Tag: news

Understanding Sexual Violence: The Justice System and Gaps in Sri Lanka’s Sex Crime Laws

Recent news circulating around a high-ranking Buddhist monk, Venerable Pallegama Hemarathana Thero, reveals a horrifying yet undeniable truth about sexual abuse, especially in a society that holds tremendous respect for elders and religion. This case, indeed, should be addressed through a more critical lens. In addition, shouldn’t we question whether parents, schools, religious institutes and the government are doing enough to provide comprehensive awareness, education and protection for vulnerable individuals?

Shouldn’t people, as a community, be worried that if monks and parents in today’s world can act in such cruel ways, who cannot and who will not?

Ven. Pallegama Hemarathana Thero, a 71-year-old chief priest, was arrested on May 9, 2026, for allegedly sexually assaulting a 15-year-old girl. The alleged victim’s mother was accused of facilitating and abetting the abuse and was therefore also arrested and remanded in custody.

But, isn’t this case a hot topic that causes pain today because a Thero, a mother and her daughter were involved in it?

This child represents hundreds of children, women and men who are exposed to sexual violence every single day in silence, confusion and fear. Behind all these headlines, there is a much larger reality that victims struggle to speak about and the public fail to fully understand.

This raises a few urgent questions:

Are we truly educated enough about sexual violence?

How to identify it?

When to act against it?

Where the law stands when seeking justice?

Because as widespread as it is, sexual abuse cannot be defined in one sentence, nor can it be described by one act alone. Therefore, to be literate about sexual abuse is to be cautious and aware of any form of violent or non-consensual contact.

Therefore, with the aim of educating the pubic, this article explores the different forms of sexual abuse, the realities of victims when reporting abuse and the gaps and controversies that exist within Sri Lankan law and social awareness.

A recent 2026 survey done by the National Child Protection Authority (NCPA) revealed 144 reported cases related to child sexual abuse within just the first three months of the year. However, this only uncovers one side of a much darker reality because may cases still go unreported due to fear, shame, social stigma and lack of evidence. Sometimes, victims do not realize that what they went through was abuse.

Type of AbuseJanuary FebruaryMarch
Grave Sexual Abuse377
Sexual Exploitation100
Rape 81620
Sexual Harassment202441
Taken from Child Abuse and Other child related complaints reported to NCPA by Districts by Category – (Year 2026.01.01 to 2026.03.31)

What do we really know about sexual violence?

According to the law, sexual abuse refers to any non-consensual sexual contact or behavior committed by a person or group of people. Terms such as rape, sexual assault, child sexual abuse, incest, sexual harassment and domestic violence are widely-recognized in society but many people remain unaware of the actions, behaviors and boundaries that define these crimes.

Today, society recognize sexual violence only through these labels because they lack the literacy to identify abusive bahiavior happening around them.

Now, why are we, as educated individuals, still unaware of the many different forms and realities of sexual abuse? Shouldn’t we address the act that are rarely spoken about or are trivialized to the point where society no longer even considers them abuse?

Therefore, it is important to educate ourselves about the different forms of sexual violence, the laws that exist surrounding them and the controversies and gaps that continue to exist within Sri Lankan legislation.

Rape

Rape is often defined as vaginal, oral or anal sex against a person’s will or without their consent.

The distinction between consensual sex and rape is simple: if a person says “No” and the other person still forces sexual activity upon them, it is rape. However, in Sri Lankan law, this distinction has become complicated, especially within the ranges of marriage.

Controversy I: Rape cannot happen within the context of marriage

According to the Sri Lankan Penal Code, it does not amount to “rape” if a husband has forceful sexual intercourse with his wife without her consent unless the couple is “judicially separated”. In this context of marriage, the notion of consent has become largely absent. Thus, this creates the presumption that the consent of the wife is irrelevant in regards of sexual intercourse within marriage.

Under the law, a perpetrator can still commit “rape” even with the victim’s consent but only if the consent is obtained unlawfully, through coercion, fear or deception. If the perpetrator is not her husband, it is “rape”, but if it is her husband, it is not.

Statutory Rape

Statutory rape is a criminal offense defined as sexual intercourse or contact with a person below the legal age of consent which is 16 years in Sri Lanka. It is rape regardless of whether the minor consented and participated in the contact willingly because according to the law, the minor is incapable of consenting to sexual activity.

Controversy II: Men cannot legally be recognized as rape victims under Sri Lankan law

While we can argue that forceful sex is still rape within marriage, it is also pivotal to examine another major gap within Sri Lankan law: a man cannot be legally recognized as a rape victim in the same way a woman can.

Gender-Biased Wordings

The law repeatedly phrases words like “a man” and “the male” to represent the perpetrator and “the woman” and “the female” to represent the victims. This male offender and female victim model further creates problems such as female offenders becoming legally invisible, male victims getting less recognized and LGBTQ victims not fitting to any law.

Within this law, the man is primarily identified as the perpetrator of sexual violence whereas a woman is always recognized as the victim. There is no legal offense for a woman if she conducts forceful sexual intercourse upon a man.

Controversy III: Gay sex or man forcing sexual intercourse upon another man can lead both parties to get criminalized

If a man forces sexual intercourse upon a man, the act is not prosecuted under rape laws. Instead, it falls under what the law describes as “Unnatural Carnal Offenses.” This criminalizes both the perpetrator and the victim, rather than recognizing the victim as a survivor of sexual abuse. There is no punishment if the victim faced a non-consensual contact with another man nor a woman.

Consensual same-sex relationships between two adults are labelled as “unnatural” and how it is also criminalized reflects the fact that this legal framework does not resonate with modern human rights and bodily autonomy.

This raises serious concers regarding consent, gender neutrality and equal legal protection for victims of sexual violence regardless of gender.

