Teachers are Central to Education Reform

Photo courtesy of The Borgen Project

A social debate over the new education reforms is emerging amid rumors that history and aesthetics subjects have been removed from the curriculum. Not only have some teachers’ unions and political party representatives protested but even university professors have voiced opposition.

In fact, history and aesthetics subjects  have not been removed from the educational reforms. However, since these subjects are not compulsory and are perceived as less influential in the job market, parents and students are paying them little attention. The facts about the new education reforms became clearer after the government addressed the concerns regarding the role of history and aesthetics subjects in the curriculum.

The new education reform proposals presented by NPP government were not hastily prepared; they date back to 2018. Discussions on education reform began during the yahapalana government, under the guidance of the Asian Development Bank (ADB) and continued under the presidencies of Gotabaya Rajapaksa and Ranil Wickremesinghe. However, the ADB expected these reforms to be completed by 2023.

Due to the prevailing economic and political instability in the country, implementation has been delayed for more than two years. The responsibility for executing the already prepared education reforms now rests with the government. The NPP has also developed and publicly presented its own education policy as part of its election manifesto. This is a pre-planned program intended to introduce new reforms gradually, year by year, until 2029.

Reforming the education system every 10 years is a critical and time sensitive task undertaken by governments around the world. In implementing the new education reforms, the government has announced five key priorities running in this year. These are: issue circular and guidelines, conduct awareness programs for public and education stakeholders, conduct teacher training on education reforms, produce and distribute modules for schools.

Accordingly, a new syllabus should be introduced by 2026. The school syllabus is typically revised every eight years with the last revision taking place in 2016. Although a new syllabus was due in 2023, the government at the time failed to implement it. As a result, schools are currently using syllabus that are two years outdated. The feasibility of preparing a new syllabus in a short time frame is questionable. Nevertheless, it is the government’s inalienable responsibility to reform these outdated syllabus.

Ceylon Teachers’ Union and other teachers-principals trade unions have pointed out that no concrete steps have been taken to revise the relevant syllabus. The task of updating the curriculum – rooted in a colonial era education system – has been assigned to the National Institute of Education. However, there are serious concerns about whether this responsibility will be properly fulfilled.

A teacher who maintains professionalism

Training teachers and other education staff in the new subjects introduced under the education reform is of most importance. Ultimately, it is the teachers who deliver these programs to students. Although the government has announced plans to train 100,000 teachers for this purpose, teachers’ unions argue that there is no evidence of preparedness or implementation.

According to the Ceylon Teachers’ Union, there is a shortage of 43,000 teachers across the schools islandwide. The government has stated that a degree will be made mandatory for recruiting new teachers. However, many current teachers with degrees lack proper training while many trained teachers do not possess a degree. Moreover, holding a degree alone does not make someone qualified to teach children. Teachers must also have knowledge of child development, educational psychology and proper pedagogical training.

It is estimated that around 65% of currently serving teachers lack understanding in these areas, not due to personal shortcomings but because adequate training has not been provided. Within the current education system, two broad types of teachers can be observed: those who believe students must strictly follow their commands and emphasize discipline and those who approach students with compassion and care. However, genuine progress in school education can only be achieved when teachers are trained to go beyond these extremes and become true professionals.

Only through proper training can teachers gain the ability to decide what to teach and how to teach it effectively. Therefore, comprehensive teacher training is a vital component of successful education reform.

On the other hand, when teachers impose their own cultural, religious or political beliefs on students, it can hinder the delivery of an unbiased and inclusive education. In Sri Lanka, schools differ significantly ranging from popular government schools to urban, rural and estate schools. Students in these schools come from a variety of cultural, religious and ethnic backgrounds. Therefore, it is essential for teachers to act as trained professionals and apply their knowledge with sensitivity and fairness.

Moreover, Sri Lankan schools are often categorized by religion – Buddhist, Catholic, Hindu and Muslim – as well as by gender. In such diverse environments, disparities often arise. For example, in a classroom where 5% of students are Catholic, a teacher may disproportionately focus on the majority Buddhist students, neglecting the Catholic minority. Similarly, in classrooms where Hindu, Muslim or Catholic students form the majority, other minorities may be overlooked.

A professionally trained teacher, however, will be attentive and responsive to the needs of all students regardless of their background. Sensitivity, inclusiveness and cultural awareness are fundamental aspects of teacher professionalism.

In countries with high performing education systems such as Finland, Sweden, Germany and Japan teacher training includes overseas exposure. Providing Sri Lankan teachers with at least six months of international training would give them valuable insights into global best practices. These teachers could then serve as trainers, sharing their knowledge with others and uplifting the overall standard of education.

A teacher’s role is not to fail students but to guide them toward success.

Competitive examinations and continuous assessment

There is intense competition surrounding the Grade 5 scholarship exam, GCE O’Level and A’Level examinations. In this high pressure, exam-focused education system, children from families that can afford extra resources often have a significant advantage. The Grade 5 scholarship exam, which introduces students to competitive academic pressure at a young age, remains a subject of controversy. While it places considerable stress on children, many oppose its abolition because it serves as a pathway for academically gifted students from low income backgrounds to gain admission to prestigious schools.

As part of the new education reforms, a continuous assessment system has been introduced to reduce the pressure associated with the Grade 5 scholarship exam. While this change may ease the burden on children, it can shift the pressure onto parents. Some parents, eager for their children to score well in assessments, may feel tempted to offer gifts to teachers. Unfortunately, in the current system, a number of teachers are willing to accept such gifts, undermining the integrity of the assessment process and the broader goals of educational reform.

