• Module preparation completed last month; textbooks also prepared
• Authorities claim teachers have been trained and provinces are ready for rollout
• TU claims inadequate stakeholder engagement in planning; disagrees with extended hours

The Government has signalled it will press ahead with Sri Lanka’s long-delayed education reforms in January 2026, insisting that preparations are largely complete and manageable despite mounting opposition from teachers’ unions and Opposition lawmakers.

Ministry of Education Secretary Nalaka Kaluwewe told The Sunday Morning that the administration was prepared to proceed with the introduction of the new module-based education system, even as critics argue that unresolved structural weaknesses could undermine its success. 

“Overall, we are prepared to launch,” Kaluwewe said. “While I acknowledge there are some issues, they are under control. The key element, the module preparation, was completed and printed by 15 November, even before the disaster, and they are ready for distribution. Textbooks are also ready.”

The reforms, which will initially apply to Grades 1 and 6 from January 2026, represent a fundamental shift away from Sri Lanka’s exam-driven education model towards activity-based learning, continuous assessment, and student-centred instruction. Government leaders have framed the changes as essential to modernising the system, improving learning outcomes, and reducing disparities between schools. 

However, the planned rollout has triggered sustained resistance from teachers’ unions and sharp criticism from Opposition politicians, who argue that the reforms are being introduced without adequate consultation, infrastructure readiness, or sensitivity to the social and psychological conditions faced by students and teachers in disaster-affected areas.

Training and materials largely ready?

Responding to concerns over teacher preparedness, Kaluwewe claimed that the ministry had made significant progress on training despite recent disruptions. 

“We have trained approximately 80% of our target of 140,000 teachers,” he said. “We have a few more weeks before the formal rollout on 22 January, as the first week involves orientation, and there is a break for A/Level examinations. This gap allows us to address any final issues. As of now, feedback from the provinces indicates readiness.” 

Kaluwewe said public awareness was also a priority during the transition. “This is a total transformation. The most significant variable is the human factor, how teachers and students adapt to the new interactive methodologies. We cannot pre-solve every issue. Challenges will depend on context. That is why public and parental awareness is critical. We will run special programmes for parents of Grades 1 and 6 to introduce the reforms.”

Disaster impact

Recent floods and landslides have added complexity to the reform process, particularly in rural and estate sectors. Opposition lawmakers and unions have warned that disaster displacement made large-scale systemic change risky.

Kaluwewe noted that around 1,300 schools had been affected by recent disasters but said the level of damage was often overstated. 

“Of the roughly 1,300 impacted schools, significant damage is limited to perhaps 200, primarily in rural areas,” he said. “We have not seen complete destruction, though some communities may need relocation. The school system is functioning, and we anticipate reopening nearly all schools by December. Any remaining issues will be addressed on a case-by-case basis.”

Unions reject extended school hours

Teachers’ unions remain unconvinced. Ceylon Teachers’ Union General Secretary Joseph Stalin said the most contentious element of the reforms was the extension of school hours under the new modular timetable. 

“The biggest problem in the proposed new module-based system is the extension of school hours,” Stalin said. “They have taken a decision to extend the school day from 1.30 p.m. to 2 p.m., and all teachers’ unions around the country are opposed to this. The reason is simple: it is not practical. They have not scientifically tested this new structure.” 

Stalin said the Government had failed to engage meaningfully with stakeholders. “Even the Government’s own teachers’ union, the Ceylon Teachers’ Service Union, is opposed to this. So who have they consulted before introducing this?” he questioned. 

Unions had planned industrial action in early December but postponed it due to the holiday period. “We wanted to launch a token strike in the beginning of December, but we could not proceed because the period was declared a holiday. We will continue our union action once schools recommence,” Stalin said. 

He also pointed to what he described as ad hoc policymaking. “In the beginning, they wanted to implement this system by giving two intervals. After significant protests, they reduced it to one. This shows the lack of planning behind this entire exercise,” he said.

Scheduling, transport and religious schools

Stalin said the revised timetables were unworkable, particularly for Muslim schools. “If you take a Muslim school, on Mondays the school finishes at 2 p.m. On Tuesdays, Wednesdays, and Thursdays it finishes at 2.50 p.m. On Fridays, it finishes at 11.30 a.m.,” he said. “This is not practical at all. There is no consideration given to transport, parental arrangements, or the welfare of children.” 

Asked about the broader issue of religion-based scheduling, Kaluwewe said the ministry was constrained by existing frameworks. “This is a sensitive issue,” he said. “We are operating within the long-existing framework. While various opinions exist on this matter, now is not the time for such a fundamental policy shift.” 

Samagi Jana Balawegaya (SJB) MP Rohini Wijeratne Kavirathna, a member of the Ministerial Consultative Committee on Education, Higher Education and Vocational Education, argued that these inconsistencies highlighted deeper problems in the reform process. 

