Rushika Rodrigo

How to Get Japan’s MEXT Teacher Training Scholarship 2026 (Complete Guide)

For teachers who dream of improving their teaching skills while experiencing a new culture, the Japanese Government’s MEXT Teacher Training Scholarship offers a valuable opportunity. Designed for teachers from overseas, this program allows you to study in Japan and gain exposure to advanced educational methods while building international academic connections.

The scholarship is funded by Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) and is specifically aimed at in-service teachers who wish to enhance their professional skills. Selected candidates will be enrolled in Japanese national universities, where they will focus on teacher training rather than degree-oriented study.

Embassy Request & Application Process

The Embassy respectfully requests the Ministry, in coordination with the Ministry of Education, to:
- Select suitable candidates for the MEXT Scholarship
- Follow the attached Application Guidelines
- Choose candidates from teachers who wish to conduct research on school education

1. Screening & Examination

Applicants will first go through the First Screening conducted by the Embassy.
Shortlisted applicants will then attend:
- A written examination (subjects: Japanese and English)
- Interviews
The written exams and interviews will be jointly conducted by:
- The Embassy
- Ministry of Foreign Affairs
- Ministry of Education
Date of exams and interviews: 20th February 2026

2. Submission of Documents

The Ministry is requested to:
- Submit application forms and all required documents as stated in the Guidelines
- Send them to the Embassy by 30th January 2026

3. Nomination of Interview Officers

The Ministry is also requested to:
- Nominate officers to serve on the interview panel
- Officers should be from:
  - Ministry of Foreign Affairs
  - Ministry of Education

Qualifications and Conditions (MEXT)

MEXT accepts international students who meet the following requirements.
The goal is to develop people who strengthen friendship between Japan and their home country and contribute to global development.

1. Nationality

Applicants must be citizens of a country that has diplomatic relations with Japan.
Applicants cannot have Japanese nationality at the time of application.
Applicants with dual nationality (including Japanese) may apply only if:
- They live outside Japan at the time of application
- They choose their non-Japanese nationality
- They renounce Japanese nationality before arriving in Japan
The first screening must be done at the Japanese embassy of the chosen nationality.

2. Age

Applicants must be born on or after April 2, 1991.
Exceptions are allowed only if MEXT accepts that the applicant could not apply earlier due to:
- Military service
- War or conflict
- Loss of educational opportunities due to national circumstances
Personal reasons (money, family, health, job, or university issues) are not accepted for age exceptions.

3. Academic and Career Background

Applicants must:

Be graduates of a university or teacher training school
Have at least 5 years of teaching experience by October 1, 2026
- Teaching must be at:
  - Primary schools
  - Secondary schools
  - Teacher training institutions (excluding universities)
University faculty members are not eligible.

4. Japanese Language Ability

Applicants must be willing to learn Japanese.
Applicants must:
- Be interested in Japan
- Be willing to understand Japanese culture and society
- Have the ability to conduct research
- Be able to adapt to life in Japan

5. Health

Applicants must submit a medical certificate in the official format.
The certificate must be signed by a doctor.
It must confirm that the applicant has no physical or mental conditions that would prevent study in Japan.

6. Arrival in Japan

Applicants must arrive in Japan during the designated period (usually September or October).
Arrival must be:
- No earlier than two weeks before the course starts
- No later than the course start date
If the applicant cannot arrive during this period for personal reasons:
- Travel expenses will not be provided
If the applicant cannot arrive by the end of the specified period:
- They must withdraw from the scholarship
- Unless MEXT accepts the reason as unavoidable

comprehensive financial support

After arrival in Japan, 143,000 yen per month will be paid.

A supplemental regional allowance of 2,000 or 3,000 yen per month will be added to the monthly scholarship amount for the grantees studying or conducting research in specially designated regions. Due to the situation of the Japanese Government’s budget, the amount of payment may be subject to change each fiscal year If a grantee is absent from the university for an extended period, the scholarship shall be suspended for that period.

Education Fees: Fees for the entrance examination, matriculation and tuition at universities are weaved.

Travel Expenses

1. Travel to Japan

MEXT provides one economy-class airline ticket to Japan.
The ticket is from the nearest international airport to your residence (usually in your home country) to Japan, using a normal route.
MEXT decides the travel schedule and route.

