writing – Acadora

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 Abuse	January	February	March
Grave Sexual Abuse	3	7	7
Sexual Exploitation	1	0	0
Rape	8	16	20
Sexual Harassment	20	24	41

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 Experience	Percentage
Deliberate touching of any part of the body	74%
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 parts	46.28%
Suggestive/lascivious looks	45.56%

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

Countries With the Worst Work-Life Balance in 2025 (Global Ranking Explained)

Work–life balance has become one of the most important indicators of quality of life in modern societies. While some nations promote shorter working hours, paid leave and employee well-being, others still struggle with long workweeks, limited social protections, and lower happiness levels.

A global analysis conducted by Remote.com (covering the world’s top 60 economies by GDP) highlights the countries where maintaining balance between work and personal life is the most difficult.

Below is a simplified breakdown of the findings, along with how the ranking was calculated.

Countries with the Worst Work-Life Balance

Based on an index, these are the Top 10 countries/cities with the worst work–life balance:

1 Hong Kong (City of Victoria) – Overall rank: 46 | Score: 43.87

2 Philippines (Manila) – Overall rank: 41 | Score: 46.60

3 India (New Delhi) – Overall rank: 52 | Score: 41.00

4 United States (Washington, D.C.) – Overall rank: 59 | Score: 31.17

5 Kazakhstan (Nursultan) – Overall rank: 43 | Score: 44.57

6 United Arab Emirates (Abu Dhabi) – Overall rank: 44 | Score: 44.46

7 Mexico (Mexico City) – Overall rank: 45 | Score: 44.04

8 Algeria (Algiers) – Overall rank: 47 | Score: 43.63

9 Morocco (Rabat) – Overall rank: 50 | Score: 43.01

10 China (Beijing) – Overall rank: 51 | Score: 42.64

Methodology: How the Ranking Was Measured

The index is based on a composite score out of 100, combining multiple social, economic, and labor-related indicators. Instead of relying on a single factor, it evaluates nine key areas:

Statutory annual leave (paid vacation days + public holidays)
Sick leave policies and pay rates
Maternity leave duration and compensation
Average weekly working hours
Minimum wage levels (USD per hour)
Healthcare quality and accessibility
National happiness index
LGBTQ+ inclusivity and rights
Workplace safety and general living conditions

Each country is then ranked based on its overall performance across these indicators, reflecting how well citizens are able to balance work demands with personal well-being.

Key Insights from the Study

Countries with long working hours and low statutory leave consistently rank lower
Economic strength does not guarantee work-life balance (e.g., the United States ranks poorly despite being a top economy)
Nations with stronger social protections, healthcare, and leave policies tend to rank higher
Happiness and inclusivity are strongly linked to better work-life balance outcomes

The ranking highlights a global inequality in how work is structured. While some nations are moving toward flexible, human-centered work cultures, others continue to prioritize productivity over personal well-being.

However, countries that invest in people, not in just output, create healthier and more balanced societies.

Sources: 20 Countries With The Worst Work-Life Balance, According To Remote Global Index

Understanding “The Work of Happiness” by May Sarton

The Work of Happiness
by May Sarton

I thought of happiness, how it is woven
Out of the silence in the empty house each day
And how it is not sudden and it is not given
But is creation itself like the growth of a tree.
No one has seen it happen, but inside the bark
Another circle is growing in the expanding ring.
No one has heard the root go deeper in the dark,
But the tree is lifted by this inward work
And its plumes shine, and its leaves are glittering.

So happiness is woven out of the peace of hours
And strikes its roots deep in the house alone:
The old chest in the corner, cool waxed floors,
White curtains softly and continually blown
As the free air moves quietly about the room;
A shelf of books, a table, and the white-washed wall —
These are the dear familiar gods of home,
And here the work of faith can best be done,
The growing tree is green and musical.

For what is happiness but growth in peace,
The timeless sense of time when furniture
Has stood a life’s span in a single place,
And as the air moves, so the old dreams stir
The shining leaves of present happiness?
No one has heard thought or listened to a mind,
But where people have lived in inwardness
The air is charged with blessing and does bless;
Windows look out on mountains and the walls are kind.

In this poem, May Sarton presents happiness not as something instant or effortless but as something that must be carefully nurtured overtime. The poem compares happiness to a growing tree, suggesting that it develops slowly, almost invisible, through patience and inner effort. It conveys us that rather than depending on external success or excitement, true happiness should be rooted within us and it should always be deeply personal.

Sarton’s words should echo in today’s society because as participants in the constant race of life, we often believe that true happiness comes from external validation rather than inner satisfaction.

The poem also emphasizes the value of solitude and simplicity. Sarton describes peaceful surroundings like “a quiet home”, “familiar objects” and “movements of stillness” as essentials to building a sense of contentment. Instead of viewing loneliness as something negative, she presents it as a space to grow through understanding your own self.

What this poem says challenges modern thinking where people often believe satisfaction comes from making life more complex. They see simplicity as “not enough.” Moments of quiet are mistaken for failure, loneliness is confused with depression and peaceful homes feel like being lost. But in truth, these simple, still spaces are where real contentment and self-understanding begin.