Sexual Assault

Sexual Assault is “legally” defined as sexual contact or touching occurring in a non-consensual manner. Sexual contact means any touching of the sexual or intimate parts of the body.

Sexual Harassment

Sexual Harassment refers to any unwanted requests for favors, verbal remarks, gestures or physical conduct that make the individual uncomfortable or intimidated. This includes many of the other variants of sexual violence including sexual assault and rape.

Among the many spaces where sexual harassment occurs, streets, public transports, workplaces and educational settings are often recognized as the hunting grounds where perpetrators prey on victims.

A 2011 survey conducted by the Legal Aid Commission found that 70% of women aged between 15 and 45 had experienced sexual harassment while using public transport. These women stated that they were reluctant to press charges and the conductors were unwilling to provide sufficient evidence against perpetrators in court proceedings.

The survey respondents reported experiencing the following forms of harassment:

Abusive ExperiencePercentage
Deliberate touching of any part of the body74%
Unwanted crowding of personal space
eg: excessive closeness 		60%
Improper seating etiquette 52.25%
Rubbing genitalia against another’s body 52%
Asking for contact number 48.72%
Trampling on foot deliberately 48.44%
Fixated gaze on body parts46.28%
Suggestive/lascivious looks45.56%
Source: Sexual and Gender-based Violence in Sri Lanka: An analysis of the available literature & annotated bibliography

The respondents described their immediate emotional reactions as feeling “scared” (48%), “degraded and demeaned” (45%), “humiliated and embarrassed” (68%) and “angry” (74%).

Somehow, the law punishes such acts with imprisonment of either description for a term which may extend to five years or with a fine or with both and the offender may also be ordered to pay compensation of an amount determined by court to the person in respect of whom the offence was committed for the injuries caused to such person.

But has this ever truly been implemented effectively? Or, if these laws were properly enforced, would these women still feel discouraged from reporting such incidents?

Controversy IV: Reporting later makes no difference

A controversial reality about this is the issue of time lapse. Usually, when sexual violence occurred a long time ago, reporting it makes little to no difference legally. So, if a victim hesitated to report the incident at the time it happened because they felt afraid or guilty and later changed their mind after supposedly becoming more educated or emotionally prepared to speak up, the evidence may already have disappeared and therefore, reporting later makes no change.

Tragically, many victims and survivors of sexual harassment are often dismissed by society. They are told that they are “overthinking,” “being unreasonable,” “too sensitive” or that they “can’t take a joke.” Such reactions both trivialise and normalise abusive behavior while discouraging the victims from speaking up and seeking justice.

Stealthing

Stealthing is a form of rape that occurs when two people agree to use protection during sexual activity but one person either removes the protection (usually a condom) or lies about using one without the other person’s consent. Stealthing is considered as serious as rape and under English and Welsh law, it can carry a maximum sentence of life in prison. However, in Sri Lanka, stealthing is hardly recognized or openly addressed within the legal system.

Controversy V: Something similar to rape is unrecognisable within the Sri Lankan legal system despite its severe psychological, emotional and physical consequences on victims

Spiking

Spiking refers to the act of secretly adding alcohol, drugs, or intoxicating substances into another person’s drink or body without their knowledge or consent. Perpetrators often use spiking to weaken a victim’s awareness, memory or ability to resist, making it easier to commit sexual assault or other crimes against them.

In Sri Lanka, spiking-related sexual offenses can amount to serious criminal acts. If “a man” sexually assaults “a woman” while she is intoxicated, the law disregards any apparent consent given by “the woman” and punishes the offenders with life imprisonment.

Date Rape Drugs

“Date rape drugs” are drugs that have become known for their use by people who carry out spiking in order to rape or sexually assault someone. Some commonly known date rape drugs include Rohypnol, GHB, and GBL.

Although these terms are widely used socially and medically, they are not recognized as distinct legal categories under the law and rape and sexual assault do not associate with these as different categories.

Flashing/ exhibitionism

Flashing or exhibitionism refers to indecent exposure where a person reveals their private body parts to another person for sexual gratification or to intimidate, scare or make them feel uncomfortable.

Public awareness about flashing as a serious criminal offense increased following the viral incident involving @molsgonewild, a solo traveler from New Zealand, who recorded a “23-year-old man” asking her for sex and later exposing himself to her while she was parked on a coastal road in the Arugam Bay–Thirukkovil area on October 25.

Women and children are frequently subjected to such acts and there should be greater awareness and stronger enforcement and vocalization of punishments to encourage victims to speak when such indecency occurs.

A similar incident also involved the tourist @hugh.abroad, who shared a video of an uncomfortable encounter during his visit to Sri Lanka. In the video, viewers witnessed a woman touching the man inappropriately in ways that made him visibly uncomfortable. However, the public reaction to the incident was disheartening. Many people dismissed the tourist’s discomfort because he continued interacting with the woman and even gave her money. Seemingly, the incident was not reported as a sexual offense, possibly because the man did not press charges. Nevertheless, the incident still highlights the imbalance in how sexual violence against both men and women is perceived in society. Mae victims of harassment and assault are often trivialised, mocked or ignored instead of being treated with the same seriousness given to the female victims.

According to the Sri Lankan Penal Code, such acts can fall under offenses related to Gross Indecency between persons. Therefore, both men and women have the right to press charges against such behavior. It is important to emphasize that no one should hesitate to file complaints regardless of the circumstances because, regardless of how a victim reacts during or after the incident, the offender should still face consequences for their actions.

Incest

If close family members have sexual intercourse with each other, it is a crime called incest. It can be between:

  • A parent – child
  • A grandparent – grandchild
  • brother – sister
  • uncle/aunt – niece/nephew
  • adopted family relations too

Even if adoption or marriage paperwork have defects in them, it still can count as incest. Also, trying to commit incest is also punishable.

