Education reform is never an easy task. It has an impact not only on the structures and systems of learning but also the daily lives of millions of students, teachers, and parents. Yet, despite the sensitivity and far-reaching impacts of such reforms, Sri Lanka’s latest announcement of sweeping education reforms has been met with confusion and opposition.
The government’s stated aim of improving education through a new module-based and credit-based learning system and extending the school day by 30 minutes for students in Grade seven and above may be well-intentioned. However, the manner in which these changes are being introduced shows a troubling lack of consultation, clarity, and practical foresight. The strongest criticism coming from teachers, principals,and education sector unions is that these plans have been developed without adequate consultation with those who will be responsible for implementing them. When the people at the center of the education system, i.e. teachers and administrators, feel unheard and sidelined, the likelihood of smooth implementation declines.
Education policy must be rooted in collaboration, not command.
Teacher unions have already expressed their dissatisfaction, while warning of possible trade union action if the government proceeds without addressing their practical concerns. They argue that schools are already stretched thin, facing staff shortages, inadequate facilities and an overwhelming administrative burden. Adding new structures and expectations without proper training, resources, and planning, according to them, will only deepen th existing challenges. The Ministry’s firm stance that reforms will go ahead despite the opposition risks turning a policy debate into a confrontation.
The issue of restructuring small schools has further fueled public concern. Claims that the government may consider closing or merging schools with fewer than 50 students have alarmed many. In regions where transportation difficulties and dropout rates are persistent challenges, such measures could isolate children even further from the education system. While rationalizing resources may seem efficient on paper, the consequences, especially for disadvantaged children, cannot be ignored. To make matters worse, a fake document purporting to be the draft of the proposed education reforms has circulated. The Ministry has rejected the document as fake and vowed to take legal action against those responsible. However, this incident itself underscores a deeper issue – the public’s lack of access to clear, verified information about the reform process. When official communication is insufficient, misinformation thrives. when it comes to a serious matter like education, transparency and public awareness are not optional; they are prerequisites.
Education reforms should be a shared national effort. For that to happen, the government must engage meaningfully with teachers, parents, academics and even students. Genuine dialogue can help identify practical barriers and realities that policymakers might overlook. A reform designed in isolation, no matter how innovative, is unlikely to succeed if those expected to implement it are in the dark. Consultation should not be treated as a formality but as an ongoing partnership.
Moreover, reforms must be backed by solid infrastructure, teacher training, and logistical support. Moving to a credit-based system, for example, requires a complete rethinking of assessment methods, curriculum design and even record-keeping. Without the necessary tools, schools, especially those in under-resourced areas, will struggle. Extending school hours also raises questions about transport arrangements, extracurricular supervision and the workload of teachers who already face demanding schedules. The government’s commitment to modernizing education is commendable in principle. Sri Lanka urgently needs a system that supports critical thinking and creativity to prepare its next generation for a complex and fast-changing world. But, modernization cannot come at the expense of inclusivity and practicality.
As tensions are on the rise, both the Ministry and teacher unions must refrain from turning this into a power struggle. Instead, they must find common ground. A transparent, consultative approach can transform confrontation into collaboration.