The Hon. Anura Karunathilaka - Minister of Urban Development, Construction and Housing

¶ 01 Thank you very much, Hon. Presiding Member.

¶ 02 I wish to commence this discussion on education reform, aimed at social transformation, as follows. The opening statement of the reform proposal reads: “Education is a cultural process that produces new knowledge by assimilating knowledge created by all previous and present social stages and distributing it.” This is also reflected in the National People’s Power (NPP) policy declaration “A Prosperous Country - A Beautiful Life.” It was said here that there is no written document or blueprint for these reforms. In fact, beginning with a public dialogue in 2018 and culminating in 2024, the policy declaration approved by the people contains the foundations for the education reforms we are discussing. As I said, future knowledge production builds upon existing and current knowledge. This reform agenda is not an overnight, ad hoc output of a few individuals; it is a coherent policy suite shaped by the multitude of ideas presented on education — a reform programme.

¶ 03 I recall that in 2018, at the Maharagama Youth Centre, we presented a policy and planning document across 10 sectors. We identified that policies and plans for each sector should be developed with the participation of university academics, trade union leaders, politicians and professionals, engaging society and seeking public opinion. As a result of that dialogue, ahead of the last presidential election, we presented our policy declaration as a candidacy. As a next step, in 2024 we presented “A Prosperous Country - A Beautiful Life.”

¶ 04 Around 20 individuals contributed to formulating our education policy suite, including university academics, diverse education professionals, trade union leaders and student movement representatives. I am pleased to note that Prime Minister Harini Amarasuriya, our Deputy Minister Jayasinha, Leader of the House Bimal Rathnayake and I were among those who worked on these policies. That team travelled across districts, gathered public views and presented this policy declaration. We also studied exemplary education policies and practices from countries such as Finland, Germany, Vietnam, South Korea, New Zealand and Australia.

¶ 05 We examined the recent challenges our people face in education. As the President noted, we must focus on children not completing 13 years of schooling. The policy must ensure and operationalize 13 years of school education. We reached consensus that both general and vocational education should be present within school education. We therefore decided to integrate structured vocational education into the school curriculum to guarantee 13 years of schooling. Currently, the education process is largely oriented towards university admission — the President explained this clearly. Unfortunately, 11.3 per cent of students who enter Grade 1 leave school before the GCE (O/L). Only 67.3 per cent proceed to A/L, 36 per cent pass A/L, and only 13 per cent gain university admission. Therefore, a system aimed only at university entry must change; many of our reform decisions stem from that conclusion.

¶ 06 Our policy document, on page 168, sets out a clear exposition on how vocational education should be structured. We must also address disparities between schools. I recall, during a consultation in Puttalam with the Hon. Prime Minister, Prof. Prabha Manuratne, Prof. Sarath Witharana and Dr. Dileepa Witharana, we heard that some remote schools have 108 or 158 students but cannot attract required teachers or provide assured quality education.

¶ 07 I also recall a significant day. Hon. Prime Minister, perhaps you remember: on our return from Puttalam, we stopped for tea in the Chilaw area. That day became one of the darkest for parliamentary democracy — when President Ranil Wickremesinghe was removed as Prime Minister and a 52-day Government under Mahinda Rajapaksa commenced. Although we disagreed with Mr. Wickremesinghe’s politics, we did not endorse that process. I recall Prof. Sarath Witharana calling a university academic aligned with that Government and saying, “Once again you have shown two-tongued politics. One day, together with the people, we will defeat it.” In 2024, the people did just that.

¶ 08 On disparities, the President presented clear statistics. There are 10,126 schools in Sri Lanka. I will not go into schools with fewer than 50 students, but 5,204 schools have fewer than 200 students — that is 52.4 per cent, more than half. Why are there fewer than 200 students? It is not because principals or teachers cap admissions; it is because parents lack confidence in those schools delivering good education, and thus avoid them. To build confidence and remove disparities, we must provide the necessary physical and human resources. Hence, our policy proposes that Government must ensure a good primary school within every three kilometres. I wish to emphasize that.

¶ 09 We articulated key principles: free education and equal access; human development and employability; inclusivity; responsible citizenship; transparency and non-discrimination; and lifelong learning. This policy suite underpins today’s reforms. It is crucial to state our foundations. The Opposition Leader said his party has a White Paper; others, he claimed, do not. This policy declaration is our White Paper. I must add: the White Paper you presented was rejected by the people in 2024 — stamped “Rejected.” Our policy declaration was approved by the people, and the Hon. Prime Minister, as Education Minister, is now steering these reforms to realize it.

¶ 10 Policy must not remain on paper; it must become ground reality to achieve genuine social transformation. We in the NPP have discussed this since 2018, but others too should have space to engage. This is not a rigid, finished product; it remains open to evidence-based improvements. We are ready to discuss with any group that comes in good faith. We have time: in 2026 we begin with Grades 1 and 6. We have prepared the necessary basic framework and are willing to accommodate better changes that do not harm the core objectives. But let me tell the public and the Opposition: do not critique these reforms by touching only a part, like the blind men and the elephant. See the whole; only then can we secure better outcomes.

¶ 11 Finally, some things can be piloted — infrastructure or human resource improvements can be tested in parts. But you cannot pilot in isolation a comprehensive transformation that includes curriculum development, curricular changes and school structural changes. That total change cannot be trialled as a small pilot.