• Disgruntled parents flag gaps in teacher quality, priorities  

With the rapid expansion of private schools across Sri Lanka, concerns have been growing about regulatory oversight, quality of education, infrastructure, and student well-being in such institutions.

While private schools have emerged as an alternative to the highly competitive public education system, parents are increasingly protesting that some institutions prioritise revenue raising over delivering quality education and ensuring a safe, supportive learning environment.

A 34-year-old mother of a Grade 2 student attending a private school in Colombo, speaking to The Sunday Morning on conditions of anonymity, said she became aware of serious shortcomings only after enrolling her child in the school. “The children lack proper classrooms and even basic facilities needed for learning. We felt helpless when we realised that the school had deteriorated as time passed,” she said.

She claimed that the institution’s teachers were not adequately trained, particularly in child psychology and modern teaching methods. “We realised after nearly a year that many teachers were not equipped to handle young children. This is pathetic. The Government must intervene and monitor these schools. Private schools must be brought under formalised regulations, with a proper mechanism to ensure their compliance.”

Her concerns are echoed by other parents across urban and suburban areas, where private schools have expanded rapidly in recent years. A father of two children enrolled in a mid-level private school in Gampaha said the school infrastructure did not justify the fees charged. 

“We pay a substantial amount every school term, but the classrooms are overcrowded and there is no proper playground or library. When we raise concerns, the management tells us to be patient or reminds us that we are free to leave if we are unhappy,” he charged.

Another parent, whose child attends a private international school in Kandy, said the emotional well-being of students was often overlooked. “Everything is about grades, exams, and performance. There is little attention paid to counselling or mental health support. Children are under pressure, and teachers are not trained to identify stress or anxiety. Parents are worried, but there is no authority we can complain to.”

Several parents that The Sunday Morning spoke to also pointed out the lack of transparency in teacher qualifications. A mother of a Grade 5 student in Negombo told The Sunday Morning that she had discovered that some teachers did not have recognised teaching diplomas or degrees. “We assumed private schools hired well-qualified teachers, but that is not always the case,” she said. “There should be a system to verify teacher credentials and ensure continuous professional development.”

Some parents noted that, unlike Government schools, private schools in Sri Lanka operated with limited oversight. While some well-established institutions maintain high standards, many newer schools function without clear regulatory frameworks covering infrastructure, teacher training, student safety, or fee structures. This has left parents largely dependent on the promises made by school managements at the time of admission.

Parents are calling for stronger governmental oversight, including mandatory registration, regular inspections, and minimum standards for facilities and staffing. “When it comes to children, quality and safety cannot be left to market forces alone,” one parent said.

Audit revelations 

The National Audit Office (NAO) has raised serious concerns over weak regulation, policy gaps, and inconsistent enforcement of existing laws governing private and international schools, calling for urgent reforms to safeguard the quality of education and the well-being of children.

In the latest audit report, the Auditor General has emphasised the need to prioritise the development of education quality, better planning and management of learning environments, and the formulation of an updated national education policy applicable to the entire education system. Crucially, the report recommends that such a policy be converted into common law to ensure enforceability and uniform application.

One of the most significant observations relates to Section 25 of the Assisted Schools and Training Colleges (Supplementary Provisions) Act No.8 of 1961, which explicitly prohibits the establishment of private schools for children aged between five and 14 years. 

Despite this legal provision, the audit notes that international schools – operating as business entities under the Companies Act, and Madrasa schools – functioning as religious institutions, continue to provide education to children in this age group, largely outside the supervision of the Ministry of Education. The audit calls for immediate action to actively enforce the law.

The report further highlights that, in line with Cabinet decisions, the Ministry of Education is required to exercise sufficient oversight over all Government-approved private schools. This includes regulating student admissions, school fees, disciplinary procedures, teacher activities, and the teaching and learning process. The audit stresses that formal guidelines covering these areas must be prepared and gazetted without delay.

Concerns have also been raised about the expansion of private schools through branch campuses. While Cabinet approval has been granted to allow Government-approved private schools to open branch schools, the audit notes that prior approval from the Ministry of Education – based on clearly defined criteria – is mandatory. However, such criteria have yet to be properly formulated. Similarly, the audit calls for the development of formal criteria for the reactivation of Government-approved private schools that have become inactive.

The supervisory role of the ministry’s Management and Standards Branch has also come under scrutiny. The audit recommends that new evaluation standards used to assess and improve education quality should be applied not only to Government-approved private schools but to other schools as well, in order to ensure consistency across the system.

Referring to Circular No.2005/31 issued on 31 October 2005, the audit notes that provincial education officers and officials of the line ministry are legally entitled to inspect school activities, examine documents, maintain records, and supervise the teaching-learning process. 

However, where Government-approved private schools fail to comply with these circular instructions, the report warns that existing legal provisions may be inadequate and calls for further action to bring such schools “onto the correct track”.

The audit also underscores the importance of implementing all curricula introduced by the Ministry of Education – such as technology subjects – in Government-approved private schools, noting that these are essential for developing a workforce aligned with current labour market needs.

Another key concern relates to the role of religious congregations in school administration. The report recommends tighter control over their involvement in approving timetables, recruiting teachers, and conducting disciplinary inquiries, stating that such functions should fall strictly under the authority of the Education Ministry.

Teacher recruitment practices have also been flagged. The audit recommends that proposal papers for teacher recruitment in Government-approved private schools should be formally reviewed and approved by relevant authorities, with teacher qualifications verified before appointments are made. It further encourages private schools to prioritise the recruitment of graduates and diploma holders to improve teaching standards.

In addition, the report proposes granting legal authority to the Ministry of Health to play a more active role in promoting child health in Government-approved private schools and international schools, recognising the link between student health and educational outcomes.

Reiterating concerns around Section 25 of the 1961 act, the audit concludes that despite the clear prohibition on private schools educating children aged 5–14, international schools continue to operate under company or business name registrations, effectively bypassing education laws. 

The Auditor General’s Department warns that unless these regulatory loopholes are addressed, the State’s ability to ensure equitable, high-quality education for all children will remain severely compromised.

Trade union opposition 

When contacted, Ceylon Teachers’ Union (CTU) General Secretary Joseph Stalin urged the Government not to move towards regularising or legalising private school education in Sri Lanka.

Speaking to The Sunday Morning, Stalin stressed that private schools were illegal under the Assisted Schools and Training Colleges (Supplementary Provisions) Act of 1961, and warned against any attempt to legitimise what he described as the commercialisation of public education. “The Government should not take steps to legalise private schools and allow education to be sold as a business,” he said.

Emphasising Sri Lanka’s longstanding free education system, Stalin said it must be safeguarded and strengthened. “We already have a free education system. Instead of promoting private schools, the Government should focus on improving facilities and resources in public schools,” he added.