Business
Education equity in Sri Lanka: A pathway out of poverty
By Wimal Nanayakkara
Although Sri Lanka has provided universal free education since 1939, around one-fifth of poor children drop out of school after the age of 14 years and another-two thirds after the age of 16 years. Comparison of estimates based on the Household Income and Expenditure Survey (HIES)-2012/13 and HIES-2016, conducted by the Department of Census and Statistics (DCS), show only a marginal improvement.
With the closure of schools following the COVID-19 outbreak and the sudden shift to online learning, poor children with no access to e-learning opportunities risk falling even further behind. In this context, some proposals made in budget 2021 to improve the education system and reduce poverty will benefit poor children who have been disproportionately affected by the pandemic. This blog highlights some of the education-related difficulties faced by poor children in Sri Lanka based on HIES data and the recent budget proposals which could help them to overcome these difficulties.
Poor children out of school
A large proportion of poor children are dropping out of school after 14 years, and the percentage of poor children (15-16 years) not attending school has declined only by 4.2, between the two survey periods. Among poor children aged between 17-18 years, this figure has remained almost unchanged at nearly 65%. The corresponding percentages for non-poor children are much lower (Table 1).
Out of the poor children (15-16 years) who leave the education system, more than 66% left mainly due to “poor educational progress/not willing to attend” (36.6%), “financial problems” (22.1%), or to “help in housekeeping /other activities of the household” (8.6%). The corresponding percentages of poor children (17-18 years) were 49.5, 15.8 and 20.0 respectively. One of the reasons for poor education progress could be inadequate nutritional intake. The HIES-2016 shows that the per capita energy consumption of poor households with children (5-18 years) is less than 75% [or 1513 kilo calories per capita a day (kcpcad)] of the recommended energy requirement (2030 kcpcad). The corresponding consumption of non-poor households is 2081 kcpcad, above the recommended requirement.
As there is a possibility for some of the near-poor children to slip into poverty, due to the effects of COVID-19, it is important to consider both poor and near-poor. Figure (1) shows the proportions of early school leavers are very high for poor and near-poor children compared to non-poor. There is also a significant gender gap, especially among the poor and near-poor.
For example, 73.6% of poor boys aged 17-18 years are out of school compared to 53.9% of poor girls in this age group. The corresponding percentages for the 15-16 age group are 24.5 and 14.2 respectively. A similar pattern is observed for near-poor children and even non-poor children, although the proportions are significantly low for non-poor.
Inadequacy of facilities for online learning
Inequality in education can be further widened as not all children have the necessary facilities for online learning during prolonged curfews, lockdowns or when schools are kept closed indefinitely. According to the Computer Literacy Survey –2019 (DCS), only 22.2% of the households in Sri Lanka own a desktop/laptop computer (Urban: 38.3%; Rural: 19.9% and Estate: 3.8%). According to the Telecommunications Regulatory Commission (TRC) of Sri Lanka, there were a total of 1.53 million fixed internet subscribers and 5.73 million mobile subscribers in 2018. However, the use of smartphones would be limited, especially in remote rural areas, where broadband internet facilities are weak and there is no information on the extent of smartphone users among the poor.
‘E-Thaksalawa’ the national e-learning portal of the Ministry of Education (MoE), is facilitating e-learning for students (Grade 1 to Advanced Level). But some children, cannot access them at present due to the lack of facilities or means. Broadband internet facilities, a computer/laptop or a smartphone and sufficient data are essential to download available study material.
As highlighted in a previous IPS blog, the best option therefore would be to use television (TV) as 86% (HIES-2016) of households in the country own TVs (Urban: 88.9%; Rural: 86.1% and Estate: 81.2%). The ‘Guru Gedara’ distance learning programme of the MoE broadcast by Channel Eye/Nethra TV, ART TV and Ada Derana, for students from Grade 3 to GCE (A/L) are both in Sinhala and Tamil. The SLBC is also broadcasting these lessons for the benefit of children who do not have access even to a TV.
This is an excellent and innovative way for poor children to continue their studies in a stream of their choice, who may be leaving education prematurely due to lack of facilities, especially teachers, to teach science/ technology subjects, mathematics, languages, etc., in rural/estate schools and non-national schools.