For many victims, especially children and vulnerable individuals, the process of seeking legal justice can be exhausting, intimidating and emotionally draining. Delays, lack of sensitivity, social stigma, and institutional barriers may further discourage survivors from continuing with legal action.

As a result, many victims choose silence over a justice system that they fear may retraumatize them rather than protect them. But, staying silent is never the answer.

You can:

  • Trust your instincts. If a comment, touch, gesture or action makes you uncomfortable, do not ignore your feelings or allow others to minimise them.

  • Speak to a trusted person as soon as possible. This could be a parent, friend, teacher, counsellor, lawyer or support organisation. Early disclosure can help preserve evidence and provide emotional support.

  • Document everything. Write down dates, times, locations, conversations, screenshots, messages, emails or any details related to the incident. Even if legal action is delayed, documentation can still support future reporting.

  • Preserve evidence whenever possible. Avoid deleting messages, photographs, recordings or clothing connected to the incident, as they may become important later.

  • Seek professional support. Therapy, counselling and survivor-support organisations can help victims process trauma, reduce self-blame and regain confidence.

  • Learn about legal rights and reporting options. Victims should be educated on workplace policies, school procedures, child protection laws and criminal reporting mechanisms available in their country.

  • Report the incident when safe and possible. Even if immediate legal action cannot guarantee punishment, reporting may still prevent the perpetrator from harming others and create an official record.

  • Build supportive communities. Friends, families, schools and workplaces should listen without judgement and avoid dismissive responses such as “you’re overreacting” or “it was just a joke.”

  • Encourage bystander intervention. People who witness harassment should safely intervene, support the victim and challenge inappropriate behaviour instead of remaining silent.

In Sri Lanka, complaints relating to sexual violence, harassment, domestic violence, child abuse, cyber exploitation and crimes against women and children can be directly reported to the Bureau for the Investigation of Abuse of Children & Women under the Sri Lanka Police.

The Bureau operates a 24-hour Public Complaint Desk that allows victims or witnesses to confidentially report incidents through:

  • Emergency Hotline: 109
  • Hotline: 011 244 4444
  • Phone : 011 2337041
  • Email: dir.cwbureau@police.gov.lk/ cwb.online@police.gov.lk

Importantly, victims can also seek help if:

  • A police station refuses to accept their complaint.
  • Proper investigations are not being conducted.
  • They are facing intimidation or negligence during the reporting process.

Seeking justice may feel frightening, exhausting, and emotionally overwhelming, but remaining silent only allows abuse to continue unchecked. Awareness, reporting, and social support remain some of the strongest tools society has against sexual violence

From Friends to Foes: The US–Iran Rivalry that Dates Back to 1979

Rashid Khalidi, a Palestinian historian, in his 2020 article The Hundred Years’ War on Palestine: A History of Settler Colonial Conquest and Resistance, 1917-2017, argued that the British and American colonial ambitions were profoundly inspired by Zionist aspirations to rule Palestine for centuries. Accordingly, this conflict between the United States and Iran is hardly a single war. It is a long awaited and complicated struggle that is shaped by politics, ideology and various dynamics of power. These notions came into play nearly 47 years ago, making a prolonged chapter, known as “Fifty-Year War.”

Let’s go back to 1979 when Iran’s unstable political climate started with the overthrown of one of America’s most trusted clients in the Middle East, Shah Mohammad Reza Pahlavi. Shah was described as “a ruler with dictatorial powers, a massive military and delusions of grandeur.” America ignored US diplomats who questioned this over-reliance the US had with Iran and Shah, on the other hand, silenced everyone who called for political change. This whole chapter was followed by the 1979 Islamic Revolution led by Ayatollah Ruhollah Khomeini who caused a massive shift in regional politics and ideologies, instantly transforming Iran from a key US ally to an adversary. He labelled the US the “Greater Satan” and called the seizing of the US Embassy in Tehran, severing all the diplomatic ties and creating the 1979-1981 hostage crisis. His rhetoric was entirely anti-American.

1979-1981 hostage crisis

In the same year, Iraq became another triggering point for this ever-escalating war. It began with Saddam Hussein becoming the president of Iraq where he theatrically saw both Israel and revolutionary Iran as hindrance to his ambitions towards pan-Arab leadership. He launched a “full-scale invasion” of Iran that lasted for eight years, resulting in devastating economic and societal contractions in both sides but Iraq was facing greater repercussions.

In the Iraq-Iran war, the US secretively supported Iraq, providing intelligence, chemical weapons and financial aid. They defined Khomeini’s revolutionary Iran as a great threat to regional oil stability. They also propagated Iran as a state that sponsors terrorism. This amplified the enmity between Iran and the US.

Iran had denied Israel rights to even exist since the 1979 revolution. Their motto since then was “Death to Israel.” It was at this time that Israel was considered one of the greatest allies of the US, leading Iran to despise Israel even more. Thus, the Islamic Republic was concerned that both the US and Israel brought existential threat to Iran. They, therefore backed a network of well-armed groups where they spread their ideologies and expanded influence. These groups that were collectively known as the “Axis of Resistance,” included Hezbollah (Lebanon), the Houthis (Yemen), Hamas/Palestinian Islamic Jihad (Gaza), and various militias in Iraq, with strategic state relationships with Russia.

With this expansion of power, Iran could develop a Nuclear weapons program in which they repeatedly reported that this program was solely based in peaceful purposes for its citizens. The US considered this a terrorist activity in the Middle East, yet again heightening the rivalry between them.

