Features
The way of the jackal
By Ifham Nizam
Sri Lanka’s jackal is the only subspecies of the Eurasian Golden Jackal across its range. Historically, it was even considered a species endemic to Sri Lanka.Being the solitary wild dog inhabiting the island, it ranks as the third-largest carnivore in the area, surpassed only by the majestic Leopard and the leisurely Sloth Bear. Despite these remarkable attributes, this creature remains largely unnoticed.
Its grace eludes photographers, its beauty escapes artists’ canvases, tourists seldom seek glimpses of it, and scientists have overlooked its study. Instead, the tale of our Nariya fades into folklore—a misunderstood being, relegated to the shadows of indifference.
Presented in clear language across 152 pages and adorned with over 100 captivating colour photographs, “The Way of the Jackal” offers a thorough exploration of this species, catering to wildlife enthusiasts, biologists, and students alike. Delving into the Jackal’s physical traits, behaviours, social dynamics, and vocalizations, this comprehensive work also equips readers with field-tested techniques for studying the species, strategies for mitigating conflicts, and insights into its potential as a key attraction in wildlife tourism.
By shining a spotlight on the Nariya of rural lore, this book aims to ignite interest, spur research efforts, foster conservation initiatives, and tap into the untapped economic opportunities presented by Sri Lanka’s wild dog population.
Authors:
Uthpalawarna Jayaweera is a Science graduate majoring in Zoology at the Department of Zoology and Environment Sciences, University of Colombo. She is a keen researcher who studies carnivore ecology and evolution.
Prof. Sampath Seneviratne is a professor attached to the University of Colombo. He also is a research scientist, a forester, a conservationist, and a public communicator. Sampath spends time in forests across the globe, mostly away from popular places. He loves birding, tracking wildlife and planting.
Chandika Jayaratne is a graduate from the University of Staffordshire in the UK. He pursued a career within the field of hospitality and environmental stewardship. He also has a research background where he studies the ecology of Rusty-spotted Cat and Jackal.
The Island interviewed the three authors regarding their most recent research on Sri Lankan jackals.
Briefly, whose brainchild and how did it kick start?
In Africa, the jackal species found in the northern regions, once considered an African subspecies of the golden jackal, was reclassified as a distinct species of wolf in 2015, following a molecular phylogenetic study conducted by a team of scientists. This discovery served as the catalyst for initiating a project focused on the Sri Lankan jackal.
Our jackal holds a unique position as the sole wild canine species in Sri Lanka and stands as the only island subspecies within the range of the Golden Jackal. The confusion related to its taxonomic status, lack of proper scientific studies on its ecology, and neglect of its potential as a high-value species in Sri Lankan tourism have prompted the need for comprehensive research on this amazing species
Recognizing the Sri Lankan jackal as a promising research model and a valuable asset in Sri Lankan tourism, the project commenced with an investigation into various aspects of the species’ ecology. This included studies on diet, vocalization, taxonomy, geographical distribution, the nature of human-jackal interactions, and the current status of the population. After three years of dedicated work, the culmination of our efforts resulted in the publication of a comprehensive book on the subject.
What are the main species of jackals discussed in the book, and what are their distinguishing characteristics? I understand the species differ from the species stated by W W A Phillips.
There are mainly three species of jackals in the world; Black-backed Jackal, Side-striped Jackal, and Golden Jackal.
The Black-backed jackal (Lupulella mesomelas) is a medium-sized canid native to eastern and southern Africa. The characteristic features of this animal is the dark saddle that extends from the base of the tail to the neck. In addition, they have a long, pointed snout and an overall rufous brown body colour.
The Side-striped Jackal (Lupulella adustus) is a canid native to central and southern Africa. There are two distinguishing characteristics that aid in identifying this animal: a prominent white tip on the tail, and white or off-white sides stripes on the sides
The Golden Jackal (Canis aureus) has the widest range of all jackals. It has a mixture of black, brown, and white hairs in its back fur, giving the impression of a dark saddle, though not as prominent as in black-backed jackals. They range from Europe to the Middle East, Central Asia, and Southeast Asia, including Sri Lanka. So the jackal species that lives in Sri Lanka is the golden jackal and there are 13 subspecies of golden jackals in the world. It is widely believed that the same subspecies is found in the southern parts of India and in Sri Lanka, named Canis aureus nariya.
