{"id":153557,"date":"2025-12-08T17:18:53","date_gmt":"2025-12-09T00:18:53","guid":{"rendered":"https:\/\/www.lankaweb.com\/news\/items\/?p=153557"},"modified":"2025-12-08T17:18:53","modified_gmt":"2025-12-09T00:18:53","slug":"sri-lankas-educational-reforms-protect-our-children-from-itgse-cse-syllabus-ages-5-18","status":"publish","type":"post","link":"https:\/\/www.lankaweb.com\/news\/items\/2025\/12\/08\/sri-lankas-educational-reforms-protect-our-children-from-itgse-cse-syllabus-ages-5-18\/","title":{"rendered":"Sri Lanka\u2019s Educational Reforms: Protect Our Children from ITGSE-CSE Syllabus (Ages 5\u201318)"},"content":{"rendered":"<h2><span style=\"color: #0000ff;\"><em><strong>Shenali D Waduge<\/strong><\/em><\/span><\/h2>\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter\"><img decoding=\"async\" src=\"https:\/\/www.shenaliwaduge.com\/wp-content\/uploads\/2025\/12\/Screenshot-2025-12-07-at-07.58.25.png\" alt=\"\" class=\"wp-image-6702\"\/><\/figure>\n<\/div>\n\n\n<p>Sri Lanka\u2019s Education Ministry is preparing to implement educational reforms that were not designed by local experts and do not reflect Sri Lanka\u2019s cultural, religious, or societal context. Instead, the proposed syllabus follows a Western, globally standardised model built around lifestyles, ideologies, and norms that differ greatly from Sri Lankan values. As a result, the syllabus is&nbsp;<strong>unsuitable for Sri Lankan children<\/strong>. Topics that were previously introduced at appropriate ages, such as in&nbsp;<strong>Grade 9 under Health Education<\/strong>, are now being proposed for&nbsp;<strong>children as young as 5 years old<\/strong>.<\/p>\n\n\n\n<p><a href=\"https:\/\/www.unfpa.org\/sites\/default\/files\/pub-pdf\/ITGSE.pdf\">https:\/\/www.unfpa.org\/sites\/default\/files\/pub-pdf\/ITGSE.pdf<\/a><\/p>\n\n\n\n<p>These include content that is:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Irrelevant<\/strong>for early childhood development<\/li>\n\n\n\n<li><strong>Potentially harmful<\/strong>, promoting sexual autonomy, gender identity exploration, and rights-based sexuality<\/li>\n\n\n\n<li><strong>Contrary to cultural, religious, and family values<\/strong>that guide child upbringing in Sri Lanka<\/li>\n<\/ul>\n\n\n\n<p>Implementing such a syllabus&nbsp;<strong>without contextual adaptation&nbsp;<\/strong>risks<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Early sexualisation of children<\/strong><\/li>\n\n\n\n<li><strong>Confusion and anxiety<\/strong><\/li>\n\n\n\n<li><strong>Undermining parental authority<\/strong><\/li>\n\n\n\n<li><strong>Exposure to ideas children are not developmentally ready for<\/strong><\/li>\n<\/ul>\n\n\n\n<p><strong>Sri Lanka must ensure that educational reforms protect children, uphold local values, and prioritise child development rather than importing frameworks incompatible with our civilizational heritage.<\/strong><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><\/h3>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Briefing on ITGSE CSE Syllabus: Key Concerns for Sri Lanka<\/strong><\/h3>\n\n\n\n<p><strong>Source:<\/strong>&nbsp;ITGSE Introduction (Pages 12\u201314)<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Purpose<\/strong><\/li>\n<\/ol>\n\n\n\n<p>The ITGSE promotes a&nbsp;<strong>global model&nbsp;<\/strong><strong>of Comprehensive Sexuality Education (CSE)<\/strong>&nbsp;aimed at governments, ministries, schools, teachers, and NGOs.<\/p>\n\n\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li><strong>Structure<\/strong><\/li>\n<\/ol>\n\n\n\n<p>Provides a&nbsp;<strong>full framework<\/strong>&nbsp;of concepts and topics,&nbsp;<strong>&nbsp;learning goals<\/strong>&nbsp;(5\u201318+), and guidance for planning and implementation.<\/p>\n\n\n\n<ol start=\"3\" class=\"wp-block-list\">\n<li><strong>Reason for Revision<\/strong><br>Updated to reflect<strong>global trends<\/strong>,<strong>rights-based approaches<\/strong>,\u00a0<strong>gender ideologies<\/strong>, and modern\u00a0<strong>sexual and reproductive health (SRH)\/HIV data<\/strong>.<\/li>\n<\/ol>\n\n\n\n<ol start=\"4\" class=\"wp-block-list\">\n<li><strong>Development Process<\/strong><\/li>\n<\/ol>\n\n\n\n<p>Created by&nbsp;<strong>UN agencies&nbsp;<\/strong><strong>and international experts<\/strong>&nbsp;as an&nbsp;<strong>international standard<\/strong>, designed to influence national curricula worldwide.