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How Free is Free Education?: Educational Stratification in Sri Lanka: 1985-2010

on 02/08/2015 02/08/2015

Image courtesy Rose Sri Lanka

Sri Lanka’s Free Education Scheme aims to provide each child an equal opportunity at educational success, but there is debate over to what extent it succeeds in this endeavor. Notably, some critics are concerned that private spending on education (for private and international schools, universities, and tuition) may be diluting the Free Education Scheme’s ability to provide equal opportunities to all. My doctoral dissertation is composed of three studies exploring these issues. This article summarizes the first of the three studies.

Educational stratification in Sri Lanka

Sri Lanka’s Free Education Scheme has been a source of national pride for decades. Compared to other developing nations, Sri Lanka provided broader access to education very soon after independence. For most Sri Lankans, the Free Education Scheme does not simply mean there are no school tuition fees charged, but also that any child can succeed academically, regardless of their background. Echoing this sentiment in a speech given on 8 November, 2013, Gotabhaya Rajapakse claimed: “As a result of the long-established system of free education and the importance placed on education by parents, children in Sri Lanka have equal opportunity to gain an education, irrespective of their social backgrounds and their gender.” [i] Sri Lanka’s successes in this regard are impressive: while neighboring countries continue to struggle to provide universal primary education, Sri Lanka nears universal participation through the Ordinary Level (O/L) exam in Year 11.

However, concerns about the quality of education provided, increasing competition in entrance exams for prestigious schools, and the expansion of private tuition as a supplement to public education raise questions of equity. Further, government claims of educational equity are difficult to assess empirically, as the Ministry of Education does not publish data on how enrollment, completion and academic performance vary with key social variables, such as socio-economic status (SES) or ethnicity. As in many developing nations that have achieved universal primary enrollment, questions about student learning and equity remain: To what degree does the Free Education Scheme ensure equal access to educational opportunities? By contrast, to what degree can background characteristics be seen as determinants of children’s achievement? Are these factors more important at certain points in children’s educational careers than others? Are these relationships stable, or are they changing over time? I explore these questions in my analysis below.

Kinds of Stratification

Sri Lanka’s primary and secondary education system can be conceived of as a series of milestones that children may make successfully, or may drop out of school:

If it were true that “children in Sri Lanka have equal opportunity to gain an education, irrespective of their social backgrounds and their gender” background characteristics would have not statistically significant associations with successfully completing these milestones. My analysis will test whether or not such associations exist with a number of social variables, each of which I discuss in some detail below.

2.1 Socio-Economic Status

There is a large body of sociological research that sees education as an institution with a dual nature: it allows certain individuals to be upwardly mobile while helping to reproduce socio-economic status (SES) in most families from generation to generation. In the Sri Lankan public discourse today there is a strong public debate about the extent to which the educational system provides opportunities for social mobility. There is a substantial amount of research on the association between socioeconomic characteristics and educational outcomes, [ii] but public discourse does not draw on the statistics provided in such research to quantify stratification or to attempt to describe time trends. The Sri Lankan government and government-associated media either claim the goal of equal opportunity for all is currently realized or they project the goal is soon to be accomplished, through a variety of programs intended to provide equal access to educational opportunities. However, scholars of education and leftist political groups suggest the quality of instruction in government schools has declined, particularly in schools serving disadvantaged communities.

2.2 Ethnicity

Indicators for ethnicity are widely used in education and stratification research because in many countries there are strong relationships between these categories and educational outcomes. This can be because of differences in the resources and programming at schools that serve different groups, because differences in cultural norms by ethnic community may lead to different attitudes towards education, or for other reasons.

In the Sri Lankan context, the historical development of the school system suggests several hypotheses about ethnic and religious differences in educational outcomes. [iii] The British colonial powers particularly cultivated elite boys from the Burgher and Tamil community for advancement through education into state service careers, while Sinhala elites typically remained land owners and Muslim elites worked in primarily in commerce. Out of this history emerged a stereotype that remains widespread in Sri Lanka today, which assumes Tamils students are the most successful, then Sinhalese, then Muslims and Up Country Tamils. Comparisons between the composition of university entrants and the population in 1950 largely confirm this view. [iv] However, since independence the two most important political parties have vied to outdo each other in providing services, especially education, to the majority ethnic Sinhalese. As a result, much of these differences had diminished and reversed in the three decades after independence, with Sinhalese more likely than all other groups to enter state service careers and most university faculties. [v]

2.3 Urbanicity

In international comparative studies, gaps favoring urban over rural students in enrollment rates and educational attainment exist in almost all developing countries. However, the historical development of the education system in Sri Lanka suggests the international trend of higher educational attainment in urban areas may not hold in Sri Lanka. Post-independence political parties courted the rural vote by investing in schools and other development projects heavily through the 1950s and 1960s. Not only were village primary schools constructed and staffed, but also “central schools” that offered quality secondary education in rural areas. Rural schools are widely considered to provide lower quality education than urban schools, and while some empirical evidence supports this argument, once other socio-economic factors are controlled for urban and rural schools may not be very different.

Another particularity of Sri Lanka is the existence of the estate sector, in addition to the urban and rural sectors. As opposed to urban and rural areas, estate area schools did not initially receive strong government investments in the early years of independence. The organization of estate schools was given over to the tea companies with few requirements from the government, and although the Ministry of Education formally took over estate schools in 1966 and gradually became more involved over the 1980s and 1990s, in popular perception the estate sector continues to lag behind the other two.

Recent global studies of educational achievement by sex have show that the gap favoring boys over girls has been closed in most developing countries, and typically reversed in middle-income countries such as Sri Lanka. Further, Sri Lanka has a history of early successes closing the sex gap.

3 Data and Methods

To examine what kinds of educational stratification exist in Sri Lanka, I use data from two surveys by Sri Lanka Department of Census and Statistics. [vi] I use logistic regression to model the relationship between background characteristics and success at educational milestones, following Robert Mare’s methodology, [vii] then I proceed to examine time trends in how stratification developed from 1985 to 2010.