Budget proposals
Budget 2021 has some proposals which, if implemented, could solve most of the issues highlighted above. They will benefit the poor and vulnerable children, who are facing difficulties in continuing their education, explained above. The proposals are also aimed at developing the entire education system with special emphasis on skills development, to meet the ever-increasing demand for high skills and also to provide necessary facilities.
A summary of some of the most important proposals are:
• ‘Gamata Sannivedanaya’ to provide 4G/Fiber broadband facilities to cover all Grama Niladhari divisions; internet facilities to all schools.
• ‘E-Thaksalawa’ learning portal to be strengthened further to minimise the difficulties faced by students in rural / estate and non-national schools.
• ‘Guru Gedara’ programme to be made available to all students, by providing TV sets to schools in difficult areas.
• Improving and expanding the opportunities for vocational/technical education, which will be extremely useful in developing the necessary skills in a rapidly changing environment.
The early implementation of these proposals could pave the way to breaking the vicious poverty trap through equitable education and ensuring that no child is left behind.
Link to original ‘Talking Economics’ blog: https://www.ips.lk/talkingeconomics/2020/12/28/education-equity-in-sri-lanka-a-pathway-out-of-poverty/
Wimal Nanayakkara is a Senior Visiting Fellow at the Institute of Policy Studies of Sri Lanka (IPS) with research interests in poverty, and is a specialist in sampling. He was previously engaged at the Department of Census and Statistics, where he functioned as the Director General for 12 years. He received his BSc in Mathematics and Physics from the University of Peradeniya and holds a Postgraduate Diploma in Applied Statistics from the University of Reading, UK. (Talk to Wimal – wimal@ips.lk)
Business
India’s youth demand a new economic deal as protest movement victory shakes political establishment
By Sanath Nanayakkare ✍️
For years, India has been held up across South Asia as one of the world’s fastest-growing major economies and as a manufacturing powerhouse attracting billions of dollars in foreign investment while emerging as a global technology hub. In Sri Lanka too, India’s economic success has often been cited as a model of sustained growth.
Yet a youth protest movement that last week forced the resignation of India’s Education Minister has exposed a less visible reality: impressive economic growth does not necessarily guarantee opportunity, fairness or confidence among a country’s younger generation.
What began as public outrage over repeated examination paper leaks quickly evolved into one of India’s largest youth mobilisations in years. The youth-led “Cockroach Janta Party” (CJP), born on social media, expanded into a nationwide movement demanding sweeping reforms to India’s examination system and greater government accountability.
Political analysts say the movement differs fundamentally from earlier protests over citizenship laws, agricultural reforms or ideological issues. Rather than opposing a specific government policy, the protesters questioned whether the Indian state could still guarantee meritocracy and the principle that hard work and ability, rather than privilege or corruption, determine success.
That distinction gives the movement significance far beyond education. For millions of young Indians, highly competitive examinations represent the primary gateway to government employment, professional careers and upward social mobility. When repeated paper leaks undermined confidence in those examinations, many students concluded that the promise of equal opportunity itself was being eroded.
The protests therefore became less about examination irregularities than about the credibility of public institutions and the state’s ability to deliver fair economic opportunity.
In many ways, the movement has revealed a growing disconnect between India’s impressive macroeconomic achievements and the everyday experiences of many young people.
Although India continues to post strong economic growth, attract record foreign investment and strengthen its position in global manufacturing and technology, those achievements have not generated enough quality jobs for the millions entering the labour market each year.
As a result, competition for government employment has become exceptionally intense because such jobs offer stable incomes, social prestige and long-term security. When recruitment examinations are compromised, years of preparation and personal sacrifice can be rendered meaningless almost overnight.
According to analysts, this broader economic frustration explains why the protests spread rapidly across India, attracting support not only from students but also from parents, professionals and ordinary citizens who increasingly view the issue as one of governance rather than politics.
Some political observers argue that India’s youth are, in effect, demanding a new political and economic architecture ; one that places institutional integrity, equal opportunity and effective delivery of public services at the centre of governance.
Responding to mounting public pressure, Prime Minister Narendra Modi pledged swift legal action against those responsible for examination fraud and announced fast-track courts to prosecute offenders. The resignation of Education Minister Dharmendra Pradhan marked one of the most significant concessions made by the government in response to public protests in recent years.
Whether those measures will restore public confidence remains uncertain. Political scientists opine that many protest movements lose momentum after achieving their immediate objectives. Others believe the Cockroach movement signals something more enduring because it reflects broader concerns over employment prospects, institutional trust and economic opportunity.
