Employability Outcomes of The 13-Year Guaranteed Education Program in Sri Lanka
DOI:
https://doi.org/10.61978/eduscape.v4i2.1355Keywords:
13-year guaranteed education program, employability, vocational education, youth employment, Sri LankaAbstract
The 13-Year Guaranteed Education Program (13YGEP) in Sri Lanka offers an alternative pathway for students who do not continue to the G.C.E. Advanced Level, aiming to strengthen employability and workforce readiness. This study explores how the program supports graduates’ transition from school to employment, focusing on skill development, industry exposure, and implementation challenges.
A qualitative approach was used to gather insights from key stakeholders. Data were collected from 30 graduates who completed the full program, including industrial training, as well as teachers, school principals, education administrators, and vocational education resource personnel in the Western Province in Sri Lanka. Open-ended questionnaires, semi-structured interviews, and document analysis captured participants’ experiences and perspectives.
Findings show that most graduates secured employment in the private sector, engaged in self-employment, pursued overseas work, or continued further education. Practical training, workplace exposure, and soft skills particularly communication, teamwork, and problem-solving were critical for employability. Government-supported financial assistance was especially helpful for graduates pursuing self-employment. Challenges included limited technical resources, uneven industry placements, and variations in program implementation.
The study concludes that the 13YGEP significantly enhances employability among school leavers, highlighting the importance of stronger industry collaboration, improved resources, and ongoing teacher development for sustainable outcomes.
References
Ahmad, S. Z., Ahmad, N. H., & Bakar, A. R. A. (2021). Work integrated learning and vocational education outcomes: A comparative perspective. Journal of Vocational Education & Training, 73(3), 374–393.
Ahmed, S., Perveen, A., & Rahman, T. (2024). Entrepreneurship education in TVET: Global trends and emerging practices. International Journal of Vocational Education and Training Research, 5(1), 15–30.
Amarathunga, C. (2022). Resource constraints and technical infrastructure disparities in Sri Lankan TVET schools. Journal of Technical Education and Training, 14(3), 45–60.
Aturupane, H., De Silva, N., & Jayasundera, G. (2014). Challenges of equitable human capital development in South Asia. South Asian Journal of Development Studies, 6(2), 87–108.
De Silva, R., & Jayawardena, S. (2022). Women, entrepreneurship, and vocational pathways in Sri Lanka. Journal of Development Policy and Practice, 7(2), 98–115.
Dean, P. (2025). Teacher competencies and professional development in vocational education: A comparative analysis. Journal of Vocational Pedagogy, 8(1), 22–38.
Department of Skills Development. (2025). Annual vocational education and skills report 2025.
Dhar, B., & Jain, R. (2020). School to work transitions in South Asian economies: Patterns and policy implications. International Journal of Training Research, 18(1), 67–85.
Fernando, T., & Perera, L. (2019). NVQ pathways and employability trends in Sri Lanka. Education and Training Journal, 42(5), 211–228.
Fleming, T., & Eames, C. (2022). Work integrated learning and employability: A global perspective. Journal of Work Based Learning, 12(4), 112–130.
Gamage, P. N., Herath, H. M. A. D. K., Kaluarachchige, I., & Hewapathirana, R. A. (2023). Aligning labour market demands with a skilled workforce: NVQ pathways and school to work transitions in Sri Lanka. Journal of Human Resource Management Perspectives, 8(1), 16–34. https://doi.org/10.4038/jhrmp.v8i1.16 DOI: https://doi.org/10.4038/jhrmp.v8i1.16
Hussain, A., & Riaz, U. (2020). Entrepreneurship education and youth employment in South Asia. Journal of Entrepreneurship in Developing Economies, 9(3), 225–243.
Islam, M., & Sultan, M. (2022). Apprenticeship effectiveness in South Asian vocational programmes. International Journal of Training and Development, 26(2), 147–164.
Jones, P., Smith, L., & Turner, R. (2018). Infrastructure inequity and vocational training outcomes. Comparative Education Review, 62(4), 598–619. https://doi.org/10.1086/699670 DOI: https://doi.org/10.1086/699670
Khan, S., & Iqbal, F. (2021). TVET challenges in developing countries: Evidence from Pakistan. International Journal of Technical Education, 9(1), 32–48.
King, K., & Palmer, R. (2010). Skills development and poverty reduction: The state of the evidence. International Journal of Training Research, 8(2), 64–83.
Liyanage, M., & Samarasekera, D. (2021). Microcredit and youth self employment in Sri Lanka. South Asian Economic Journal, 22(1), 89–107.
Mabungela, F. N., & Mtiki, N. (2024). Work integrated learning in vocational education: Insights from comparative studies. International Journal of Vocational Learning, 7(1), 55–71.
Makwa, K., Ndlovu, T., & Dube, S. (2025). Linking TVET with entrepreneurship: Evidence from cross national studies. Journal of Vocational Education and Entrepreneurship, 3(2), 76–92.
Mehrotra, S., Delamonica, E., & de Hoop, T. (2014). Transitions from education to employment in South Asia. Journal of South Asian Development Studies, 9(1), 1–23.
Ministry of Education Sri Lanka. (2017). Circular No. 37/2017: Introduction of the 13-Year Guaranteed Education Program.
OECD. (2021). Skills for a global workforce: Vocational education and training policy review. OECD Publishing.
Perera, L. T., & Silva, D. M. (2023). Teacher readiness and industry engagement in Sri Lankan vocational training. Education and Training Journal, 45(5), 150–167.
Rahman, M., & Aziz, S. (2019). TVET quality and institutional barriers in Bangladesh. Journal of Technical Education, 11(2), 74–93.
Raza, H., & Ahmed, J. (2020). Vocational education inequities in South Asia. Asia Pacific Journal of Education, 40(3), 405–421.
Rohanai, H., Sadeghi, M., & Khosravi, A. (2025). Evaluating work integrated learning: A global meta analysis. Journal of Vocational Education Studies, 12(1), 20–42.
Romanova, T. (2022). Pedagogy and industry exposure: Vocational teacher roles in modern TVET. International Journal of Vocational Education, 9(2), 28–46.
Singh, A., & Kaur, R. (2021). School to work transitions in India: Patterns and outcomes. Journal of Education and Work, 34(6), 789–805.
Smith, B., Jones, A., & Patel, K. (2019). Work integrated learning and graduate employability: A systematic review. Educational Research Review, 26, 73–85.
Tilak, J. B. G. (2002). Building human capital through vocational education and training in developing countries. International Review of Education, 48(3–4), 271–289.
UNESCO. (2020). Global report on TVET quality and inclusion. UNESCO Publishing.
Wijesundara, C. (2021). Vocational trainer professional development in Sri Lanka. Journal of Education in Sri Lanka, 39(4), 40–59.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Eduscape : Journal of Education Insight
This work is licensed under a Creative Commons Attribution 4.0 International License.