2. Costs you must pay yourself

You must cover these expenses on your own:

Travel from your home to the nearest international airport
Airport taxes and airport usage fees
Special travel taxes
Travel costs within Japan (including domestic flights)
Travel insurance
Extra baggage or unaccompanied luggage costs

3. If you must travel through a third country

MEXT will provide tickets only in these cases:

(a) No Japanese embassy in your country, or it is temporarily closed

(b) No direct flight from your country to Japan

In these cases:

MEXT pays for flights from:
- Your home country → third country
- Third country → Japan
You must pay:
- Travel costs within the third country
- Accommodation in the third country

4. Residence rules

The address you write as “Current address” in the application is treated as your residence.
If you move within your country after applying, the “Address before departure for Japan” is used.
The flight will be arranged from the international airport closest to that address.

5. Important restrictions

MEXT will not provide a ticket if:
- You travel from a country other than your nationality for personal reasons
- You arrive in Japan outside the fixed arrival period
Route or schedule cannot be changed after the ticket is issued.

6. Travel from Japan (Return flight)

No changes to the route or schedule after the ticket is issued and MEXT provides a return economy-class ticket if:

You complete your course
You return home by the end of the scholarship period

The ticket is from:

A major airport in Japan → nearest international airport to your home residence

Applicants must be citizens of a country that has diplomatic relations with Japan Japanese-Government-MEXT-Scholarship
Must be under 35 years of age at the time of application Japanese-Government-MEXT-Scholarship
Should be a graduate of a teacher training college or university
Must be an in-service teacher (currently working as a teacher)
Should have at least five years of teaching experience at a primary, secondary, or teacher training institution Japanese-Government-MEXT-Scholarship
Applicants must be in good physical and mental health
A strong willingness to learn about Japan and adapt to its education system is expected

Selection Process (MEXT)

1. First Screening

Conducted by Japanese diplomatic missions (embassy/consulate).
Includes:
- Review of submitted application documents
- Written exams in:
  - Japanese
  - English
- Interview

2. First Screening Results

The date and time of result announcements will be informed separately by the embassy.
Reasons for results will not be explained.
Having a basic level of Japanese language ability is required to pass.
Passing the First Screening does not guarantee receiving the MEXT Scholarship.

3. Second Screening

Applicants who pass the First Screening are recommended to MEXT.
MEXT conducts the Second Screening.
Final candidates are selected from those who pass this stage.

4. Final Selection & University Placement

Final results will be announced on a date set by the Japanese diplomatic mission.
Successful applicants will be informed of their accepting university.
No objections to the university placement will be accepted.
If an accepting university is not decided by August 14, 2026, the applicant will be rejected.

For a teacher, MEXT is valuable because it invests directly in professional growth rather than just academic qualifications. It allows educators to observe new teaching methods, classroom management styles, and curriculum structures used in Japan, one of the world’s most respected education systems. Through hands-on training and research, teachers gain practical skills they can immediately apply in their own classrooms. Just as importantly, the program encourages reflection, adaptability, and cross-cultural understanding, helping teachers return not only more knowledgeable, but more confident, innovative, and globally aware in their approach to education.

For more information, visit the MOE official page.

How People-Pleasing May Influence Autoimmune Health

Autoimmune disorders, conditions where the immune system mistakenly attacks the body’s own tissues, disproportionately affect women and while genetics and biological factors play a central role in autoimmune disease risk, emerging research suggests that psychological and behavioural factors like chronic stress and patterns such as people-pleasing may contribute to disease severity and immune dysregulation.

Understanding the link between Mind and Body

The mind-body connection refers to how mental and emotional states can influence physical health, especially through stress-related pathways. Chronic or prolonged stress triggers the body’s hypothalamic-pituitary-adrenal (HPA) axis, elevating stress hormones like cortisol. Over time, this hormonal imbalance can lead to immune system dysregulation, inflammation, and increased vulnerability to illness.

Scientific reviews show that chronic stress dampens adaptive immune responses and increases pro-inflammatory signals, which are implicated in autoimmune processes. A mind-body approach such as mindfulness, relaxation techniques, and emotional processing can reduce cortisol and inflammatory markers, supporting immune balance.

