Since the 1980s, aesthetic education—which encompasses the arts, music, dance, drama, and crafts—has assumed a pivotal role in education reforms worldwide, including South Asia. This paper explores the evolving importance of aesthetic education in the school systems of Sri Lanka and India after 1980, analyzing policy frameworks, curricular developments, pedagogical strategies, and the challenges faced in implementation. Employing a qualitative comparative methodology, this study analyzes official documents, scholarly literature, and current practices to elucidate the similarities and differences between the two countries. The findings reveal that both Sri Lanka and India recognize aesthetic education as vital for fostering creativity, cultural identity, and holistic development, yet they continue to face challenges related to policy execution, teacher training, and resource allocation. The paper concludes by proposing practical recommendations to strengthen aesthetic education in the context of ongoing school reforms, thereby contributing to a more balanced and effective educational landscape for the 21st century.
K. S. Perera (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: