Education System in Sri Lanka – II: The Reforms
25 Jun, 2002 · 775
N Manoharan suggests possible reforms in the present education system in Sri Lanka
The present education system in
Sri Lanka
urgently requires reforms in the following core areas:
- Accommodating students deprived of university education should be the primary concern. Apart from increasing the number of universities, it would be wise to consider expanding the Open University system, part-time learning, self-study and such other means to cater for candidates from different areas. But adding to the number of graduates without improving the quality of education is irrelevant. Introduction of new non-traditional vocational courses and reorientation of the existing curriculum to meet the needs of the market should be seriously considered.
- Career guidance services should become part and parcel of all the universities. University alumni, corporate and industry organizations can be roped in to direct students in their career development.
- More emphasis is required on teaching English as a second language, but using English as a teaching medium is not advisable at this stage. The setting up of a National English Foundation to provide intensive English education for children up to Advance Level (A/L) under a special curriculum after school hours is a good step. But, again, who will teach, and is it practicable for students to stay back after school hours? It would be enough if English is properly taught during school hours. Since there is a shortage of qualified English teachers, the country should consider importing them on contract basis until trained and qualified indigenous teachers can take over.
- Instead of holding its grip on the education system, the government could consider opening the sector for private participation. Indeed, there are a few private schools, but they cater only for the elite section. This needs to be broadened by the government aiding private schools to bring down the costs of private education.
- The concept of ‘free education’ requires modification. An element of ‘positive discrimination’ should be introduced targeting poor and backward students. If the government spends an additional Rs. 4000 million it could eliminate the disadvantages faced by the poor, despite the system of subsidized education.
- The reforms should concentrate on training teachers in learning and teaching methodologies. Instead of allowing a ‘spoils system’ to dominate, it is better to recruit teachers based on competitive examinations to ensure the entry of well qualified teachers.
- Immediate attention is required to alleviate disparities between rural and urban areas in educational facilities. Necessary legislation should be passed to ensure that teachers serve in backward areas for a certain number of years. The Government should ensure that all schools in the country enjoy similar infrastructural facilities without any rural-urban bias. The government needs to plug the gaps in the present ‘area rule’ to enable students from backward areas to benefit. The solution involves eliminating corruption and nepotism in the admission system. This apart, it should be made mandatory that students invoking ‘area rule’ to enter universities should have completed his /her education from Grade 1 to A/L from the same area instead of the present requirement of only doing A/L from the area.
- Steps are also required to provide education to over 250,000 school-aged children, who have been displaced due to ethnic conflict.
- For all these to fructify, a national policy on education with the consent of the stakeholders – teachers, students, parents, educationists, government and corporate organizations – is the need of the hour.
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