Chronic Stress: More Than Just “Feeling Overwhelmed”

Constant stress, whether from work, relationships, caregiving responsibilities, or unresolved emotional needs, keeps the body in a persistent state of arousal. This continual “fight-or-flight” mode:

Raises cortisol and adrenaline hormones
Alters immune responses and increases inflammation
Can worsen or trigger autoimmune flares in susceptible individuals

This pattern is supported by scientific studies showing stress-induced hormonal changes can weaken natural immune defenses and lead to chronic inflammation, a hallmark of many autoimmune diseases.

People-Pleasing and Emotional Self-Suppression

People-pleasing, the tendency to prioritise others’ needs at the expense of one’s own well-being, often involves emotional self-silencing. While not a medical cause of autoimmune illness, this behavioural pattern can contribute to chronic stress:

Emotional repression increases activity along the HPA axis, intensifying stress responses.
Long-term self-neglect is associated with higher physiological strain and inflammation.

Experts like Dr Gabor Mate highlight that repeated emotional suppression and the pressure to meet everyone’s expectations can contribute to a chronic stress burden, which, in genetically predisposed individuals may amplify immune dysregulation.

Why Women than men?

Women are biologically, psychologically, and socially more likely to experience chronic stress and emotional labour due to cultural expectations around caregiving, relationships, and self-sacrifice. This may help explain why:

Autoimmune conditions are diagnosed more frequently in women than men.
Stress interacts with hormonal, immune, and nervous system differences in women.

Although stress alone doesn’t cause autoimmune disease, it can exacerbate symptoms, contribute to disease flare-ups, or worsen overall health outcomes.

Mindful Approaches

A holistic, mind-body approach doesn’t promise cures, but it can improve quality of life for women managing autoimmune conditions:

Boundary-setting and assertiveness: learning to say “no” and prioritise personal needs reduces stress load.

Mindfulness and stress-management practices: techniques like meditation and relaxation can lower inflammatory markers and regulate emotional responses.

Psychotherapeutic support: therapies that focus on emotional expression (ACT, CBT, trauma-informed care) can help break patterns of chronic stress and self-silencing.

important points

1. Mind-body interplay affects immunity: Chronic stress dysregulates immune function and increases pro-inflammatory activity, a risk factor in autoimmune conditions.

2. Women’s physiology interacts with stress differently: Research indicates sex differences in stress responses, autonomic regulation, and inflammation, which can influence disease trajectories.

3. Emotional health matters: Greater emotional awareness, resilience, and self-care are linked to better psychological well-being, which potentially supports better immune regulation.

It’s important to emphasise that stress and people-pleasing do not cause autoimmune disease on their own. Autoimmunity involves complex interactions among genetics, biology, environment, and lifestyle. However, psychological stress can influence disease progression, severity of symptoms, and overall health outcomes.

Sources: The Science Behind Being Constantly Stressed and Health Implications.

Duolingo and the Price of Motivation: Should You Really Use Duolingo?

“How do we make sure learning comes first when it feels like a game you need to win every day?”

Duolingo has become one of the most recognizable names in language learning communities, especially with its bright, appealing visuals, short lessons, games and playful reminders. The app has introduced millions of people to new languages, showcasing us that its success today is undeniable. Yet, as Duolingo has evolved, so has the conversation around how it motivates learners and whether that motivation always or ever serves learning itself.

Duolingo is built on gamification. Lessons are framed as level, progress is tracked through XPs and daily streaks encourage consistency. For many users, these features lower the barrier to entry and they make them feel like learning is easy and less intimidating; like a game than a classroom.

However, despite this good side of Duolingo, critics often point out that the app’s motivational design has gradually taken centre stage. Streaks create a sense of obligation where missing a day feels like losing progress, even if real understanding remains unchanged. Leader boards, disguised as motivation, introduce competition into what is often a deeply personal learning process. XP system rewards speed and repetition, sometimes more than accuracy and comprehension.

