Key education reforms essential for changing global landscape
I write this article drawing on more than four decades of experience in universities, both in Sri Lanka and abroad. Over the years, I have observed significant gaps in our education system, gaps that call for urgent and thoughtful reform. These changes must begin at the school level, and reflect the evolving needs of our society, while also aligning with global demands. More than ever, it is time for us to rethink how we prepare our children for the world, not just academically but holistically.
I propose a restructured school system divided into three key stages: Primary Education, Lower Secondary Education, and Upper Secondary Education. Each stage serves a unique purpose, ultimately leading to higher education pathways through universities, technical institutes, and professional colleges.
Contemporary education theory recognizes three pillars of development: knowledge (cognitive abilities), attitudes (affective abilities), and skills (psychomotor abilities). In simpler terms, this refers to developing the head, the heart, and the limbs (hands and legs). A meaningful education system must address all three areas in a balanced and integrated way.
As we move forward, it is essential to keep both global challenges and national priorities in mind. The goal is to raise a generation of learners who are not only knowledgeable but also ethical, creative, and capable of adapting to a changing world. This transformation begins by recognizing the distinct needs of each educational tier, while ensuring they are seamlessly connected to produce confident, well-rounded individuals.
Primary education (Grades 1–5)
Children should begin primary education between the ages of 4.5 and 5.5, with the average being 5 years. This is a critical juncture that warrants a reimagined approach. Before setting the framework, we must consider the unique needs of children across urban, suburban, and rural settings.
At this foundational stage, education should foster early childhood development within an environment that is stimulating, inclusive, and joyful. Learning should not merely be academic but should result in permanent, positive behavioural change which is the true measure of education. The outcomes of this stage must be rewarding to both the learner and the educator, laying the groundwork for lifelong learning.
A forward-looking primary education system must extend beyond academics to include values, creativity, and problem-solving abilities. One essential reform is the effective introduction and teaching of trilingual education in the mother tongue, the other national language (Tamil or Sinhala), and English (international language). This inclusive approach would break down communication barriers and promote social cohesion.
Moral and ethical development should also be prioritized. Religious studies should remain compulsory, with students selecting from Buddhism, Hinduism, Christianity, or Islam. Students not opting for a specific religion should study Comparative Religion, promoting interfaith understanding and mutual respect.
Countries such as Japan offer valuable lessons, having rebuilt their society through a renewed focus on attitudes, discipline, and respect for order after World War II. Attracting high-calibre professionals into teaching, through competitive compensation and status elevation is a critical component of such reform and should begin at the primary level of education in Sri Lanka.
Furthermore, students should engage in aesthetic and physical education electives to encourage teamwork, leadership, creativity, and wellbeing. Assessment at this stage should not mirror the conventional end-of-term examinations that are often rooted in competition and ranking. Instead, it should focus on innovative and supportive methods that encourage self-awareness, growth, and curiosity. These could include observational assessments, project-based evaluations, and continuous feedback systems.
At this early stage, education must prioritise development over competition. The idea of class rankings or placements should be deferred until later years, as children need space to learn, make mistakes, and understand themselves without the pressure of comparison. Gradually introducing structured assessments over time will ensure that students grow into confident learners, rather than anxious task performers.
If implemented, these reforms would nurture a generation of well rounded, empathetic, and capable individuals, effectively preparing them for the next phase of education.
Lower Secondary education (Grades 6–10)
The Lower Secondary phase serves as a transitional stage where students are introduced to core academic disciplines, while also developing life skills and emotional maturity. Integrating a residential (hostel) environment, where feasible, would be advantageous in fostering shared learning experiences, friendship, and resource efficiency.
Students should continue to participate in aesthetic and physical fitness subjects, with the flexibility to change disciplines to explore broader interests. Life skills such as swimming, cycling, dancing, and basic health sciences should be introduced at this stage. Reproductive health education is essential for both male and female students, particularly given the early onset of development in girls and the notable absence of comprehensive reproductive health education in the current system. It plays a crucial role in equipping all students with the knowledge and awareness needed to make informed, respectful, and responsible decisions.
Equally important is the openness of parents and teachers to engage in honest, supportive conversations around such topics. Treating sex education as a taboo subject and limiting it to the bare minimum knowledge sharing does a disservice to young people navigating this crucial stage of development. Instead, it should be approached with sensitivity, clarity, and inclusiveness, fostering trust and understanding rather than fear or shame.
Assessment during this phase is vital. Implementing a Grade Point Value (GPV) system would allow for consistent tracking of student progress and career guidance.
This stage also marks a pivotal opportunity to begin introducing career exposure and guidance in a meaningful way. Children must be made aware of the vast range of professions that exist in today’s world, many of which did not receive the same attention or value in previous generations. Some students, for instance, dream of becoming medical practitioners simply because that is what everyone around encourages them to be or assumes to be prestigious. With maturity, they come to understand that their true interests lie elsewhere, and often reflect how limited their awareness of career possibilities were at a younger age. It is vital that children are encouraged to pursue what they genuinely love, not what is expected of them, to ensure that they achieve a fulfilling and meaningful life. This phase of education should serve as an introduction to the diverse landscape of modern careers, opening young minds to the many paths available.
A built-in exit point after Grade 10 should be offered through a Craftsmanship Certificate Examination (CCE), enabling students to pursue vocational trades.
