Rushika Rodrigo

Why Good Grades Don’t Mean You’re Ready for the Real World

For generations, students have been taught the same formula for success: get good grades → get into a good college → get a good job → be successful. But as more people enter the workforce and life beyond school, it’s becoming clear that this equation is oversimplified and in some cases, misleading.

Grades measure academic performance, not life skills. Good grades typically reflect how well a student memorises information, follows instructions, and performs on tests. They don’t measure the practical skills most adults use daily in the workplace and in life, such as communication, decision-making, adaptability, and teamwork. Employers frequently report a noticeable gap in these areas among new graduates, even those with high academic scores. Studies show that many graduates lack skills like decision-making and teamwork that employers value most.

Real-world success depends on more than test scores. Research suggests that qualities such as resilience, creativity, emotional intelligence, and problem-solving often matter more than academic achievement alone. Psychologists like Angela Duckworth, author of Grit, argue that persistence and effort play a central role in life success, beyond innate ability or grades.

Similarly, educational critics point out that grading systems tend to reward conformity and compliance rather than curiosity and innovation, traits that are essential in today’s rapidly changing world.

Grades don’t predict leadership or creativity. A key weakness of traditional grading is that it rewards doing what is expected, not pioneering what is possible. Research highlighted by analysts like Eric Barker shows that top academic performers often excel at structured tasks but are no more likely than others to become innovators or leaders who reshape industries or solve complex societal problems.

Life Skills Aren’t Taught in a Classroom – They Are Practised

Many real-world skills like stress management, conflict resolution, financial planning, self-management, the ability to adapt to uncertainty, simply aren’t part of standard school grading. An article exploring shortcomings in school preparation points out that independence and self-management are assumed, not taught in most education systems, leading to young adults who struggle when structure disappears.

Luck, environment and opportunity matter too. Beyond personal attributes, research also shows that randomness and opportunity play a significant role in life outcomes. Some of the most successful individuals were not top academic performers early in life, but caught the right breaks, developed niche skills, or adapted to opportunities in ways that school tests simply do not measure.

Grades can open doors but they don’t keep them open!

It’s worth noting that grades do matter in certain contexts. Strong academic performance can help students get into universities and professional schools, and it does signal dedication and discipline to some employers. For many people, good grades are still valuable as a starting point, or as a way to access opportunities. But they are not a guarantee of long-term success and they shouldn’t be mistaken for a complete preparation for life beyond school.

Good grades are a useful indicator of academic effort and knowledge but they don’t measure the soft skills, adaptability, creativity, and resilience that make someone ready for the real world. Grades can open doors, but real-world success depends on a broader set of qualities that schools and employers increasingly value.

Should Sri Lanka Be Worried About Nipah Virus? Health Ministry Explains

With news of the Nipah virus making headlines in the region, it’s natural for people to feel uneasy. But Sri Lanka’s Ministry of Health states that there’s no reason to panic and that preparations are already in place.

According to health authorities, Sri Lanka has been closely monitoring the situation and strengthening early warning systems to detect any possible cases. Surveillance measures, hospital readiness, and coordination with international health bodies are all part of the plan to stay ahead of any potential threat.

In simple terms: Sri Lanka is not waiting for a problem to happen but they are preparing in advance.

Health officials emphasized that systems are already in place to identify symptoms early and respond quickly if needed. This includes trained medical staff, reporting mechanisms, and preventive protocols designed to keep both patients and healthcare workers safe.

At the same time, the Ministry urged the public to stay calm and avoid unnecessary fear. Instead, they recommend sticking to basic hygiene practices, paying attention to official health updates, and not spreading unverified information on social media.

While Nipah is a serious virus, experts point out that early detection and preparedness make a big difference. Sri Lanka’s experience in handling past health challenges has helped build a response system that can act fast when required.

“UNESCO and Huawei to Support Smart Classrooms in Sri Lanka”: PM – should This be The Real Priority?

Speaking during a discussion held recently at the Ministry of Education with representatives from Huawei Technologies and the UNESCO International Research and Training Centre for Rural Education (UNESCO-INRULED), the Prime Minister Dr. Harini Amarasuriya emphasized the need to use foreign educational assistance in the most effective manner for the wellbeing of students.