Duolingo’s notification system further reinforces this structure. Reminders are friendly, but persistent. Over time, they can shift the learner’s focus from language mastery to maintaining visibility within the app itself. The question that arises is subtle but important: is the user practising Spanish, or practising Duolingo?

Somehow, this does not mean Duolingo fails as an educational tool. The app is particularly effective at introducing vocabulary, reinforcing grammar patterns, and building daily learning habits. For beginners, it offers structure where none existed before. For casual learners, it provides continuity without the pressure of formal instruction.

Yet, language acquisition research suggests that fluency depends on depth, extended reading, real conversation, cultural context, and active production beyond fixed prompts. When Duolingo becomes the primary or only learning method, the game mechanics can unintentionally encourage surface-level engagement rather than insightful linguistic growth.

The issue then is not manipulation but mere balance. The app is designed to keep its users returning and that design seems to work because its challenges lie in ensuring that engagement cannot be replaced by intention.

If you are a Duolingo user who wants to learn a new language and if you know someone who has learned or even mastered another language, it is best to analyze how that person learned the language and how those resources contributed to their language mastery. And then, see whether Duolingo contributes to your language learning the same way. As true as it is that Duoligo is valuable for language learning in a modern world where people are busy building a life, people should not forget the fact that real learning, whether it is language, maths or science comes from real books, teachers and libraries, not merely from technology that contains no human tendencies. If someone relies solely on this platform to master a language, it potentially risks your ability to learn a language using critical and analytical skills. These skills may be reduced to only answering simple questions such as filling in the blanks.

That said, Duolingo can be highly valuable if used mindfully like learning through books and real resources and engaging with the app’s games in the meantime for Duolingo can help you reflect on your own learning and track your progress.

Playing Duolingo or learning a language ultimately depends on intention because the real challenge is this; how do we make sure learning comes first when it feels like a game you need to win every day?

This article does not seek to blame Duolingo but to encourage learners to reflect in how they engage with platform because the responsibility for learning lies in how the platform is used rather than the app alone.

US Embassy Colombo Extends Educational and Youth Support in Cyclone-Affected Regions

The United States Embassy in Colombo carried out a series of educational and community-focused initiatives recently in regions affected by Cyclone Ditwah.

Members of the Embassy team, together with English Access students, the USBus – Mobile American Space, and the Youth Forum, visited a local school impacted by the cyclone to support recovery efforts through education and creativity.

As part of the initiative, an American-themed reading corner was established to encourage reading and language development among students. The team also engaged students in learning classic American songs, fostering cultural exchange through music and shared experiences.

In addition, a leadership skills-building session was conducted, providing students with practical tools to build confidence, teamwork, and problem-solving abilities. The visit concluded with the creation of a vibrant mural themed around #Freedom250, symbolising resilience, freedom, and the enduring spirit of collaboration between communities.

While in the region, the Embassy team also participated in an intensive camp organised for English Access students, offering immersive learning experiences focused on English language development and personal growth. The outreach continued with the USBus–Mobile American Space programme at Rajarata University, where students and attendees were introduced to American innovation, English language learning opportunities, and a range of skill-building resources.

Urgent Solutions for Infrastructure and Administrative Issues at Uwa Wellassa University

The Deputy Minister of Education and Higher Education, Dr. Madhura Seneviratne, has assured actions to address pressing infrastructure and administrative challenges at Uwa Wellassa University, following concerns raised over increasing student enrolment, staff shortages, and delays in the release of examination results.

During a meeting held at the Ministry of Education in Isurupaya, Colombo, student representatives from Uwa Wellassa University, including members of the Inter University Student Force, highlighted the growing strain on university facilities and academic resources.

They pointed out that the rapid expansion of the student population has resulted in insufficient physical infrastructure and limited teaching staff, particularly affecting medical students who require specialised facilities for quality academic engagement.

In response, Dr. Seneviratne confirmed that financial allocations have already been made under the 2026 budget to improve infrastructure across the university. He emphasised that administrative inefficiencies within the institution would be addressed through structured discussions and reforms within the university’s management system to ensure smoother academic operations.

Furthermore, the Deputy Minister stated that complaints related to student violence and injustices within the university environment have been referred to the committee appointed to investigate incidents of violence involving university students. He reaffirmed the government’s commitment to safeguarding student welfare while ensuring a conducive environment for learning.