Don’t place your happiness in the hands of others. When it depends on them, it becomes fragile but when it comes from within, it becomes steady and truly yours!

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.

Stuck Understanding English but Can’t Use It? Here’s How to Finally Break Through

You read articles easily. You understand English movies without subtitles.
You follow lectures, podcasts, even interviews. But when it’s time to write an email or speak in a meeting, everything freezes.

Your mind says, “I know this.” But your mouth and your fingers refuse to cooperate.

If you’re stuck at the “I can read and understand, but I can’t use it” stage, you’re not alone. Many Sri Lankans grow up learning English as a subject; not as a tool. We consume it. We pass exams in it. But we rarely live in it.

The shift from understanding to using English requires one uncomfortable thing: output with imperfection.

Here are five powerful, realistic ways to move from passive English to confident writing and speaking.

1. Accept That “Good English” Is Not the Same as “Perfect English”

One of the biggest blocks, especially in Sri Lanka, is fear of being judged. English here is often tied to status, education, and class. Many people hesitate because they don’t want to sound “wrong.”

But here’s the truth: Clear English is powerful. Perfect English is optional. Instead of aiming for advanced vocabulary, aim for clarity.

For example, if you want to use your English in an office email, you can say, “I’m writing to inform you about…”, instead “With reference to the aforementioned matter, I hereby wish to inform…”

To learn how to use English, make sure communication comes first and refinement later.

2. Start Thinking and Planning in English; not Just Translating

If you always think in Sinhala or Tamil and then translate into English, you create pressure and delay. That’s when your mind goes blank. Start small. Make English your thinking language in simple situations.

When you’re waiting for a train in Colombo Fort, think:
“The train is late again.”
“I need to finish my work today.”

When planning your day:
“I have to submit my assignment.”
“I should call my friend in the evening.”

Then take it one step further: write those thoughts down. Keep a small daily English journal. Not formal. Not perfect. Just honest.

For example:
“Today I felt stressed because I have two deadlines. I need to manage my time better.”

This builds fluency in writing and writing strengthens speaking because both require organizing thoughts.

3. Use English in Micro-Moments Every Day

You don’t need a debate stage. You need daily exposure to using it. In Sri Lanka, try practical situations like:

Ordering food in English at a café.
Asking a question in English at a bookstore.
Commenting in English on LinkedIn or Facebook.
Writing Instagram captions in English instead of Sinhala for practice.

If you’re a student, volunteer to write part of the group report. If you’re working, send one email in clear English instead of short phrases. The goal isn’t to sound impressive. The goal is to normalize using English in real life.

When something becomes normal, fear reduces.

4. Practice Structured Speaking and Structured Writing

Many learners try to “just speak” or “just write” randomly. That’s overwhelming. Instead, use structure.

For speaking, use simple frameworks:

“I agree because…”
“In my opinion…”
“The main reason is…”

For writing, follow mini-structures:

Start with the main point.
Add one reason.
Add one example.

For example:

“In my opinion, online learning has advantages. It saves travel time, especially for students in rural areas like Anuradhapura or Monaragala. They can access lectures without relocating.”

Likewise, make it clear, organized and confident. Structure reduces panic. When you know how to build a sentence, you stop freezing.

5. Create Consistent Output, Even If It Feels Awkward

Here’s the real turning point: you must produce English regularly. Not once a week. Not only before exams but daily.

Try this routine:

5 minutes speaking (talk about your day out loud).
5 minutes writing (short paragraph or reflection).
5 minutes reading something slightly above your level.

You can even record yourself explaining a news story from News 1st or summarizing something you read on BBC News. Then write a short paragraph about it. It will feel uncomfortable at first. That’s normal.

The stage you’re in right now is not lack of knowledge; it’s lack of muscle memory. English is like going to the gym. Reading is watching workout videos.
Speaking and writing are actually lifting the weights.

You don’t become strong by watching.
You become strong by doing, even badly, again and again.

If you can understand English, you are already 70% there. The last 30% is courage, repetition, and consistency.

When English stops being a subject, it becomes a skill you truly own.

Related Reads:

Learn English Fast and Efficiently Without Expensive Classes

The Gap Between Local and International Education

Sri Lanka is often proud of its “free education” system and high literacy rates. Yet beneath these numbers lies an education system struggling with language barriers, structural bottlenecks, inequality, and outdated practices. Without proper reform, these problems have been deepening and limiting the school children’s knowledge, hindering their personal as well as professional success.

Let’s properly address this gap.

1. English Proficiency: A National Bottleneck

Though in government schools, basic English is taught from early grades, true proficiency remains low. Only about 22% of Sri Lankan adults are literate in English, which severely limits access to global knowledge, research, and digital resources that are overwhelmingly in English.

