The Hon. (Mrs.) Rohini Kumari Wijerathna

¶ 01 Madam Presiding Member, thank you.

¶ 02 Hon. Chaminda Wijesiri has moved a very timely Motion: to raise awareness among students regarding the University of Vocational Technology. Major education reforms are now aimed at competency-based education and advancing vocational education to end the era of unemployed graduates. But a key issue is trust: do children believe vocational education will secure their future?

¶ 03 First, we must structure the university system and build students’ confidence that pursuing vocational education and technology will lead to a future. We still lack a clear route to divert students to the vocational stream after Grade 6, and we do not see a clear mechanism to connect with industry. If we advance vocational education, there must be a robust dialogue on these linkages and broad social awareness.

¶ 04 Currently, with Technical Colleges one can attain NVQ Level 4 and beyond. If NVQ Level 4 holders can enter this university system—ideally with advanced standing to the second year—and earn degrees, that would be an important reform. There is a social mindset that a mere NVQ is inadequate and a “degree” is necessary. Therefore, create a pathway where NVQ Level 4 holders can enter and progress. This Motion is valuable: raise awareness about the University of Vocational Technology and that technical fields can provide a future.

¶ 05 Around the world, vocational education is successful. From around Grade 9, students can enter technical streams aligned to their aptitudes and decide both higher education and career routes. I suggest looking at Germany, Singapore and Switzerland to learn their models. In some systems, students study while employed, and there are mechanisms to link school, vocational education and university.

¶ 06 Curricula should target the future job market, engaging with the Ceylon Chamber of Commerce, the IT industry, and the Sri Lanka Tourism Development Authority. We also need more than one such university to drive reforms forward.

¶ 07 This is not an inferior path; it is different and can yield a good future, better income and respect. Otherwise, students following traditional streams may simply add to unemployed graduates. Finally, Hon. Deputy Minister, please note some current issues. For Institutes of Aesthetic Studies now recruiting via gazette and interview, there are shortcomings. In the Beauty Aesthetic Institute’s gazette, the new marking scheme can allow a student with “C” to surpass one with a prior “A” due to a system change—this is unfair to high performers. Also, in some universities’ practical art tests, they have shortlisted only those drawing human figures; art is far broader. Please correct such injustices. Furthermore, interviews have had members not approved by the relevant board—verify the appointment records. Fix these faults to maintain trust; otherwise applicants lose confidence. Also, revise marking so that excellence is not penalized.

¶ 08 Thank you for the opportunity.

¶ 09 Question proposed.