Sri Lanka appoints committee to drive education reforms as the government moves to strengthen oversight and coordination in implementing a new academic framework aimed at modernising the country’s education system.
Sri Lanka appoints committee to drive education reforms implementation
The Cabinet has approved the establishment of a national steering committee tasked with overseeing and regulating the reform process, which has been under discussion for several years. The initiative is expected to play a central role in aligning multiple institutions involved in education policy and execution, ensuring a more streamlined and effective rollout.
According to Minister Nalinda Jayatissa, the reform programme was initially conceptualised in 2019 and is now entering the implementation phase. The new academic framework will first be introduced for Grade 1 students in 2026, with expansion to Grade 6 planned for 2027. This phased approach is intended to allow for gradual adaptation while addressing operational and curriculum-related challenges.
Officials indicated that the steering committee has been designed to function as a coordinating body rather than a replacement for existing institutions. Its primary role will be to facilitate collaboration among key stakeholders, including the Ministry of Education, the National Institute of Education, and the National Education Commission, all of which continue to carry statutory responsibility for implementing education policies.
Addressing concerns about the timing of the committee’s appointment, Jayatissa said the decision followed extensive consultations with stakeholders across the education sector. He emphasised that the new body is intended to bridge gaps between institutions, ensuring that ongoing activities are better coordinated and aligned with the broader reform agenda.
The committee is expected to comprise a diverse group of members, including government ministers, subject matter experts, senior state officials, professionals, and representatives from professional unions. This multi-stakeholder approach reflects an effort to incorporate a wide range of perspectives into the reform process, enhancing both its inclusiveness and effectiveness.
Despite the creation of the steering committee, the minister clarified that the responsibility for executing the reforms will remain with established statutory bodies. The Ministry of Education, along with its affiliated institutions, will continue to lead implementation efforts, including curriculum development, teacher training, and policy execution.
The introduction of the new academic framework is seen as a significant step in Sri Lanka’s broader efforts to modernise its education system. Policymakers have highlighted the need to update curricula, improve teaching methodologies, and better align education outcomes with the demands of a rapidly changing global economy.
Education experts note that effective coordination among institutions is critical to the success of such reforms. Fragmentation and lack of alignment have historically posed challenges in policy implementation, making the role of the steering committee particularly important in ensuring coherence and accountability.
The move also comes at a time when many countries are re-evaluating their education systems to address emerging challenges, including technological disruption, evolving labour market requirements, and the need for greater emphasis on critical thinking and innovation. In this context, Sri Lanka’s reform initiative aims to position the country’s education system to better respond to future demands.
With Sri Lanka appoints committee to drive education reforms signalling a renewed focus on structured implementation, stakeholders are expected to closely monitor the progress of the initiative in the coming years. The success of the reforms will depend not only on policy design but also on the effectiveness of coordination, resource allocation, and stakeholder engagement.
As the rollout begins with younger grade levels, authorities are likely to assess outcomes and refine strategies before expanding the framework to higher grades. This iterative approach is intended to minimise disruptions while ensuring that the reforms deliver meaningful improvements in educational quality and student outcomes.