However, when reviewing the Sri Lankan jackal’s taxonomic history, using published scientific literature and specimens in major museums, such as the Natural History Museum of Colombo, the Museum of the Bombay Natural History Society, and the Natural History Museum of London, we found that:
According to some authors, our jackal is considered a subspecies native to both southern India and Sri Lanka, named Canis aureus nariya. Others see it as a subspecies endemic to Sri Lanka, named Canis aureus Lanka. Also, our jackal has even been considered a unique species, endemic to Sri Lanka, by Wroughton (1916), and Phillips (1935), named Canis Lanka.
As you can see, there is clear confusion regarding its taxonomic status. However, all these classifications have been made, based solely on morphometrics. Therefore, we stress the importance of molecular phylogenetic studies to clarify this taxonomic ambiguity.
How do jackals interact with their environment, and what roles do they play in their ecosystems?
Jackals are considered essential ecosystem service providers due to their pivotal role in pest control within agro-ecosystems. Their diet primarily consists of significant pests, such as rodents, wild boars, peacocks, and granivorous birds like munias. By preying on these pests, jackals help maintain the balance in agricultural environments and reduce crop damage.
In addition to pest control, jackals also serve as nature’s cleaners and health care providers. They scavenge on carcasses and hunt diseased and weak animals, thereby preventing the spread of diseases within the wild and beyond. This scavenging behaviour helps maintain the overall health of the ecosystems they inhabit by removing potential sources of disease. In a country like Sri Lanka, where vultures are absent, the role of jackals, as scavengers, is particularly crucial.
What are some unique adaptations that jackals possess for survival in their habitats?
Jackals are highly adaptable creatures, known for their generalist and opportunistic feeding behaviours. As omnivores, they consume a diverse range of food, including small mammals, birds, reptiles, fruits, carcasses (such as ungulates), insects, and even human food. This high degree of dietary versatility allows them to switch food sources when a particular prey becomes scarce.
Jackals are also capable of thriving in a wide array of habitats, including grasslands, wetlands, forests, valleys, seashores, and areas near human settlements. Their adaptability extends to extreme environmental conditions as well. In Europe, for example, they can inhabit elevations ranging from 1,200 to 2,350 meters and can withstand temperatures as low as -35°C. This remarkable flexibility in both diet and habitat allows jackals to occupy diverse ecological niches and play a crucial role in various ecosystems.
How do jackals communicate with each other, and what social structures do they exhibit?
Like all other canids, jackals exhibit three primary modes of communication: vocal, olfactory, and visual. Jackals use their urine and feces to leave scent marks, which serve as messages to others, especially for marking territory.
Regarding their social structure, the basic social unit of jackals is the breeding pair. It is widely believed that in Golden jackals, the breeding pair mates for life.
What is the hunting behaviour of jackals like, and how do they procure their food?
Our questionnaire survey on the jackal diet showed several interesting behaviours. Jackals are known to visit paddy fields in search of prey, like crabs and rodents. They are also notorious for raiding chicken coops, especially those located near the borders of villages. In certain areas, villagers have observed that jackals howl when they find food. In other regions, it is believed that their howls help to flush out prey, such as Black-naped Hares, from their hiding spots.
Additionally, scavenging is a common behaviour among jackals. Their food may consist of cattle, deer, wild boar, and even elephants that have been killed by predators like leopards, struck by vehicles, or have died from disease or natural causes.
In what ways do jackals interact with human communities, both positively and negatively?
Jackals may be drawn to areas where food is readily available, such as garbage dumps, livestock holdings (including chickens, rabbits, and goats), and paddy fields. Additionally, rabid jackals might enter human settlements due to their increased aggressiveness, fearlessness, and other behavioural changes caused by the disease.
Are there any myths, folklore, or cultural representations of jackals discussed in the book?
Jackals are deeply embedded in folklore, cultural representations, and myths, possibly being the animal most frequently mentioned in our culture, including art, literature, and folklore.
In our folklore and literature, such as “Magul Kema” and stage plays. like “Nari Beana,” the jackal is predominantly depicted as an opportunistic trickster. Art from the Kandyan period often features the jackal in religious contexts, such as in the “Sasa Jathakaya,” which depicts the earlier lives of Gautama Buddha in animal form.
