The Hon. Sajith Premadasa - Leader of the Opposition

¶ 01 Hon. Chairman, we are debating a subject that crucially affects both the present and future of our country. We all accept that education must be free and accessible. That freedom should begin with pre-school and early childhood education. However, on a day when we debate the Budget Heads of the Ministries of Education, Higher Education, and Vocational Education, the Government has sought time to respond to a properly placed question regarding pre-school education. I regret this, Hon. Chairman.

¶ 02 What this reveals is the tragedy at the heart of the current education process: reforms initiated without a coherent plan, without following the necessary, structured steps to effect sound policy change, implemented arbitrarily on personal whim. We register our strong displeasure with the Government.

¶ 03 Our colleague Ms. Kaviratne set out, with clarity, many of the shortcomings and inconsistencies in these reforms. Hon. Chairman, I wish to raise several matters concerning various groups serving in the education sector—non-academic staff, teachers, principals, teacher advisors, teacher educators, and education administrators.

¶ 04 We ask: Why has the Government failed to implement the remaining two-thirds of the proposal, presented under the “Subodhini” report, to increase teachers’ salaries by 60%? Why are over 250,000 teachers in distress? Pirivena teachers also face numerous unresolved issues. There are serious disparities in the principal service. In 2019 recruitment commenced and 1,800 were appointed, followed by 4,800, and a further 117 under court orders—yet a 4,500 shortfall remains. Meanwhile, 1,216 who passed the 2019 exam have been left stranded. Why?

¶ 05 In the Teacher Educators’ Service, new junior lecturers now receive higher pay than serving senior lecturers, causing a severe anomaly. There are many more issues, but time is short; I will table all relevant documents.

¶ 06 There is also a serious pay issue in the Teacher Advisor Service that has not been properly addressed. We propose an orderly solution here as well. Non-academic services face acute shortages and disparities. Over 3,000 sports coaches engaged in schools have not been made permanent. School office staff have major issues. School watchmen have unresolved issues. Administrative services in education have severe salary anomalies which the Government has not addressed. We urge that proper action begin immediately to provide relief.

¶ 07 In the university sector, about 14,000 non-academic staff saw the MCA allowance reduced from 45% to 36%. The 20% allowance granted under Commission Circular 07/2014 has been cut. Professors, doctors, lecturers, and instructors also face significant allowance shortfalls. I table documents on all these matters. The Government has failed to resolve these deficiencies.

¶ 08 Further, during and before the COVID-19 period, 16,600 Development Officers rendered a great service, filling teacher shortages. What did many Government Ministers say then? I have the press clips and voice cuts. One said, “Wait till the Presidential Election ends.” Another said, “Wait till the General Election and allocation of Cabinet portfolios.” Then, “Wait till the Provincial Council Elections.” The present Government has led these 16,600 astray.

¶ 09 There is a settlement order by court: these trainee teachers should be placed in Grade 2-11 and, after completing a postgraduate diploma within three years, be made permanent in the teacher service. Why is this not implemented? Why are election-time promises not kept? There are 35,000 graduates—none have been given jobs by this Government.

¶ 10 Look at page 72 of your “Prosperous Country - Beautiful Life” manifesto: 20,000 unemployed graduates to be absorbed into the teaching service; 3,000 graduates in Science, Technology, Engineering, and Mathematics into teaching; 9,000 non-STEM graduates into ICT; and another 3,000 into Inland Revenue, Customs, Foreign Service, and Tourism—35,000 jobs promised. Has the Government forgotten? Why the falsehoods and deception? Do you think you can keep going forward on lies?

¶ 11 Recall the B.C. Perera Salaries Commission (appointed 1997) to revise public sector salaries: under Public Administration Circular 2/97(1) 3.10, “Salary scales applicable to Teachers/Principals to be notified later.” Yet the 2021 committee’s implementation of the first third of the 60% increase has created a serious anomaly between teachers/principals retired in 1997–2021 and current retirees—a problem affecting 85,000. The current President repeatedly promised to implement the proposal, then told protesting teachers, “Don’t stay on the streets; go home.” In opposition, he never said “Go home”—he urged people to take to the streets.

¶ 12 The Government disparaged teachers as those who couldn’t even send an SMS. But those very people voted for you. Why this injustice to teachers and many other sectors? We ask you to step away from that path and give our education workforce confidence and strength, and to fortify free education.

¶ 13 According to 2023 statistics, there are 10,096 schools in free education. You declared that 1,506 schools with fewer than 50 students should be closed. What steps will you take? Are you shutting them? Are you planning to close 14.9% of our schools? If so, what mechanism will you use? These are your own statements.

¶ 14 There is a saying: to build one school is to light a hundred homes. Before you came to power, did you promise to close 14.9% of the 10,096 schools, and did you receive a public mandate to do so? In your education reform mechanism, how will you promote STEAM—Science, Technology, Engineering, Arts, and Mathematics? Today, artificial intelligence and new technologies are driving historic global transformations. Will we wall ourselves off, saying “We are fine,” or will we make the necessary changes to move forward with the world—while safeguarding our identity, our villages, our nation’s culture and civilization, and our people’s inherited attributes? And tell us truthfully: are you removing History from the curriculum?