The National People’s Power (NPP) Government outlined an ambitious plan for Sri Lanka’s education sector through its 2024 Presidential Election manifesto and the 2025 Budget.
However, Samagi Jana Balawegaya (SJB) MP Rohini Wijeratne Kavirathna, who shadows educational reforms, complained about the lack of clarity and transparency, questioning the absence of public consultation and detailed proposals.
Uncertainty surrounding reforms
Kavirathna, who is a member of the Sectoral Oversight Committee (SOC) on Education in Parliament, expressed scepticism about the Government’s approach to education reforms.
“It has been about four months since this Government came to power. In the past, whichever government was in power, it always put forward the reforms it wished to introduce. With this Government, we are still uncertain as to what the Ministry of Education wishes to do. Therefore, we are unable to give our suggestions and advice,” she stated.
Kavirathna emphasised that reforms should not be controlled solely by the Minister or Deputy Minister but should involve the public and be based on the needs of the people.
“Those who benefit the most from educational reforms are children, parents, and the general public. They should be aware of what is going on, but the problem is that nothing has been divulged,” she said.
Sexuality education
Kavirathna acknowledged the need for syllabus changes to align with modern circumstances. “The Sectoral Oversight Committee overseeing education has determined that technology is changing, times are changing, and overall, the current syllabuses taught in schools are no longer fit to suit modern circumstances. The syllabus needs to be changed. I am also in agreement with the decision arrived at by the SOC,” she said.
The MP highlighted the importance of sexuality education, which was introduced last year. “If you look at how children view sexuality, you will realise that many incidents happen because children do not understand sexuality. We may not be able to eliminate sexual violence through education, but at least those who commit sexual offences owing to a lack of knowledge can be curbed,” she explained.
Kavirathna clarified that the programme was age-appropriate, with lessons on good touch and bad touch for preschoolers and more advanced topics for older students. “From Grade 1-5 and from Grade 6-12, whatever is relevant to those ages and grades in terms of sexuality must be taught,” she said.
She also addressed misconceptions about the programme. “There is misinformation being spread that we are going to be teaching children about sex, but that is wrong. We have no reason to teach those things. However, we will be teaching sexuality education,” she emphasised.
The initiative has involved multiple stakeholders, including the Ministry of Education, Ministry of Health, Ministry of Mass Media, Non-Governmental Organisations (NGOs), Intergovernmental Organisations (IGOs), women’s rights organisations, and specialists such as psychologists and psychiatrists. Books have been prepared and disseminated for different age groups, including parents and newly married couples.
Vocational training and skills-based education
Kavirathna welcomed the Government’s focus on improving vocational training in schools. “Skill-based education is very important. All over the world, children with special skills are given special training. However, in Sri Lanka, there is no place in schools purely for skills,” she noted.
She highlighted the need to recognise and nurture students’ talents beyond traditional academic metrics. “A child might be weak in maths, but if you give him vehicle parts and ask him to fix a vehicle, he may have very good knowledge and skills. He may not have maths skills, but he might still become a wonderful engineer. The problem is that the State has not helped him hone his skills and utilise them optimally,” she said.
The MP pointed to countries like Japan, where exams are not emphasised until Grade 10 and where the focus is on teaching skills and inculcating human qualities and habits. “This exam-based education system must change,” she asserted.
While the 2025 Budget included proposals to advance skill-based education, Kavirathna noted that it was still unclear how the Government planned to implement these changes.
‘Suraksha’
The Ministry of Education, Higher Education, and Vocational Education recently announced the renewal of the ‘Suraksha’ Student Insurance Scheme, providing extensive coverage for students across Sri Lanka. The programme, initiated to safeguard students’ well-being, covers medical expenses, accident-related injuries, and other essential needs.
The latest implementation follows a review of insurance claims submitted between 2017 and 2022, ensuring that eligible students continue to benefit from financial assistance.
Under this scheme, students are entitled to various compensation packages. For accidental deaths, families will receive Rs. 1,500,000, while medical emergencies such as surgeries will be covered up to Rs. 300,000.
Additionally, outpatient treatments and minor medical expenses will also be supported financially. The insurance also extends to students who experience disabilities due to accidents, providing a maximum of Rs. 200,000 based on severity.
To ensure transparency and accessibility, the Government has launched an online platform where parents and guardians can submit claims. Applications had to be uploaded to the official website of Sri Lanka Insurance Corporation Ltd. between 10 March and 14 March.
