• The event focused on Technical and Vocational Education and Training (TVET) and higher education
• The forum facilitated participants to get a better understanding of strengthening the inclusive education system by focusing on multiple learning pathways
• The event is a ‘key stepping stone’ towards addressing the need for education reforms  in the country

As far as TVET education is considered there is a need to make learning pathways multiple and flexible. Therefore it is quite evident that secondary vocational and higher education institutes need an integrated framework
-Anura Dissanayake Prime Minister’s Secretary 

The Sri Lankan TVET system is quite solid. But it is a kind of railway network with only a few destinations. It doesn’t give multiple opportunities for students
- Gi Soon Song, Director of ADB’s Human and Social Development Sector office, Sectors Group 

 The Asian Development Bank (ADB) in partnership with the Department of National Planning Ministry of Finance organised a knowledge event at Cinnamon Lakeside as part of its Serendipity Knowledge Program (SKOP) recently. The event focused on Technical and Vocational Education and Training (TVET) and higher education; policy, regulatory and institutional reforms required to establish multiple learning pathways in Sri Lanka. SKOP was launched in 2021 to respond effectively to the country’s needs in line with the vision of ADB as a knowledge solutions bank. The event witnessed the participation of government officials, representatives of the private sector, academia, think tanks and development partners. 
The Director General of ADB’s South Asia Department, Kenichi Yokoyama welcomed the audience virtually. 
In his opening remarks, Prime Minister’s Secretary Anura Dissanayake said that the youth unemployment rate had been recorded at 27.9% in 2022. Therefore, enhancing the quality of TVEC can solve this issue.

Dissanayake further said that employees need to learn new skills. Dissanayake further stressed that this forum will facilitate participants to get a better understanding of strengthening the inclusive education system by focusing on multiple learning pathways. 
The National Education Policy Forum was drafted by a Cabinet appointed committee after studying the present education system. “According to that, the major challenges identified in the technical and vocational education sector include the unattractiveness of TVEC sector for school leavers while the demand for degree holders across various sectors is more prominent,” added Dissanayake. 
He emphasised that this event is a ‘key stepping stone’ towards addressing the need for education reforms in Sri Lanka. Dissanayake further said that secondary vocational and higher education institutes need an integrated framework. 
“As far as TVET education is considered there is a need to make learning pathways multiple and flexible. Therefore it is quite evident that secondary vocational and higher education institutes need an integrated framework,” added Dissanayake.
In her comments, Director of ADB’s Human and Social Development Sector office, Sectors Group, Gi Soon Song reminded the audience about the ‘doubled crisis’ Sri Lanka is facing.“One was with Covid and next is the economic crisis,” said Song.
She also spoke about the challenges that the Sri Lankan education system experienced. 
“The Sri Lankan TVET system is quite solid. But it is a kind of railway network with only a few destinations. It doesn’t give multiple opportunities for students. So what we are trying to do is try and make it more flexible,” explained Song.
While speaking, the founding director of TAFE Directors Australia and World Federation of Colleges and Polytechnics Barry Charles Peddle discussed about transiting to multiple and flexible learning pathways to work or study further while drawing examples from international case studies.

Speaking about the current programme in schools, Education Ministry Assistant Director Shadika Wazir said that it was initiated with two things in mind. He said, “One aspect is to provide quality, inclusive and equitable education and multiple, flexible pathways to complete education. The other is children’s right to education.” 
Further explaining about the ‘advanced level vocational stream,’ she said that students in Grade 11 have the opportunity to transition to Grade 12 regardless of whether they have succeeded in their ordinary level examination or not. “Students who enter the advanced level vocational stream undergo a learning process spanning two terms in school. “These two study terms include compulsory development of generic skills and they are given an introduction to three vocational areas. Thereafter the students can opt for an NVQ Level 4 vocational training,” she said in conclusion.