• Allegations and accountability issues bring debate into spotlight
• MOE tries to point fingers about English module controversy, remains mum on lack of oversight
• Teachers commend reforms, cite operational resource-related issues about rollout
• TUs wants more consultation, discussions, training

Under the Government’s newly-introduced education reforms, curriculum changes for Grades 1 and 6 are set to be implemented from tomorrow (5).

According to the proposed framework, these reforms will be gradually introduced into Sri Lanka’s general education system from this year onwards.

The revised curricula will initially apply to Grade 1 in the primary education sector and Grade 6 in the junior secondary sector.

Historically, attempts by successive governments to reform Sri Lanka’s education system have been met with resistance and apprehension from various segments of society and the current initiative is no exception.

The most recent controversy surrounding the Grade 6 first-term English module has further intensified public debate, pushing the discussion in a different and more contentious direction.

Against this backdrop of growing and often polarised views within society regarding the new education reforms, President Anura Kumara Dissanayake addressed Parliament on 24 July 2025 to clarify the objectives behind the proposed changes.

President Dissanayake stated that neither the existing education system nor the generation of young people produced by it could be considered satisfactory. He further noted that the economic structure shaped by this system also fell short of the country’s needs.

“We cannot be satisfied with this education system, the young generation it has produced, or the economy that has emerged from it,” the President said. “That is why a comprehensive and far-reaching education reform is essential.”

The Government’s education reform roadmap, titled ‘Transforming General Education in Sri Lanka 2025,’ marks a decisive shift in the country’s pedagogical philosophy. It seeks to move away from a rigid, exam-heavy system towards a more holistic, competency-based model of learning.

The roadmap has been jointly prepared by the National Education Commission; Ministry of Education, Higher Education, and Vocational Education (MOE); National Institute of Education (NIE); Department of Examinations; Department of Educational Publications; and Tertiary and Vocational Education Commission.

Five strategic pillars

The reform framework is said to be built around five strategic pillars designed to overhaul both the structure and culture of the education sector.

The first pillar, Curriculum Development, focuses on aligning learning content with future-oriented competencies, including digital literacy, Artificial Intelligence (AI), and environmental sustainability. The second, Human Resource Development, targets the professionalisation of the teaching workforce through degree-level qualifications and continuous in-service training.

The third pillar, Infrastructure and Administrative Reform, prioritises the digitisation of education data systems and the phased reduction of classroom sizes to a maximum of 35 students to enhance teacher-student engagement. The fourth pillar introduces reforms in Assessment and Evaluation to strengthen transparency and equity, while the fifth, Public Awareness and Promotion, seeks to build public ownership of the reform process among parents, communities, and civil society.

At the primary education level (Grades 1–5), the reform emphasises education for basic life skills, placing literacy, numeracy, and social-emotional development ahead of traditional desk-based learning. 

This stage is organised into three developmental phases: Grades 1–2 focus on easing the child’s transition into formal schooling; Grades 3–4 introduce activity-based oral English learning; and Grade 5 consolidates core competencies in preparation for secondary education. 

Heavy reliance on textbooks is replaced with an integrated, activity-based curriculum designed to make learning more engaging and relevant to children’s immediate social and physical environments.

The junior secondary stage (Grades 6–9) introduces a broad-based curriculum comprising 14 core subjects intended to provide a foundation for life. These include the Mother Tongue and Literature, English, a Second National Language, Mathematics, Science, Health and Physical Education, ICT, Technology for Life, Geography, History, Citizenship Education, Religious and Values Education, Aesthetic Education, and Entrepreneurship and Financial Literacy. 

A 15th component – covering sports, clubs, and societies – is included to promote participation, teamwork, and social development.

School credit system and 70:30 assessment weightage

A key structural innovation at this stage is the introduction of a school credit system, with one credit defined as 10 hours of learning. Each credit consists of 500 minutes of classroom instruction, delivered across 10 periods of 50 minutes and 100 minutes of guided self-study outside the classroom. From Grade 6 onwards, students are expected to complete 35 credits per term, allowing learning volume and progression to be measured in a more structured and transparent manner.

To further reduce the dominance of high-stakes examinations, the reform adopts a 70:30 assessment weightage between formative and summative evaluation. Formative assessment, accounting for 70% of the final grade, is based on continuous classroom-based evaluations that encourage feedback, collaboration, and critical thinking. The remaining 30% is allocated to summative assessment, ensuring that academic achievement reflects sustained performance rather than outcomes on a single examination day. This approach is intended to support personalised learning pathways and ease the academic pressure that often leads to student fatigue.