4.1 Stratification Patterns

My analysis shows that the following groups are more likely than their counterparts to successfully pass educational milestones and not drop out of school: high SES children, Sinhala children, urban children, and girls. The following charts show the predicted probability of passing milestones for different groups, after controlling for all other variables. These charts give a sense of how strong stratification is by each characteristic, and whether stratification patterns change as children advance from primary through secondary school.

I will highlight some of the most important patterns I see in the above charts. First, stratification by SES is much stronger than the other kinds of stratification, particularly at the O/L and A/L; differences between groups are much less dramatic when considering ethnicity, urbanicity, and sex. Second, Tamils do not have the best education outcomes, contrary to the prevalent stereotype. In fact for entering Year 1 and finishing Years 5 and 9, the predicted probabilities of three minority communities are lower than for Sinhala children. Third, differences between urban and rural are relatively small, countering the common assumption that urban schools are of higher quality than rural schools. Finally, the gap between girls and boys grows from Year 1 through A/L, painting a concerning picture of boys increasingly disaffected with academic achievement.

4.2 Time Trends

Analysis of time trends by SES showed different patterns for finishing Year 5 and passing O/L:

The chart for Year 5 shows that, while in 1986 there was a large difference in the likelihood of finishing Year 5 for a child of uneducated parents and a child of parents with post-graduate education, by 2010 this difference had shrunk considerably. This finding could be considered a victory for the Free Education Scheme. However, to be promoted from Year 5 to Year 6 students do not have to demonstrate their academic competence. This chart shows that increasingly both high and low SES children continued to be enrolled in school through the upper primary grades, but it doesn’t show how much children in two groups learned. By contrast, passing the O/L exam requires learning. The chart for O/L shows that stratification by SES became stronger from 1986 to 2010 at this level, because the gap between high and low SES children grew over time. This finding is concerning for proponents of Free Education, and raises questions about whether the weakening stratification at Year 5 has substantive positive impacts on low SES children’s lives.

Similarly, there are concerning time trends for ethnicity and sex. At Year 1 and Year 9, the predicted probabilities of success rose faster for Sinhala children than for Tamil children, and at A/L the predicted probabilities rose faster for Sinhala children than for Muslim children. At O/L, the predicted probabilities of success rose faster for girls than for boys. In all these cases, growth rates were faster for the group that had higher outcomes in 1986, so the advantages enjoyed by Sinhala children and girls grew even greater over by 2010.

4.3 International comparisons

However striking these differences are to supporters of Sri Lanka’s Free Education Scheme, international comparisons provide some helpful context for these results. Associations between social background variables and transition success are similar or weaker in Sri Lanka than in many other contexts, so the odds of a child from a socially disadvantaged background being educationally successful in Sri Lanka are better than in many other countries. Associations are weaker with parents’ educational attainment, ethnicity, urbanicity, and student sex. While the equity goal of the Free Education Scheme may not be completely realized, these comparisons suggest that Sri Lanka’s education system is closer to achieving that goal than many other countries.

Conclusions

This study contradicts extreme opinions on either side of the Free Education debate: education is neither entirely free nor solely the preserve of the powerful. There are differences in outcomes along socio-economic, ethnic, urbanicity, and sex lines, but these differences are smaller than those found in many other countries. Several time trends I identified raise concerns, as stratification appears to be growing. My results identify areas of particularly acute inequalities where policy makers and advocates can focus their attention. Initiatives aimed at monitoring and improving outcomes for low-SES students, ethnic minorities (particularly at the primary level), and boys should be high priorities for further reducing inequalities. Further, attention should be paid not only to enrollment, but also to exam performance and other measures of student learning and development.

An important priority for future research is to conduct a similar analysis with data from the entire country, including the most war-affected districts in the North and the East, as the data I used did not include these areas after 1985-86. Given the sustained disruption caused by the ethnic conflict, a better understanding of its impact on these parts of Sri Lanka could identify areas where the education system needs further support and could help reconciliation processes island-wide. More broadly, continued monitoring of educational stratification in Sri Lanka and other developing countries is important. The debate on educational equity in Sri Lanka is contentious and has spurred social strife in the past, so it is advisable to ground this national conversation in empirical description of the facts on the ground.

Rachel Cole is a doctoral candidate in International Education at New York University. Her doctoral dissertation is composed of three quantitative studies exploring educational equity in Sri Lanka. She may be contacted at [email protected] .

[i] See Rajapakse, G. (2013). Private And International Schools Can Be More Responsive To Change Than Govt Schools. Colombo Telegraph , November 9, 2013. Retrieved from https://www.colombotelegraph.com/index.php/private-and-international-schools-can-be-more-responsive-to-change-than-govt-schools/.

[ii] See: Strauss, M.A. (1951). Family Characteristics and Occupational Choice of University Entrants as Clues to the Social Structure of Ceylon. University of Ceylon Review , 9 , 125-125.

Uswatte-Aratchi, G. (1974). University Admissions in Ceylon: Their Economic and Social Background and Employment Expectations. Modern Asian Studies, 8, 289-318.

Niles, F.S. (1981). Social Class and Academic Achievement: A Third World Reinterpretation. Comparative Education Review , 25 , 419-430.

Rupasinghe, S. (1985). Factors associated with high and low achievement at the grade five examination for scholarships and entry into schools. University of Colombo.

Aturupane, H., & Deolalikar, A.B. (2011). Evolving Inequality of School Attainment in Sri Lanka. Report No 44, South Asia: Human Development Sector, World Bank Discussion Paper Series, August 2011.

[iii] The HIES and LFSES surveys used in this study allowed respondents to chose from the following ethnic categories: Sinhala, Sri Lankan Tamil, Indian Tamil, Sri Lankan Moor, Malay, Burgher, and Other. I use the terms “Tamils” and “Upcountry Tamils” for the two Tamil groups, and the term “Muslims” for “Sri Lankan Moors” and “Malays.”

[iv] Strauss, M.A. (1951). Family Characteristics and Occupational Choice of University Entrants as Clues to the Social Structure of Ceylon. University of Ceylon Review , 9 , 125-125.

[v] See Uswatte-Aratchi, G. (1974). University Admissions in Ceylon: Their Economic and Social Background and Employment Expectations. Modern Asian Studies, 8, 289-318.