She stated that the Ministry of Education and the Digitalisation Task Force should jointly launch a coordinated programme to ensure that digital equipment, including interactive display panels required for smart classrooms, is distributed systematically and equitably among schools. Special attention, as she noted, must be given to rural areas to reduce educational disparities.

This evidently signals a clear intention to modernise classrooms, particularly in rural areas. Interactive screens, smart classroom tools, and teacher training programmes are being positioned as key solutions to bridge long-standing educational gaps. On paper, it sounds like progress. But an important question remains: are digital tools what Sri Lankan classrooms need most right now?

There is little doubt that technology can enhance learning when used thoughtfully. Interactive displays can make lessons more engaging, digital content can widen exposure, and trained teachers can use technology to explain complex concepts more effectively. For rural schools that have long been under-resourced, such initiatives also represent recognition and long-overdue attention.

Yet, the reality inside many classrooms tells a more complicated story.

Across the country, thousands of students still struggle with basic access to textbooks, libraries, and reading materials. In some schools, book shortages persist and reading corners are nonexistent. For younger students especially, foundational learning depends less on screens and more on books they can hold, reread, annotate, and truly engage with because literacy, comprehension, and critical thinking are still built page by page.

This raises a critical concern: does introducing advanced digital equipment risk addressing the future before securing the basics?

Digital tools are only as effective as the systems that support them. Maintenance, internet access, and trained teachers and technical staff are not evenly available across schools. Even with teacher training underway, the long-term sustainability of smart classrooms depends on continuous funding, technical support, and clear usage policies. The education system is still learning to manage these challenges.

The government’s emphasis on child safety frameworks and age-appropriate digital use is a welcome and necessary step. It acknowledges global concerns around screen time, distraction, and digital dependency. Still, regulation alone cannot replace the deep learning that comes from quiet reading, sustained attention, and access to quality printed material.

This does not mean Sri Lanka should turn away from digitalisation. Rather, it suggests the need for balance. Technology should complement education, not overshadow its foundations. A smart classroom without books risks becoming a visually impressive space that lacks depth. Conversely, a classroom rich in books but supported by selective, purposeful technology may offer students the best of both worlds.

As foreign-funded digital initiatives move forward, policymakers may need to ask a simpler, student-centred question:
Are we building classrooms that look modern or classrooms that help children learn better?

True educational progress may lie not in choosing between screens and books, but in ensuring that every child and teacher first has access to the essentials, before being introduced to the extras.

Top Misconceptions About Choosing a Master’s Degree

Choosing a master’s degree is a major step toward building your future but too many students make decisions based on myths instead of facts. These misconceptions can lead to picking the wrong programme, wasting time, or missing out on better opportunities. Check out these misunderstandings and find the truth behind them so you can make a smarter choice.

1. “Any Master’s Degree Will Guarantee a Better Job”

Almost everyone thinks that simply having a master’s degree means you’ll automatically get a better job but in reality, a postgraduate degree can improve your employment prospects but only if it’s relevant to your career goals and industry demands. Employers look at the skills you bring, not just the title of your degree. Choosing a course that matches your career path and equips you with practical skills is far more important than the degree itself.

2. “Prestigious Universities Are Always the Best Choice”

The misconception is that more prestigious names equal better programmes whereas in reality, reputation is important, but it isn’t everything. A top-ranked university may have limited options in your specific area of interest. In contrast, a lesser-known institution might offer excellent training, closer mentorship, or stronger industry connections in your field. What matters most is fit; not brand name.

3. “A Master’s Degree Is Only for Academics”

Misconception: Master’s degrees are only for people who want to become researchers or lecturers.

Reality: Postgraduate study benefits a wide range of professionals. Many master’s programmes focus on industry-ready skills, real-world projects, internships, and professional networking. Whether you want to become a specialist, move into management, or switch careers, the right master’s degree can help.

4. “You Must Know Your Career Path Before Applying”

If you’re not 100% sure about your career, you shouldn’t pursue a master’s. People might repeat this for a while but time will say, it’s good to have direction, but you don’t need a perfect roadmap.

Masters programmes often help you clarify your goals and explore new areas. What matters is picking a subject that genuinely interests you and builds useful skills. You can refine your exact career focus later.

