From the very outset, the Government’s education reforms agenda has drawn criticism, concern and, in some quarters, outright alarm. The most recent controversy surrounding the Grade 6 English Language module has only deepened public mistrust. A printed link in a learning module that allegedly directed users to adult content is not a minor oversight. It is a grave lapse that strikes at the heart of public confidence in the education system and the institutions entrusted with shaping young minds.

School textbooks are not casual publications. They are the result of a long and rigorous process that should involve subject experts, editors, proof-readers and multiple layers of review. That such a glaring and potentially harmful error could pass through this system raises troubling questions about competence and standards. It is not enough to dismiss this as a printing mistake or an unfortunate coincidence. This incident demands a full investigation and clear consequences for those responsible, whether through negligence or systemic failure.

Nonetheless, what has alarmed many at the moment is that the public conversation has increasingly shifted away from the actual issue. Instead of sustained scrutiny of the flawed reform process and quality control failures, attention has been diverted towards the Prime Minister and Minister of Education, Harini Amarasuriya. Her personal life, appearance and private choices have become fodder for political attacks and social media ridicule. This shift is both cynical and dangerous.

There are two serious problems with this turn of events. First, it allows the real issue to fade into the background. The error in the Grade 6 English module is not a trivial matter. It reflects broader weaknesses in how these reforms have been conceived and implemented. If the State fails to get to the bottom of how and why it happened, and who is ultimately responsible, it will cast a shadow over the entire Education Reforms process.  Allowing personal attacks to dominate the discourse conveniently spares officials, committees and institutions from answering hard questions about oversight and responsibility.

Second, the attacks on the Prime Minister have taken a distinctly gendered tone. The language used by certain opposition politicians and segments of the public goes beyond political criticism and descends into personal vilification. This kind of rhetoric is not merely offensive. It is deeply harmful to the democratic culture of the country. 

Sri Lanka’s latest census data shows that more than 51% of the population are women. Yet women remain woefully underrepresented in politics. One of the most significant barriers to greater participation is the way women in public life are treated. When female leaders are judged not on policy decisions or administrative competence but on their looks, marital status or perceived conformity to social expectations, it sends a chilling message to other capable women who might consider entering politics.

The portrayal of the Prime Minister in recent weeks has been a stark reminder of this reality. Regardless of one’s views on her performance as Education Minister, the vulgar nature of some of the attacks directed at her is unacceptable. It normalises misogyny and reinforces the idea that politics is a hostile space for women, especially at a time when the country desperately needs capable leadership across all sectors.

Equally troubling is the apparent silence or lukewarm support from within the Government and party ranks. One would expect a collective and robust response, both in defending a colleague from unfair attacks and in reaffirming a commitment to accountability in the education sector. Instead, the muted and fragmented reactions have fuelled speculation about internal fractures, particularly the much-discussed JVP and NPP tensions within the ruling coalition. 

If such rifts exist, they are playing out at the expense of governance and public trust. Education reform is too important to be undermined by political infighting or strategic silence. The Government must recognise that credibility is not preserved through deflection but through transparency, responsibility and decisive action.

This moment should serve as a wake-up call. The controversy over the Grade 6 English module is not just about a link in a textbook. It is about the seriousness with which the State approaches education, the standards it upholds, and the values it demonstrates in public discourse. The focus must return to fixing what went wrong, holding the right people accountable and ensuring such failures are not repeated. At the same time, Sri Lanka must confront the uglier aspects of its political culture. Criticism of leaders is necessary in a democracy. Personal attacks rooted in gender prejudice are not.