Then a breakthrough came in 2015 when Iran, along with several other world leaders including the US, signed an agreement to limit its Nuclear program. This agreement was formally know as the Joint Comprehensive Plan of Action (JCPOA). Before this, Iran had signed the Nuclear Non-Proliferation Treaty (NPT) in July 1968 and ratified it in February 1970 while accepting International Atomic Energy Agency (IAEA) inspections. Somehow this JCPOA agreement enabled reconciliation between the two nations, allowing Iran to open its facilities to more extensive international inspections in exchange for billions of dollars’ worth of sanctions relief.

Iran Nuclear Deal

This fell apart as President Trump removed the US from this agreement, stating, “we have definitive proof that this Iranian promise was a lie. Last week, Israel published intelligence documents long concealed by Iran, conclusively showing the Iranian regime and its history of pursuing nuclear weapons.” in his first presidency in 2018.

Then, in 2019, the US accused Iran of attacking oil tankers in the Gulf of Oman. In response to the accusations, Iran issued a statement, calling the US and its allies to put an end to mischievous plots and false flag operations in the region.

In 2020, Iran’s top military commander, General Qasem Soleimani, was assassinated in a U.S. drone strike. The US claimed that Soleimani was behind attacks on Americans in the region.

In 2023, Hamas, a long-term ally of Iran which was considered a terrorist organization by the US, launched an attack on Israel from Gaza Stripe, killing about 1,200 people and taking 251 hostages. This resulted in a massive Israel military attack in Gaza which killed tens of thousands of Palestinians. This attack left Hamas extremely defenseless. Though Iran denied any involvement in the Hamas attack on Israel, they publicly supported the actions of Hamas.

The Palestinian group, Hamas launching an attack on Israel

In June, 2025, the UN’s Nuclear watchdog said that Iran had breached its agreement on limiting the Nuclear program under the Non-Proliferation Treaty (NPT). Yet, Iran repeatedly claimed that they had never developed a Nuclear weapon.

After this, Israel launched a series of strikes in Iran, resulting in a 12 day war. The US was also directly involved in the war with air strikes on Iranian Nuclear facilities.

In September 2025, the UN reimposed severe UN sanctions, following the E3‘s (France, Germany, UK) move due to Iran not following the agreed rules about nuclear activities.

What are these sanctions?

These are serious economic and political restrictions, such as:

  • Freezing Iran’s money/assets
  • Banning arms trade
  • Limiting nuclear activities
  • Blocking trade and financial dealings

After the sanctions, Iran faced economic hardship, global isolation and growing dissatisfaction among its citizens who often demanded political change in the country. They chanted slogans against the Supreme Leader Ali Khamenei yet thousands of these protesters ended up getting killed on the streets. While President Trump expressed support on these protesters and warned Iran not to act on violence, Ayatollah Khomeini, blamed the US President for the protests and deaths. It is after this Khomeini was killed on February 28, 2026, in an attack by Israel and the United States.

Iran’s severely damaged Nuclear program which was attacked by the US

In the end, the long-standing war between America and Iran has no easy solution. Though strikes may slow each side’s ambitions, they are seemingly not capable of resolving deeper political, economic and social issues within either country.

But what should not go unnoticed is that the US and Iran have been fighting with each other for decades and it is driven not only by Iran’s alleged possession of Nuclear weapons but also by broader and more complicated diplomatic, economic, cyber, political and espionage tensions between the two nations.





The Surprising Books Charlotte Brontë Loved and the Ones She Couldn’t Stand

We often imagine that great authors admire all the classics around them, but Charlotte Brontë, best known for Jane Eyre, had very strong and sometimes unexpected opinions about the books she read. Through her letters and personal writings, we see that she openly praised some novels while strongly criticizing others. Her reactions were honest and passionate, revealing how seriously she took storytelling, imagination, and emotional depth in literature.

Among the novels she admired was Vanity Fair by William Makepeace Thackeray. She appreciated its sharp social commentary and the unforgettable character of Becky Sharp, a clever and ambitious woman navigating the strict social world of Victorian England.

Brontë also admired David Copperfield by Charles Dickens, praising its emotional depth and the way Dickens portrayed the struggles and growth of the main character from childhood to adulthood.

Another novel she respected was Uncle Tom’s Cabin by Harriet Beecher Stowe, which deeply moved readers with its powerful story about slavery and human suffering.

Other favorites included Mary Barton by Elizabeth Gaskell, which explores the harsh lives of factory workers in industrial England, Uncle Tom’s Cabin by Harriet Beecher Stowe, a powerful anti-slavery novel that moved readers across the world, and Madeleine, a Tale of Auvergne by Julia Kavanagh, a historical story about the life of a peasant girl in France. These works impressed Brontë with their emotional intensity, realism, and social insight.

However, Brontë’s opinions were not always positive. She famously disliked Pride and Prejudice by Jane Austen, describing it as lacking passion and imagination. While many readers love the novel for its wit and social observation, Brontë felt it was too restrained and emotionally distant.

She also disliked The Emigrant Family: or, The Story of an Australian Settler by Alexander Harris, feeling that it merely copied reality without creativity.

Other novels she criticized include Oliver Weld by Harriet Martineau, Modeste Mignon by Honoré de Balzac, and Azeth the Egyptian by Eliza Lynn Linton. In her view, these books either lacked originality, emotional depth, or the imaginative power she believed great literature should have.

She also found little interest in The Caxtons: A Family Picture by Edward Bulwer-Lytton, believing it did not offer the intensity or depth she valued in literature.

Somehow, these strong opinions tell us that even literary legends have their own unique tastes and sometimes they disagree with what the world later calls a masterpiece.

