Why Sri Lanka must embrace education reform now

Sri Lanka’s education system, once a proud symbol of progress in the developing world, is now outdated, rigid, and alarmingly out of touch with the realities of the 21st century. For decades, calls for reform have been made by educators, parents, and concerned citizens only to be met with inertia. Today, however, the Government’s proposed education reforms offer a rare and long overdue opportunity to modernise a system that is failing its children.

At the heart of the problem is an antiquated curriculum and teaching methodology that emphasises learning through memorising over real understanding. The current system glorifies memorisation and standardised exams, rewarding only a narrow form of academic excellence. While a small percentage of high-achieving students thrive under this model, the majority are left behind, their diverse talents and potential untapped and unrecognised. This academic tunnel vision has left generations of students ill-equipped for the realities of modern life, both professionally and personally.

The proposed reforms reflect global educational trends that emphasise critical thinking, creativity, collaboration, digital literacy, and emotional intelligence. These are not abstract ideals but are essential life skills. In a world shaped by rapid technological change, economic uncertainty, and global interconnectedness, children need to be equipped not just with knowledge, but with the ability to apply it creatively and empathetically. They must be prepared to adapt, to work in teams, to communicate clearly, and to solve problems, not merely to pass exams.

Moreover, the current education system in Sri Lanka has done significant harm to the emotional and psychological well-being of children. High-stakes exams such as the Grade Five Scholarship Exam, O-Levels, and A-Levels dominate the lives of students from a very young age. Success or failure in a single exam often determines their future, creating enormous pressure on children and their families. This singular focus on performance has stolen the joy of learning and, in many cases, the joy of childhood itself.

Reforms are needed such as continuous assessments, competency-based learning, and a broader definition of student success. These are proven strategies already implemented in countries that have successfully struck a balance between academic achievement and personal development. Finland, for example, is often cited as a model for its student-centred approach, where learning is holistic, inclusive, and adapted to individual needs. Sri Lanka should not shy away from learning from such examples.

Of course, opposition to these reforms has emerged from predictable sources, be it religious institutions, nationalist elements, and conservative voices who resist change under the guise of preserving tradition. While dialogue and consultation are important, resistance must not be allowed to derail progress. Education is not static; it must evolve alongside society. The government must stay the course, guided not by political expediency but by evidence, expertise, and the needs of future generations.

The proposed reform will not be easy. It requires investment, teacher training, curriculum development, and infrastructural support. But the cost of inaction is far greater and a future workforce ill-equipped for modern challenges, a society that remains trapped in outdated thinking, and another generation of children deprived of the opportunity to reach their full potential.

The question now is whether Sri Lanka will cling to a system that no longer serves its people, or will it embrace a new vision of education that prepares its youth for the real world?