Moreover, 87% of schoolchildren lack access to trained English teachers, especially in rural and estate areas, leaving vast swathes of students behind. This creates a self-reinforcing cycle where students’ English is only examined in the English subject,restricting them from truly learning English. This lack of exposure continues to trouble students even after entering higher studies because university instruction is largely English-based. Many undergraduates feel like entering a whole new world that heavily requires a good agency over English. Also, up-to-date materials, and technology become inaccessible to them because their English skills were never developed.

International schools ,on the other hand, typically use English as the primary language of instruction from the very beginning, meaning students learn subjects like Math, Science, History, and even classroom communication entirely in English. This immersion method helps students develop fluency naturally, as they are constantly reading, writing, speaking, and thinking in English throughout the day.

Teachers are often trained in international curricula such as Cambridge or IB, where English proficiency is essential, and classrooms encourage discussions, presentations, and critical thinking in English. As a result, students’ access to the world beyond traditional and narrow learning techniques gets broader day by day.

Proficiency in English is not just about language; it’s about access, opportunity, and equity. That’s why teaching English properly is just as important as teaching one’s mother-tongue.

2. The O/L-A/L System Creates Delay and Inequality

Sri Lanka’s school system is heavily exam-centric, culminating in the G.C.E. Advanced Level (A/L), through which only a small fraction gain entry into universities. Government schools sole purpose is to guide their students score high marks for major examinations. This ultimately makes these students puppets that act according to the puppeteers’ commands. Because of this, there are students repeating A/Ls multiple times, delayed entry into the workforce (often finishing university years later than global peers) and private tuition dependence as a de facto pathway to passing exams.

This effect doe not seem to be practised in international schools and that deepens inequality: children from wealthy families (who can afford international edcation) are far more likely to succeed than those from poorer regions.

3. Resources and Teaching Methods

Another major difference lies in resources and teaching methods. International schools generally have better facilities such as modern classrooms, digital learning tools, updated libraries, smaller class sizes, and teachers trained in global curricula. Their teaching style is often interactive and student-centered, focusing on discussions, presentations, critical thinking, and practical application of lessons.

In contrast, many government schools face limited resources, larger classrooms, and fewer technological tools. Teaching is often more exam-oriented and lecture-based, with greater emphasis on memorization rather than skill development. This difference in infrastructure and approach can significantly affect the overall learning experience and student outcomes.

What Real Reform Could Look Like

Schools can prioritize English language from early grades where creating true bilingual capability, not just “English subject” would open access to global information and opportunities.

Rethinking the A/L gatekeeper model is also equally essential because combining or replacing A/Ls with broader pathways like credit-based systems, modular evaluation, community college preparation guide students to build wider competencies instead of memorizing to pass a high-stakes exam.

Integrating broader core learning, including critical thinking, foundational science, digital literacy, and humanities earlier, across streams, would help students become more adaptable globally.

Schools should also democratize digital & online resources where high-quality learning content (in both English and Sinhala) are available free online, paired with in-school guided implementation that could reduce dependence on costly tuition and support equity.

Sri Lanka’s education system still carries structural legacies of a centralized, exam-oriented model that doesn’t reflect the needs of the 21st century economy. Language barriers, inequality, and outdated practices collectively limit the nation’s potential.

Related Reads:

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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.

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Struggling at University? You’re Not Alone and No One Talks About This Enough

For many students in Sri Lanka, getting into university is supposed to be the dream. Years of exams, pressure, sacrifices, all leading to one moment of success. But once the excitement fades, reality hits hard.

Behind the lecture halls and graduation photos, thousands of university students are quietly struggling, academically, financially, mentally, and emotionally. And most of the time, they feel like they’re the only ones going through it. They’re not.

The Pressure Nobody Warned You About

University life isn’t just about lectures and exams. It’s about surviving a system that often feels unprepared for the students it serves. Overcrowded classrooms.
limited access to resources and outdated teaching methods. Many students want to learn but the environment makes it harder than it should be.

Financial Stress That Never Takes a Break

For students from low- and middle-income families, university life comes with constant worry. Rent. Transport. Food. Printing notes. Internet costs. Even state universities aren’t truly “free” anymore. Financial stress doesn’t just affect wallets, it affects concentration, confidence, and mental health.

“What Am I Even Doing This Degree For?”

One of the most common, yet rarely discussed struggles is uncertainty about the future. Many students enter degree programs without proper career guidance. Years later, they’re stuck asking:

Will this degree get me a job?
Am I wasting my time?
What skills do employers actually want?

The silence around these questions makes students feel lost and anxious.

Mental Health: The Quiet Crisis

Academic pressure, family expectations, social comparison, and financial struggles all pile up and with that comes: Anxiety. Burnout. Loneliness. Yet mental health support on campuses is often limited or students are too afraid to ask for help because “everyone else seems fine.”

Spoiler: they’re not.

The Truth No One Says Out Loud

Struggling at university doesn’t mean you’re weak. Feeling lost doesn’t mean you’re failing and being confused about your future doesn’t mean you’re behind. It means the system needs to do better and students need honest conversations, real guidance, and practical support.

Students deserve more than just degrees; they deserve clarity, confidence, and real-world readiness.

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

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

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

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

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

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

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

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

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

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

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

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