Abstract:
This study examined the 13YGEP of Sri Lanka through the theoretical frameworks of ESD and GCED. Positioned within the global agenda of SDG 4, the research investigated the extent to which the 13YGEP contributed to inclusive, equitable, and sustainability-oriented education. The study adopted a qualitative document analysis methodology, supported by descriptive statistical evaluation of enrolment data from 2017 to 2024. Primary policy documents, Ministry of Education reports, and international sustainability education frameworks were systematically reviewed to assess alignment with ESD and GCED principles. Findings indicated that the 13YGEP reflected several core dimensions of ESD, including expanded access to post-compulsory education, vocational skill development, and pathways to employability. The programme also demonstrated potential to promote elements of global citizenship, particularly through career oriented subject streams and life skills components. However, participation rates remained comparatively low in relation to the annual number of students who did not qualify for advanced-level education after the G.C.E. Ordinary Level examination. Structural constraints, including geographical disparities, limited institutional capacity, societal perceptions toward vocational education, and insufficient integration of sustainability competencies within the curriculum, restricted the programme’s transformative impact. The study concluded that although the 13YGEP represented a progressive policy reform aligned with global sustainability agendas, deeper curriculum integration, strengthened institutional mechanisms, and socio-cultural reorientation were necessary to fully realize its potential in advancing sustainable development and global citizenship in Sri Lanka.
