The participants discuss the necessity of structural reforms in the Sri Lankan education system to move beyond simple curriculum revisions. Sujata argues that current proposals are merely curriculum revisions rather than true structural reforms, noting that these changes have been delayed through four different administrations since 2019. She suggests that the “goalposts” must change by altering the examination system itself to prevent students from simply teaching to the exam. Structural Changes: Sujata proposes shifting away from high-stakes exams toward national literacy and numeracy tests, citing New Zealand’s approach with the NCEA as a potential model. Subject Overload: The current system offers 51 subjects, which Sujata describes as an “exam-industrial complex”. She recommends reducing this to approximately 12–14 core subjects to ensure quality and simplicity, similar to the Gaokao system in China. Learning Methods: Rather than adding new subjects like entrepreneurship or law, Sujata and Dhananath suggest integrating these concepts through well-designed, outcome-based projects.
Commentary
