The Government is on the brink of launching a comprehensive education reform initiative in 2026 aimed at overhauling the national curriculum, with implementation expected to commence on January 1, 2026. The move marks a significant turning point in the country’s education policy, and it has sparked widespread public discussion, debate among educators, and commentary from political analysts and students alike.
This reform, spearheaded by Prime Minister Dr. Harini Amarasuriya, seeks to bring the national education system in line with global standards while also addressing existing inefficiencies in curriculum design, assessment, and teacher development. The Sunday Observer reached out to multiple stakeholders including policymakers, education sector professionals, union representatives, parents, and students to gain a broader understanding of this pivotal development.
Key components
According to Education Ministry Secretary, Nalaka Kaluwawa, the implementation will begin with Grades 1 and 6. The plan is to gradually expand the reform to encompass all grade levels in Government and Government-approved schools across the country.
“We plan to begin the educational transformation on January 1, 2026. It will initially start with Grades 1 and 6 and will be implemented across all schools in Sri Lanka,” Kaluwawa said.
One of the significant structural changes is the reduction in the number of school periods per day from eight to seven, with each period extended to 50 minutes. This change aims to promote in-depth learning and reduce unnecessary stress on students and teachers alike.
Kaluwawa said, “This year, at least 100,000 teachers will need to be trained to effectively transition to the new teaching model.”
Revised examination and grading system
Commissioner General of Examinations Indika Liyanage outlined the changes in the G.C.E. Ordinary Level (O/L) examination structure, a crucial milestone in the education journey of Sri Lankan students.
“The O/L examinations for Grades 10 and 11 will still be conducted, but the subject structure will be reformed. Five core subjects and two electives will be assessed at a national level,” he said.
The five core subjects in the curriculum include Mathematics, English, the Mother Language (Sinhala or Tamil), Religion, and Science. In addition to these, students will choose electives from subject clusters such as Technology, Aesthetics (including Art, Music, Drama, and Dance), Management and Entrepreneurship, Humanities and Social Sciences, and Health and Physical Education.
The current A, B, C grading system will be replaced by a GPA (Grade Point Average) system for each subject. This change is aimed at aligning Sri Lanka’s evaluation process with international higher education and professional qualification standards.
Education reform past
Education reform in Sri Lanka is not new. The country has undergone several curriculum revisions in the past, most notably in the 1970’s and 1990’s. However, many of these efforts were limited by inconsistent implementation, political transitions, and lack of stakeholder engagement.
Experts said that the 2026 reform is the most ambitious yet, promising a top-to-bottom transformation that includes structural, curricular, pedagogical, and administrative shifts. Previous attempts often failed to account for classroom realities, leading to reforms that looked good on paper but failed in practice.
The new reforms are modelled in part after successful education systems in countries such as Finland, Singapore, and South Korea. These nations emphasize holistic education, skills development, and continuous assessment rather than rote learning and high-stakes examinations.
By moving towards a GPA system and reducing subject overload, Sri Lanka aims to replicate these models and improve global rankings in education, employability, and innovation.
Rationale
Deputy Minister of Education, Dr. Madura Senewiratne said that the reform is intended to modernise the national curriculum and make it more relevant to current and future job markets.
“We believe that reducing the number of examination subjects and introducing GPA grading will lead to a fairer and more comprehensive assessment of students’ knowledge and skills,” he said.
Former principal of Kalawana National School, Mahinda Gamagedara, called this shift a commendable decision, saying that the changes could foster better global employability among students and promote equity in university admissions.
Education analyst Dr. Shanika Jayasekera said, “Sri Lanka has long needed a systemic overhaul. The proposed reforms represent a bold step forward, one that combines both academic relevance and practical skilsl development.”
Support and concerns
General Secretary of the Ceylon Teachers’ Union, Joseph Stalin expressed conditional support. While praising the intent of the reform, he voiced concern over the exclusion of subjects like History and Aesthetics and questioned the readiness of institutions for the proposed changes.
“Reducing subjects will lessen the mental stress on students, but if implemented poorly, this could backfire. Adequate training for teachers and a realistic timeline are essential,” Stalin said.
He also said that while the National Institute of Education (NIE) is involved in the rollout, its current capacity to manage such a sweeping reform is inadequate. “We need to make sure the reform aligns with international educational standards and is not just a top-down policy change,” he said.
Among the general public, the response has been mixed but largely positive. A mother from Nugegoda told the Sunday Observer that she welcomed the decision to reduce the number of subjects: “Children are under too much pressure. Seven subjects is more than enough.”
A student from Ratnapura said, “Fewer subjects mean I can focus better and maybe even enjoy learning for a change.”
However, not everyone seemed enthusiastic. Hasini Sewwandi, a teacher from Trincomalee, questioned the feasibility of 50-minute periods. “Our students are used to 40-minute classes. Stretching it to 50 minutes might result in lower engagement and mental fatigue,” she said.
Parents’ Associations have also called for broader consultation, emphasizing the need for reforms to reflect the aspirations of both rural and urban communities.
In a rare moment of solidarity with a ruling Government, , Convener of the Inter-University Students’ Federation (IUSF), Madushan Indrajithdisputed claims that subjects such as History and Aesthetics were being removed. He called upon the Government to continue with the reform but to do so in a manner that includes broad stakeholder engagement.
“Education is a fundamental right. These reforms are essential, but they must be implemented transparently and with input from those who are directly affected,” he said.
Political and academic debate
While the initiative is being promoted by the current administration, some critics said that it was initially proposed by previous Governments. University of Colombo History Professor Dr. Nirmal Ranjith Dewasiri said that the reform is not a product of the National People’s Power (NPP) party’s educational agenda but rather the result of decisions taken by earlier administrations.
Dr. Dewasiri recommended that the Government pause the implementation and re-evaluate the strategy through a broader consultative process involving all stakeholders, including academics and educators.
Opposition MP Ramesh Gunasekara said the Government is trying to “claim ownership of a recycled policy,” adding that while the reform is necessary, transparency and continuity across administrations is vital for success.
Clarifications by the Premier
Prime Minister Dr. Harini Amarasuriya defended the reform, addressing misinformation being circulated regarding subject removals at a seminar held on July 17 at the Western Provincial Council auditorium.
“Through this reform, Aesthetics, History, and at least one vocational subject have been made compulsory. Unfortunately, some are spreading false claims without studying the national policy. We engaged in discussions for several days with subject matter experts to ensure that every child has the opportunity to study History and develop human values through Aesthetic education,” she said.
Looking ahead
The education reform of 2026 could serve as a model for regional educational transformation if executed properly. It presents an opportunity to address long-standing inefficiencies and bridge gaps in equity, access, and quality of education.
Education reform expert Dr. Sumudu Dissanayake said, “This is the most ambitious education reform in Sri Lanka’s post-independence history.
It has the potential to reposition our education system in the global arena but it must be followed through with care, transparency, and genuine engagement.”
