EDUCATION REFORMS: WHEN PROGRESSIVE RHETORIC MASKS FLAWED IMPLEMENTATION

Sri Lanka stands at a critical juncture in its educational history.

- By K.K.S. Perera

PM Dr. Harini Amarasuriya with students of Gunasekara Vidyalaya, Athurugiriya last week

(Source: PM media unit)

The NPP Government has embarked on what it calls a 'transformational' reform of the country's education system, scheduled for implementation starting in 2026 with Grades 1 and 6. The vision is ambitious: shift from the traditional exam-oriented system to a student-centered, practical learning model emphasising holistic development, digital literacy, and vocational training. The budgetary allocation to education has increased to 2% of GDP, and the Government has pledged to build infrastructure, recruit more teachers, and expand school facilities.

On paper, these reforms address longstanding concerns about Sri Lanka's rigid, exam-focused education system that has stifled creativity and critical thinking for generations. The new curriculum promises to promote "critical thinking," "multiple intelligences," and embed "values of equity, inclusivity and social justice." However, beneath this progressive rhetoric lies a deeply problematic reality that demands urgent attention.

Minister of Education, Prime Minister Dr. Harini Amarasuriya, who once commanded over 600,000 votes, now finds herself at the center of a growing storm, not because of her gender, but because of the substance, or lack thereof, in her educational reforms. Let us be clear: criticism of these policies is not rooted in prejudice. Sri Lanka, the first country to elect a female Prime Minister and twice to elect a female Executive President, has demonstrated its willingness to support women in the highest offices. This is about policy, not gender.