Beyond Human Senses: The Vast Reality We Cannot Perceive

Human experience feels rich and complete, yet science tells a humbling story: most of reality exists beyond our senses. What we see, hear, and feel represents only a tiny fraction of the physical world. From invisible light waves to inaudible sounds, our perception is limited not by reality itself, but by the biological boundaries of the human body.

How Narrow Human Vision is

Light is a form of electromagnetic radiation, and it exists across a massive spectrum, from long radio waves to short, high-energy gamma rays. However, the human eye is sensitive to only a very small slice of this spectrum.

Humans can see light roughly between 430 and 790 terahertz, commonly known as visible light. This narrow band allows us to perceive colors from violet to red. Everything beyond this range such as infrared, ultraviolet, X-rays, and gamma rays is completely invisible to us without technological assistance.

Yet these invisible wavelengths are everywhere. Infrared radiation carries heat, ultraviolet rays affect our skin, and X-rays pass through our bodies. They shape our world despite remaining unseen.

What We Hear Is Only a Fraction of Sound

Sound, like light, exists on a spectrum. Humans typically hear frequencies between 20 hertz (Hz) and 20 kilohertz (kHz). Anything below this range is called infrasound, and anything above it is known as ultrasound.

Many animals operate outside our auditory limits. Elephants communicate using infrasound that travels kilometers underground, while bats and dolphins rely on ultrasound for echolocation. These sounds are real, measurable, and powerful yet completely silent to us.

Why Are Our Senses So Limited?

Evolution did not design humans to perceive everything only what was necessary for survival. Our senses evolved to detect threats, find food, communicate socially, and navigate the environment efficiently. Detecting every wavelength of light or every sound frequency would be overwhelming rather than useful.

Technology now extends our perception beyond biology. Telescopes reveal galaxies invisible to the naked eye, infrared cameras detect heat, and medical imaging lets us see inside the human body. These tools remind us that reality is far richer than what our senses alone can capture.

A Reality Bigger Than Human Experience

The idea that “most of what exists is invisible to us” is not science fiction; it is scientific fact. From electromagnetic waves and microscopic particles to forces we can only infer mathematically, the universe operates on levels far beyond human perception.

Understanding this limitation doesn’t diminish human experience; it deepens our sense of wonder. It reminds us that knowledge grows not by assuming we see everything, but by questioning what lies beyond our senses.

Credits:

NASA – Electromagnetic Spectrumhttps://science.nasa.gov/ems

Encyclopaedia Britannica – Electromagnetic Radiationhttps://www.britannica.com/science/electromagnetic-radiation

World Health Organization (WHO) – Hearing Range and Sound Frequencies https://www.who.int

Physics Classroom – Sound and Hearinghttps://www.physicsclassroom.com

The Strange Psychology Behind Chewing Gum

For something that doesn’t nourish the body, chewing gum holds a curiously strong appeal. From ancient bark chewers to students and office workers today, humans have kept up the rhythmic jaw motion for thousands of years and science is still piecing together why we love it.

A habit that dates back 8,000 years

Long before there were bubble gums, people chewed all sorts of natural substances. Archaeologists found birch bark pitch chewing in Scandinavia dating back about 8,000 years and tooth marks suggest even children enjoyed it for pleasure rather than purpose. Ancient cultures including the Greeks, Native Americans, and Mayans chewed tree resins like chicle for freshness or simple satisfaction.
Chewing gum as we know it arrived in America in the 1850s when inventors experimented with tree sap. William Wrigley Jr. turned gum into a consumer craze in the late 1800s and early 1900s with smart marketing from free samples in every U.S. phonebook to extra-long billboards.
By World War I, gum was even included in U.S. military rations for both hunger and nerves.

Chewing and the Brain: More Than Fresh Breath

Scientists have found that although gum doesn’t boost memory or learning in a strong way, it does have subtle effects on the brain:

People who chew gum during long or dull tasks tend to stay a bit more focused and attentive.
Several studies show chewing can lower feelings of anxiety or stress, for example during public speaking tasks or demanding mental tests.
What’s puzzling, though, is that the act of chewing often continues even after the flavor is gone, and gum has no nutritional benefit.