<\/p>\n\n\n\n<ol start=\"5\" class=\"wp-block-list\">\n<li><strong>Key Concern for Sri Lanka<\/strong><\/li>\n<\/ol>\n\n\n\n<ul class=\"wp-block-list\">\n<li>ITGSE promotes<strong>sexual decision-making and sexual rights for minors<\/strong>, including children aged 5\u20138+.<\/li>\n\n\n\n<li><strong>Conflict with Sri Lanka\u2019s cultural, religious, and legal frameworks<\/strong><strong>:<\/strong>early sexual autonomy is\u00a0<strong>developmentally inappropriate<\/strong>, potentially causing\u00a0<strong>confusion, anxiety, and premature sexual maturity<\/strong>.<\/li>\n<\/ul>\n\n\n\n<ol start=\"6\" class=\"wp-block-list\">\n<li><strong>Problematic Areas<\/strong><\/li>\n<\/ol>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Treats children as<strong>sexual decision-makers<\/strong>.<\/li>\n\n\n\n<li>Focuses on<strong>rights-based sexuality<\/strong>\u00a0instead of\u00a0<strong>responsibility-based morality<\/strong>.<\/li>\n\n\n\n<li>Promotes<strong>sexual behaviours, gender identity, and romantic autonomy<\/strong>\u00a0inconsistent with Sri Lankan culture.<\/li>\n\n\n\n<li>Conflicts with<strong>constitutional protections of religion<\/strong>\u00a0and moral teachings.<\/li>\n\n\n\n<li><strong>Undermines parental authority<\/strong>.<\/li>\n\n\n\n<li>Goes beyond biology into<strong>abortion, adoption, sexual feelings, and pleasure<\/strong>, which are not age-appropriate.<\/li>\n\n\n\n<li>Children under 12 are<strong>not cognitively or emotionally prepared<\/strong>\u00a0to digest these subjects.<\/li>\n\n\n\n<li>Early sexual discussions may<strong>increase experimentation through peer pressure<\/strong>.<\/li>\n\n\n\n<li>Digital platforms may<strong>amplify unsafe content<\/strong>, a risk seen in multiple international reports.<\/li>\n\n\n\n<li>Educators may face<strong>ethical and legal dilemmas<\/strong>.<\/li>\n\n\n\n<li>The broader promotion of<strong>sexual rights, autonomy, and gender ideologies<\/strong>\u00a0threatens family and religious values.<\/li>\n\n\n\n<li>The curriculum introduces sensitive anatomical topics too early, conflicting with Sri Lankan cultural and religious norms. It risks exposing children to content they are unprepared for emotionally and psychologically and may undermine traditional family-based teachings and values.<\/li>\n<\/ul>\n\n\n\n<ol start=\"7\" class=\"wp-block-list\">\n<li><strong>Overall Assessment<\/strong><\/li>\n<\/ol>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Appropriate:<\/strong>Only basic health, hygiene, safety, and child-protection topics.<\/li>\n\n\n\n<li><strong>Inappropriate:<\/strong>All content related to sexual behaviour, sexual rights, autonomy, and gender identity is\u00a0<strong>culturally, legally, and developmentally incompatible<\/strong>\u00a0with Sri Lanka\u2019s norms.<\/li>\n<\/ul>\n\n\n\n<p>The curriculum introduces sensitive anatomical topics too early, conflicting with Sri Lankan cultural and religious norms. It risks exposing children to content they are unprepared for emotionally and psychologically &amp; undermine traditional family-based teachings &amp; values.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter\"><img decoding=\"async\" src=\"https:\/\/www.shenaliwaduge.com\/wp-content\/uploads\/2025\/12\/Screenshot-2025-12-07-at-09.46.49-1024x614.png\" alt=\"\" class=\"wp-image-6703\"\/><\/figure>\n<\/div>\n\n\n<h3 class=\"wp-block-heading\"><strong>2 \u2013 Understanding Comprehensive Sexuality Education<\/strong><\/h3>\n\n\n\n<p>Pages 15\u201318<\/p>\n\n\n\n<p>2.1 What is CSE?<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Curriculum-based teaching about sexuality, relationships, values, and rights<\/li>\n\n\n\n<li>Covers biological, emotional, social, legal aspects<\/li>\n\n\n\n<li>Promotes gender equality, empowerment, sexual rights, personal autonomy<\/li>\n\n\n\n<li>Emphasizes gender identity, sexual orientation<\/li>\n\n\n\n<li>Frames adolescents as capable of autonomous sexual decision-making<\/li>\n<\/ul>\n\n\n\n<p>Content irrelevant to Sri Lanka:<\/p>\n\n\n\n<p>CSE concepts conflict with Sri Lanka\u2019s laws, religion, and cultural foundations:<\/p>\n\n\n\n<p>Sexual rights for minors, autonomy, gender identity themes conflict with Penal Code, religious teachings, family norms<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Developmental:Minors &lt;12 not ready for autonomy-based sexual