“In the past, it was the Janatha Vimukthi Peramuna that stood against the extension of classroom hours. Now they themselves have gone back and claim to be compelled to extend school hours,” she said. “Yet they have still not made it clear why these times need to be extended, except by giving abstract answers.” 

She warned that transport systems were not aligned with revised school hours. “The transport system operates based on specific times. With the change in school times, students may get delayed in catching trains or buses. For students travelling by school vans, it may not be a problem, but for a large number of children and even traffic enforcers, there will be challenges,” Kavirathna said.

Policy, infrastructure shortfalls 

Stalin also criticised the introduction of additional learning modules, stating that schools lacked the capacity to deliver them. 

“They introduced 14 further learning modules. Now they have issued another circular stating that children only need to select three of them,” he said. “Despite this reduction, there are serious issues in offering these options because there is a shortage of teachers. They have asked the present cadre of teachers to fill those gaps without any proper planning.” 

He questioned the readiness of the National Institute of Education (NIE). “Even regarding the NIE, the personnel involved do not seem suitable for the task. This has become a major problem for the Government, yet it is determined to push it through,” Stalin said. 

Meanwhile, MP Kavirathna charged that disaster impacts were being underestimated in policy discussions. “With the disaster, the National Building Research Organisation has indicated that landslides have changed the geographical construct of Sri Lanka,” she said. “This has affected many schools, some of which have been completely washed away. For example, in Gammaduwa, an entire school has vanished.” 

She said displaced students must be prioritised, noting: “As a priority, these children need to be admitted to new schools or their education will be affected.”

Kavirathna also highlighted the psychological toll on students. “Many of the families have suffered due to the floods, so they are coming from an environment of troubles and do not possess the right mental state,” she said. “We need to first address these shortfalls and ensure we have proper infrastructure and staff before we consider these changes. If not, it will be the students who suffer.”

Training disputes and calls for a pilot test 

Teacher training remains a flashpoint, with Stalin describing the process as deeply flawed. “Training is a disaster,” he said. “They are conducting teacher training only now, in the aftermath of the recent disasters, where many teachers have been affected. Some are even without homes. The training drags on until 5 p.m. and many participants face severe transport and personal difficulties getting home. To date, they have only completed about 50% of the necessary teacher training.” 

Kavirathna echoed these concerns. “First and foremost, the teachers need to be trained, but we have a shortage of teachers at present,” she said. “Therefore, it becomes difficult to measure the skill of teaching or assess the capability of students accurately. If there is no training, children are the most affected. It is unfair for the students.” 

She urged the Government to pilot the reforms before full implementation. “The Government wants to implement the changes and then assess the shortfalls and rectify the errors, but this is dangerous. These are significant changes, and if there are major blunders, then all children will suffer due to the Government’s failure. Usually, the Government chooses a region and pilot tests before introducing the system to the rest of the country. This is the norm, but it is not happening.”

The future of reforms 

Addressing fears about national examinations, Kaluwewe said there would be no immediate changes. “There is no immediate impact,” he said. “The reformed curriculum will reach Grade 10 in 2028, affecting O/Level examinations from 2029 onwards. A/Level examinations will see no change until 2031.” 

He added that the Grade 5 Scholarship Examination would continue. “The Grade 5 Scholarship Exam will continue, though we plan some adjustments to its exam structure by 2027.”

Kavirathna, however, said uncertainty remained among students and parents. “At this time, there is also a concern as to what changes they are introducing to O/Level, A/Level, and Grade 5 Examinations,” she said. “It appears that children will be permitted to choose subjects, but apart from being able to choose, they are not aware of what is included in these subjects and modules.” 

She also used the reform debate to call for deeper structural change. “I am very clear on this. The religious school system should be abolished,” she said. “When children complete school and are admitted to university, there is no religious segregation and no division based on gender. But in schools, they are segregated based on religion, gender, and even religious sects. This is a major problem and has contributed to many of Sri Lanka’s issues.” 

The MP argued that mixed schools should be integral to reform. “Mixed schools will enable children to understand how to behave and how not to behave before the opposite gender. The concept of mixed schools must be introduced through these reforms,” she said. 

Kaluwewe, addressing the question, stated that Sri Lanka had become accustomed to the schooling structure but that plans were afoot to slowly enable the necessary change. “You ask a very sensitive question. Sri Lanka has evolved with its religion-based educational system, and for now, we plan to continue with it. Any change at this juncture will hamper the positive efforts towards reforming education. However, the policy is to introduce a system where all children are treated equally, so we will slowly consider bringing the necessary change,” he said. 

As the January rollout approaches, the Government remains firm that the reforms must proceed, while unions and Opposition lawmakers warn that unresolved weaknesses could undermine both teaching quality and student welfare.