Committee for Rational Development (1984). Sri Lanka: myths and realities. Race & Class, 26 , 139-157.

[vi] HIES, 1995-96, 2006-07, and 2009-10 waves, and LFSES, 1985-86 wave. While the LFSES survey collected data in all districts of Sri Lanka, for all three waves of the HIES surveys the districts of the Northern and Eastern provinces were either not included or were sampled on a shorter timeline because these areas were most directly impacted by the conflict. This study’s findings cannot be considered representative of all of Sri Lanka, but rather only the portions sampled. This incomplete coverage is likely to have important impacts on my findings for ethnicity, as large portions of the Tamil community and substantial portions of the Muslim community live in these districts.

[vii] Mare, R. D. (1980). Social background and school continuation decisions. Journal of the American Statistical Association, 75 , 295-305.

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The Unique Advantages of Sri Lanka’s Free Education System

The education system in Sri Lanka is exceptional, primarily due to its commitment to providing free education to all students. While education is considered a fundamental right globally, Sri Lanka goes above and beyond by ensuring that education is accessible at all levels, from primary to university. In a world where education has become a major concern, Sri Lanka’s free education system stands out as a beacon of opportunity and progress.

Table of Contents

A Historical Perspective

Education has been highly valued in Sinhala society since ancient times. Buddhist monks and Brahmins took on the role of teachers, passing down knowledge and wisdom. Although evidence of formal education during this time is scarce, there was a strong literary tradition that focused on enriching Buddhist teachings. As Buddhism spread, education became a vital part of Sri Lankan society.

During the colonial era, education in Sri Lanka began to undergo significant changes. Christian missionary societies established schools along the coastal provinces, which later expanded to the interior of the country. The Anglican Church’s monopoly on education was eventually challenged, leading to the introduction of a government schooling system under the recommendations of the Colebrook Commission in 1836.

The Pioneers of Free Education

The establishment of free education in Sri Lanka can be attributed to the visionary efforts of Dr. C. W. W. Kannangara, the Minister of Education, and W. Amarasuriya. Their dedication and foresight led to the introduction of free education in 1943, enabling every Sri Lankan citizen to have access to education from primary to university levels.

Dr. Kannangara’s policy ensured that every child between the ages of five and sixteen had the right to free education. This policy has paved the way for the impressive literacy rates in Sri Lanka, as well as providing equal opportunities for students from all backgrounds. Other notable individuals, such as Rev. James Home Darrell and A. Ratnayake, also played pivotal roles in advocating for and expanding the benefits of free education in Sri Lanka.

The Impact and Suggestions

The impact of free education in Sri Lanka cannot be overstated. It has opened doors to countless opportunities and transformed the lives of individuals and communities. The following suggestions from the leaders of free education in Sri Lanka have guided the system’s development:

I. Make quality education available to all children, regardless of their socioeconomic backgrounds. II. Encourage the use of national languages as mediums of instruction to provide better opportunities for higher education and employment. III. Ensure an adequate, efficient, and economical school system. IV. Respect and accommodate the religious beliefs of students and provide instruction accordingly. V. Protect teachers from exploitation by school managers. VI. Establish provisions for adult education.

Following the implementation of these suggestions, numerous colleges were established across the country, giving rural children the opportunity to pursue education in English medium schools and eventually gain admission to the University of Ceylon.

The Three Stages of Free Education

Sri Lanka’s free education system encompasses three main stages: primary education, secondary education, and higher education.

1. Primary Education

Primary education in Sri Lanka consists of five stages, from Grades 1-5. Students have the option to enter “National Schools” or “Madya Maha Vidyala” from grade one, but the competition to gain admission is intense. The grade five scholarship exam provides another opportunity for students to enter prestigious schools and excel academically.

2. Secondary Education

Secondary education in Sri Lanka is divided into three categories: the Junior Secondary Level, Senior Secondary Level, and Collegiate Level. Students follow a structured curriculum during the junior secondary level (grades six to nine) and prepare for the G.C.E Ordinary Level examination. The results of this examination determine their eligibility to move on to the senior secondary level (grades ten and eleven). Successful completion of the senior secondary level enables students to sit for the G.C.E. Advanced Level examination, which is a crucial step towards university admission.

3. Higher Education

Once students complete their secondary education, they have the opportunity to enter government universities based on their G.C.E. Advanced Level results and aptitude test scores. The government universities in Sri Lanka are known for their high standards, and students who attend them benefit from full-time free education. Additionally, vocational training institutes offer alternative paths for those seeking practical skills and specialized training.

The Advantages and Disadvantages

Free education in Sri Lanka has numerous advantages, including:

• Equal Opportunities: Every student, regardless of their background, has access to the same quality education.
• Rural Empowerment: The scholarship program allows talented rural students to excel academically and pursue education in urban areas.
• Higher Literacy Levels: Sri Lanka boasts an impressive literacy rate, indicating the success of free education.
• Diverse Career Paths: In addition to traditional university education, vocational institutes provide opportunities for students to pursue different career paths.

However, there are also disadvantages to consider:

• Financial Burden: Funding for free education comes from taxpayers, so the failure to maximize its benefits can be seen as wasteful.
• Competitive Pressure: Exams such as the grade five scholarship exam can create undue pressure on students, impacting their mental well-being.
• Limited Resources: The government’s limited resources can result in missed opportunities for deserving students.
• Lack of Motivation: Free education can sometimes lead to a lack of motivation to excel academically, which may indirectly contribute to issues like ragging.
• Economic Burden: Maintaining free education requires the government to accumulate debts, placing a burden on the nation.

While there are challenges to overcome, proper planning, increased resource allocation, and additional funds can help mitigate the disadvantages and further enhance the benefits of free education.

The Future of Sri Lanka’s Free Education

Nearly eight decades after its establishment, Sri Lanka’s free education policy continues to ensure access to education for all. However, with an increasingly competitive job market and advancements in technology and science, there is a need to further standardize and improve the education system. Private education has gained popularity due to perceived higher standards, and international schools are thriving in urban areas. It remains uncertain whether Sri Lanka will maintain a fully free education system in the future, but efforts to bridge the gap between free and private education are vital.