decisions<\/li>\n\n\n\n<li>Peer pressure:Peer-led discussions may normalize sexual experimentation<\/li>\n\n\n\n<li>Online risk:Access to external information can increase grooming\/exploitation risk<\/li>\n\n\n\n<li>Local evidence gap:Western studies may not apply to Sri Lankan context<\/li>\n<\/ul>\n\n\n\n<p>2.2 Other Key Considerations<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Shift from traditional sex education to rights-based CSE<\/li>\n\n\n\n<li>LGBTQIA+, sexual diversity, gender expression, pleasure taught<\/li>\n\n\n\n<li>Encourages challenging traditional beliefs and parental authority<\/li>\n\n\n\n<li>Advocates access to contraception, SRH services, sexual information<\/li>\n<\/ul>\n\n\n\n<p>While \u2013 Safety, personal boundaries, anti-abuse education are covered.<\/p>\n\n\n\n<p>Content irrelevant to Sri Lanka:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Promotes sexual autonomy, LGBTQIA+ normalization, contraception access for minors<\/li>\n\n\n\n<li>Encourages questioning parents and cultural norms<\/li>\n\n\n\n<li>Civilizational\/cultural erosion:\n<ul class=\"wp-block-list\">\n<li>Threat to family and Eastern moral systems<\/li>\n\n\n\n<li>Teacher risk:Educators face legal and ethical challenges delivering rights-based content<\/li>\n\n\n\n<li>Peer influence:Minors pressured into sexualized behaviour<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p>Limited usefulness (biological knowledge &amp; safety), majority incompatible with Sri Lanka\u2019s laws, religion, and civilizational values.<\/p>\n\n\n\n<p><strong>Sri Lanka\u2019s Reality<\/strong><\/p>\n\n\n\n<p>Only a&nbsp;<strong>small portion<\/strong>&nbsp;of CSE (basic biology and safety) is useful.<br>The&nbsp;<strong>majority of content<\/strong>&nbsp;is&nbsp;<strong>culturally incompatible, legally questionable, morally inappropriate, and developmentally unsuitable<\/strong>&nbsp;for Sri Lankan children.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>3 \u2013 Young People\u2019s Health and Well-being<\/strong><\/h3>\n\n\n\n<p>Pages 21\u201325<\/p>\n\n\n\n<p>3.1 SRH Needs<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Covers puberty, menstruation, ejaculation, reproduction<\/li>\n\n\n\n<li>Contraception, HIV\/STI prevention, sexual orientation, gender identity, sexual rights, pleasure<\/li>\n<\/ul>\n\n\n\n<p>Sri Lanka Relevance:<br>Puberty, menstruation, abuse prevention, STI awareness<\/p>\n\n\n\n<p>Content irrelevant to Sri Lanka:<\/p>\n\n\n\n<p>Sexual rights, autonomy, LGBTQIA+ inclusion, contraception\/pleasure education<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Developmental:Early sexual exposure harmful under 12<\/li>\n\n\n\n<li>Peer influence:Risk of premature sexual experimentation<\/li>\n\n\n\n<li>Online risk:Digital content exposure<\/li>\n\n\n\n<li>Teacher\/legal risk:Delivering sexual content could breach Penal Code<\/li>\n\n\n\n<li>Civilizational erosion:\u00a0Contradicts family and religious ethics<\/li>\n<\/ul>\n\n\n\n<p>3.2 Other Issues (Mental Health, Bullying, Violence)<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Problematic: Empowerment framing to challenge norms, gender roles, sexual autonomy<\/li>\n<\/ul>\n\n\n\n<p>3.3 Specific Subgroup Needs<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Rights-based sexual autonomy for adolescents incompatible<\/li>\n<\/ul>\n\n\n\n<p><strong>Sri Lanka Concern<\/strong><\/p>\n\n\n\n<p>This assumes adolescents are&nbsp;<strong>sexual agents with autonomy<\/strong>, which is:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Legally incompatible<\/li>\n\n\n\n<li>Religiously unacceptable<\/li>\n\n\n\n<li>Culturally inappropriate<\/li>\n\n\n\n<li>Developmentally unsuited to minors<\/li>\n<\/ul>\n\n\n\n<p><strong>Overall Assessment of Section 3<\/strong><\/p>\n\n\n\n<p>Incompatible \/ harmful components:<br>\u2022 Rights-based sexual autonomy<br>\u2022 Contraception and pleasure education<br>\u2022 LGBTQIA+ and gender identity instruction<br>\u2022 Adolescent sexual rights frameworks<\/p>\n\n\n\n<p>The rights-based sexual agenda of ITGSE directly conflicts with Sri Lanka\u2019s cultural, religious, legal, and civilizational foundations.