Sources: https://www.mentalfloss.com/literature/authors/novels-charlotte-bronte-loved-loathed

Also Read:

What Employers Look for in You in 2026

A/L Pressure Is Real But So Is Your Potential

For many Sri Lankan students, the Advanced Level (O/L) exams feel like the single most important moment in life. Weeks of late-night studying, endless past papers, and pressure from tuition teachers and family build up to a few hours in an exam hall. The tension is real. The stress is heavy. And the weight of expectations can feel crushing.

When the exams are over, a strange mix of relief and anxiety takes over. Some students celebrate immediately, while others replay every mistake in their minds. Even if you gave your best, you might feel unsure, insecure, or “not good enough.”

Here’s the truth: the pressure you feel is real but so is your potential. And the difference between feeling stuck and moving forward lies in perspective, mindset and action.

Your A/Ls Don’t Define Who You Are

It’s easy to assume that a set of exam marks determines your intelligence, your worth, or your future. In Sri Lanka, this idea is reinforced everywhere, from conversations at home to casual comments at school.

But the truth is, O/L results are just one measure of performance under exam conditions. They don’t capture your creativity, problem-solving skills, resilience, or ability to learn from mistakes. These qualities are what truly shape your future. Your potential is far bigger than any grade.

Pause Before Big Decisions

Immediately after A/Ls, many students feel rushed to make choices about foundation courses or career paths. The pressure to decide can be overwhelming.

Instead of acting impulsively, pause and reflect. Ask yourself:

  • Which subjects genuinely interest me?
  • What kind of career or lifestyle do I see for myself?
  • Which skills do I want to develop over the next few years?

This pause isn’t wasting time; it’s an investment in your potential. Thoughtful decisions now will create better opportunities later.

Build Skills That Go Beyond Marks

Even if your results weren’t perfect, your potential can be realized by building skills that grades can’t capture. Consider:

  • Improving English communication skills through writing, reading, and conversation
  • Learning digital skills like coding, graphic design, or social media management
  • Participating in clubs, volunteer work, or creative projects
  • Developing hobbies that enhance problem-solving and creativity

By investing in these skills, you’re creating opportunities that no exam score can measure.

It’s tempting to compare yourself to friends who excelled in A/Ls. But remember: everyone’s journey is different. Some students who struggled now thrive in university, business, or creative fields. Others who excelled may later discover their strengths lie elsewhere.

Focus on yourself. Take small, consistent actions to grow, learn, and improve. Your potential unfolds through effort, persistence, and smart decisions, not by waiting for external validation.

Remember: the students who move forward, even when they feel uncertain, are the ones who ultimately succeed.

University Degree vs Skill-Based Courses: Which One Really Wins Today?

The world of work is changing fast. By 2026, employers are rethinking what they value most in candidates, not just degrees, but practical, job-ready skills. So if you’re planning your education or career path, which matters more: a traditional university degree or focused skill-based courses? Here’s a simple, descriptive comparison to help you decide.

1) Employer Priorities: Credentials vs Real-World Ability

A university degree has long been the traditional benchmark for recruiters. It signals that a candidate has formal education, theoretical knowledge, and the discipline to complete a long program. For many industries, degrees are still a minimum requirement.

However, studies show that employers are increasingly prioritizing what candidates can actually do. According to surveys highlighted by Online Manipal, over 80% of companies now value practical experience, demonstrable skills, and project-based learning more than just having a degree. Skill-based courses, certifications, or even personal projects give candidates a clear way to showcase abilities that matter on the job.

A degree might get you noticed on paper, but skills make employers choose you.

2) Learning Speed and Relevance: Traditional vs Agile

Traditional degrees usually take three to five years, depending on the course. While this provides a broad understanding of a field, the curriculum often lags behind the rapid pace of technology and industry demands. Fields like digital marketing, AI, data analytics, or coding evolve so quickly that by the time students graduate, some tools and methods may already be outdated.

Skill-based courses, on the other hand, are usually short, focused, and designed around what the industry needs right now. They teach practical skills that can be applied immediately and often include live projects, case studies, or hands-on tasks. This makes learners job-ready in a fraction of the time it takes to finish a traditional degree.

If you want to enter fast-changing industries quickly, skill-based learning can give you a clear edge.

3) Future-Proofing Your Career: Combining Strengths

University degrees hold value, particularly for credibility, higher-level roles, or careers where formal education is required. They offer networking opportunities, exposure to a wide range of subjects, and structured learning.

Skill-based courses complement degrees by offering practical, demonstrable abilities. They allow learners to build portfolios, solve real-world problems, and show tangible results to employers. By 2026, the ideal path is often a hybrid approach: a degree for foundational knowledge, combined with skill-based courses for relevance and employability.

The strongest candidates in 2026 are those who combine formal education with practical skills, proving not just what they know, but what they can do.

In short, degrees open doors but skills determine whether you actually walk through them. In a competitive job market, being able to demonstrate real-world abilities is what sets you apart.

Sri Lanka’s 2026: Rule of Law and Drug-Free Future

“We are building a country where no child becomes a victim of the drug menace”, stated the President.

President Anura Kumara Dissanayake delivered a powerful message during the Central Province launch of the “A Nation United” anti-drug campaign, emphasizing that this year will breathe life into the principle of equality before the law. He warned that when the rule of law collapses, it hands power to criminals, stifling national development and trapping citizens in poverty. This speech underscores a pivotal shift for Sri Lanka, blending anti-drug efforts with broader governance reforms.

The initiative, “A Nation United” rallies political leaders, tri-forces, police, and communities to eradicate drug networks through arrests, awareness drives, and rehabilitation programs. Key achievements include over 91,000 suspects apprehended, 1,818 held in long-term detention, and 1,566 individuals referred for rehab since its start. Notably, 62 police officers in Nuwara Eliya received commendations for their frontline efforts.

