The Hon. (Dr.) Madhura Senevirathna - Deputy Minister of Education and Higher Education

¶ 01 Hon. Presiding Member, first I thank Hon. Sunil Rajapakshe for proposing this timely debate, enabling a very successful discussion on what society, politics, and the public are now talking about—educational reforms. This is the peak moment for it.

¶ 02 We have sustained this dialogue for some time. I thank all who expressed views today. We saw diverse opinions. Though “educational reforms” may seem new as a current topic, historically educational reforms have been ongoing, Hon. Presiding Member. Some reforms arise historically, meeting contemporary needs; others evolve naturally through process. From the Abhayagiriya era with university-like institutions, to pirivena education, to missionary systems under colonial rule, to the Olcott schools, and until the Kannangara policy of 1943, various reform processes occurred. Under colonial rule, profound structural reforms became necessary.

¶ 03 We then speak of two major reforms. One is the 1943 educational reform process of C. W. W. Kannangara—taken in light of social opinion, needs, and resource disparities. Reading his life story shows why those decisions were made, grounded in his own childhood experiences. By the standards of that time, these were giant steps—recognized globally. People worldwide still discuss whether such policy shifts were possible in that era. It was a monumental policy change.

¶ 04 Subsequently, reforms focused mainly on curriculum, while other changes happened in roughly eight-year cycles. Deep structural reforms did not occur. The need for such reforms emerged in society. Even before 2018, we engaged with the public on this. We discussed examination burdens, the weight of textbooks, unequal access, disparities between rural and urban schools, tuition culture, and intense competition. These were societal concerns.

¶ 05 Our perspective differed: as a political movement we studied these needs scientifically and crafted our policy statement in 2018, revising it again by 2024 to suit contemporary needs. These reforms emerge as the vessel that carries those policies to society. Our fundamentals are equity and equal access, sustainable education, lifelong education, and innovative education—these form the basis on which we initiated the reform process.

¶ 06 Therefore, we believe a transformation comparable to, or greater than, 1943 is now taking place. Why? Because there is a profound contemporary need, and we are approaching this through deep deliberation. Various issues have surfaced as an extension of the process in recent times. Some say this is not ours; we say this: education in Sri Lanka has been in motion for about 2,000 years with historical continuity. Some elements remain; others have faded. For example, Mathematics persists as a continuous discipline. What we are doing is fixing the pathway for reforms in line with our policy—setting the roadmap.

¶ 07 This is a deep, structural reform. Therefore, it should be open to society. We welcome discussion and especially constructive criticism, which helps us correct and improve. Generally, education should remain somewhat insulated from partisan politics. Political science may be studied within education, but around the world, education policy is not made through politicization.

¶ 08 Regrettably, we saw a different tendency here. When there is a profound need for educational reform and we start taking steps, immediately the process is politicized with an attempt to halt it. I did not wish to speak to that today; I wanted to speak on the policy. But I must address this political undertow. Do whatever politics you wish in Opposition; Machiavelli and Sun Tzu have much to say—Machiavelli says “take whatever is needed politically; always crush opponents.” But do not drag education into it. We are one society; small changes here have large social effects. Consider how much was said taking just one page of the Grade 6 English module—even the Prime Minister’s private life was criticized. We saw deep social agitation over this.

¶ 09 You have two more minutes, Hon. Deputy Minister.

¶ 10 Thank you; give me a little time, Hon. Presiding Member.

¶ 11 We have not stopped the reform process. The issue was with the Grade 6 English module. We are moving it to Grade 7. We will commence Grade 1 on January 29.

¶ 12 We have articulated five pillars—under which HR, examinations, administrative changes, and public dissemination will proceed. None of that is halted. Only the English module component is delayed. But we must assure people of the safety and reliability of the process; otherwise, they will not accept it. Parents, children, and teachers must accept educational reforms. Therefore, credibility is essential. Although the Opposition’s rhetoric has eroded trust, go to the villages and discuss: you say you oppose reforms. But people now understand the truth. So, we ask you to set aside such narratives. Limit politics to the realm of political science; treat education as a social responsibility. If anything changes, it is the lives of our children. If their lives improve, all of us benefit. The global discussion is about policy, not incidents. We welcome policy critique, not sensationalism that undermines credibility. I could cite examples, but I will refrain; that would escalate matters. So, think carefully; choose words prudently. Inquire, reflect, then speak.

¶ 13 We state that this educational reform process will not be stopped. We will continue. We have worked long and hard—even as a political movement—for years. We did not take this to leave it undone. We pledge to the people that we will carry it through; we will not abandon it. Join us; we will do the work. Whatever happens, we will proceed. Let us take a breath, study this incident; some things are dynamic and will change—and can be changed. We will use this period to make adjustments, gather inputs, and communicate more broadly with the public. We are open and learning too; we will move forward learning as we go. We will not stop even for a moment. This is not just education reform; this is delivering the policy the people need.

¶ 14 Sri Lanka has had few sustainable policies. We are setting one now—a rail track. Previously, with every change of government the track shifted. We are building a track so that even if the “coconut” changes, policy does not—scientifically designed. We will proceed. On these reforms, we assure the people we are responsible. I conclude.

¶ 15 Thank you for the time, Hon. Presiding Member.

¶ 16 It being past 5.30 p.m., the Hon. Presiding Member adjourned Parliament without Question put. Parliament adjourned accordingly at 5.47 p.m. until 9.30 a.m. on Friday, 23rd January, 2026.