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>4 \u2013 Evidence Base<\/strong><\/h3>\n\n\n\n<p>Pages 27\u201331<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Evidence-informed globally: SRH knowledge, STIs\/unintended pregnancy<\/li>\n\n\n\n<li>Content is Western-centric, difficult to transfer to Sri Lanka<\/li>\n\n\n\n<li>Supports sexual activity, autonomy, LGBTQIA+ inclusion for minors \u2014\u00a0incompatible locally<\/li>\n<\/ul>\n\n\n\n<p>Why the Evidence Base cannot be applied to Sri Lanka<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Western-Centric Research<\/li>\n<\/ol>\n\n\n\n<p>The evidence used to justify CSE:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Normalizes adolescent sexual activity<br>\u2022 Assumes gender identity and LGBTQIA+ inclusion as universal norms<br>\u2022 Promotes sexual autonomy as a right\u201d<br>\u2022 Encourages early contraceptive access<br>\u2022 Frames adolescents as independent decision-makers<\/li>\n<\/ul>\n\n\n\n<p>These assumptions&nbsp;do not match Sri Lankan society, where:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Religion plays a central role<br>\u2022 Family structures emphasize obedience, modesty, discipline<br>\u2022 Childhood is protected from sexual exposure<br>\u2022 Minors are not treated as autonomous sexual beings<br>\u2022 Law prohibits sexual activity under 16<\/li>\n<\/ul>\n\n\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li>Cultural Mismatch with Sri Lankan Values<\/li>\n<\/ol>\n\n\n\n<p>Most positive outcomes\u201d cited relate to:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Increased sexual activity with contraception<br>\u2022 Improved comfort with identity exploration\u201d<br>\u2022 Increased LGBTQIA+ inclusion<br>\u2022 Earlier access to sexual health services<\/li>\n<\/ul>\n\n\n\n<p>All of which conflict with:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Buddhist, Hindu, Muslim, and Christian teachings<br>\u2022 Parental expectations<br>\u2022 Social norms promoting responsibility over personal autonomy<br>\u2022 Legal prohibitions on sexual activity among minors<\/li>\n<\/ul>\n\n\n\n<p>These findings cannot be transferred to an Asian, religious, family-centred society.<\/p>\n\n\n\n<ol start=\"3\" class=\"wp-block-list\">\n<li>Evidence Promotes Sexual Activity, Not Prevention<\/li>\n<\/ol>\n\n\n\n<p>Studies show:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Adolescents engage in\u00a0more sexual behaviourwhen exposed to rights-based CSE<br>\u2022 Reduced harm\u201d becomes the focus, not\u00a0prevention of early sexual behaviour<br>\u2022 More young people identify with sexual\/gender diversity after exposure<\/li>\n<\/ul>\n\n\n\n<p>This model is&nbsp;entirely incompatible&nbsp;with Sri Lanka\u2019s legal and moral framework.<\/p>\n\n\n\n<ol start=\"4\" class=\"wp-block-list\">\n<li><strong>Risks Ignored in the Western Evidence Base<\/strong><\/li>\n<\/ol>\n\n\n\n<p>The global studies do&nbsp;not&nbsp;address:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Online grooming in developing countries<br>\u2022 Porn exposure following classroom curiosity<br>\u2022 Social media sexualization<br>\u2022 Peer pressure dynamics in conservative societies<br>\u2022 Unsafe influence when teachers are forced to discuss sensitive topics<br>\u2022 Legal risks for teachers if minors disclose inappropriate experiences<\/li>\n<\/ul>\n\n\n\n<p>Sri Lanka cannot adopt foreign models that ignore local risk factors.<\/p>\n\n\n\n<p>While global evidence may offer&nbsp;limited value&nbsp;for biological knowledge and basic health awareness, it&nbsp;cannot justify introducing rights-based sexual content to Sri Lankan children.<\/p>\n\n\n\n<p>Sri Lanka must adopt an evidence base that:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Respects cultural values<\/li>\n\n\n\n<li>Protects minors<\/li>\n\n\n\n<li>Aligns with the Penal Code<\/li>\n\n\n\n<li>Upholds religious teachings<\/li>\n\n\n\n<li>Strengthens family authority<\/li>\n<\/ul>\n\n\n\n<p>The Western evidence model used in ITGSE is&nbsp;incompatible with Sri Lanka\u2019s civilizational heritage and societal structure, and cannot guide national educational reform.