Computer literacy must become a core competency, but caution is needed to avoid harmful overexposure. Subjects like Geography, History, and Environmental Studies should be modernized and taught in a globally relevant manner. Teaching Civics, covering the Executive, Legislature, and Judiciary is equally important in building informed citizens.
To instil discipline and routine, a residential system from Grades 9–10 should be strongly considered. This setting supports the development of self-reliance, methodical thinking, and mature social behaviour, which are essential traits for adulthood.
Upper Secondary education (Grades 11–12)
Upper Secondary Education should further refine student abilities through a structured GPV-based assessment system, enabling more accurate placement into tertiary education or career pathways. At this level, the design of the syllabus must shift from being outcome-driven to method-driven. This is especially crucial in mathematical and scientific subjects, where understanding the logic and reasoning behind each concept enables students to analyse and respond to complex or unfamiliar questions.
The current tendency to emphasize rote memorization may help students achieve short-term results but often fails to support long-term retention or the ability to apply knowledge in real-world situations. Memorization should be used selectively, where truly necessary, not as the primary mode of learning. A curriculum focused on process, application, and exploration encourages deeper learning and prepares students to think critically, solve problems creatively, and engage meaningfully with the world around them. This phase must emphasize academic rigour, ethical grounding, and practical skill development.
Vocational training pathways should be formalized to allow students to qualify as technicians or assistants in various industries, especially in IT and technical services. This diversification of academic and career options ensures that all students, regardless of academic performance, can pursue meaningful professional futures.
Learning should shift towards discussion-based, project-oriented, and experiential methodologies to enhance employability and critical thinking. By this stage, students should have developed strong ethical principles, emotional intelligence, and respect for others.
Subject combinations in professional streams such as medicine, should be revisited. The return to a four-subject requirement, including combinations of Chemistry, Physics, Biology, and Mathematics, is advisable. Importantly, general knowledge should be cultivated through real-world experience, not exams.
In today’s world, education must measure both the Intelligence Quotient (IQ) and the Emotional Quotient (EQ) to produce socially responsible, emotionally resilient individuals. Introducing meditation and relaxation training at an early stage would greatly enhance students’ mental well-being and self-awareness.
The current Upper Secondary examination is primarily a summative evaluation. While it serves as a useful qualifier that certifies the completion of secondary schooling, it is not the most reliable instrument for determining university readiness. A preparative assessment akin to the Graduate Record Examination (GRE) would provide a more accurate measure of students’ aptitude and potential for tertiary studies. Under this approach, the Upper Secondary examination would remain as a standard school leaving credential, whereas a GRE style test would become the principal entry requirement for university admission.
In supporting this change, I am reminded of a landmark observation by the Supreme Court: “Treating two unequal as equal is an injustice, but treating two equals as unequal is an even greater injustice.” A fair admissions process must recognize genuine differences in preparation and talent, while ensuring that equally qualified students receive equal consideration. Introducing a preparative evaluation upholds this principle by aligning assessment methods with opportunity.
Conclusion
If implemented effectively, these reforms could position Sri Lanka as a model nation within a decade. A dynamic, inclusive, and values-driven education system that balances academic achievement with personal development is key to navigating the demands of an evolving global landscape.
However, at the heart of all these efforts must be one core principle: learning should be something that children enjoy. When education is structured in a way that sparks curiosity and fosters genuine interest, it becomes truly productive. Children are more likely to retain knowledge, develop critical thinking skills, and form positive attitudes toward lifelong learning when they are engaged rather than pressured. The system must move away from rigid, one-size-fits-all models that often reduce education to rote learning or competition. Instead, it should be carefully crafted to support the natural growth of every child, recognizing their unique pace, talents, and passions.
Embedding teamwork, ethical foundations, discussion-based learning, and lifelong educational practices within the curriculum will create not just knowledgeable graduates, but responsible citizens prepared for the future.
I am confident that through these reforms, Sri Lanka can rise, powered by the education of its people to meet the challenges and opportunities of the modern world. Children should be moulded in the class-room and not at the examination hall.
In the implementation process the first two years should be used for planning and resource development including staff training. During this period the existing structure will continue without any change. The actual implementation period will occur in 12 years, with the reform being undertaken one year at a time, in the ascending order. Review period following that will be one year.
The institutions involved in the reforms are NIE, NEC, Teacher Training Institutions and Faculties of Education of Universities. Global benchmarks for current reforms are a combination of systems in the UK, USA, Canada, Australia, Norway, Japan and India based on Education Technology. Treatment of schools in backward areas, and students in rural and estate categories may require further study and collection of data sufficient for decision making.
The use of weighted GPV (Grade Point Value) or District Population based Facilities Index may replace District ranking in the current practice called Z-score which none of us understand clearly. We may also consider our own style with sufficient cultural values for reproductive learning related to education and health science. Here children may be exposed to open discussion with teachers and parents and others.
Trilingual is a must to mitigate most of the country’s longstanding issues. We note our students learn foreign languages in one year when they go abroad. Children also grasp languages easily at a young age. This policy will also generate a large number of teaching employment opportunities. Teachers conversant with more than one language can earn better remuneration.
At this stage, students should be assessed with continuous assessments tools and a final exam. These mean a process which involves formative evaluation. Here we evaluate students periodically with multiple tools, rather than a discrete event as being practised now.
(The writer is Emeritus Professor, University of Moratuwa, Chartered Civil Engineer, Institution of Engineers Sri Lanka (IESL), President & Honorary Fellow, Society of Structural Engineers Sri Lanka and Sectional President, Sri Lanka Association for Advancement of Science)
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