Sri Lanka’s education system cannot and should not be compared with Finland’s, because the two systems were shaped by entirely different histories, cultures, and national priorities.

Sri Lanka’s education system cannot and should not be compared with Finland’s, because the two systems were shaped by entirely different histories, cultures, and national priorities.

Why have a handful of Sri Lankan companies suddenly decided to insert three foreign acronyms—D.E.I.—into their HR policy? What urgent business purpose does it serve? What does D-E-I have to do with their products or services or even majority of their employees? Who asked for it? Who benefits from it? Who introduced it & why?

Sri Lanka’s Education Ministry is preparing to implement educational reforms that were not designed by local experts and do not reflect Sri Lanka’s 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 unsuitable for Sri Lankan children. Topics that were previously introduced at appropriate ages, such as in Grade 9 under Health Education, are now being proposed for children as young as 5 years old.

Despite Sri Lanka facing pressing challenges in health, protection, and social services for its overwhelming majority of biological males and females, UNFPA Sri Lanka’s gender policies and programs prioritize a tiny, hidden population of gender minorities. Disguised under euphemisms like “gender minorities” and “diverse sexual orientations,” this allocation of resources favors a demographic so small that UNFPA itself cannot provide credible population figures, while the needs of the majority remain underserved. Through MoUs, partnerships, and funding agreements with UNDP, DFAT, and others, significant public and international resources are being directed toward a largely invisible group, raising questions about justification, transparency, and public accountability.