Several famous myths are associated with the jackal. One prominent belief among rural folk is that occasionally a jackal can develop a horn, known as a ‘Jackal Horn,’ ‘Nari-comboo,’ or ‘Nari-anga,’ which is thought to possess magical powers.
What scientific research methods are used to study jackals, and what have these studies revealed about their biology and behaviour?
There are various methods to assess different aspects of jackal ecology. For example, camera traps, thermal imaging cameras, and radio tagging are commonly used to study their behaviour and interactions with other carnivore species.
In our study, we conducted the first-ever dietary analysis of jackals using their scat and stomach contents of road-killed jackals. We found that their diet mainly comprises four types of food: small mammals, birds, invertebrates, and plant-based foods. The presence of a wide variety of items, including rodents, like the black rat (Rattus rattus), grassland birds such as the Tricoloured Munia (Lonchura malacca), invertebrates like beetles and maggots, and plant materials such as jackfruit, bananas, grasses, seasonal berries, and even human food (e.g., cooked rice, scraped coconut, and onion), indicates that our jackal is an opportunistic omnivore rather than a specialist predator.
Even near visitor bungalows, deep inside wildlife parks, surrounded by pristine wilderness, we found jackal scat containing human food remains, such as rice and onion peels. This suggests that jackals prefer easily obtainable food over expending energy on hunting. Therefore, they might frequently visit human habitations in search of such food.
Additionally, we characterized jackal vocalizations for the first time using the playback acoustic method. Through this, we identified different syllables that form five distinct vocal types: the bark, whine, whimper, short-lone howl, and group yip howl. Our findings indicate that the group yip howl is the main vocalization and major group vocal display, primarily associated with reunion and territorial defence.
How do jackals adapt to changing environmental conditions, such as climate change or human-induced alterations to their habitats?
Due to their higher dietary flexibility, jackals can switch to alternative food sources if one type becomes scarce because of climatic changes or human-induced alterations. They generally prefer shrub jungles with higher visibility, as these habitats provide abundant and easily accessible small mammals, like rodents. This preference allows jackals to thrive even in small, isolated patches of jungle, as well as in monocrop plantations, such as coconut, oil palm, rubber, and paddy fields.
However, despite their adaptability, jackals still require certain minimum habitat conditions to survive. If these conditions are not met, they may eventually disappear due to the loss of feeding and breeding grounds to support their survival.
Problems and solutions in plural societies like Sri Lanka’s which have deep rooted ethnic, religious and linguistic cleavages require a consciously inclusive approach. A major challenge for any government in Sri Lanka is to correctly identify the problems faced by different groups with strong identities and find solutions to them. The durability of democratic systems in divided societies depends less on electoral victories than on institutionalised inclusion, consultation, and negotiated compromise. When problems are defined only through the lens of a single political formation, even one that enjoys a large electoral mandate, such as obtained by the NPP government, the policy prescriptions derived from that diagnosis will likely overlook the experiences of communities that may remain outside the ruling party. The result could end up being resistance to those policies, uneven implementation and eventual political backlash.
A recent survey done by the National Peace Council (NPC), in Jaffna, in the North, at a focus group discussion for young people on citizen perception in the electoral process, revealed interesting developments. The results of the NPC micro survey support the findings of the national survey by Verite Research that found that government approval rating stood at 65 percent in early February 2026. A majority of the respondents in Jaffna affirm that they feel safer and more fairly treated than in the past. There is a clear improving trend to be seen in some areas, but not in all. This survey of predominantly young and educated respondents shows 78 percent saying livelihood has improved and an equal percentage feeling safe in daily life. 75 percent express satisfaction with the new government and 64 percent believe the state treats their language and culture fairly. These are not insignificant gains in a region that bore the brunt of three decades of war.
Yet the same survey reveals deep reservations that temper this optimism. Only 25 percent are satisfied with the handling of past issues. An equal percentage see no change in land and military related concerns. Most strikingly, almost 90 percent are worried about land being taken without consent for religious purposes. A significant number are uncertain whether the future will be better. These negative sentiments cannot be brushed aside as marginal. They point to unresolved structural questions relating to land rights, demilitarisation, accountability and the locus of political power. If these issues are not addressed sooner rather than later, the current stability may prove fragile. This suggests the need to build consensus with other parties to ensure long-term stability and legitimacy, and the need for partnership to address national issues.