The transition from junior to senior secondary education is anchored by the National Competency (Merit) Assessment at the end of Grade 9. This assessment comprises two components: a formal evaluation of literacy and numeracy, and a vocational interest or aptitude test.

Parents and teachers on the reforms

Teachers and parents who spoke to The Sunday Morning said that there was little dispute that Sri Lanka’s current education system required reform. However, recent developments have raised concerns, particularly among parents, about controversies, repeated revisions, and apparent contradictions in earlier statements made by the Ministry of Education.

Kamalika Tennakoon, a parent whose two sons have studied under the Edexcel, Cambridge, IB, and local curricula across several grades after returning to Sri Lanka from overseas, said the most significant weakness in the local curriculum was the lack of space for children to question, observe, and express their views freely.

“In the local system, teachers largely teach what is in the textbook, and children are not given sufficient opportunities to discuss what they observe or what interests them. There is also very little time within the school day for such discussions,” she said. “These reforms, however, create space for meaningful conversations between teachers and students.”

She added that when children with different levels of knowledge and experiences were encouraged to engage in discussion, learning became broader and deeper – an approach aligned with international education standards.

Tennakoon said she welcomed the reforms in principle, but cautioned that the current controversies had created doubts about whether the authorities had a clear and coherent plan. 

A Science teacher who wished to remain anonymous told The Sunday Morning that the proposed reforms would significantly reduce the stress placed on students.

“The new education reforms address longstanding gaps within the system, particularly between Grade 9 and the O/Level examination and between the O/Levels and A/Levels. It is largely because of these gaps that many students are compelled to attend tuition classes. If a smoothly structured syllabus is developed from Grade 6 to Grade 11, the reliance on tuition will be greatly reduced,” the teacher said.

He added that student dropouts would also decline, especially among boys. “In Sri Lanka, the years with the most significant syllabus gaps coincide with adolescence. Ultimately, these gaps translate into boys leaving the education system prematurely,” he said.

Another teacher who also requested anonymity said reforms were essential and represented a significant improvement over the current system. However, she stressed that many rural schools lacked the resources required to implement the reforms effectively. 

“Teachers at the grassroots understand these realities, and the Ministry of Education must listen to our concerns and take them seriously,” she added.

Box 1 

English module controversy

The Criminal Investigation Department (CID) on Friday (2) launched a formal investigation into the inclusion of a reference to an inappropriate website in a Grade 6 English language first-term module issued under the new education reforms.

Ministry of Education Secretary Nalaka Kaluwewe said a CID team had already arrived at the ministry to conduct inquiries into the incident. He added that immediate steps had been taken to remove the section containing the reference before the module was distributed to schools.

Meanwhile, National Institute of Education (NIE) Director General Professor Manjula Vithanapathirana has temporarily stepped down from her post to facilitate the ongoing investigations.

The Ministry of Education also announced that the distribution of school textbooks for the 2026 academic year has commenced. Kaluwewe said the distribution of modules had already begun at the zonal level, stressing that all textbooks were released only after undergoing a thorough inspection process.

Earlier, the ministry confirmed that the distribution of a newly printed Grade 6 English language module had been suspended after it was found to contain a reference identifying an inappropriate website. The module in question had been prepared by the NIE and had already been printed at the time the issue was detected.

According to the ministry, the Secretary lodged a formal complaint with the CID on 31 December 2025 requesting an investigation into how the name of a website used to find same-sex partners came to be included in the module issued under the new education reforms.

Speaking to the media, Kaluwewe said the complaint also sought to determine whether the inclusion had been carried out deliberately and in a conspiratorial manner, amid what he described as a series of unfounded allegations levelled against the education reform process by various parties.

Kaluwewe added that the ministry had also initiated an internal inquiry into the matter. The internal investigation will be conducted under the leadership of three senior officials of the ministry. 

The committee is chaired by Additional Secretary Devika Liyanage and includes Deputy Commissioner General of Examinations Thilak Wattuhewa and Additional Secretary for Higher Education Apsara Caldera.

However, the controversy, which highlights gaps in oversight, is not something the Government can disown or pass the buck on. The political authority and the officials involved need to be taken to task for the lack of oversight regarding the glaring error.

