• Former NEC Chair and the NIE’s Chief Projects Officer, Padmini Ranaweera says the Edu. Minister has a responsibility to be aware of what is happening at the NIE, Likewise the NIE too has a responsibility to inform the Min. about decisions they take

As the Government reconsiders the direction of its education reform programme following a series of problematic developments, the Education Ministry has announced plans to open the reform process to public discussion in the coming days. The move comes amid criticism over the content of certain modules printed under the reform plans, limited consultation with teachers and principals, and questions surrounding decision-making within the reform framework.

Ministry Secretary Nalaka Kaluwewa told The Daily Morning recently that a review of the reform process is currently underway and that the concept paper on education reforms, already published on the Ministry’s website, would be taken up for public dialogue. He said the Ministry intends to proceed only after considering ideas and proposals received through this consultation, adding that revisions could be made where necessary.

The reform process suffered a major setback after an inappropriate web link was found in a Grade Six English module prepared under the reform programme, prompting the Government to suspend the implementation of Grade Six reforms until 2027.

In Sri Lanka, the responsibility for introducing education reforms, developing curricula, and preparing syllabi rests primarily with the National Institute of Education (NIE), which plays a central role in translating policy decisions into classroom-level material.

In this backdrop, The Daily Morning spoke to the former National Education Commission (NEC) Chairperson Padmini Ranaweera, who also served as the Chief Projects Officer at the NIE, to examine where the reform process faltered, the role of the NIE in the current framework, and what corrective steps are needed moving forward.

Following are excerpts of the interview:

What is the role of the NIE?

The NIE was established under the NIE Act, No. 28 of 1985. It was set up to provide leadership for general education in the country. Over time, it was entrusted with several specific responsibilities, such as preparing school syllabi, teacher training and development, conducting education-related research, and leadership development.

What is its administrative structure?

The NIE functions under a Director General (DG). There are several Assistant DGs under him/her. The NIE consists of various departments and divisions. Their names change from time to time. For example, units that were previously known as departments are now called faculties, and their heads are referred to as lecturers. Although the names of the divisions and the positions change from time to time, the role assigned to the NIE remains the same.

How is staff recruited to the NIE? What qualifications are considered?

Generally, to join the NIE, a candidate must hold a degree from a recognised university. Those with postgraduate and doctoral qualifications hold higher positions. Experience is also considered during recruitment. Academic qualifications alone are not sufficient. One must have experience working in a school environment. Such experience is important for an institution like the NIE. Based on my experience, the DG is usually appointed by the Minister in charge of the subject of Education.

To what extent does the political authority interfere in the affairs of the NIE?

The Minister in charge of Education has a responsibility to be aware of what’s happening at the NIE. The NIE likewise has a responsibility to inform the Minister about decisions taken. I don’t believe the Ministers influence the NIE to engage in illegal actions beyond their official role. Some people believe that decisions are driven by political interests. But, in many cases, issues arise because proper procedures were and are not followed.

What is the difference between the NEC and the NIE?

The National Education Commission (NEC) is an institution established under a separate Act, and it is higher than the NIE. The NEC has been appointed to advise the President on education-related matters. Its main responsibility is to formulate the national education policy required for the country. Based on that policy, the NIE prepares syllabi and carries out related academic work. For example, the NEC sets national goals such as ensuring that children who will contribute to the country’s economy are produced through schools, or developing good citizens for the society. The NEC provides proposals, including strategic plans, and identifies who should be assigned responsibility for them. The NIE prepares syllabi according to those proposals, and the Ministry is responsible for implementation. However, after policies are formulated, the NEC does not have the authority to investigate how far they are implemented or to take corrective action. As a result, policies may or may not be implemented. Earlier, the NEC functioned under the President. It has now been brought under the Ministry. At present, all institutions, including the NEC and the NIE, are under the Ministry. There must be better coordination between them. In the past, there was good coordination. My observation is that this coordination has weakened recently.

On what basis does the NIE decide to revise syllabi?

The NIE has complete freedom to make decisions on this matter. Syllabi revisions are decided based on factors such as global conditions and the employment opportunities available in different sectors. A syllabus prepared in this manner should remain in use for at least eight years. During that period, the NIE should monitor how it is implemented and plan the next syllabus accordingly.

How does the NIE decide what kind of reforms to introduce when carrying out education reforms?

This must be done with great care. It is not just a job. It is a major national responsibility. Feeding and nurturing a child happens within the family. Through education, children are shaped into citizens with values and responsibility. Given this role, changes in education must be made very carefully. A curriculum is not prepared by individuals. A large group contributes to it. The NIE has divisions such as humanities and social sciences, research and planning, and science and technology. All these groups need to come together and decide the direction of education reform. As a result of that process, the much-talked-about module system emerged. Planning for it began in 2019.

What is your opinion on the module-based system that has currently been introduced?

In our school system, children usually learn what the teacher teaches in the classroom. A module is meant to give children opportunities to learn on their own. That’s a very good system. Teacher training is very important for this system to work. What happened this time was that some modules were printed only for the first term, and there was no plan for what should happen after that. That cannot be done. There should be a plan for the entire year. Also, when undertaking such an important task, there should have been an experiment or a pilot project. That did not happen. That was a major mistake. I read some of the Grade Six modules. Many lessons recommend learning through the internet. That is a good approach. We must not forget the national responsibility that I mentioned earlier. Every year, between 350,000 and 400,000 children enter the school system. They come from different social backgrounds. Many families have poor transport facilities, low income, and no electricity and internet access. This diversity should have been considered. If we include website links in modules and encourage children to learn online, how will children from such backgrounds manage? If they cannot access those websites, they will be left behind. That is discrimination. Instead of including website information directly in the modules given to children in Grades Six and Seven, this information should have been provided to teachers. Teachers can then inform students that additional learning is available through these channels. Children who are able to use them will do so.