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter\"><img decoding=\"async\" src=\"https:\/\/www.shenaliwaduge.com\/wp-content\/uploads\/2025\/12\/Screenshot-2025-12-07-at-18.48.20.png\" alt=\"\" class=\"wp-image-6704\"\/><\/figure>\n<\/div>\n\n\n<h3 class=\"wp-block-heading\"><strong>5 \u2013 Key Concepts &amp; Learning Objectives<\/strong><\/h3>\n\n\n\n<p>Pages 33\u201373<\/p>\n\n\n\n<p>The ITGSE framework divides learning goals into four age groups:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Ages 5\u20138<\/strong><br>\u2022<strong>Ages 9\u201312<\/strong><br>\u2022\u00a0<strong>Ages 12\u201315<\/strong><br>\u2022\u00a0<strong>Ages 15\u201318+<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Across all groups, the syllabus covers eight Key Concepts:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Relationships<\/li>\n\n\n\n<li>Values, Rights &amp; Culture<\/li>\n\n\n\n<li>Gender<\/li>\n\n\n\n<li>Violence<\/li>\n\n\n\n<li>Skills<\/li>\n\n\n\n<li>Body &amp; Development<\/li>\n\n\n\n<li>Sexuality &amp; Sexual Behaviour<\/li>\n\n\n\n<li>Sexual &amp; Reproductive Health (SRH)<\/li>\n<\/ol>\n\n\n\n<p><strong>What Is Irrelevant or Dangerous for Sri Lanka<\/strong><\/p>\n\n\n\n<p>A substantial portion of the ITGSE Key Concepts promotes content that is:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Culturally incompatible<\/li>\n<\/ol>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Sexual behaviour<br>\u2022 Masturbation<br>\u2022 Contraception education for minors<br>\u2022 LGBTQIA+ identities, gender expression, queer theory<br>\u2022 Abortion, adoption, surrogacy<br>\u2022 Romantic and sexual autonomy for minors<\/li>\n<\/ul>\n\n\n\n<p>These are&nbsp;Western social constructs&nbsp;and do not align with Sri Lanka\u2019s religious, cultural, or family values.<\/p>\n\n\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li>Developmentally inappropriate<\/li>\n<\/ol>\n\n\n\n<p>Children aged 5\u20138&nbsp;cannot cognitively or emotionally process:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Sexual feelings<br>\u2022 Gender identity theory<br>\u2022 Sexual rights<br>\u2022 Masturbation<br>\u2022 Romantic autonomy<br>\u2022 Pleasure\u201d content<\/li>\n<\/ul>\n\n\n\n<p>Introducing these topics at early stages risks:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Confusion<br>\u2022 Anxiety<br>\u2022 Premature sexual awareness<br>\u2022 Curiosity-based experimentation<\/li>\n<\/ul>\n\n\n\n<ol start=\"3\" class=\"wp-block-list\">\n<li>Legally incompatible with Sri Lanka<\/li>\n<\/ol>\n\n\n\n<p>Teaching minors about:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Sexual autonomy<br>\u2022 Contraception<br>\u2022 Abortion<br>\u2022 Consent in sexual relationships<\/li>\n<\/ul>\n\n\n\n<p>\u2026can contradict or complicate:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Penal Code protections for minors<br>\u2022 Laws against sexual activity under 16<br>\u2022 Mandatory reporting obligations<br>\u2022 Child protection responsibilities of schools and teachers<\/li>\n<\/ul>\n\n\n\n<p>Schools could become legally vulnerable.<\/p>\n\n\n\n<ol start=\"4\" class=\"wp-block-list\">\n<li>Socially harmful and peer-driven<\/li>\n<\/ol>\n\n\n\n<p>Early exposure to sexual topics can:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Normalize experimentation<br>\u2022 Increase peer pressure<br>\u2022 Encourage identity exploration due to social contagion<br>\u2022 Create vulnerability to online grooming<\/li>\n<\/ul>\n\n\n\n<p>These outcomes have been&nbsp;documented globally, especially where CSE is rolled out without cultural safeguards.<\/p>\n\n\n\n<ol start=\"5\" class=\"wp-block-list\">\n<li><strong>Threatening to civilizational and religious values<\/strong><\/li>\n<\/ol>\n\n\n\n<p>Core concerns include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teaching children that values\u201d and culture\u201d are personal choices<br>\u2022 Encouraging them to question family and religious teachings<br>\u2022 Presenting sexuality as a central part of child identity<br>\u2022 Normalizing Western relationship structures<br>\u2022 Undermining Buddhist, Hindu, Muslim, and Christian frameworks of moral conduct<\/li>\n<\/ul>\n\n\n\n<p>This is inconsistent with Sri Lanka\u2019s model of character development, modesty, family unity, and moral responsibility.<\/p>\n\n\n\n<p>Only&nbsp;life skills, hygiene, safety, and age-appropriate reproductive knowledge&nbsp;align with Sri Lanka\u2019s educational goals.<\/p>\n\n\n\n<p>All content related to:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>sexual behaviour<br>\u2022 sexual rights<br>\u2022 sexual autonomy<br>\u2022 masturbation<br>\u2022 contraception for minors<br>\u2022 LGBTQIA+\/gender ideology<br>\u2022 abortion-related information<br>\u2022 romantic autonomy at young ages<\/li>\n<\/ul>\n\n\n\n<p>\u2026is&nbsp;culturally, legally, and developmentally incompatible&nbsp;with Sri Lankan society.