Sri Lanka won 19 and lost only eight. In addition to this, in a press release datelined June 8, 2020, Yash Mittal an avid lover of cricket has listed five of the most picturesque cricket grounds in the world. And yes – you have guessed it – the Galle cricket grounds, cradled between the Galle Fort and the Indian Ocean, heads the list !

Galle has an ancient and interesting history. In pre-Christian times Galle, called ‘Gimhathitha’ which is derived from the ancient Sinhala script meaning ‘port near the river Gin’ ( Gin Ganga ) was a major port in our country. As early as 1400 BC cinnamon had been exported and Galle may well have been the main transshipment port in this part of the world, with Persians, Arabs, Greeks, Romans, Malays, Indians and Chinese doing trade. A trilingual Inscription on stone dated February 14, 1409 in Chinese, Tamil and Persian was erected by the Chinese Admiral, Zheng He, to commemorate his visit to Galle. This is now in the Colombo National Museum. A copy can be found in the Maritime Museum in Galle. So dear reader our country’s friendship with China is a centuries old one. Nothing new in that. Galle is also referred to by the famed Muslim Berber-Moroccan scholar and traveler Ibn Batuta, in his well documented book ‘Rihlah’ (Travels ) who visited the island in 1344 CE. He referred to Galle as Quali/ Kali..

No doubt that all these references to the ancient port city of Galle and others as we will read about later on, contributed to UNESCO listing the Old Town of Galle and the Fortifications as a World Heritage Site in 1988. According to an article in the Ceylon Observer datelined November 26, 2017 by Dimuthu Attanayake and Manjula Fernando it is stated that, “The International Council on Monuments and Sites (ICOMOS ) in its advisory body evaluation has recommended Galle Fort under its criterion IV Code. Galle provides an outstanding example of urban ensemble which illustrates the interaction of European architecture and South Asian tradition from the 16th to the 19th centuries. Among these characteristics that makes this an urban group of exceptional value is the original sewer system from the 17th century which is flushed with sea water and controlled by a pumping station formerly activated by a windmill in the Triton Bastian.”

According to the Galle Heritage Foundation the Triton Bastian (which is a projecting part of a fortification) is one of many gun Bastians built on a long rampart. Some having been built by the Portuguese but many by the Dutch. For the Dutch it must be remembered, such fortifications were necessary to defend the western approaches to Galle Fort, from enemy navies. In particular the British navy. In the article referred to above it is also stated that “the most salient feature is the use of European models adapted by local manpower to the geological, climatic, historic and cultural conditions of Sri Lanka. In the structure of these ramparts coral was frequently used along with granite. In the ground layout all the measures of length, width and height conform to the regional metrology. The wide streets were planted with grass and shaded with Suriyas and were lined with houses, each in its own garden and an open verandah supported by columns which is another sign of acculturation of an architecture which is European only in its basic design.” (AUTHOR’S NOTE : Suriyas were trees usually used for fencing and sometimes grew to a height of 30 feet).

Built first by the Portuguese in the 16th Century, Galle reached the height of its development during the Dutch colonial rule. Galle, it has been claimed is the best example of a fortified city in South and South – East Asia and is the last remaining fortress in Asia built by European occupiers. Since it was the Dutch that earned for Galle the honour of being listed as a World Heritage Site, it would be relevant to describe what they actually built. Among the heritage monuments there is the Dutch Reformed Church referred to at that time as ‘Groote Kerk.’ Located at the entrance to the Fort it was built in 1755 and is said to be the oldest Protestant church in Sri Lanka. The floor is paved with large gravestones taken from the old Dutch cemetery. The pulpit is made of calamander wood from Malaysia. This church is still in use.

On Church Road is All Saints Church. This is an Anglican Church built on the site of the former Dutch Courthouse. The Church was consecrated by Bishop Claughton, the second Bishop of Colombo on February 21, 1871. Prior to this the Anglican congregation used to worship in the earlier mentioned Dutch Reformed Church. Today the faithful still gather here for worship. An interesting fact is that a large bell was installed in the dome of the Church in memory of the first Vicar, Rev Dr. Schrader. However for security reasons this bell was lowered in 1960, and now lies in the premises of the Cathedral of Christ the Living Saviour in Colombo.

Along Lighthouse Street is what has been described as a ‘quaint little’ Roman Catholic Church. It was built by the Dutch in 1893 and is claimed to be one of the oldest Roman Catholic Churches in the country where services are held even today. Referring to Churches one cannot overlook another historic landmark, namely the magnificent St Mary’s Cathedral located on Prison Road, in the city of Galle. It was built in 1874, but not by the Dutch. It was by the Society of Jesus. There is no doubt that this too would have contributed to the inscription of World Heritage Site by UNESCO.

Catering to the religious needs of the Buddhist population there lies along Rampart Street the Sri Sudharmalaya Temple which was built as far back as 1889.In the construction of this temple there is evidence of the impact of Dutch and European architecture. And then we come to the beautifully crafted, majestic , Meeran Mosque, built in 1904, it is located opposite the Galle Lighthouse and was and still is a place of deep veneration and prayer for the Muslims who form the largest religious group within the Fort.