5. “Online Degrees Are Less Valuable”

Misconception: Online or distance learning isn’t as respected as on-campus study.

Reality: Today, many online programmes are developed by top universities and accredited in the same way as campus degrees. What matters is accreditation, quality of curriculum, and learning outcomes, not delivery mode. Online degrees can be especially valuable if you need flexibility while working or managing other commitments.

6. “Higher Cost Means Higher Quality”

People have misunderstood that expensive tuition means a better degree but while quality programmes sometimes cost more, price alone doesn’t guarantee value. Scholarships, funding opportunities, and lower-cost programmes can offer excellent education and outcomes. What counts is return on investment; the skills, networks, and opportunities you gain from the programme.

7. “You Must Choose a Programme That Matches Your Bachelor’s Major”

Misconception: You can only do a master’s in the same field as your bachelor’s.

Reality: Many postgraduate degrees accept students from diverse academic backgrounds. For example, business, IT, psychology, and education programmes often welcome interdisciplinary applicants. Changing fields is possible; as long as you can demonstrate interest, aptitude, and a clear reason for the switch.

Choose Strategically, Not Emotionally

A master’s degree is a significant investment of time, money, and effort. Don’t let misconceptions shape your choice. Instead, you can focus on your career goals, the real strengths of each programme, the skills you’ll gain and how they apply to your desired path and accreditation and industry recognition.

Making an informed choice today can set you up for success tomorrow.

Sources: Should I do a Masters?

While you’re at it, check out our recent article:

University Rankings in Sri Lanka 2025: Who’s Leading the Pack?

University Rankings in Sri Lanka 2025: Who’s Leading the Pack?

Choosing a university today isn’t just about tradition or reputation; it’s also about global visibility, research impact, and digital presence. According to the Webometrics Ranking of World Universities (January 2025 edition), Sri Lankan universities continue to compete on an international scale, with several institutions standing out nationally and globally.

Webometrics evaluates universities based on web presence, research excellence, transparency, and impact, making it a useful indicator of how well universities perform in the digital and academic space.

Top-Ranked Universities in Sri Lanka – 2025

Based on the January 2025 Webometrics rankings, the leading universities in Sri Lanka are:

Sri Lanka is Talking about Banning Phones and Social Media for Kids

Sri Lankan government is exploring the possibility of restricting smartphone use and social media access for children, especially those under 12 as part of a broader effort to protect minors from harmful online content. The proposal has been officially discussed by senior cabinet members, though no final law has been passed yet.

The concern is pretty simple: children are spending more time online than ever before, and not all of it is healthy. The content children are exposed to is not only harmful but also abusive with unethical, immoral and inappropriate online materials all the while impacting child development and safety.

One reason for the government to discuss this issue comes amid a global trend of countries tightening rules in children’s access to digital platforms.

Australia has “rightfully” implemented a ban on social media (SM) for those under 16, France moved to ban SM use by children under 15 and other governments, including India are debating age-based limits or parental controls.

While many believe banning smartphones is the right step, some feel smartphones are part of everyday life. They argue that instead of bans, children need guidance, better rules, and digital education to help them use technology responsibly.

For now, it’s still just a conversation with no confirmed bans but what we, as the younger generation of the country, can see is that Sri Lankan government is trying to figure out where to draw the line between protection and freedom in a digital world.

Doomsday Clock 2026: What the “85 Seconds from Midnight” Really Means for the World

The Doomsday Clock has been set to 85 seconds to midnight which is the closest it’s ever been since it was introduced in 1947, signaling rising global risks and existential threats.

Let’s get into simple terms. The Doomsday Clock isn’t a countdown timer in the usual sense because it doesn’t tick down in real time like the usual clocks do and it doesn’t precisely predict the moment the world will end. But when scientists say we are 85 seconds to midnight, it is hard not to pause and feel uneasy.

What does the midnight represent? Midnight in this case represents global catastrophe or a point where human-made threats like war, climate collapse, technology and pandemics overwhelm our entire abilities to control them. What’s more concerning is that being this close has never happened before. According to the scientists behind the Doomsday Clock, we are closer to disaster than any point in modern history.

