Shenali D Waduge

This critique is based on a close examination of the official Sri Lanka Education Reforms document (2025–2029) and reveals a stark reality: history is not taught as a standalone, mandatory subject in Grades 1 to 5 under the new curriculum. Instead, historical content is superficially scattered and diluted within other subjects, leaving our children disconnected from their roots, unaware of their proud past, and ill-prepared to embrace the legacy of their nation. At a time when threats to Sri Lanka’s sovereignty and cultural identity loom large, this neglect by the Education Ministry is not merely an oversight — it is an intentional failure that risks producing generations without a sense of national pride or purpose. Those responsible for preparing these reforms must be held accountable and removed forthwith.

Education Reforms Sri Lanka PPT for 2025.07.11 for Parliament new

1. History is split across numerous other subjects but is — Not a Separate Subject

Unlike in other countries that take great pains to cultivate patriotism and national pride from the earliest grades, Sri Lankan primary education deliberately does not include history as a distinct, standalone subject.

Instead, the syllabus includes occasional historical themes into Environmental Related Activities (ERA), Religion and Value Education, and Co-Curricular Activities.

This approach results in a watered-down, fragmented collection of moral stories, folk tales, and cultural anecdotes rather than a structured, chronological & coherent education on the nation’s past.

There is no systematic teaching of the achievements of our ancient kings, the significance of our capitals, or the heroic sacrifices made by our ancestors and armed forces.

• The fake Integration” (blending aspects of history within other subjects) approach dilutes national consciousness

By scattering historical lessons across unrelated subjects, the curriculum hides the spine of our civilization behind vague, disconnected content.

• ERA lessons might briefly mention national symbols or local heroes without context.
• Religion and Value Education may focus on moral stories that lack the political and cultural narratives that forge national identity.
• Co-curricular activities may touch on cultural heritage but cannot substitute for rigorous history education.
• All will depend on the teacher!

This disjointed method leaves children without a clear timeline, without a sense of continuity, and without awareness of their collective identity — a vital foundation for nationalism.

• No emphasis on Civilizational Pride, Sovereignty, or Armed Forces

The curriculum fails to teach children that they are descendants of a proud civilization which pioneered vast irrigation works found nowhere else in the world, held world-first Buddhist councils, and established one of the oldest democracies in human history.

As archaeological findings unearth more fascinating history, all this is being intentionally hidden from the child.

Moreover, it omits the glory and sacrifices of the Sri Lankan armed forces in defeating terrorism and protecting sovereignty & the unitary status of Sri Lanka & the Buddha Sasana. There is no effort to foster respect for those who fought to keep the nation free and united.

Without this knowledge, Sri Lankan children grow up unaware of their heritage, vulnerable to foreign ideological influences, and unable to appreciate the true meaning of patriotism.

• Teachers are not equipped to build National Identity

Most primary school teachers have no formal training in patriotic storytelling of Sri Lanka’s history and heroes. The curriculum provides no clear guidelines or materials to support this.
Even religious education, which could be a vehicle for transmitting national heritage, is often taught in a purely ritualistic way, detached from its historical and cultural significance.
As a result, the intentions spelled out in policy documents do not translate into practice in classrooms across the country.

• The Education Ministry and Foreign-Influenced Curriculum designers are doing Great Wrong

The responsibility for this educational failure lies squarely with the Education Ministry and the curriculum architects — many influenced by foreign ideologies and globalist agendas, supported by foreign funding — who have designed and promoted a syllabus that weakens national identity instead of strengthening it.

Despite clear and ongoing threats to Sri Lanka’s sovereignty, cultural integrity, and security, these decision-makers have chosen to obscure, dilute, or omit the history that could inspire pride and resilience in our youth.

This is a grave disservice to the nation and a betrayal of tomorrow’s children, who deserve to grow rooted in their heritage and prepared to defend their country.

The public has been fed misleading claims that history and national values are being taught effectively in primary grades. The truth is far from it.

The Urgent Case for Making History a Mandatory, Standalone Subject from Grade 1

Beyond the above failures, the Education Ministry’s neglect harms the nation in deeper ways:

• Building Critical Thinking and National Awareness Early:History education teaches children to think critically about their past, society, and identity. Without it, they are vulnerable to misinformation and ideological manipulation. The reformers’ failure leaves youth unprepared to engage meaningfully with national issues.
• Combating Ethnic, Religious, and Regional Divides:Honest and inclusive history education fosters respect among communities and strengthens social cohesion. Diluted narratives risk breeding division, something our nation cannot afford.
• Protecting National Sovereignty Against External Influence:In a world of geopolitical pressures, grounding youth in their country’s history and values is a strategic necessity. The current curriculum weakens this defense, inviting foreign ideological influence.
• Inspiring Future Leadership and Service:Learning about national heroes and sacrifices inspires youth to contribute to society and defend the nation. Neglecting history denies them these vital role models.
• Aligning with Global Educational Best Practices:Countries that succeed in nation-building teach history from early grades. Sri Lanka must follow suit to maintain cultural pride and global standing.
• Responding to Public Concerns:Many parents and citizens demand their children learn authentic history. Ignoring this widens the trust gap between society and the education system.

International examples show Sri Lanka’s failure in context

Many nations deliberately begin history education early to build a strong sense of identity, pride, and loyalty:

• Chinateaches children about their ancient civilization, dynasties, and sacrifices for unity and sovereignty.
• Indiabegins with lessons on freedom struggles, ancient kingdoms, and national heroes from Grade 1.
• Japanembeds respect for imperial history and cultural heritage early.
• The USAemphasizes founding fathers, military valor, and national symbols from early schooling.
• Israelteaches Jewish history, struggles, state founding, and defense forces valor to nurture resilience.
• Russiapromotes its historical legacy and military achievements as foundational youth knowledge.

These countries understand the urgent need to root children in their heritage to create proud, resilient citizens ready to defend their nation.

Demand immediate Reform of the Reforms — History must be Mandatory and Standalone from Grade 1

Sri Lanka’s future depends on generations who know their history, honor their armed forces, and embrace their cultural roots.

The current Grades 1–5 curriculum leaves children rootless and unprepared — a catastrophic failure orchestrated by those entrusted with our nation’s education. Is this the true intention of the reformers and the government?

It is imperative to demand that history be introduced as a standalone, mandatory subject from Grade 1, taught with clarity, pride, and rigor.

Teachers must be properly trained and equipped to transmit our national story and instill a resilient patriotism. We cannot allow teachers to be more ignorant than the children they educate.

The citizens of Sri Lanka must not allow these reforms to proceed without this fundamental change. Only by restoring history to its rightful place in early education can we safeguard our nation’s heritage and secure a proud future for our children.

The Education Minister must stop bluffing the people and acknowledge this dangerous neglect of national heritage.

Shenali D Waduge