Box 2 

‘Reforms must continue while correcting shortcomings’

“These reforms did not begin recently. They date back to 2019, when a 10-year plan covering the period from 2018 to 2028 was developed. However, implementation was delayed due to the Covid-19 pandemic and the subsequent economic crisis. What is being introduced now is essentially a continuation of those earlier reforms.

“From the time the reforms were introduced last year, discussions were held with the Ministry of Education, the NIE, and other relevant stakeholders. Some trade unions proposed that the reforms be introduced initially as a pilot project in selected education zones before full implementation. However, we pointed out that these reforms were already at least 16 years overdue and that the current curriculum was outdated. For this reason, we requested that the reforms be implemented islandwide this year, as further delays were no longer acceptable. 

“We also requested a separate meeting to discuss the modules in detail, but this was not granted. We were not officially shown the modules. Subsequently, officials and teachers were trained across 100 zonal education zones. Disagreements between trade unions and the authorities persisted throughout this process.

“At present, teachers have been trained in 100 education zones. I am a Principal at Lourdes College, Nattandiya, which is a small school. Four of our teachers were trained – two for Grade 1 and two for Grade 6. However, at the last moment, we were informed that a teacher who had not undergone training had been appointed to teach Grade 1. I formally informed the ministry that this was unacceptable. These kinds of issues persist, but they must be addressed and corrected while the reforms are being implemented.

“It is true that the current education system and curriculum are not aligned with modern requirements. Children are under immense pressure, and in some cases this has even led to suicide. Every child is unique and possesses a different set of skills. These reforms are designed to help such children move forward in life.

“The Government must provide adequate training and funding. We, in turn, can offer constructive feedback and support while pointing out shortcomings and making suggestions. Support from donors is also essential, particularly to meet the needs of rural schools. Parents, too, want a less stressful education system for their children.” 

– Ceylon Principals’ Union Secretary Piyasiri Fernando

Box 3 

‘Ministry and NIE have failed to provide leadership’

“While I have always strongly advocated for curriculum reforms to address contemporary challenges such as climate change, the current execution lacks the most critical element – national responsibility. In the past, curriculum development was treated as a sacred national duty rather than a routine task. There was collective ownership, collaboration, and rigorous debate until every lesson felt right. Today, that sense of responsibility has eroded.

“If the three essential stages – planning, design, and development – had been properly followed and piloted, such errors would be impossible to overlook. National responsibility means being so invested that you remain anxious about public feedback until a textbook is perfected. At present, the Ministry of Education and the NIE have failed to provide that leadership, instead shifting the burden onto teachers and parents.

“It is absurd to involve the CID to address internal failures in educational content. Education cannot be treated as a series of outsourced contracts. It must be reclaimed as a collective national responsibility.”

– Former Chairperson of the NIE Padmini Ranaweera

Box 4

‘Preschool reform key to success of education overhaul’

“When a new curriculum is developed, there must be a clear vision of the kind of individual the system aims to produce at the end of the process. It is unclear whether the preparation of the new modules has adequately considered this question. My primary concern is whether the current reforms genuinely prioritise the collective well-being of society. It is also important to examine the extent to which cooperation, teamwork, and group learning are meaningfully embedded in the curriculum. Otherwise, there is a risk that these reforms simply reinforce individualism rather than represent a true systemic shift.

“One of the most critical aspects of reform is early childhood development. Attitude formation largely occurs during the first five years of a child’s life, making preschool education crucial. Unfortunately, in Sri Lanka, preschools are often narrowly focused on teaching children how to read and write. According to international standards, children are not expected to begin formal writing until around the age of seven. However, in Sri Lanka, children are frequently forced into early writing, which can be harmful. Without a strong foundation in early childhood education, no reform at higher levels can succeed. Sri Lanka must establish a robust and standardised preschool education system.

“Teacher training at all levels is equally critical. I am personally opposed to recruiting graduates as teachers without adequate professional training. A first-class degree alone does not equip an individual to teach. 

“Finally, the proper implementation of existing laws is essential. A clear example is the ban on corporal punishment. If a child enters a classroom fearing physical punishment, no education reform, regardless of how well designed, will be effective.”

– Lakmal Ponnamperuma, a Clinical Psychologist, Lecturer, and former collaborator with the National Child Protection Authority (NCPA) on legal reforms