In Conclusion

Free education in Sri Lanka is a precious commodity that provides equal opportunities to all. Its significance cannot be overstated, and it is essential for the authorities to continually reform and improve educational policies. Students should recognize the value of this blessing and be grateful for the contribution of hardworking taxpayers. Education is the key to a brighter future, and free education ensures that this key is accessible to all Sri Lankan citizens.

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Asian Education and Development Studies

ISSN : 2046-3162

Article publication date: 4 January 2013

The research aims to describe Sri Lanka's education system, discuss reforms that have been implemented within the school, university and vocational education sectors in the recent past and suggest potentially fruitful reforms whilst identifying the various constraints which can affect their implementation.

Design/methodology/approach

A descriptive approach is employed, with extensive review of related literature and the use of relevant secondary data where appropriate.

The research shows the need for considerable reform of Sri Lanka's education system, especially with regard to improving the quality of state education and encouraging greater private sector participation.

Research limitations/implications

The research shows the deficiencies Sri Lanka's education system suffers from and suggests means to overcome them. However, the political and social pressures may present obstacles upon the implementation of such courses of action.

Social implications

The recommendations offered by the research could make a contribution towards transforming the education system in Sri Lanka into one which can produce empowered individuals who can find employment within the emerging sectors of the economy and thereby improve overall living standards in the country.

Originality/value

The paper makes a novel contribution by encompassing school, tertiary and vocational education in Sri Lanka. It shows the numerous problems that could arise in a context where a universal system of free education from the primary to the tertiary level exists vis‐à‐vis a flourishing private sector, and would be of value to education policy‐planners in Sri Lanka and other countries with both state and private sector provision of education.

• State education system
• Education reforms
• Educational innovation

Gamlath, S. (2013), "“Freeing” free education in Sri Lanka", Asian Education and Development Studies , Vol. 2 No. 1, pp. 34-52. https://doi.org/10.1108/20463161311297617

Emerald Group Publishing Limited

Copyright © 2013, Emerald Group Publishing Limited

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Sri Lanka's Universal Education System

Children and youth under the age of 14 account for 24.3 per cent of the total population of Sri Lanka and the youth enjoy high literacy rates at 98 per cent for boys and 99 per cent for girls. These high rates of education can be attributed to national policies for free and compulsory education in Sri Lanka dating back to the 1940's. More recently in 1997 the Government of the Socialist Republic of Sri Lanka passed the Compulsory Education Ordinance further strengthening the national framework for universal primary education. Free and compulsory primary education in Sri Lanka is implemented by the Ministry of Education (MOE), which manages 9,931 public schools with 41 million students and over 233,000 teachers.

In Sri Lanka the State provides free education at primary, secondary and university levels that is compulsory for children between five and 16 years of age. The Government of Sri Lanka also uses the education system as an effective platform to ensure access to nutrition and provides a mid-day meal for children in designated coverage areas. In order to maintain high enrolment rates, children are also provided with free text books and two sets of uniforms. After completing primary education up to grade five, students are eligible to sit for the competitive 'scholarship exam' for entrance into so called 'popular schools' in urban centres equipped with the best facilities. Upon entering grade nine students are offered the option to continue with academic studies, enroll in an apprenticeship for technical work, or join agricultural production. Those who successfully complete secondary school up to grade 13 and then complete the Ordinary Level receive a General Certificate of Education. 

Sri Lanka’s educational reforms carried out in 1997 support the country’s move toward inclusive education. Education reform in Sri Lanka is also supported by the 1978 Constitution of the Socialist Republic of Sri Lanka, which promotes the eradication of illiteracy and the assurance of equal access to education at all levels. While Sri Lanka's free and universal education policies have contributed to social mobility and reduced poverty among low income groups, some challenge remains in improving quality and relevance of education provided.  Nonetheless, Sri Lanka’s free and compulsory education system forms an important part of the national social protection floor and provides a platform to address the needs of children on plantations and the children of migrant workers.

Further Reading:

United Nations Children's Fund (2013).  Out-of-School Children in Sri Lanka . Colombo.

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Education System of Sri Lanka: Strengths and Weaknesses

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Education system plays a very crucial role in any country towards achieving a sustainable development and strengthening social, cultural, historical and integral development, and is often called as the back born of the society. Producing competent graduate, professional or technical expert and a responsible citizen enriched with social and cultural values, which eventually enhances the quality of a country’s workforce, is one of the ways the education system contributes to the development of a country. Giving the due recognition to the importance of the education system that paves the way for integral development of a country, some countries have practiced and promotes a free education policy. The purpose of this paper is to explore the salient features and its evolution of the free education system in Sri Lanka and its emerging challenges for policy makers. This paper also aims at suggesting alternative strategies to overcome the challenges that are emerging from the changing global market context by pooling of views and ideas of academics and other experts in the field of education. This study expects to suggest alternative strategies to overcome the emerging issues in the free education system that would add value to the policy makers to objectively develop future strategies and policies relating to the education system of the country. In order to achieve the aforesaid objective, this study explores the existing literature relating to education systems and experts’ views and authors’ own experience as academics. This study demonstrates that the Sri Lankan education system requires an urgent reform to revise on a holistic approach to address emerging issues in the areas of policy making level, implementation level and supervisory and regulatory level. This study recommends providing annually a six percent from the GDP for the state education, eliminating disparities between rural and urban popular schools, timely revision of general school curriculum in order to make it best fit the changing world, promoting student centered and participatory learning environment, protecting the higher education right of the qualified students who are not absorbed by the state universities and protecting and enhancing the economic, career and social 2 welfare of the school teachers as the key areas that the policy makers must pay their close and urgent attention.