<\/p>\n\n\n\n<p>The Key Concepts section demonstrates that the ITGSE model is not a neutral health syllabus\u2014it is a&nbsp;rights-based sexual and gender ideology framework, and therefore unsuitable for Sri Lankan children.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>6 \u2013 Building Support &amp; Planning<\/strong><\/h3>\n\n\n\n<p>Pages 81\u201386<\/p>\n\n\n\n<p>The ITGSE emphasizes a comprehensive rollout strategy involving multiple sectors and stakeholders. However, several components of this implementation framework pose&nbsp;serious concerns for Sri Lanka&nbsp;due to cultural, legal, and developmental realities.<\/p>\n\n\n\n<p>6.1 Multisectoral Coordination Requirements<\/p>\n\n\n\n<p>The ITGSE model requires:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Government ministries and state institutions<br>\u2022 Schools, teachers, and principals<br>\u2022 Healthcare and social services<br>\u2022 NGOs and INGOs<br>\u2022 Community networks<br>\u2022 Youth groups<\/li>\n<\/ul>\n\n\n\n<p>This wide network increases the likelihood of&nbsp;external influence, particularly from INGOs advocating rights-based sexuality frameworks that conflict with Sri Lanka\u2019s values and legal structure.<\/p>\n\n\n\n<p>6.2 Teacher Training and Curriculum Delivery Risks<\/p>\n\n\n\n<p>The syllabus requires teachers to be trained to deliver:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Sexual rights and autonomy<br>\u2022 Gender identity and LGBTQIA+ content<br>\u2022 Contraception and SRH services for minors<br>\u2022 Sexual decision-making frameworks<\/li>\n<\/ul>\n\n\n\n<p>Risks for Sri Lankan teachers:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Legal conflicts:Teaching minors about sexual autonomy and contraception can contradict the Penal Code and child protection laws.<br>\u2022\u00a0Ethical dilemmas:\u00a0Teachers may be forced to promote values they personally and culturally do not accept.<br>\u2022\u00a0Professional liability:\u00a0If a child is harmed or misled due to the content, schools and teachers may bear responsibility.<\/li>\n<\/ul>\n\n\n\n<p>6.3 Parental and Community Engagement Concerns<\/p>\n\n\n\n<p>The ITGSE requires that schools build support\u201d by engaging with:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Parents<br>\u2022 Community leaders<br>\u2022 Religious institutions<\/li>\n<\/ul>\n\n\n\n<p>However, the framework&nbsp;does not allow for rejection of the content. Instead, it seeks:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Parental acceptance of rights-based sexuality models<br>\u2022 Normalization of gender identity theory<br>\u2022 Encouragement of youth autonomy over parental guidance<\/li>\n<\/ul>\n\n\n\n<p>This contradicts Sri Lanka\u2019s cultural foundation where&nbsp;parents are primary moral and educational guardians.<\/p>\n\n\n\n<p>6.4 Promotion of Mandatory Rollout<\/p>\n\n\n\n<p>The model is clearly designed for:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Full national adoption<br>\u2022\u00a0Compulsory implementation<br>\u2022\u00a0Uniform teaching\u00a0from ages 5 to 18<\/li>\n<\/ul>\n\n\n\n<p>Sri Lanka risks losing control over its own educational sovereignty, with a globalized Western syllabus overriding local needs and beliefs.<\/p>\n\n\n\n<p>6.5 Peer-Led and Youth-Led Sexual Education Risks<\/p>\n\n\n\n<p>The ITGSE encourages youth activists and peer educators to lead discussions on:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Sexual rights<br>\u2022 Gender identity<br>\u2022 Sexual behaviour<br>\u2022 Contraception and access to services<\/li>\n<\/ul>\n\n\n\n<p>This creates several dangers:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Peer pressure leading to early experimentation<br>\u2022 Normalization of sexual topics in school environments<br>\u2022 Vulnerability to misinformation and online sexualized content<br>\u2022 Outsourcing moral instruction to untrained youth facilitators<\/li>\n<\/ul>\n\n\n\n<p>6.6 Digital and Online Resource Risks<\/p>\n\n\n\n<p>The ITGSE explicitly encourages digital learning platforms for sexual content.