With hundreds of millions of citizens under the age of 35, India’s youth remain one of the country’s most important economic and political constituencies. Increasingly, they appear to be demanding more than rapid GDP growth. They are asking for an economy where opportunity is genuinely based on merit and where public institutions can be trusted to deliver on that promise.
For observers in Sri Lanka and elsewhere in South Asia, the movement offers a timely reminder that headline economic growth, while essential, is not by itself sufficient. Unless growth creates credible opportunities, strengthens institutions and sustains public confidence, even the world’s strongest economic success stories can face growing demands for a new economic deal.
When The Island Financial Review sought a public policy analyst’s perspective on the implications for Sri Lanka, he said: “This is an eye-opener for Sri Lanka. Economic recovery and GDP growth alone are not enough. Strong institutions and credible pathways to opportunity are equally essential if growth is to inspire public confidence, particularly among young people.”
Business
Pelwatte breaks ground on state-of-the-art liquid milk facility in Kurunegala
Pelwatte Dairy Industries has officially broken ground on its Greenfield Liquid Milk Manufacturing Facility in Kurunegala, at a ceremony held to mark the commencement of construction, marking a major expansion of its dairy operations. Set to open in July 2027, the facility represents Pelwatte’s transition from its longstanding leadership in full cream milk powder into liquid dairy products, strengthening access to fresh, locally manufactured dairy products for Sri Lankan consumers.
With the project moving from planning to execution, the ground-breaking marks a key milestone in bringing the facility closer to reality. Once operational, the plant will produce a variety of fresh liquid milk products, including plain milk and flavoured varieties like chocolate, vanilla, strawberry, and iced coffee, expanding Pelwatte’s product line to accommodate evolving consumer preferences.
Commenting on the milestone, Managing Director Akmal Wickramanayake said, “Breaking ground is more than just the beginning of construction; it’s the moment when our dedication becomes real. Families have trusted Pelwatte for high-quality dairy nutrition through our milk powder products for decades. By bringing world-class liquid milk production to Sri Lanka and producing products that promote healthier families while strengthening the country’s dairy industry, this facility enables us to build on that legacy. When the facility begins operations in 2027, we look forward to welcoming consumers to a new chapter of Pelwatte.”
Chairman Ariyaseela Wickremanayake added, “Pelwatte has always believed that strengthening local industries is an investment in Sri Lanka’s future. Our long-term goals of developing the country’s dairy industry, creating lasting value for local communities and farmers, and guaranteeing that future generations have access to nutritious, locally produced dairy products are all reflected in this project.”
The investment comes at a time when nutrition continues to be a national priority, particularly in supporting the health and development of mothers and children. By expanding local manufacturing capacity, Pelwatte aims to strengthen Sri Lanka’s dairy supply chain and increase access to fresh milk products for households across the country.
Business
Fintech leader calls for stronger ecosystem to drive Sri Lanka’s digital economy
Sri Lanka’s fintech sector has produced transformative companies, but according to entrepreneur and FinTech Forum Sri Lanka Board Director, Dhanika Perera, the country’s next growth phase hinges on ecosystem strength – not just individual success. Drawing on experience founding Helakuru and PayHere, he argues that challenges like regulation, interoperability, financial inclusion, digital literacy, and technology adoption require industry-wide collaboration, not solo efforts.
This conviction led him to the FinTech Forum, which he believes has a broader role: creating an enabling environment where innovation can flourish across financial services, beyond product development. By uniting fintechs, banks, regulators, policymakers, and tech providers, the Forum tackles common challenges while supporting innovation for the wider economy. Key priorities include accelerating digital payments, expanding financial inclusion, promoting system interoperability, and strengthening public-private collaboration.
Perera also emphasises knowledge-sharing as the sector matures, noting that more dialogue on challenges and policies will foster innovation while maintaining trust and security. A stronger ecosystem, he says, could position Sri Lanka as a regional fintech hub, improving payment infrastructure, cybersecurity, standards, and regulation.
Ultimately, he measures fintech success not by company count or new technologies, but by tangible value for people—easier digital payments for small businesses, safer services for consumers, and opportunities for entrepreneurs. “Our collective goal should be simple: to build a financial ecosystem that is more inclusive, more innovative and more accessible for every Sri Lankan,” he says, adding that enabling confident participation in the digital economy is the true measure of purpose fulfilled.
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