So Why Do We Like It? The Theories.

Researchers haven’t pinpointed a single answer, but several hypotheses have emerged:

Brain circulation and muscle activation: Chewing might subtly increase blood flow to brain areas involved in attention.
Stress response modulation: The motion could interact with the body’s stress systems, though studies of stress hormones like cortisol have mixed results.
Repetitive motion comfort: Some scientists think chewing is simply a form of oral fidgeting like tapping your foot or squeezing a stress ball that helps people stay mentally engaged or calm.
Interestingly, humans today chew far less than our primate relatives: chimpanzees spend several hours a day chewing food, while modern humans average only about half an hour of chewing daily outside of gum. This suggests our preference for gum isn’t a leftover evolutionary trait, but perhaps a by-product of enjoying repetitive motion itself.

While we still don’t fully understand why chewing gum feels good, there’s growing evidence it does more than freshen breath. Whether it’s keeping us alert, easing stress, or simply satisfying a sensory itch, this seemingly simple habit taps into complex brain and body processes, making that stick of gum more intriguing than it looks.

Can Nabokov’s “Lolita” be Read as a Love Story?

Vladimir Nabokov’s Lolita can be known as one of the most misread novels in modern literature. Often mislabelled as a “love story,” Lolita never fails to spark discomfort, expose the horrors of human nature, and provoke debate and moral outrage. Yet, to ask whether Lolita can be read as a love story is not merely a question of interpretation; it is a test of how carefully one reads and how responsibly one responds to narrative voices.

Thus, the short answer is no: Lolita is not a love story but the novel is deliberately written to sound like one.

Nabokov employs Humbert Humbert, the novel’s narrator, with dazzling linguistic brilliance. His language use, prose, and poems are lyrical and witty yet emotionally manipulative. Through carefully chosen words, Humbert not only charms the novel’s characters but also attempts to manipulate readers into sympathizing with him and his acts of abuse.

Even though this manipulation feels intentional, Nabokov himself once stated that Lolita has “no moral in tow,” meaning that he is not preaching a lesson or explicitly telling readers what is right or wrong. Yet, it is widely agreed that the novel is profoundly ethical in its construction. The way the story is structured, the language is used, and the perspective is chosen forces readers to confront uncomfortable truths about manipulation, abuse, and self-deception at their peak.

By allowing the narrator to tell his own story, Nabokov exposes how eloquence can disguise cruelty, and how literature, brilliance, charm, and aesthetics can be used to justify the unjustifiable.

So, if Lolita feels like a love story to some readers, it is because Humbert wants it to feel that way.

Love, in its most basic sense, is rooted in consent, mutual recognition, and the genuine valuing of one another’s autonomy. Humbert’s feelings for Dolores Haze, whom he renames “Lolita”, meet none of these characteristics. Instead, what he experiences is obsession, possession and control, filtered through self-pity.

Dolores, on the other hand, is tragically denied a voice, leaving readers to know her only through Humbert’s narration. This minimizes her pain and resistance, reframing them as flirtation and acceptance. The reader is therefore pushed to believe only the version of the events Humbert uncovers as truth.

This brings us to another crucial question: can Lolita be a love story if it were presented in the voice of Dolores, the very child Humbert harms and over whom he exerts total control?

Doubtlessly, we can say that one of Nabokov’s greatest achievements in Lolita is placing the reader in an intensely uncomfortable position. The novel does not ask us to reflect on the beauty or pain of romance and love; instead, it asks how easily we can be persuaded by beautiful language, and how often we mistake intensity for love. Readers who interpret Lolita as a tragic romance often do so by overlooking Dolores altogether. This, too, is part of the novel’s design.

One major point to remember, however, is that Nabokov does not romanticize abuse; rather, he reveals how society and readers can become complicit in doing so.

If this question unsettles you (as it should), read Lolita by Vladimir Nabokov slowly and critically, with attention to what is said and what is silenced. If reading feels difficult, watch the 1997 film adaptation with the same awareness.

The story demands reflection, not comfort.