Why is it important to involve teachers, principals, children, and parents in education reforms?

It is extremely important. Our school system has teachers and principals with a great deal of experience. Their involvement is essential. If possible, children’s views can also be obtained through pilot projects. Broad participation is necessary when preparing and implementing education reforms. This cannot be done by one group alone. Parents are sometimes involved in pilot projects. For example, smart classroom initiatives may require parental support. Recently, I saw parents looking only at the covers of the modules and saying, “It’s in vain that our children are missing out on this.” I am not sure whether they understand the shortcomings within these modules.

How do you see the current state of education reforms?

It’s a very unfortunate situation. This should not have happened in this manner. Education authorities kept saying, “everything is fine”, the “modules are done”, and the “modules will be distributed.” They did not honestly tell the country what the real situation was. Around August of 2025, it was said that all modules had been printed and only distribution remained. Some teachers had still not seen the modules. Teacher guides were distributed only as soft copies. Reducing paper use is important today. We must consider whether such changes can be introduced all at once. Another problem is that even though there is content to develop certain concepts, there is no clarity on how to take the children forward. There is no clear guidance on when and how teachers should support students. I have learned that some modules were printed at private printing houses. That shows how rushed this work was. In the past, printing errors in textbooks were extremely rare. Textbooks were prepared with great care. This time, the modules contain many errors. Even basic proofreading has not been done properly. There is nothing wrong with the module system itself. If a pilot project had been conducted, these shortcomings would have been identified earlier. We pointed this out. That did not happen. Instead, they kept chanting “modules”, “modules”, and “modules” until the people got fed up hearing the word modules. I don’t know whether they were going to surprise the public. In the end, it turned out to be a very unfortunate situation.

Disciplinary action was taken against several NIE officials over an inappropriate web extension in a Grade Six English module. What is your opinion?

It is a very unfortunate situation. I don’t believe that it was included intentionally. This matter should have been addressed collectively. I don’t know why the Government decided to take disciplinary action. Such action does not resolve the real problem.

How did previous education reforms differ from the current ones?

Previous education reforms were very successful. The reforms introduced in 1998 were among the most successful in recent history. The primary education cycle was well designed upon a clear focus. Before implementation, a one-year pilot project was carried out in the Gampaha District. Feedback from students and teachers was collected throughout that period. Before that, primary education reforms were introduced in 1972 under the concept of learning through activities. Officials involved in the 1972 reforms also contributed to the 1998 reforms. That helped ensure success. It was planned and designed systematically to ensure that pedagogy connected vertically and horizontally. All that I have to say is that the module system is one way of the execution of the syllabus but that alone will not be practical to cover the day. There should be a combination of material for both the student and the teacher, and also the parent.

Should there be structural changes within the NIE?

I don’t believe that such change is necessary. However, public service recruitment was suspended for a period, which led to staff shortages at the NIE. Many divisions did not have enough officers to carry out their responsibilities. If these issues had been identified and addressed earlier, the present situation could have been avoided.

What should be considered when preparing syllabi on topics such as sex education?

Sex education was first introduced through science subjects, focusing on the reproductive system. Later, these topics were included in health and physical education. Teaching on these matters usually begins from Grade Six. Supplementary reading materials have been prepared since the 1980s. In the 1990s, after the establishment of the National Child Protection Authority, posters were used to teach children about good touch and bad touch. Children have received this education for decades. If this is insufficient, alternatives can be explored. Children should understand bodily health and personal safety naturally, without fear. Creating laws that give unlimited freedom to children is not appropriate.

There has been a significant financial loss due to problems in the reform process. How can this be addressed?

All parties must try to minimise the loss. Children will suffer the most. There are not enough old textbooks for Grade Six students this year (2026). This happened because everything was rushed. A national task like education reform cannot be done suddenly. Stakeholders were not consulted. An urgent discussion is required now. This is not a small issue. It is a major failure. Education reform is necessary. That is not in question. People should be informed properly. I urge the Education Minister, Dr. Harini Amarasuriya, to give collective ownership of this process to the majority. When more people are involved, responsibility becomes shared. Then everyone will stand up for it.

What reforms are needed in the vocational education sector?

Reforms must be introduced in vocational education as part of the reform process. The NEC has prepared a strong policy on technical and vocational education. This must be linked with school education. According to the data in the 2018 NEC report, about 302,000 children have entered Grade One in a particular year. Around 45,000 left school before Ordinary Level (O/L). About 80,000 failed O/L. Another 120,000 missed higher education. Altogether, around 245,000 students did not enter higher education. Out of this, about 176,000 entered into public or private alternative tertiary or vocational education resulting in more than 60,000 joining the unskilled labour force. These figures must be taken seriously. Vocational education needs substantial attention. Overall education reform should introduce broader solutions for similar issues rather than limiting it only to a curriculum reform which was anyway planned a few years ago.

The views and opinions expressed in this column are those of the interviewee, and do not necessarily reflect those of this publication