NPP Absence
National or local level problems solving is unlikely to be successful in the longer term if it only proceeds from the thinking of one group of people even if they are the most enlightened. Problem solving requires the engagement of those from different ethno-religious, caste and political backgrounds to get a diversity of ideas and possible solutions. It does not mean getting corrupted or having to give up the good for the worse. It means testing ideas in the public sphere. Legitimacy flows not merely from winning elections but from the quality of public reasoning that precedes decision-making. The experience of successful post-conflict societies shows that long term peace and development are built through dialogue platforms where civil society organisations, political actors, business communities, and local representatives jointly define problems before negotiating policy responses.
As a civil society organisation, the National Peace Council engages in a variety of public activities that focus on awareness and relationship building across communities. Participants in those activities include community leaders, religious clergy, local level government officials and grassroots political party representatives. However, along with other civil society organisations, NPC has been finding it difficult to get the participation of members of the NPP at those events. The excuse given for the absence of ruling party members is that they are too busy as they are involved in a plenitude of activities. The question is whether the ruling party members have too much on their plate or whether it is due to a reluctance to work with others.
The general belief is that those from the ruling party need to get special permission from the party hierarchy for activities organised by groups not under their control. The reluctance of the ruling party to permit its members to join the activities of other organisations may be the concern that they will get ideas that are different from those held by the party leadership. The concern may be that these different ideas will either corrupt the ruling party members or cause dissent within the ranks of the ruling party. But lasting reform in a plural society requires precisely this exposure. If 90 percent of surveyed youth in Jaffna are worried about land issues, then engaging them, rather than shielding party representatives from uncomfortable conversations, is essential for accurate problem identification.
North Star
The Leader of the Lanka Sama Samaja Party (LSSP), Prof Tissa Vitarana, who passed away last week, gave the example for national level problem solving. As a government minister he took on the challenge the protracted ethnic conflict that led to three decades of war. He set his mind on the solution and engaged with all but never veered from his conviction about what the solution would be. This was the North Star to him, said his son to me at his funeral, the direction to which the Compass (Malimawa) pointed at all times. Prof Vitarana held the view that in a diverse and plural society there was a need to devolve power and share power in a structured way between the majority community and minority communities. His example illustrates that engagement does not require ideological capitulation. It requires clarity of purpose combined with openness to dialogue.
The ethnic and religious peace that prevails today owes much to the efforts of people like Prof Vitarana and other like-minded persons and groups which, for many years, engaged as underdogs with those who were more powerful. The commitment to equality of citizenship, non-racism, non-extremism and non-discrimination, upheld by the present government, comes from this foundation. But the NPC survey suggests that symbolic recognition and improved daily safety are not enough. Respondents prioritise personal safety, truth regarding missing persons, return of land, language use and reduction of military involvement. They are also asking for jobs after graduation, local economic opportunity, protection of property rights, and tangible improvements that allow them to remain in Jaffna rather than migrate.
If solutions are to be lasting they cannot be unilaterally imposed by one party on the others. Lasting solutions cannot be unilateral solutions. They must emerge from a shared diagnosis of the country’s deepest problems and from a willingness to address the negative sentiments that persist beneath the surface of cautious optimism. Only then can progress be secured against reversal and anchored in the consent of the wider polity. Engaging with the opposition can help mitigate the hyper-confrontational and divisive political culture of the past. This means that the ruling party needs to consider not only how to protect its existing members by cloistering them from those who think differently but also expand its vision and membership by convincing others to join them in problem solving at multiple levels. This requires engagement and not avoidance or withdrawal.
by Jehan Perera
As the debate on educational reforms rages, I find it useful to pay as much attention to the reactions they have excited as we do to the content of the reforms. Such reactions are a reflection of how education is understood in our society, and this understanding – along with the priorities it gives rise to – must necessarily be taken into account in education policy, including and especially reform. My aim in this piece, however, is to couple this public engagement with critical reflection on the historical-structural realities that structure our possibilities in the global market, and briefly discuss the role of academics in this endeavour.
Two broad reactions
The reactions to the proposed reforms can be broadly categorised into ‘pro’ and ‘anti’. I will discuss the latter first. Most of the backlash against the reforms seems to be directed at the issue of a gay dating site, accidentally being linked to the Grade 6 English module. While the importance of rigour cannot be overstated in such a process, the sheer volume of the energies concentrated on this is also indicative of how hopelessly homophobic our society is, especially its educators, including those in trade unions. These dispositions are a crucial part of the reason why educational reforms are needed in the first place. If only there was a fraction of the interest in ‘keeping up with the rest of the world’ in terms of IT, skills, and so on, in this area as well!