China-Sri Lanka Partnership Strengthened through School Uniform Donation

Prime Minister and Minister of Education, Higher Education and Vocational Education, Dr. Harini Amarasuriya, reaffirmed the strong relationship between China and Sri Lanka, highlighting education as a shared foundation for equality and development.

Speaking at an event held recently to mark China’s continued donation of free school uniform materials, the Prime Minister stated that both China and Sri Lanka can be identified as nations committed to providing equal access to fundamental education for all children. She emphasized that such collaborations play a crucial role in ensuring educational equity across the country.

Dr. Amarasuriya noted that the support extended by the Chinese government has been a significant strength in Sri Lanka’s efforts to maintain quality education, particularly during challenging times. She further stated that China’s long-standing commitment to providing school uniform materials, fulfilled consistently over several years, clearly reflects the mutual trust, respect, and enduring friendship between the two countries.

“The uninterrupted fulfillment of this promise demonstrates China’s solidarity with Sri Lanka, especially during periods of difficulty,” she said, expressing gratitude on behalf of all Sri Lankans for the generous donation.

As part of this initiative, the Chinese community has donated school uniform fabric valued at approximately 11.484 million units as a full grant. The materials delivered to Sri Lanka in five shipments. The official handover of the donation was made to the Ministry of Education, Higher Education and Vocational Education by the Ambassador of the People’s Republic of China to Sri Lanka, His Excellency Qi Zhenhong.

It is expected that approximately 4,418,404 students will receive school uniforms this year. Distribution of the materials to Divisional Education Offices was scheduled to begin from January 19, 2026. Free school uniforms will be provided to students in government schools, government-approved Pirivenas, and government-approved Pirivena institutions across the island, under a programme implemented by the Ministry of Education, Higher Education and Vocational Education.

Addressing the event, Ambassador Qi Zhenhong highlighted the long-standing and resilient relationship between China and Sri Lanka, noting that the partnership has endured despite various challenges. He reaffirmed China’s commitment to supporting Sri Lanka’s education sector and contributing to the country’s long-term development.

The event was attended by Deputy Minister of Education and Higher Education Dr. Madura Seneviratne, Secretary to the Ministry of Education Mr. Nalaka Kaluwewa, and several other officials.

Excluding Women from Power is Structural, Not Accidental

At the World Women Davos Agenda 2026, held on January 21 at the World Woman House in Davos-Klosters, Switzerland, on the sidelines of the 56th Annual Meeting of the World Economic Forum, Prime Minister and Minister of Education, Higher Education and Vocational Education, Dr. Harini Amarasuriya delivered a clear and uncompromising message: the exclusion of women from decision-making spaces is not a coincidence, but the result of deeply entrenched gendered power structures.

Her statement challenges a long-standing tendency to frame women’s underrepresentation in leadership as a matter of individual choice, lack of confidence, or insufficient preparation. Instead, it reframes the issue as systemic, rooted in institutions and power-sharing models historically designed around male dominance.

“Women are ignored from the process of enforcing decisions is not a coincidence, it is a result of gender-based actions of power.” In order to create an environment where women can provide leadership with confidence, make changes in organizational and empowerment sharing structures, ” stated the Prime Minister.

This perspective shifts responsibility away from women needing to “fit in” and places it squarely on organizations, governments, and corporate systems that continue to reproduce inequality through their internal structures, norms, and cultures.

The Minister also emphasized that simply increasing the number of women in leadership roles is not enough. Without transforming how power is distributed and exercised, inclusion risks becoming symbolic rather than substantive.

Corporate environments and governance structures often reward conformity to existing leadership models, models that may marginalize collaborative, care-oriented, or inclusive approaches more frequently associated with women leaders. As a result, even when women enter leadership spaces, they may be constrained by systems that were never designed to support their full participation.

Creating an environment where women can lead with confidence, she argued, requires intentional structural change. This includes rethinking decision-making processes, redefining leadership norms, and dismantling informal networks of power that exclude women from influence.

The World Women Davos Agenda 2026 brought together global leaders, policymakers, and advocates to address gender inequality at the highest levels of power. Yet the issues raised resonate far beyond Davos. From corporate boardrooms to public institutions, the same patterns of exclusion persist worldwide.