Educationally, this campaign teaches the ripple effects of drugs: they fuel street crime, breed corruption, and even infiltrate politics, eroding societal trust. By involving religious leaders, teachers, and parents, it promotes collective responsibility, showing young people that vigilance at home and school prevents addiction’s grip.

The President stressed that true equality means no one, regardless of status, escapes justice, a lesson drawn from past failures where impunity bred chaos. This principle isn’t just legal; it’s economic. A stable rule of law attracts investment, reduces crime-related costs, and empowers citizens to thrive. For students and educators, it’s a real-world civics lesson: strong institutions protect the vulnerable and pave the way for innovation.

Reflecting on recent crises like Cyclone Ditwah, which caused 4.1 billion US dollars in damage, the President highlighted funding reconstruction without new debt, a model of prudent governance. Future plans include a non-aligned foreign policy to safeguard sovereignty, a Rs. 330 billion public service salary increase for efficiency, and enhanced allowances for armed forces after 2027.

Related Reads:

Will Sri Lanka’s New Anti-Drug Plan Save School Children or Just Fake It?

Learn English Fast and Efficiently Without Expensive Classes

Learning English can feel overwhelming, especially when you’ve been studying it for years but still struggle to write and speak confidently. Many learners think they need expensive classes or perfect grammar to improve quickly. In reality, the fastest and most efficient way to learn English is by changing how you learn, not how much you study.

English is a skill, not a subject. And skills improve through use, exposure, and consistency.

One of the most effective ways to learn English fast is by surrounding yourself with it every day. This doesn’t mean studying textbooks for hours. It means turning English into part of your daily life. Watching videos, listening to podcasts, reading short articles, watching a movie/TV series and even scrolling through social media in English all help your brain get used to the language naturally. When you see and hear English often, your understanding improves without conscious effort.

Another key factor is focusing on communication rather than perfection. Many learners delay speaking because they’re afraid of making mistakes. This slows progress more than anything else. Fluency comes from practice, not accuracy. When you speak regularly, even with broken sentences, your brain learns to think in English instead of translating from your native language. Mistakes are not a sign of failure; they’re proof that learning is happening.

Consistency matters more than intensity. Studying English for ten minutes every day is far more effective than studying for three hours once a week. Daily exposure keeps the language fresh in your mind and helps vocabulary and sentence patterns stick. Small, regular habits build confidence faster than short bursts of motivation.

Learning English efficiently also means prioritizing the right skills. Many students spend too much time memorizing grammar rules that they rarely use. While grammar is important, listening and speaking should come first if your goal is real-world English. When you understand spoken English and can express your ideas, grammar improves naturally over time.

Using English actively is what accelerates learning. Writing short paragraphs, speaking to yourself, joining discussions, or even explaining ideas out loud forces your brain to organize thoughts in English. Passive learning alone, just reading or listening, is not enough. Active use turns knowledge into ability.

Finally, setting a clear purpose makes learning faster. Whether you want English for studies, work, travel, or online opportunities, knowing why you’re learning helps you focus on relevant vocabulary and situations. Purpose-driven learning is always more efficient than studying without direction.

Learning English fast isn’t about shortcuts. It’s about smart habits, daily exposure, and the courage to use the language before you feel ready. With the right approach, progress doesn’t take years , it starts showing in weeks.

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3 Smart Moves Every Student Should Make Before Their Final Year

3 Smart Moves Every Student Should Make Before Their Final Year

For many students, the final year of the university feels overwhelming. Exams pile up, expectations rise, and suddenly the question: What’s next? arises. What often gets overlooked is that the most important decisions aren’t made in the final year itself, but in the time leading up to it.

Students who plan early don’t just reduce stress; they create options. These three smart moves can help you step into your final year feeling prepared, confident, and ahead of the curve.

The first move is learning to track opportunities early, rather than waiting until things feel urgent. Scholarships, internships, exchange programs, and grants usually open months in advance, and many students miss them simply because they start looking too late. By the time deadlines arrive, it’s already too late to gather documents, improve qualifications, or meet eligibility requirements.

When you begin paying attention early, you give yourself time. Time to prepare applications properly, time to improve your profile, and time to make informed decisions instead of rushed ones. This is why following reliable education platforms and staying aware of what’s available can quietly shape your future. Opportunity doesn’t always come loudly, sometimes it passes by unless you’re paying attention.

The second move is building a future-ready CV before you think you need one. Many students believe a CV is something you prepare only after graduation, once you have achievements worth showing. In reality, your CV grows alongside you. It reflects your effort, curiosity, and willingness to learn, not just your final results.

Even before your final year, your experiences already matter. Academic projects, volunteering, online learning, student initiatives, writing, research, or even managing a small personal project all show initiative. A future-ready CV tells decision-makers that you didn’t wait passively for success, you worked toward it. This mindset matters just as much as grades.

The third move is learning at least one practical skill that your classroom may not teach you. While formal education focuses heavily on exams and syllabi, real-world opportunities often depend on skills learned outside traditional lessons. Writing clearly, communicating confidently, using digital tools effectively or understanding how to research and think critically can give you a serious edge.

You don’t need to master everything. Choosing one skill and improving it steadily before your final year can make a noticeable difference in applications, interviews, and academic work. These skills don’t just help you after graduation; they support you throughout your studies.

Your final year should not be about scrambling to catch up. It should be a transition into the next phase of your life with clarity and confidence. Students who succeed aren’t always the ones with perfect results; they’re the ones who planned earlier and made thoughtful choices along the way.

Related Reads:

Five Costly Mistakes Students Make When Applying to Universities Abroad and How to Avoid Them

Discover Scholarships You Didn’t Know Existed!

