Success of educational reforms depend on implementation: Former advisor
View(s):Former Advisor, Ministry of Education Prof Gunapala Nanayakkara, PhD (Carleton) has cautioned that however well-intentioned the government’s educational reforms are, the success of this initiative will depend not merely on what is introduced, but how it is implemented.
He said the education authorities exploring the introduction of a module-based approach to school curricula, with a stronger emphasis on practical work and continuous assessment, is commendable but implementation remains the key to the success of such reforms.
“At the heart of the proposed reform lies the issue of reliability of teacher’s assessment of students’ projects and assignments for the purpose of determining final marks of a given subject (say, at GCE OL exam). While the approach can provide a richer and more holistic picture of student ability, it also raises a critical concern: can the marks given after these assessments be perceived as fair, objective, and credible?” said, Professor Gunapala who is also the author of ‘Transforming Education: The way forward in Sri Lanka, 2026.”
He said that Sri Lanka’s context is not a trivial issue. ”Unlike fully standardized examinations, school-based assessments are inherently subject to variation, and such has been our experience with school-based assessments (SBA) scheme, introduced nearly three decades back. Teachers differ in their expectations, skills, motivation, marking standards, and even personal biases. In highly competitive environments—where even one mark difference in examination results determine access to limited university places (determining students’ path to heaven or hell}—such differences can quickly become contentious. Parents may question whether marks awarded in one school are comparable to those in another. Allegations of favoritism or inconsistency, whether justified or not, can erode confidence in the system. Be mindful that all these are to take place in a learning environment driven and distorted by a powerful private tuition industry.”
Here are extracts on his views on the prosed reforms: “This concern is not unique to Sri Lanka. Around the world, education systems have grappled with the same dilemma. Countries that have successfully implemented modular or continuous assessment models have done so alongside strong systems of moderation, teacher training, and institutional trust. Finland, often cited as a model, relies heavily on teacher-based assessment—but it also benefits from highly trained teachers, rigorous professional standards, and a culture of trust built over decades. Even there, debates continue about consistency and declining learning outcomes, seen specially in PISA (Program for International Student Assessment, conducted every three years) results, according to OECD studies.’
“In many other systems, school-based assessments are combined with external examinations to strike a balance between flexibility and standardization. External exams provide a common benchmark, while internal assessments capture broader competencies. Crucially, mechanisms such as cross-school moderation, statistical scaling, and external review are used to ensure comparability. Such a system was proposed in the reforms package of the Ministry of Education in 2024 which provided for payment of special rates to teachers for assessment work, a second marking system, and sample marking and supervision at the proposed School Cluster level. None of those recommendations for establishing a transparent system were implemented.”
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“Sri Lanka must, therefore, proceed with caution. Introducing modules without establishing robust safeguards may create unintended consequences. If stakeholders, especially parents and universities—begin to doubt the reliability of school-based marks, the credibility of national qualifications such as the GCE Ordinary Level and Advanced Level could be affected. This, in turn, may have implications for both local university admissions and international recognition. This is why the Department of Examinations has shown anxiety over the inclusion of the so-called modular marks into national examinations. It knows that without adopting a transparent and fair system, inclusion of such marks in national examinations is likely to affect the international acceptance of our examinations.”
“None of this is to argue against curriculum reform. On the contrary, the move toward practical, student-centred learning is both necessary and overdue. But reform must be holistic. It must include policy reforms, reforms in educational administration, solutions to professional issues of teachers and principals, introduction of digital delivery mechanisms and effective information management systems, investment in teacher capacity development, developing clear assessment standards, and establishing transparent moderation systems. Schools must be built around new technologies using school-based financing and enhanced freedom for school administrators. Above all, it must build trust for which multi-dimensional approaches are required.”
“Educational reform is not simply a technical exercise; it is a social contract. When that contract is perceived as fair and credible, it empowers students and institutions alike. When it is not, even the best-designed policies and programs can falter. International advisors are either ignorant of the conditions of local culture or indifferent to the multifaceted implications of attempts to plant foreign ideas here. A few administrators may try to give a face validity to their ill-fated propositions with endorsements from foreign experts, but the content validity will remain unattended. “
“As Sri Lanka embarks on this important journey, the challenge is clear: to modernize assessment without compromising integrity. Getting this balance right will determine whether this isolated, ad hoc reform initiative becomes a milestone in educational progress—or a source of new contention. Reformers should not push governments in unrealistic paths and students with their parents into confusion. (DW)
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