The reintroduction of ‘Suraksha,’ which was halted by the previous Government, was praised by Kavirathna. “‘Suraksha’ insurance is a good thing. The insurance scheme must be expanded because every child deserves such a scheme. This will ensure that, by the time they are 60 years old, they inherit a large amount of money to support them in their old age,” she said.
She recalled the scheme’s introduction during Akila Viraj Kariyawasam’s tenure as Education Minister and emphasised its potential to support vulnerable children, including those with serious illnesses.
NPP plans
The NPP’s reform agenda as announced through its manifesto includes increasing public investment in education to 6% of Gross Domestic Product (GDP) and establishing new institutions such as a National Examination Evaluation Centre, a Curriculum Development Unit, and a National University of Education.
The 2025 Budget allocates Rs. 10,000 million for school infrastructure renovation, Rs. 135,000 million for university upgrades, and Rs. 1,000 million for early childhood education. Scholarships and student support programmes have also been expanded, with increased benefits for Grade 5 scholarships, ‘Mahapola’ scholarships, and vocational training stipends.
Ongoing discussions
Speaking to The Sunday Morning, National Institute of Education (NIE) Director General Dr. Manjula Vithanapathirana confirmed that active discussions were taking place among key stakeholders, including the Ministry of Education, the Minister, NIE, and Examinations Department, to finalise the details of the reforms.
While specific decisions are yet to be made, she acknowledged that vocational training at the school level was a key area of focus. Sexuality education, introduced last year, will remain part of the curriculum, though the current discussions are centred on broader systemic transformations rather than minor curriculum adjustments.
She said that another crucial meeting would be held tomorrow (17) to make decisions on the educational reforms to be unveiled.
“I am unable to divulge details at the moment, as discussions are still ongoing as to what reforms will be introduced. We do have big plans for 2026 and they will be formally revealed soon,” she said.
Attempts by The Sunday Morning to contact Prime Minister and Minister of Education, Higher Education, and Vocational Education Dr. Harini Amarasuriya and Deputy Minister Dr. Madhura Seneviratne were unsuccessful. Their respective media secretaries shared that the reforms would be formally unveiled via a press release in the future.
A system in need of reform
Sri Lanka’s education system is at a crossroads, requiring urgent modernisation to meet global standards. Former Secretary to the Ministry of Education Dr. Tara de Mel offered critical insights into the reforms needed to prepare students for the 21st century, emphasising moving beyond rote learning, embracing technology, and addressing systemic gaps to create an inclusive and forward-thinking system.
Stressing the need to transition from rote learning to fostering critical thinking and problem-solving, Dr. de Mel said: “Problem-based learning, creativity, innovativeness, and analytical thinking are a must if Sri Lanka ever aspires to compete on the global stage.”
She highlighted how developed nations used technology, including Artificial Intelligence (AI), to personalise learning. “If the Sri Lankan school system doesn’t include coding, data science, and digital literacy, our students will be left far behind in this ‘education advancement wave,’” she warned.
To tackle youth unemployment, Dr. de Mel advocated integrating vocational training into secondary education. “Secondary school students should be offered courses attuned to current employment trends,” she stated.
She further suggested flexible, cross-disciplinary learning to equip students with diverse skills, adding: “Students should not be ‘boxed’ into streams where cross-disciplinary learning fails to occur.”
Dr. de Mel identified Early Childhood Education (ECE) as crucial. “I consider ECE the most crucial sector in a child’s school career, as the greatest amount of learning, or unlearning, happens during this period,” she explained.
She therefore called for a dedicated ECE authority to oversee reforms, emphasising nutrition, healthcare, and social-emotional learning. “Nutrition is vital, but healthcare and social-emotional learning are equally important,” she said.
On ragging, Dr. de Mel advocated strict enforcement of existing laws in order to eliminate the practice. “If the anti-ragging act is implemented strictly, ragging can soon be a thing of the past,” she asserted.
She also critiqued the Z-score system, which she helped design, calling for a more inclusive university admission process. “The university admission process and A/Levels should be decoupled. The Z-score is 25 years old; it’s time to move on,” she said.
Dr. de Mel expressed support for introducing reproductive health education, suggesting a culturally sensitive approach, noting that Government commitment was key to overcoming resistance.
“I’d prefer to call it ‘reproductive health education’. It’s sorely needed in the mainstream curriculum,” she noted.
Dr. de Mel further outlined three key reforms that she viewed as necessary. First, to upgrade teacher education and professional development to facilitate student-centred learning. Second, to allocate extra funds for modernising curricula and textbooks to meet international standards. And third, to reform the national examination system to reduce stress and test critical thinking, not just factual recall.