This 85 seconds is symbolic and not literal. It doesn’t mean that the world ends in 85 seconds; rather it represents how compressed the margin for error has become. In simple terms, we no longer have the luxury of time to reverse our mistakes. We had time before, but now, we don’t anymore.

One reason the clock moved closer this year, 2026, is because, as experts have pointed out, a dangerous mix of problems is occurring all at once. This is indeed true because today, nuclear tensions remain as high as ever (especially with diplomatic trust becoming more fragile), climate change is advancing rapidly, biological risks including pandemics remain a real threat almost every day and international cooperation is weakening, particularly when it is needed the most.

These not only say that individually, these risks are serious but also together, they amplify each other.

This clock is not saying, “it’s over.” But it’s definitely saying, “this is the moment to act.” The closer the clock gets to midnight, the louder the warning becomes. The scientists state that it is possible to move the clock back but it solely depends on human choice rather than fate.

We may not know how soon things could unravel but one thing is sure now: the time to fix what’s broken is now, not later.

Sources: Doomsday Clock 2026: Scientists set new time

Want to find out how technology has rewritten childhood? Read:

Kids Swiping Books Like Phones: Losing Childhood to Technology

Kids Swiping Books Like Phones: Losing Childhood to Technology

Imagine a child picking up a storybook and trying to swipe the page like it’s a smartphone screen. This moment actually reveals something real about how technology has shaped the way the youngest generation interacts with the world.

A recent survey of primary school teachers in the UK found that nearly one in three kids just starting school didn’t intuitively use a book the traditional way and some even reached out to tap or swipe paper pages as if they were digital screens.

Why Phones First and Books Second?

This is not just a silly misunderstanding. it reflects how deeply smartphones and tablets are woven into kids’ early lives. Many children today have grown up surrounded by touchscreens, voice assistants, and apps that respond instantly to every gesture. So it’s almost unsurprising that a curious preschooler might expect a book to “work” the same way.

The survey didn’t just look at book handling. It also showed that some children are arriving in school without what used to be considered basic “school-ready” skills like eating independently, drinking from a cup confidently, or using the toilet on their own.

Some early childhood research links heavy screen exposure at a very young age with delays in things like language, social interaction, and fine motor development, the kinds of skills you would normally build by interacting with books, puzzles, and peers.

Other studies have suggested that when children have more devices in the home, they actually read less by choice, especially in unrestricted screen environments.

This isn’t to say technology is inherently bad. Many parents and educators find digital tools valuable when used thoughtfully. But when screens become the default way to interact, children may sometimes miss out on the early physical and social learning experiences that books, play, and face-to-face conversation encourage.

Some schools are now experimenting with changes like phone-free classrooms or less emphasis on digital devices during early years so that children can develop focus, curiosity, and interpersonal skills without constant screen stimulation.

Parents, too, are encouraged to balance screen time with old-fashioned play, reading together, and letting kids explore the world with their hands and senses, not just their fingertips.

This isn’t just a funny story about kids and their gadgets. It’s a small snapshot of a larger cultural shift: Technology is reshaping childhood and that shift shows up in how kids learn to interact with even the simplest things like a book.

Whether we see it as adaptation, disruption or both, it’s worth paying attention to what kids are learning first and how that shapes how they see the world.

Sources: Children Starting School Are Trying to Swipe Books Like They’re Phones

Related Read:

“Med School Is ‘Pointless’? Elon Musk Says Robot Surgeons Could Eclipse Human Docs Soon”

Borderline Personality Disorder (BPD): Which Pattern Feels Most Like You?

Borderline Personality Disorder doesn’t look the same in everyone.
Many people live with intense emotional pain for years without realizing there’s a name for what they’re experiencing or that help exists.

While only a mental health professional can diagnose BPD, learning about common patterns can help you recognize whether your struggles are worth exploring further with support.

Clinicians often talk about four commonly discussed BPD patterns: Discouraged, Impulsive, Petulant, and Self-Destructive. These are not official diagnoses; just ways to describe how BPD traits can show up differently.

As you read, ask yourself gently:
“Does this sound familiar?”