Moving from the religious to the secular, there can be seen as one enters the Galle Fort through the Old Gate, the British Coat of Arms, with the inscription ‘ Dieu et Mon Droit (God and My Right). In the inner part of this fortified entrance is a 1668 dated inscription with the letters VOC (Verenigde Oostindinsche Compagnie – meaning Dutch East India Company). Further inside the Fort is the 87 ft. tall, Lighthouse, built by the British in 1939. However the earlier Lighthouse also built by the British in 1848 was destroyed by fire in 1936. Further into the Fort on Church Street was the old Government House. Built in 1683 it was used for administrative purposes and also served as the residence of the Commander. Regrettably however it is now closed, for visitors.

Near the Old Gate was the Great Warehouse built around 1669 which was used to store spices and ship’s equipment. It now houses the National Maritime Museum. One of the oldest buildings within the Fort is the Dutch Hospital built in the 17th Century, referred to as the Old Dutch Hospital, very aptly it is on Hospital Street and close to the harbor for the benefit of Dutch seamen. It was supposed to be built on a location where there was a Portuguese mint. In 1850 the British converted this to a barracks. It is now a shopping and restaurant arcade.

Then on Church Street there is another complex built in 1684 as the headquarters of the Dutch commanders and the staff. In 1865 it was converted to the New Orient Hotel catering to European passengers travelling between Europe and Galle. Today it is the five star Amangalla Hotel. Outside the Galle Fort on the southern side of Galle Bay in an island promontory. On it is Closenberg Hotel. It is a story of the transformation of an elegant manor to a star- class hotel. Once called Villa Marina, it was built in 1859 by Captain Bayley, who was the local agent for the P & O Shipping Company. It changed ownership in 1889 to Simon Perera Abeywardena who was the son-in-law of one of the country’s greatest entrepreneurs and philanthropists, Sir Charles Henry de Soysa. In 1965 this home was reconstructed to be a hotel. It was named Closenberg. The name is derived from the Dutch name Klossenburg, which means a small fort on which the sea roars.

Yet another chapter in the colorful history of Galle began in 1796, when the British East India Company entered Ceylon from India where it had its stronghold. Quite naturally they nudged the Dutch out of Galle. Two large Sri Lankan conglomerates which had in those early years been British companies, had their beginning in Galle. One was Chas. P. Hayley and Company which was established in 1878 and much later became Hayleys PLC. The other was Clarke Spence and Company, which was established in 1868 and much later became Aitken Spence PLC.

From buildings and companies let’s move on to trees. In fact one particular tree – The breadfruit tree ( Artucapus incisisus ). Known in Sinhala as ‘del.’ It was introduced by the Dutch. In an article dated January 10, 2021 titled ‘Historical Ancient Trees in Sri Lanka’ by Hemi it is stated that this was planted by the Dutch. circa 1721. Located near the Akersloot Bastian. It is still in existence.

And then Alas! came the Tsunami on December 26, 2004. At 6.28 that morning a mega under-sea earthquake of 9.3 on the Richter scale erupted near Banda Aceh in Sumatra. This sent 100 ft high waves speeding across the Indian Ocean ferociously lashing Indonesia, Malaysia, Thailand, Sri Lanka, India, Maldives, Myanmar and even Somalia –in that order. By 9.25 the waves smashed into the southern and south-western coast. Amongst the districts affected was Galle. The walls of the rampart which were built to withstand cannon fire now acted to withstand Nature’s fury. They became wave breakers. In addition the effective drainage system installed by the Dutch drained off the flood waters without much damage within the Fort itself.

To quote Fr. Damian Arsakularatne, a highly respected Roman Catholic priest who was the former Director of Caritas which was one of the many organisations that did post- tsunami, reconstruction work ” If the Fort had not been there, Oh my God!, I can’t even imagine the damage that would have been. It saved us.” However the adjacent Galle International Stadium and grounds suffered severe damage. In fact the stadium served as a temporary shelter for hundreds of persons who had lost their homes. In Galle town the old vegetable market built by the British in 1890 was in shambles.

Back to cricket. The Galle Cricket Grounds will hold pleasant memories for Sri Lanka’s greatest cricketer and gentleman. Mutthiah Muralidaran ( that’s how he wishes his name to be spelt ). It was here in 2003 that in the match against England that he weaved his magic spell of spin bowling and claimed seven wickets for 40 runs. But Muralidaran was also a philanthropist. When his Manager, Kushil Gunasekera, who is also a like minded philanthropist and is the Founder – Chief Trustee of the charitable organization called ‘Foundation of Goodness’ (FOG) Muralidaran also became an active Trustee. The vision of this charity was supporting local communities through projects such as catering to children’s needs, education, health care and psycho-social support. After the tsunami this organisation focused on one of the areas most tragically affected by the tsunami.

This was Seenigama located 14 miles North/West from Galle. It was Kushil’s home town. Muralidaran that icon of cricket got a ready response to his call for funds for post tsunami reconstruction work which came pouring in specially from England and Australia.

Let’s revert to the historic cricket grounds. Renovations specially of the Stadium began on May 8, 2006. Out of devastation came development. It became larger, better equipped and more accommodative for cricketers, spectators and the media. On December 17, 2007, it was opened by President Mahinda Rajapasksa . The first test Match played here was against England which ended in a draw. Perhaps we should conclude from where we started. ‘Cricket, lovely cricket.’ After all we are cricket crazy aren’t we ?

All News Advertisement

Features

Sections of US media looking power straight in the eye

Published

21 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

21 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

21 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).