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In order to develop an effective strategy for Sri Lanka it is key to contemplate the origins of the conflict in order to assess the most efficient type of intervention required in the future. At first glance, the Sri Lanka civil war is an ethnic-religious conflict between the Sinhalese Buddhist and the Tamils Hindus that can be described as a “clash of civilizations” (Novelli, 2008). In the mid 18th century with the British rule, Tamils considered with better education were introduced into government functions of the island generating further tensions as Sinhalese people see themselves as the original inhabitants of the island and Sri Lanka as a holy Buddhist land. Tamils are seen with suspicion due to the large community of Tamils in India. Another elements in the conflict are the “structural inequalities” (Novelli, 2008) between Tamils and Sinhalese that were added to the conflictive scenario when Tamils of lower caste were brought in as labour for the tea plantations. This understanding of the Sri Lankan conflict helps to articulate and balance the best types of interventions and strategies. For example, while “educational policy intervention” should naturally be “targeted at addressing the cultural obstacles and differences that divide ‘civilizational’ groups” to address cultural unbalances and curricula; an educational policy that brings all the experience and programs used in education and poverty it is also needed to address the consequences of more than 30 years of civil war on the economy and the population in general (Novelli, 2008).

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Free Education Policy in Sri Lanka

October 1945, the Free Education Policy came into effect;  stating that every child above the age of 5 and not more than 16 is entitled to free education.

This has benefited generations of students and has enabled Sri Lanka to succeed in achieving the Millennium Development Goal of Universal Primary Education.

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FORGOTTEN HEROES BEHIND THE TRUE STORY OF FREE EDUCATION AND MISSED OPPORTUNITIES IN SRI LANKA

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Within two years after the Free Education Ordinance, 44 central colleges were established throughout the country mainly in the rural areas with well equipped buildings,laboratories and hostels

It may be noted here that from the beginning of the British colonial rule, the education in the Sinhalese and Tamil medium schools were entirely free from the kindergarten to the Senior School Certificate level ( equivalent to GCE ordinary level). But the English medium schools which constitute about 10 -15 percent of the schools in the Island charged fees

It may be noted here that from the beginning of the British colonial rule, the education in the Sinhalese and Tamil medium schools were entirely free from the kindergarten to the Senior School Certificate level ( equivalent to GCE ordinary level). But the English medium schools which constitute about 10 -15 percent of the schools in the Island charged fees. The highest positions ,reached by children who received education in the Sinhalese and Tamil medium were the positions of teachers of those schools and notaries public [authorised attest deeds written in Sinhalese and Tamil. Village headmen and Ayurvedic physicians. The clerical service ,civil service, mercantile sector employment university education, and other forms of tertiary education were open only to the children who attended the fee levying English medium schools.   

The Committee on Special Education headed by Kannangara by a majority recommended that the medium of instruction in all schools should be the mother tongue of the child in the primary classes. Kannangara who had the unique privilege of receiving the primary, secondary and tertiary education was one of the most persuasive advocates of Swabasha education. Sir Ivor Jennings who served as a member of the Committee, records in his autobiography that the politicians views prevailed on this policy rather than the educationists’ opinions on this issue. When Kannangara proposed that a child should receive education in his or her mother tongue ,there was a debate in the Special Committee on what ought to be considered the mother tongue of a child. There were some Sinhalese and Tamil children whose mother tongue was English as that language was spoken in their homes. According to Sir Ivor,the politicians including Kannangara proposed a legal formula called ‘racial or ethnic mother tongue’. According to this formula ,if the language of the forefathers of the ethnic group of the child’s father is Sinhalese ,it should be irrefutably presumed that the Sinhalese language was the child’s mother tongue which should be his or her medium of instruction for his or her primary education even if the child’s mother tongue was in fact English at home . This legal formula was proposed in respect of Tamil children too.When it came to Muslims, Burghers and the Malays,the Special Committee on Education could not recommend applying this principle for the children of these ethnic groups. If the legal formula of racial mother tongue was applied to these ethnic groups,the racial mother tongues of the Muslim,Burgher and Malay children would respectively be Arabic,Portuguese /Dutch ,and Malay. In order to overcome this difficulty,Muslims, Burghers and Malays were permitted to receive education in the English medium. Kannangara Committees’ recommendations were adopted by the State after the Independence. The Sinhalese and Tamil children in the English medium schools were required to study respectively in the Sinhalese and Tamil medium. The English medium schools were allowed to teach only the Muslim,Burgher and Malay children in the English medium. C.W.W. Kannangara was in fact the father of Swabahsha Education though S.W.R.D.Bandaranaike who was responsible for the enactment of Sinhala Only Act of 1956 is often wrongly blamed for the Swabasha education.   

  Another interesting question that arises is: “How did the then government of the British colony of Ceylon have such an enormous amount of funds to build 42 central colleges ?”. The answer to this question speaks volumes of the well managed economy Sri Lanka had under the British rule. Although many writers and people portray the British rule in Sri Lanka as only an economic exploitation of the resources of our country,they ignore the vast economic ,social and educational developments that took place during the British rule facilitating the transition from feudalism to capitalism, towards a parliamentary democracy in Sri Lanka during the British rule. The contemporary progressive political trends in Britain with her social movements like utilitarianism , social ,democratic and labour movements,too influenced the colonial rule here. The classic example was the grant of universal adult franchise to Sri Lanka upon a recommendation of the Donoughmore Commission. The British Government appointed a Royal Commission headed by Lord Donoughmore to inquire into further reforms to the constitution to meet Sri Lankan aspirations. A.E. Goonesinha, Sri Lanka’s pioneer labour leader, appeared before the Commission and demanded the grant of universal adult franchise. The delegation of the Ceylon National Congress vehemently opposed Goonasinha’s progressive proposal and demanded that the qualifications of education and wealth should remain and preferred limited franchise to the elite.This shows that Goonesinha who was influenced by the contemporary policies of the British Labour Party was progressive whilst the Ceylon National Congress led by the elite semi feudal Sri Lankans were reactionary. But the Donoughmore Commission which comprised progressive British politicians ,strongly recommended that the universal adult franchise should be granted to Ceylon enable the ordinary people in the rural areas to elect their own representatives to agitate for better facilities educational health and development . It may be argued that the far sighted vision of the Donoughmore Commissioners too remotely contributed to the Free Education policy of Sri Lanka. Now coming back to the question “How did the then government of the British colonial rule have an enormous amount of funds to build 44 well equipped central colleges and a university at Peradeniya? Ceylon did not borrow enormous foreign loans but built them with the enormous wealth Ceylon had due to the well managed economy of colonial Ceylon under the British rule. Colonial rule was an extension of the British capitalism to the colonies including Ceylon. V.I.Lenin in his book entitled “Colonialism: The Advanced Stage of Capitalism” presented a similar argument. Today,we beg for foreign investment in business ventures. This is not a new phenomenon. During the British colonial rule, the British companies invested in the plantations and other sectors in Sri Lanka. In the process, these capitalists paid taxes to the British colonial government in Ceylon on the profits they earned. Later parallel to the British and European capitalist class,an indigenous native class of entrepreneurs’ class emerged. The British colonial government managed the economy without borrowing from outside with the revenue it earned from the taxes.   