1. Australia Awards Scholarships (Fully Funded)

Australia Awards Scholarships are prestigious fully funded scholarships offered by the Australian Government (Department of Foreign Affairs and Trade) to students from eligible developing countries. These awards are designed to support long‑term study (undergraduate or postgraduate) in Australia and build skills to contribute to development in the recipients’ home countries.

What’s included:

  • Full tuition fees paid
  • Return economy‑class airfare
  • Living allowance (fortnightly stipend)
  • Establishment payment for accommodation/study materials
  • Health insurance (Overseas Student Health Cover)
  • Pre‑course English training (if needed)
  • Academic support & fieldwork assistance (for research students)

Application timeline:

2027 intake applications opened 1 Feb 2026 and close 30 April 2026 (check exact times for your country). Applicants must submit through the official Australia Awards portal (OASIS).

Who can apply:

Citizens of participating developing countries in the Indo‑Pacific region who want to pursue full‑time study in Australia in fields that support their country’s development goals.

Specific eligibility and deadlines vary by country.

Important: Visit the official page for the scholarship: Australia Awards Scholarships

2. Master Mind Scholarships (Flanders & Brussels, Belgium)

The Master Mind Scholarship is awarded by the Flemish Ministry of Education and Training to outstanding international students who want to pursue a master’s degree at a university or higher education institution in Flanders or Brussels (Belgium, part of Europe).

Scholarship Benefits

  • Grant of about €10,225 per academic year
  • Full tuition fee waiver at participating institutions
  • Scholarship supports one or two academic years depending on your master’s programme length (60 ECTS = 1 year; 120 ECTS = 2 years).

Who Can Apply (Eligibility)

  • You must be applying for a master’s programme at a Flemish higher education institution.
  • High academic performance, usually a GPA of around 3.5/4.0 or equivalent.
  • Proof of English proficiency (like IELTS or TOEFL) is required.
  • You must be accepted by the host university first to be considered for the scholarship.
  • All nationalities are eligible, including Sri Lankan students, but Russian citizens are excluded this year.
  • You cannot already be enrolled in a Flemish university (unless in a preparatory course).

Timeline & Process

  • The call for academic year 2026–2027 is now open.
  • You generally apply to your chosen university first before the institution nominates you for the scholarship.
  • Deadlines vary by university, often between Feb–Apr each year.

Important: Visit the official page for the scholarship: Master Mind Scholarship

3. Science@Leuven Scholarship (KU Leuven, Belgium)

The Science@Leuven Scholarship is a prestigious academic award offered by the Faculty of Science at KU Leuven to support outstanding international students who want to pursue a Master’s degree in selected science programmes at KU Leuven. It’s designed to attract top talent from around the world.

Who can apply:

International students of any nationality (including Sri Lankan students), you just need to meet the eligibility requirements and be applying for a qualifying Master’s programme at KU Leuven.

Eligible Master’s fields include:

  • Astronomy & Astrophysics
  • Biology
  • Biophysics, Biochemistry & Biotechnology
  • Chemistry
  • Mathematics
  • Physics
  • Statistics & Data Science
  • Sustainable Development
  • (Some fields may have specific conditions.)

Scholarship benefits:

  • €12,000 allowance per academic year (up to two years) to help with living costs.
  • Partial tuition fee reduction – for non‑EEA students, the remaining tuition fee can be significantly reduced (e.g., around €3,252.72 in 2026–27).

Application timeline:

  • Applications open: typically 1 October 2025
  • Deadline: 15 February 2026
  • To apply for the scholarship, you first apply for the Master’s programme, then include your admissions confirmation when submitting the scholarship application.

Basic eligibility requirements:

  • A Bachelor’s degree from a non‑Belgian institution
  • High academic performance comparable to Distinction
  • Strong English proficiency (e.g., IELTS 7.0 / TOEFL iBT 94+)
  • Motivation and letters of recommendation from professors
  • No previous Master’s or study/work experience at KU Leuven

Important: Visit the official page for the scholarship: Science@Leuven Scholarships

4. International Master’s Scholarships – Université Paris‑Saclay (France)

The International Master’s Scholarships programme at Université Paris‑Saclay in France supports outstanding international students (including Sri Lankan citizens) who want to pursue a Master’s degree at one of the university’s member institutions. All academic fields are eligible, and the scholarship encourages highly‑qualified students to join research‑oriented or regular Master’s programmes.

Eligibility

  • You must be a foreign national (non‑French) admitted to a Master’s programme at Université Paris‑Saclay before the scholarship deadline.
  • You must be under 30 years old in the year of application.
  • You should be enrolling in France for the first time in higher education (exceptions exist for certain short stays, language courses, or mobility exchanges).
  • You must not receive other funding exceeding €600/month (including other scholarships like Erasmus Mundus or France Excellence).

Sri Lankan students qualify as international applicants as long as they meet the criteria above and are admitted to a Master’s programme.

Scholarship Benefits

  • €10,000 per year (paid monthly for ~10 months of the academic year) to support living costs.
  • Up to €900 travel and visa support depending on your country of origin.
  • Scholarships are awarded for 1 year (M2) or 2 years (M1 + M2 with continuation).

Application Timing (Academic Year 2026–2027)

  • The deadline to be selected by your Master’s programme coordinator is 25 March 2026.
  • After being selected by the programme, the deadline to submit the scholarship application is 31 March 2026.
  • Results are expected mid‑May 2026.

Important: Visit the official page for the scholarship: International Master’s Scholarships Program

5. World Bank – JJ/WBGSP Scholarship (Joint Japan/World Bank Graduate Scholarship Program)

The JJ/WBGSP is a fully funded international scholarship for mid‑career professionals from developing countries who want to pursue a Master’s degree in development‑related fields at selected universities around the world.