Then there is the opposition mounted by teachers’ trade unions and others about the process of the reforms not being very democratic, which I (and many others in higher education, as evidenced by a recent statement, available at https://island.lk/general-educational-reforms-to-what-purpose-a-statement-by-state-university-teachers/ ) fully agree with. But I earnestly hope the conversation is not usurped by those wanting to promote heteronormativity, further entrenching bigotry only education itself can save us from. With this important qualification, I, too, believe the government should open up the reform process to the public, rather than just ‘informing’ them of it.
It is unclear both as to why the process had to be behind closed doors, as well as why the government seems to be in a hurry to push the reforms through. Considering other recent developments, like the continued extension of emergency rule, tabling of the Protection of the State from Terrorism Act (PSTA), and proposing a new Authority for the protection of the Central Highlands (as is famously known, Authorities directly come under the Executive, and, therefore, further strengthen the Presidency; a reasonable question would be as to why the existing apparatus cannot be strengthened for this purpose), this appears especially suspect.
Further, according to the Secretary to the MOE Nalaka Kaluwewa: “The full framework for the [education] reforms was already in place [when the Dissanayake government took office]” (https://www.wsws.org/en/articles/2025/08/12/wxua-a12.html, citing The Morning, July 29). Given the ideological inclinations of the former Wickremesinghe government and the IMF negotiations taking place at the time, the continuation of education reforms, initiated in such a context with very little modification, leaves little doubt as to their intent: to facilitate the churning out of cheap labour for the global market (with very little cushioning from external shocks and reproducing global inequalities), while raising enough revenue in the process to service debt.
This process privileges STEM subjects, which are “considered to contribute to higher levels of ‘employability’ among their graduates … With their emphasis on transferable skills and demonstrable competency levels, STEM subjects provide tools that are well suited for the abstraction of labour required by capitalism, particularly at the global level where comparability across a wide array of labour markets matters more than ever before” (my own previous piece in this column on 29 October 2024). Humanities and Social Sciences (HSS) subjects are deprioritised as a result. However, the wisdom of an education policy that is solely focused on responding to the global market has been questioned in this column and elsewhere, both because the global market has no reason to prioritise our needs as well as because such an orientation comes at the cost of a strategy for improving the conditions within Sri Lanka, in all sectors. This is why we need a more emancipatory vision for education geared towards building a fairer society domestically where the fruits of prosperity are enjoyed by all.
The second broad reaction to the reforms is to earnestly embrace them. The reasons behind this need to be taken seriously, although it echoes the mantra of the global market. According to one parent participating in a protest against the halting of the reform process: “The world is moving forward with new inventions and technology, but here in Sri Lanka, our children are still burdened with outdated methods. Opposition politicians send their children to international schools or abroad, while ours depend on free education. Stopping these reforms is the lowest act I’ve seen as a mother” (https://www.newsfirst.lk/2026/01/17/pro-educational-reforms-protests-spread-across-sri-lanka). While it is worth mentioning that it is not only the opposition, nor in fact only politicians, who send their children to international schools and abroad, the point holds. Updating the curriculum to reflect the changing needs of a society will invariably strengthen the case for free education. However, as mentioned before, if not combined with a vision for harnessing education’s emancipatory potential for the country, such a move would simply translate into one of integrating Sri Lanka to the world market to produce cheap labour for the colonial and neocolonial masters.
According to another parent in a similar protest: “Our children were excited about lighter schoolbags and a better future. Now they are left in despair” (https://www.newsfirst.lk/2026/01/17/pro-educational-reforms-protests-spread-across-sri-lanka). Again, a valid concern, but one that seems to be completely buying into the rhetoric of the government. As many pieces in this column have already shown, even though the structure of assessments will shift from exam-heavy to more interim forms of assessment (which is very welcome), the number of modules/subjects will actually increase, pushing a greater, not lesser, workload on students.
A file photo of a satyagraha against education reforms
What kind of education?