 It was A.Ratnayake who conceived the idea of free education from the kindergarten to the University and moved in the State Council that a Special Committee on Education should be appointed to look into this issue of having a uniform system of free education from the kindergarten to the university

 At the public sittings of the Special Committee on Education,an eminent educationist had told the Special Committee on Education that free education should be given only for primary and secondary education but not for the university or tertiary education,as it would be an unbearable burden to the country. His suggestion was that the students who could not afford to pay the fees for university education should be granted loans to be recovered when they get employment after graduation,whilst the exceptionally brilliant students with such hardships should be given scholarships.Then ,a member of the Committee who was a Ceylonese politician had reportedly told this educationist, “ Mr. ...., We (Ceylon) have enormous foreign reserves and assets, ..... we can well afford it”. Immediately after the end of Second World War II. Ceylon granted an enormous loan to Britain for the reconstruction work. Such was the strength of the economy we inherited from the British, in spite of the stories of the economic exploitation, we should concede the fact that we inherited from the British an economy with assets not liabilities. And it was an economy second only to Japan in Asia.   

In almost every article I have read,whilst paying tributes to Mr. C.W.W. Kannangara for his salutary role in the introduction and implementation of the Free Education policy,it has been repeatedly highlighted that Kananngara was defeated at the General Election of 1947 implying that the majority of the people of his electorate of Matugama had been ungrateful to him for his commendable role in the introduction and the implementation of the Free Education policy. Only a three years before his electoral defeat , one of the 44 well equipped central colleges had been established in his electorate of Matugama. People who make this suggestion of Matugama people’s “ingratitude”, ignore the stature of the candidate who defeated Kannangara at the General Election of 1947 . It was none other than Wilmot A.Perera, a social worker , and philanthropist who had by that time spent his personal wealth to build Sripali College at Horana and a number of other schools and educational institutions in the district of Kalutara. Obviously people of Matugama who had been touched by the generous and philanthropic contributions of Wilmot A.Perera might have preferred Wilmot A.Perera to C.W.W. Kannangara,whose implementation of free education policy was still in its infancy and the people had not yet reaped its fruits. I believe that it is unfair to suggest that a majority of voters of Matugama were ungrateful ,and apparently they seem to have felt that they should be more grateful to Wilmot A.Perera who spent his enormous personal wealth for building schools in the district of Kalutara and for social work.    

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A Full Overview on the Education System in Sri Lanka

Education is simply a valuable passport to our future and beyond. Thus, it is no secret that any of the countries pay special attention to improving their education system. And yes, it is the same with Sri Lanka as well. Besides, in Sri Lanka, as a South Asian Country, education is a fundamental or a basic right. Still, you might have a doubt whether the education system in Sri Lanka is satisfactory as a developing country. And we can give a clean and clear ‘Yes’ to this question because the Sri Lankan Education System is one amongst the long history of finite systems. In fact, the country’s population encompasses a 93% literacy rate being higher than any other developed country, even with fewer assets and resources than a developed country.

However, there are several factors behind this success. Getting to know all about the education system in Sri Lanka will help you understand them. So, why not? Let us dive deep into this field and identify the key features of the education system in Sri Lanka, that makes it special.

History of Education in Sri Lanka

Education in Sri Lanka features a history of over 2300 years. And centuries ago, it had been based on the language of Sanskrit, which is known to be gifted from Bharath, also known as India. It happened as a result of the institution of Buddhism within the rule of King DevanampiyaTissa from the Buddhist monks sent by Emperor Asoka of India. Ever since the education system progressed based mostly around the Buddhist temples and prevenas.

Later during the period of colonization , Christian missionary societies became active in education. Then onwards British Government built and shaped the Sri Lankan Education System within their ruling period from 1796 to 1948. As an example, all lectures in universities were conducted in English until 1960. Then, for the first time in history, it was a must for the Sri Lankan children to start schooling at the age of 5 and to continue until the age of 16. All the sessions were conducted in all three languages Sinhala, Tamil, and English.

Significant Milestones

However, over the past 74 years, Sri Lankan education has undertaken many transformations. The highlights of these transformations are summarized below.

• 1943 – Dr.C.W.W. Kannangara, the Minister of Education famous as the father of free education, announced the “Free Education Bill” in the State Council.
• 1947 – Initiation of free education from Kindergarten to University 
• 1961- Governmental take-over of denominational colleges and schools to ascertain a national system of education
• 1972 – Step to establish pedagogy content more practical by adding a compulsory pre-vocational course at the junior secondary level. The amendments also requested to separate Sri Lanka from the British education system by renaming Ordinary level (O-level) and Advanced level (A-level) secondary examinations.
• 1981 – “White Paper on Education” system was introduced which introduced the resource and facility sharing through school “clusters” methodology, with one school mentioned as the main school with responsibilities with teaching and pooling their resources with secondary or lesser schools.
• 1997- “Four divided scheme” was introduced as a reform of education to transform programs and textbooks, provide management training to school principals, distribute funds to boost school facilities and teaching methodology.
• 2006 – Education Sector Development Framework and Program (2006-2010). 

Among all these milestones, and transformations, the introduction of free education happens to be a major highlight. Thus, let us next get to know about this concept in detail.