Sri Lankan Eligibility

  • Sri Lanka is included on the list of eligible developing country nationals who can apply.
  • Applicants must not hold dual citizenship of any developed country.
  • You must be admitted unconditionally (except for funding) to one of the 44 participating master’s programmes before applying.
  • You must have at least 3 years of paid, development‑related work experience after your Bachelor’s degree, acquired within the past six years, and be currently employed full‑time in development‑related work.

This means recent graduates cannot apply immediately unless they have three years of relevant full‑time work experience.

Scholarship Benefits

JJ/WBGSP provides a strong financial package covering:

  • Full tuition fees for your master’s programme
  • Monthly living stipend to cover accommodation and daily costs
  • Round‑trip economy airfare between Sri Lanka and the host country
  • Health insurance through the university
  • Travel allowance (e.g., US $600 for departure and return)

These benefits typically cover up to 2 years of study or the duration of the programme, whichever is shorter.

Application Timelines (2026 Cycle)

There are two application windows for the 2026 cycle:

  • Window 1: January 15 – February 27, 2026
  • Window 2: March 30 – May 29, 2026

To apply, you must receive an unconditional admission offer to a participating master’s programme before submitting the scholarship application.

Post‑Study Commitment

If selected, scholars are expected to return to their home country after studies to use their skills toward national development.

Important: Visit the official page for the scholarship: World Bank Scholarships Program

Disclaimer / Note for Readers:

All scholarship details shared here are for informational purposes. Before applying, please visit the official scholarship websites to confirm eligibility, deadlines, and requirements. Links to official sources are included in each post. This ensures you have the most accurate and up-to-date information.

Will Sri Lanka’s New Anti-Drug Plan Save School Children or Just Fake It?

“Drug addicts should be referred to proper rehabilitation centers. Special attention must be paid to the environment around schools and the intervention of the Sri Lanka Police in this regard is extremely important.”

This statement was made during a meeting, attended by officials from the National Authority on Tobacco and Alcohol, the National Dangerous Drugs Control Board, and the Ministry of Education, to discuss the issuance of a new circular on school-related drug prevention for the year 2026.

Is this Reform necessary? Will it curb Drug Use or let it persist?

Sri Lanka faces a growing drug crisis, especially near schools, where youth vulnerability is high. The proposed 2026 circular emphasizing rehab referrals, school-zone monitoring, and police involvement sounds proactive. But is it truly necessary and will it ambush drug use or just prolong the problem? Let’s break it down with evidence from regional trends and global parallels.

The alarming context is that according to Sri Lanka’s National Dangerous Drugs Control Board (NDDCB), drug abuse among students has spiked and it is found that these drug-addicted schoolchildren are most prevalent in Sri Lanka’s Western Province with the majority of cases occurring in the Colombo region.

In 2024, arrests of youth possession according to Police data (2024) had a growing concern over the rise of synthetic drugs due to the reasons that there were no clear targeted reforms, schools became gateways and the quiet residential areas in Colombo turned into hotspots.

Then, these numbers changed into these in 2025 (January – July)

Source: Total number of persons arrested for drug-related offences

The two tables highlight one serious issue: the risk of children and urban adolescents being exposed to substances such as cannabis, heroin, and synthetic methamphetamine (ICE) continues to increase year after year, with no sign of decline, turning once-safe schools and neighbourhoods into targeted centres of drug transmission.

The Urgent Imperative

This initiative builds on past efforts. There were mandated awareness programs, initiatives and reforms but their enforcement lagged. A new reform for 2026, involving cross-agency collaboration (NDDCB, police, tobacco authority), tries to address these gaps by focusing on rehab over punishment, aligning with WHO guidelines. The focus of this imperative is holistic. The rehab referrals shift from criminalization to recovery, monitoring the above mentioned environments’ supply chains.

The meeting involved the National Authority on Tobacco and Alcohol (NATA), National Dangerous Drugs Control Board (NDDCB), and Education Ministry to draft a 2026 school-drug circular. This signals coordination especially with the inauguration of the National Mission ‘Ratama Ekata’ which can potentially handle the rising youth cases.

The Goal in Mind

Reforms like this often promise much but deliver little without teeth. One of the reasons why this could let drugs persist is the role of the police in controlling drugs through frequent raids that discourage local dealers. This effort is weakened by repeated corruption scandals such as the 2024 Navy methamphetamine trafficking cases which damage public trust and create perceptions of bias. At the same time, aggressive policing and raids can alienate vulnerable youth and push drug networks further underground.

Rehabilitation offers a more humane alternative by focusing on treatment rather than punishment. Yet access remains severely limited, with nationwide capacity at only about a few rehabilitation centres across the nation which ultimately questions rehabilitating every drug exposed is really possible and if these long waiting lists mean many referrals exist only on paper, not as real interventions.

Awareness campaigns aimed at protecting schools can help communities respond better, but the lack of dedicated funding for counseling leaves students exposed, making it harder to control through traditional policing.

Although the new circular calls for firm action, past experience raises concerns.

Police have reported that between January 1 and August 31, 2025,  206 children were taken into custody for drug-related offenses, though there were over 15,600 awareness programs being conducted to tackle the issue. This data reveals a troubling reality: previous initiatives often characterised by weak implementation of school drug prevention policies and limited involvement of principals and education offices may have contributed to worsening drug use among students.

This highlights the risk of repeating symbolic reforms without proper oversight, funding, and follow-through.

Therefore, before diving into these initiatives without considering their effects on the less visible aspects of society, it is imperative to conduct rigorous audits, provide teacher training, and implement community programs continuously to monitor both the decline and rise of drug use and to analyze ways in which these programs can be effectively implemented, not merely for the sake of doing so.