The ‘pro’ reactions outlined above stem from valid concerns, and, therefore, need to be taken seriously. Relatedly, we have to keep in mind that opening the process up to public engagement will not necessarily result in some of the outcomes, those particularly in the HSS academic community, would like to see, such as increasing the HSS component in the syllabus, changing weightages assigned to such subjects, reintroducing them to the basket of mandatory subjects, etc., because of the increasing traction of STEM subjects as a surer way to lock in a good future income.
Academics do have a role to play here, though: 1) actively engage with various groups of people to understand their rationales behind supporting or opposing the reforms; 2) reflect on how such preferences are constituted, and what they in turn contribute towards constituting (including the global and local patterns of accumulation and structures of oppression they perpetuate); 3) bring these reflections back into further conversations, enabling a mutually conditioning exchange; 4) collectively work out a plan for reforming education based on the above, preferably in an arrangement that directly informs policy. A reform process informed by such a dialectical exchange, and a system of education based on the results of these reflections, will have greater substantive value while also responding to the changing times.
Two important prerequisites for this kind of endeavour to succeed are that first, academics participate, irrespective of whether they publicly endorsed this government or not, and second, that the government responds with humility and accountability, without denial and shifting the blame on to individuals. While we cannot help the second, we can start with the first.
Conclusion
For a government that came into power riding the wave of ‘system change’, it is perhaps more important than for any other government that these reforms are done for the right reasons, not to mention following the right methods (of consultation and deliberation). For instance, developing soft skills or incorporating vocational education to the curriculum could be done either in a way that reproduces Sri Lanka’s marginality in the global economic order (which is ‘system preservation’), or lays the groundwork to develop a workforce first and foremost for the country, limited as this approach may be. An inextricable concern is what is denoted by ‘the country’ here: a few affluent groups, a majority ethno-religious category, or everyone living here? How we define ‘the country’ will centrally influence how education policy (among others) will be formulated, just as much as the quality of education influences how we – students, teachers, parents, policymakers, bureaucrats, ‘experts’ – think about such categories. That is precisely why more thought should go to education policymaking than perhaps any other sector.
(Hasini Lecamwasam is attached to the Department of Political Science, University of Peradeniya).
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.
Don Sherman was quite a popular figure in the entertainment scene but now he is better known as the Singing Chef and that’s because he turns out some yummy dishes at his restaurant, in Rajagiriya.
However, now the spotlight is gradually focusing on his daughter Emma Shanaya who has turned out to be a very talented singer.
In fact, we have spotlighted her in The Island a couple of times and she is in the limelight, once gain.
When Emma released her debut music video, titled ‘You Made Me Feel,’ the feedback was very encouraging and at that point in time she said “I only want to keep doing bigger and greater things and ‘You Made Me Feel’ is the very first step to a long journey.”
Emma, who resides in Melbourne, Australia, is in Sri Lanka, at the moment, and has released her very first Sinhala single.
“I’m back in Sri Lanka with a brand new single and this time it’s a Sinhalese song … yes, my debut Sinhala song ‘Sanasum Mawana’ (Bloom like a Flower).
“This song is very special to me as I wrote the lyrics in English and then got it translated and re-written by my mother, and my amazing and very talented producer Thilina Boralessa. Thilina also composed the music, and mix and master of the track.”
Emma went on to say that instead of a love song, or a young romance, she wanted to give the Sri Lankan audience a debut song with some meaning and substance that will portray her, not only as an artiste, but as the person she is.
Says Emma: “‘Sanasum Mawana’ is about life, love and the essence of a woman. This song is for the special woman in your life, whether it be your mother, sister, friend, daughter or partner. I personally dedicate this song to my mother. I wouldn’t be where I am right now if it weren’t for her.”
On Friday, 30th January, ‘Sanasum Mawana’ went live on YouTube and all streaming platforms, and just before it went live, she went on to say, they had a wonderful and intimate launch event at her father’s institute/ restaurant, the ‘Don Sherman Institute’ in Rajagiriya.
It was an evening of celebration, good food and great vibes and the event was also an introduction to Emma Shanaya the person and artiste.
Emma also mentioned that she is Sri Lanka for an extended period – a “work holiday”.
“I would like to expand my creativity in Sri Lanka and see the opportunities the island has in store for me. I look forward to singing, modelling, and acting opportunities, and to work with some wonderful people.
“Thank you to everyone that is by my side, supporting me on this new and exciting journey. I can’t wait to bring you more and continue to bloom like a flower.”
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