It is a core ethical principle of the teaching profession to either refuse such gifts or if necessary accept only tokens of the lowest value with politeness and transparency. Additionally, whenever a child is evaluated, the teacher should maintain clear documentation justifying the marks awarded. It is the responsibility of education authorities to establish standardized criteria for each component of the evaluation process. Furthermore, parents and other stakeholders should be granted the right to question and review assessment decisions. Such transparency will help prevent favoritism and ensure fairness in the continuous assessment system.

Under the new education reforms, a National Proficiency Assessment Examination focusing on mathematics, science and language will be introduced in Grade 9 with implementation planned for 2029. This assessment will help students evaluate their strengths in key areas such as literacy, numeracy and aptitude for further education in specific skill-based fields. It aims to guide students in making informed decisions about the direction of their future education.

Additionally, under the new reforms, the O’Level examination will be limited to seven subjects. Five of these will be compulsory while students may select two additional subjects from a list of nine elective options.

Even under these reforms, the continuation of cut off examinations means that education has not been freed from competition. Private tuition teachers, who have long profited from the pressure surrounding exams such as the Grade 5 scholarship, remain significant beneficiaries of this competitive system. Parents are often compelled to spend large sums of money on tuition classes, particularly for students preparing for the O’Level and A’Level examinations.

Despite ongoing discussions about free education the reality is that without adequate financial resources, many parents are unable to fully access its benefits. The new education reforms aim to weaken the influence of the tuition industry by incorporating continuous assessment and school attendance into students’ overall evaluation. However, the success of these measures largely depends on the attitudes and actions of parents.

As long as high stakes exams like the O’Level and A’Level remain in place, it will be difficult to prevent children from turning to tuition classes or parents from encouraging them. In this context, meaningful reform will require not only structural changes but also a cultural shift in how education, competition and success are perceived.

Equal opportunities for education and minimum physical resources

According to the education policy of the NPP, despite the commitment to free and equal education opportunities, not every child across the island currently enjoys equal access due to inadequate physical facilities. To address this, improvements are needed in advanced technology, skilled teachers, transportation and the nutritional status of children.

Sri Lanka has approximately 1,500 schools with fewer than fifty students. Many schools in remote villages, plantations and even urban centers face significant challenges: a shortage of qualified teachers, dilapidated buildings and a lack of essential facilities such as laboratories, libraries, sports grounds, music rooms, toilets and drinking water. Access to some schools is difficult for both students and teachers. Without proper transportation, students and teachers often have to walk long distances through forests inhabited by elephants, snakes and other wild animals.

Poor families who struggle to meet basic needs often cannot afford essential school supplies including books, uniforms and shoes. Addressing these physical and economic barriers is critical to ensuring truly equal educational opportunities for all children.

Many schools have sanitary facilities in a deplorable state – restrooms often lack water supply and doors are broken or missing. Girls suffer the most from these inadequate conditions. Until the  infrastructure and human resources across the entire school system are developed, implementing new education reforms will remain an unattainable goal. Conducting a comprehensive survey to assess the facilities of schools throughout the country is essential.

Another significant obstacle to improving school education is the influence of alumni associations, especially in popular government schools. From student admissions onward, many activities are controlled by these associations, often driven by their own interests. While abolishing the Grade 5 scholarship exam would make it difficult to close the primary sections of these popular schools and limit them to O’Level or A’Level classes, the issue should not be ignored. Moreover, it is the government’s responsibility to establish well equipped primary schools in every village.

The environment surrounding schools also plays a crucial role in students’ education. Drug abuse, including substances such as ice, has become prevalent among students with schoolchildren often targeted by drug traffickers. A thorough survey of the school environment can uncover these issues, providing valuable data to support the success of new education reforms.

School time

Extending the school day by 30 minutes is a proposal included in the new education reform process. Under this plan, each class period will last 50 minutes. However, the current 20 minute break remains unchanged, which should also be reconsidered. It would be beneficial to introduce at least a short break between two periods to give students time to rest and refresh. Additionally, to provide students with the opportunity to have breakfast and lunch at school, maintaining a healthy, high quality cafeteria is essential.

As indicated in the education reform draft presented to parliament in 2023, the total study period was proposed to be reduced from 13 years to 12 years. However, this proposal was later abandoned in the reforms put forward by the NPP government. Many neighboring countries, including India, as well as numerous European nations, follow a 12 year school system. This means that students typically enter university education around the age of 18.

It would also be worthwhile to discuss the possibility of starting the academic year midyear rather than at the beginning of the calendar year. Furthermore, the court has ruled that classroom sizes should be limited to a maximum of 35 students to ensure better learning environments.

Satisfied teachers

The successful implementation of the new education system relies heavily on teacher-principals. Therefore, it is essential that teachers feel satisfied and valued in their roles. If authorities fail to provide teachers with salaries that fairly reflect their work and fail to offer adequate facilities, the necessary reforms are unlikely to succeed.

The development of both human and physical resources, along with the proposed educational reforms, should first be discussed with teachers and principals. These proposals can then be further refined through consultations with the trade unions and federations that represent them, ensuring their opinions are considered. No one opposes educational reforms; what is needed is formal, transparent discussion.

If the school time is extended, it is the government’s responsibility to address the salaries and welfare of teachers and principals accordingly. Raising the professional status of teachers, who lay the foundation for building all other professionals, is an essential issue that must be central to the new education reforms.