Free Education in Sri Lanka

The establishment of the free education strategy in 1944 was a standard shift in the history of the education system in Sri Lanka. This policy provided equal prospects for all to accomplish access to the education system and formed a strong basis for long-term ecological development within the human capital of the country. The Government of Sri Lanka came up with many innovative ideas and experiences with the help of this policy.

Main Innovative Programs under Free Education

• Program of providing free school textbooks : Currently, under this program over millions of textbooks covering more than 250 various subjects are delivered. All the textbooks are free of charge, and it is a great opportunity for all the children from very poor families who struggle to overcome the complexities in their lives to enjoy all the benefits of free education. Also, this helps the government to motivate and encourage students. According to some surveys, this program has enhanced the enrolment rate of students. Therefore, this program adds a plus mark for this country’s literacy rate as well.
• Free uniform program : This program generated a big positive effect on reducing student non-attendance and a great respite for the poor parents. It was introduced in the year of 1993 and the government’s main aim was to provide free uniform materials for students from grades 1 to 13. Currently, many children from poor families are benefiting from this valuable program.
• “ Navodya” school development program : This was first implemented in 1997, with the vision of offering rural schools with mandatory infrastructures and other facilitating apparatus. This program provided a school with a new library, buildings, classrooms, laboratories, etc.

Some of the other beneficial programs that emerged as a result of free education are as follows.

• Mahapola scholarship programs
• Mahindodaya Laboratory
• Grade 5 scholarship program
• Free lunch program

Besides, this is just a quick glance over the significant features of the Free Education System in Sri Lanka. Make sure you read our article on ‘ Free Education in Sri Lanka ‘ for a better overview.

An Overview on the Present Education System in Sri Lanka

The free education program has increasingly supported guaranteeing the quality of Sri Lanka’s national education system. As witnesses, we can prove that the free education system has pushed this country into a valuable position in South Asia under conditions of literacy rate, gender equality in education, and school registration rate. Further, the education system in Sri Lanka plays a very outstanding part in people’s lives whereas it sustains the culture of the country . Besides, owing to the free education policy, every child from age 5 to 16 years, has the right to free education.

Also, the government of Sri Lanka has devoted a lot of money to education over recent years because they considered it a high priority. They state that every and each person has an equal right to study, learn and access all milestones of education.

There are three separate ministries to administrate and regulate the education system of Sri Lanka. They are as follows.

• The Ministry of Education is in charge of schools, Teachers Training Colleges and Colleges of Education , and even the pirivenas, the schools for Buddhist priests. 
• Ministry of Higher Education conducts Universities and Technical Colleges. 
• The Ministry of Education Service provides the facilities required for general education.

Besides, getting to know about the structure of the education system in Sri Lanka, will provide you a good overview with regard. So, let us now draw your attention to the different levels, the structure of Sri Lankan education consists.

Levels of Sri Lankan Education

The main objective of Sri Lankan education is to stimulate democracy by physical, ethical, spiritual development, and ultimate learning with the help of valuable and important education. Accordingly, Sri Lanka’s education structure is split up into 5 levels as below.

• Primary Education (From Grades 1-5)
• Junior Secondary Education (From Grades 6-9)
• Senior Secondary Education (Grades 10 and 11)
• Collegiate Level (Grades 12 and13)
• Higher Education

It is the main requirement to attend up to at least Grade 9 and above for a person to be suitable for a skilled job, according to law. Grade 11 and 13 is considered as a turning point or hurdles in student life to get through.

So, now having a good idea about the different levels of Sri Lankan education, let us now get to about each of these levels in detail.

Primary Education in Sri Lanka

Sri Lanka’s Primary Education System starts with Grade 1 and ends with Grade 5. Entrance to primary education in Sri Lanka is mostly based on the residence or the address. There are both mixed school and gender-based schools available for primary education. Primary school students around the country follow six subjects under a national and core curriculum.

• First Language (Sinhala/Tamil)
• Second Language (Sinhala/Tamil)
• English Language
• Mathematics
• Environmental Studies

Normally the deskwork is gradually expanded and increased from grade 1-5. At the end of grade 5, students may elect to sit for a national exam called the Scholarship Exam . This exam permits students with extraordinary skills to move to a better secondary national school. The pass mark of the examination and school marks ratings are depending on the paper every year. But the main aim of this primary education is to give experience about life and to let the children enjoy their childhood while learning new things.

Besides, this is just a glimpse of Primary Education in Sri Lanka. Read our article on ‘ Best Things to Know About Primary Education in Sri Lanka ‘ for a better overview.

Secondary Education in Sri Lanka

In Sri Lanka, secondary education consists of three main levels. They are as follows.

• Junior Secondary Level
• Senior Secondary Level
• Collegiate Level

Continue reading to know what these levels exactly are!

1. Junior Secondary Level

Students from grades 6 to 9 can be considered Junior Secondary Level Students. Children who have scored the best results at scholarship exams in grade 5 get selected for national schools with high facilities to continue their Junior Secondary Education. Meanwhile, the other children continue their education at the same school or a private sector school. At this level, students undertake to learn contents under the following subjects.

• Practical Technology
• Aesthetic Subjects (including western music, eastern music, dancing, drama, etc.)
• Life Proficiencies

A year that belongs to a grade in Junior Secondary level consists of 3 terms. Besides, the term-end, year-end exams, assignments, assessments, and practical work help teachers to measure the progress of each child’s coursework.

2. Senior Secondary Level

This level runs under the grades from 10 to 11. Further, this level is highly competitive, as the students face the Ordinary Level Examination (General Certificate of Education (GCE) O/L) at the end of grade 11. 

The Ministry of Education mentions that the secondary level curriculum includes 6 main subjects and 3 or 4 optional, or basket subjects. Main core subjects include the following.

• Science and Technology
• Other basket subjects can consist of art, music, commerce, health, information technology, civics, geography, French, Japanese languages, entrepreneurship, etc.

As mentioned earlier, Grade 11 concludes with the award of the GCE O-Level examination. The students who pass their first language, mathematics, and other three subjects with results higher than a credit (C), are considered as the applicable students to enter the collegiate level.

