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Official answers about Sri Lanka's phased 2026 and 2027 general education reforms.
No. The reforms are being introduced progressively. This phased approach allows curriculum materials, teacher preparation, assessment arrangements, infrastructure and other implementation requirements to be developed and strengthened before subsequent grades are introduced.
Read the full answer →Introducing reforms grade by grade allows the education system to manage the transition more effectively. It also provides opportunities to identify implementation issues, strengthen teacher preparation, improve learning materials and make necessary adjustments before reforms are extended to additional grades.
Read the full answer →Yes. The reform seeks to provide meaningful opportunities for learner choice while taking account of the resources and capacity of individual schools. The precise range of subjects and options will depend on the approved curriculum structure and implementation arrangements.
Read the full answer →No. The reforms emphasize the development of competencies, skills, values and attitudes alongside knowledge. The intention is to move towards learning that supports critical thinking, creativity, problem-solving, communication, collaboration and responsible participation in society rather than focusing exclusively on memorization.
Read the full answer →Alternative modules and appropriate guidelines are being developed through the relevant specialist structures of the NIE. Learning opportunities and components such as sports participation can be adapted to individual learner circumstances so that learners are not unnecessarily excluded from equivalent opportunities.
Read the full answer →The reforms encourage a shift towards learner-centred and outcome based teaching. This requires teachers to facilitate learning, guide activities, provide feedback and support learners' development rather than relying primarily on transmission of information.
Read the full answer →Yes. The reform framework retains national examinations at key stages, including the G.C.E. O/L and G.C.E. A/L, while seeking to strengthen the relationship between examination assessment and broader competency development.
Read the full answer →Students will receive marks and grades, as appropriate to the assessment framework. The system will also provide Weighted Average marks (WAMs) to reflect students’ overall performance across the modules. Student achievement will be documented through term-wise and year-wise certification, providing a continuous record of learning progress and achievement.
Read the full answer →No. The assessment system is intended to minimize additional administrative and recording burdens on teachers through the use of digitalized assessment and reporting systems through LMS. These systems will facilitate the recording, processing and reporting of assessment information, enabling teachers to focus more on teaching, learning and providing meaningful feedback to students.
Read the full answer →The Ministry continues to operate within the country's commitment to free education. The provision and use of official learning materials; Activity books and Modules, will be provided through the relevant education authorities.
Read the full answer →A major objective of the reform programme is to strengthen equity and reduce disparities. This requires attention to teacher distribution, infrastructure, learning resources and implementation capacity so that the quality of education does not depend excessively on the resources of an individual school.
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