<\/p>\n\n\n\n<p>Risks for Sri Lankan children:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Exposure to explicit or adult material<br>\u2022 Grooming and exploitation through online channels<br>\u2022 Difficulty in monitoring child access<br>\u2022 Western-based content overriding cultural boundaries<br>\u2022 Children receiving information without parental supervision<\/li>\n<\/ul>\n\n\n\n<p>6.7 Cultural and Civilizational Conflict<\/p>\n\n\n\n<p>The ITGSE\u2019s implementation model is&nbsp;fundamentally rights-based, promoting:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Sexual autonomy for minors<br>\u2022 Individual choice over cultural tradition<br>\u2022 Gender ideology over biological reality<br>\u2022 Reduction of parental authority<br>\u2022 Replacement of moral education with rights-based identity narratives<\/li>\n<\/ul>\n\n\n\n<p>This contradicts all major religious and cultural traditions in Sri Lanka:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Buddhism \u2013 emphasizes restraint, duties, and moral discipline<br>\u2022 Hinduism \u2013 upholds modesty, purity, and family guidance<br>\u2022 Islam \u2013 prohibits premarital sexual autonomy<br>\u2022 Christianity \u2013 opposes early sexualization and promotes chastity<\/li>\n<\/ul>\n\n\n\n<p>While infrastructure, safety training, and general life skills could be supported,&nbsp;the core ITGSE objectives\u2014sexual rights, autonomy, contraception for minors, and gender ideology\u2014are fundamentally incompatible with Sri Lanka\u2019s cultural, legal, and civilizational foundations.<\/p>\n\n\n\n<p>The proposed implementation strategy risks:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cultural erosion<br>\u2022 Parental displacement<br>\u2022 Teacher vulnerability<br>\u2022 Legal violations<br>\u2022 Increased online risks<br>\u2022 Peer-led normalization of sexual behaviour<\/li>\n<\/ul>\n\n\n\n<p>Sri Lanka must exercise extreme caution before allowing any external framework to shape its national curriculum<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">7 \u2013 Delivering Effective CSE Programmes<\/h3>\n\n\n\n<p>Pages 89\u201398<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Peer-led methods, sexual service integration, monitoring sexual behaviour<\/li>\n<\/ul>\n\n\n\n<p>Developmental:&nbsp;Early sexual discussion unsuitable for children &lt;12<br>Peer influence:&nbsp;Risks early sexual experimentation<br>Online\/digital:&nbsp;Exposure to unsafe content<br>Teacher\/legal risk:&nbsp;Ethical\/legal conflicts if teaching sexual content<br>Civilizational erosion:&nbsp;Full adoption threatens family and cultural values<\/p>\n\n\n\n<p>Skills and life skills training are positive; sexual rights, peer-led sexual education, and sexual service access are incompatible with Sri Lanka\u2019s legal, cultural, religious, and social framework.<\/p>\n\n\n\n<p><strong>What the ITGSE promotes:<\/strong><br>\u2022 Peer-led methods involving minors discussing sexual topics<br>\u2022 Integration with sexual and reproductive health services<br>\u2022 Monitoring of students\u2019 sexual behaviour<br>\u2022 Digital\/online learning platforms<\/p>\n\n\n\n<p><strong>Irrelevant \/ Incompatible with Sri Lanka:<\/strong><br>\u2022 Peer-led sexual education (risks normalizing sexual experimentation)<br>\u2022 Sexual behaviour tracking\/monitoring<br>\u2022 Linkages to contraceptive\/abortion services for minors<br>\u2022 Digital\/online content that may expose children to sexual material<\/p>\n\n\n\n<p><strong>Risks:<\/strong><br>\u2022&nbsp;<strong>Developmental:<\/strong>&nbsp;Children below 12 should not be exposed to sexual discussions<br>\u2022&nbsp;<strong>Peer influence:<\/strong>&nbsp;Peer-led sessions may encourage curiosity or experimentation<br>\u2022&nbsp;<strong>Teacher\/legal risk:<\/strong>&nbsp;Teachers risk violating Penal Code provisions by teaching sexual content to minors<br>\u2022&nbsp;<strong>Online risk:<\/strong>&nbsp;Digital modules can direct children toward unsafe or explicit material<br>\u2022&nbsp;<strong>Civilizational erosion:<\/strong>&nbsp;Undermines family guidance, cultural norms, and religious values<\/p>\n\n\n\n<p><strong>Bottom line:<\/strong><br>While life-skills-based delivery is positive, the ITGSE model\u2019s sexual-rights framing, peer-led sexual education, integration with sexual services, and online exposure are&nbsp;<strong>not compatible with Sri Lanka\u2019s legal, cultural, religious, or social environment<\/strong>.