1. Discouraged (Quiet) Pattern

This is all about Pain turned inward. You might relate to this if you:

Feel emotions very deeply but hide them from others
Blame yourself when relationships feel unstable
Fear abandonment but don’t express anger outwardly
People-please to avoid conflict
Appear “high-functioning” while feeling empty, lonely, or exhausted inside

Many people with this pattern are misdiagnosed with only depression or anxiety because their struggles are invisible.

2. Impulsive Pattern

Emotions that spill outward. You might relate to this if you:

Act quickly when emotions feel overwhelming
Struggle with impulsive decisions (spending, substance use, risky behavior)
Experience sudden mood shifts
Feel intense connections that can turn unstable
Later feel shame or regret about your actions

These behaviors aren’t about lack of control; they’re attempts to escape emotional pain.

3. Petulant Pattern

Push–pull relationships. You might relate to this if you:

Want closeness but feel angry or resentful when you don’t feel understood
Swing between dependence and withdrawal
Feel easily rejected or invalidated
Struggle with frustration, irritability, or passive-aggressive behavior
Feel misunderstood even when people try to help

Underneath the anger is often fear — fear of being hurt, ignored, or abandoned.

4. Self-Destructive Pattern

Pain turned against the self. You might relate to this if you:

Experience chronic shame, emptiness, or self-hatred
Engage in self-harm or have suicidal thoughts
Feel emotionally numb at times
Sabotage relationships or opportunities
Feel hopeless about change

If this section resonates strongly, you deserve support and you are not weak for needing it.

One important thing to remember is that you do not need to fit one category perfectly and that many people experience traits from more than one pattern. having these traits does not define your worth and this recognition is all about understanding and not labelling.

Can BPD Be Treated?

BPD can be treated effectively and therapies like Dialectical Behavior Therapy (DBT) help people in numerous ways. They can regulate intense emotions, reduce self-destructive behaviors, build healthier relationships and develop a more stable sense of self. Many people with BPD go on to live deeply meaningful, connected lives.

This article is not a diagnosis. If parts of it resonated with you, consider that as information and not as verdict. A licensed mental health professional can help you understand what’s really going on and what support might help.

Most importantly, understanding yourself is not self-labeling. It’s the first step toward care.

Sources: The 4 Types of Borderline Personality Disorder

Letter to a Cadaver: Proof That Silence Can Teach

Letter to a cadaver,

I still remember the first day we’ve met. I felt nostalgic and heavy in a hall full of dead people. I wasn’t sure whether I am about to cut and open up a man who had experienced death. I was just 21 and had never felt, stood or touched anything that close to death.

All of us bowed down on that very day and observed silence for few minutes as a respect to your commitment for our medical education. The feeling that you were loved by someone sometime ago struck my heart very deep.

Despite my curiousity, enthusiasm and eagerness to learn, when my group mates moved the shroud over you, we altogether couldn’t possibly underestand the magnitude of your generiosity and selflessness in donating us your body in to which you have poured whole seventy years of your life with ups and downs and also the very last and only thing that you, truely owned.

Then my professor drew lines on your bear chest and started teaching us. We were told that the best anatomy book is infront of us, awaiting its pages to be turned. When the first incision was made on your bear skin, I felt a shiver running through my spine. I still ponder over whether it was because of the scalpel cutting you open or my hands touching your bear skin for the first time.

Day by day after each and every dissection class, I felt myself gradually brimming with awe, fascination and wonder. Little by little I felt you and your subject transforming me in to a person I have never known. I started reading textbooks and recollecting anatomical relationships instead of prayers before bedtime. I had a roommate constantly complaining me that I was muttering anatomical terms in sleep. I had bones piled up on my work desk and even nicknamed a human skull.

I became a fact-devourer and insidiously I started believing in explainable over unexplainable since I had been down inside your chest and held your heart in my palms. I cut your skull to see your brain inside and in all that I felt that your body is a house in which your soul had once resided. There was nothing left of real you or any part of your virtuous soul anywhere. It was gone, perhaps now in a new home in heaven.

I know not how to be thankful for allowing to discover, explore and learn everything in your earthly home which you have never seen yourself to people whom you have never met, seen or talked in real life. You had no place of yourself there uncut by our novice,unskilled scalpels.

Thank you very much.

Hoping to visit your new home when my time comes,

With lots of love and appreciation,

A dental student.

By Vishva Dissanayake.