<\/p>\n\n\n\n<p><strong>Over 60% of the ITGSE Syllabus Is Sexuality-, Gender-, or LGBTQIA+-Related \u2014 Not Relevant to Sri Lanka<\/strong><\/p>\n\n\n\n<p>A review of the ITGSE learning objectives (Pages 33\u201373) shows that&nbsp;<strong>approximately 62\u201365%<\/strong>&nbsp;of the entire syllabus focuses on sexuality, gender ideology, sexual behaviour, sexual rights, and LGBTQIA+ content.<\/p>\n\n\n\n<p>These include:<br>\u2022 Sexual behaviours and sexual feelings<br>\u2022 Sexual rights and autonomy for minors<br>\u2022 Masturbation<br>\u2022 Contraception and abortion<br>\u2022 Romantic and sexual relationships<br>\u2022 Sexual decision-making<br>\u2022 Sexual orientation<br>\u2022 Gender identity, gender expression, and transgender content<br>\u2022 LGBTQIA+ inclusion across all age categories<br>\u2022 Pleasure\u201d and comfort with sexual feelings\u201d<br>\u2022 Access to sexual and reproductive health services<br>\u2022 Challenging cultural\/religious norms regarding sexuality<\/p>\n\n\n\n<p>Only&nbsp;<strong>35\u201338%<\/strong>&nbsp;of the content relates to neutral or universally acceptable themes, such as:<br>\u2022 Hygiene<br>\u2022 Puberty basics (appropriate only for older age groups)<br>\u2022 Safety and abuse prevention<br>\u2022 Social-emotional skills<br>\u2022 Communication and respect<br>\u2022 Basic reproductive biology<\/p>\n\n\n\n<p>This means the majority of the ITGSE is&nbsp;<strong>not academic<\/strong>,&nbsp;<strong>not scientific biology<\/strong>, and&nbsp;<strong>not development-focused<\/strong>\u2014it is a rights-based sexual and gender ideology framework designed for Western societies.<\/p>\n\n\n\n<p><strong>Sri Lanka has no justification for Gender Identity Education in Schools<\/strong><\/p>\n\n\n\n<p>A further critical point must be emphasized:<\/p>\n\n\n\n<p><strong>Sri Lanka does not have a population of gender-questioning children to justify the introduction of gender identity, gender expression, or LGBTQIA+ content into the school system.<\/strong>&nbsp;This is not a documented national issue, nor is it a public health concern requiring nationwide intervention. Introducing these Western-origin concepts to all children from ages 5\u201318 would artificially create confusion where none exists and even encourage children to question their gender &amp; identity.<\/p>\n\n\n\n<p>What adults choose in their private adult lives does&nbsp;<strong>not<\/strong>&nbsp;require full-scale institutionalization in the school curriculum, especially when it conflicts with Sri Lanka\u2019s religious, cultural, and legal foundations.&nbsp;<strong>Children should not be taught concepts that have no relevance to their childhood, lived reality, disrupt their developmental stages, or impose adult ideological debates onto their formative years.<\/strong><\/p>\n\n\n\n<p>Sri Lanka\u2019s education system must remain focused on child development, safety, academic learning, and moral grounding\u2014not on importing foreign identity frameworks that have no organic presence or demand within Sri Lankan society.<\/p>\n\n\n\n<p><strong>Shenali D Waduge<\/strong><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Shenali D Waduge Sri Lanka\u2019s Education Ministry is preparing to implement educational reforms that were not designed by local experts and do not reflect Sri Lanka\u2019s cultural, religious, or societal context. Instead, the proposed syllabus follows a Western, globally standardised model built around lifestyles, ideologies, and norms that differ greatly from Sri Lankan values. As [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[47],"tags":[],"class_list":["post-153557","post","type-post","status-publish","format-standard","hentry","category-shenali-waduge"],"_links":{"self":[{"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/posts\/153557","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/comments?post=153557"}],"version-history":[{"count":1,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/posts\/153557\/revisions"}],"predecessor-version":[{"id":153558,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/posts\/153557\/revisions\/153558"}],"wp:attachment":[{"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/media?parent=153557"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/categories?post=153557"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/tags?post=153557"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}