3. Collegiate Level

This level consists of two grades, which are grades 12, and 13, and it concludes with the Advanced Level Examination (General Certificate of Education (GCE) A/L). Further, it is the requirement for admission into higher education, thus popular as the direct ticket to the university level. Based on their GCE O-Level results, students can choose to continue their studies at the collegiate level in the following subject streams.

• Combined Mathematics

Students have to follow 3 main subjects under each combination, and in addition to those three subjects, they will also have to face a General English Paper and a Common General Paper at their GCE Advanced Level Examination. Students who get good results in this exam, get the chance of entering state universities. If not, they can choose to continue their higher education at a private university or any other higher education institute.

However, this is just a quick glance over the special features of the Secondary Education System in Sri Lanka. Read our article on ‘ Best Things to Know About Secondary Education in Sri Lanka ‘ for a better overview.

Higher Education in Sri Lanka

The University Grant Commission (UGC) manages 15 universities and 18 institutes in Sri Lanka that offer higher education opportunities. It also establishes minimum admission conditions for students, in order to maintain the quality of higher education in Sri Lanka.

However, the admission process for these universities is very competitive. According to the University Grant Commission (UGC) in Sri Lanka, in 2012, around 60% of students passed the hurdle of the GCE A/L Examination. Still, only 17% of them could enter university-level institutions. The minimum requirement for university entrance is passing all these subjects in GCE A-Level Examination, with above 30 % marks in the Common General Paper. Students get ranks according to the score that they get (Z-score), and the government offers many scholarship opportunities for the students who make it to government state university-level institutions.

However, the government is facing many hardships since they are unable to cater to the demand for higher education for the younger generations of the country at present. Still, if you read our article on ‘ Higher Education in Sri Lanka, the Best Path for a Professional Career ‘, you might understand that the youth have many higher education opportunities in Sri Lanka.

Besides, the private higher education sources in Sri Lanka are flourishing due to shortages of capacities in government. Therefore, it is important that we get to know about the private education sector in Sri Lanka as well.

Private Education in Sri Lanka

Private Education covers a wide area of education opportunities in Sri Lanka. In simple terms, it can range from private and semi-government schools to international schools, tuition classes for competitive exams, to private universities. There is no “free education” theory in private education in Sri Lanka.

However, let us now have a look at the main private institution categories in the country that contribute to Sri Lankan education.

1. Private Schools

There are many private schools and institutions in Sri Lanka, giving all primary, secondary, and tertiary education to students. Some of these establishments have beautiful and rich histories. To feel the disparities and gaps, there are many new establishments in the country. However, most of these schools and institutes are around main cities and suburbs. A huge rise was visible in private schools due to the development of the upper-middle class during the colonial era .

However, at the present, many parents are impatient to send their children to these schools because there is a belief that the quality, manners, wellbeing, and standards of these private schools are of excellent condition. But that really depends on each and everyone’s mindset and according to what they believe. These private schools are also following the same curriculum given by the government of Sri Lanka.

2. International Schools

Anyone with the capability and commitment to pay a lot of money for their education can join these schools without any hesitation. However, international schools are not regulated by the expatriate society. The Ministry of Education has no controlling or administrative power over these schools. In fact, since the late 1980s, these schools have been under the Board of Investment (BOI). However, these schools provide standard facilities to students due to their high payments.

3. Semi-Government Schools

Semi-Government schools were established as another opportunity to reduce the financial load of the parents who desire to give their children the benefits and advantages of private education without spending a lot of money. The government provides textbooks, uniforms, and other opportunities like to sit for government and national exams, in these schools, but no funds are provided by the government for the development of the school.

However, if you are interested in learning more about the private education opportunities in Sri Lanka, make sure that you read our article on ‘ All About Private Education in Sri Lanka! ‘ as well.

Professional Education in Sri Lanka 

Every student’s dream is to find a good profession with career growth, after completing the higher education level. The professional education system in Sri Lanka also aims to deliver essential up-to-date knowledge and practical skills that are essential to building one’s career. Thus, various professional education bodies govern different professions in Sri Lanka. Some of them are as follows.

• Institute of Engineers Sri Lanka (IESL) : The governing professional body for engineers in the country. It delivers continuing professional development courses (CPD) and ensures relevant standards in both education in engineering and engineering practice.
• Institute of Chartered Accountants of Sri Lanka : The only professional body in the accounting and finance sector in the country.
• Sri Lankan Medical Council : The professional body for the health sector.
• National Institute of Education (NIE) : The Sri Lankan Institute that oversees the education of teachers. 

Further, Sri Lankan professional bodies generally present the chartered qualification to relevant professionals. These offerings take place examining each members’ level of knowledge and competency about the subject area, their professional behavior, integrity level, experience in the field, and many other factors. Another main duty of the Sri Lankan professional education system is to tailor the educational programs to mold a competent workforce to newer techniques and technologies.

Besides, the professional education system in Sri Lanka also aims to build competent world-class professionals, who can assist the development of Sri Lanka in every sector. Therefore, Sri Lanka has made major investments in the professional education system by developing new policies and introducing new governing bodies for different schemes.

Besides, these are a few important facts about the professional education facilities in Sri Lanka. Read out our article on ‘ Professional Education in Sri Lanka ‘ to learn more.

Education Centers in Sri Lanka

There are several types of education centers or institutes in Sri Lanka. Admission for each of them may depend on many measurements. If we consider different types of schools, the entrance may be based on the good grades of students from the 5th-grade scholarship examination, GCE O/L examinations, society status, preferences, residence, facilities provided by schools, etc. And when considering the higher education and professional education institutes, professional experiences, and various prerequisites may be considered.

However, for a better understanding, we have listed below some of the main education centers of varying categories.

Universities in Sri Lanka

For higher education, currently, there are 16 national or government universities, private universities, and open universities which provide open and distance learning for students.  

First of all, let us have a look at the state universities in Sri Lanka.

• UOC: University of Colombo
• UOM: University of Moratuwa
• UOK: University of Kelaniya
• USJP: University of Sri Jayewardenepura
• UOP: University of Peradeniya
• UOR: University of Ruhuna
• SEUSL: Southeastern University of Sri Lanka
• UOJ: University of Jaffna
• EUSL: Eastern University of Sri Lanka
• RUSL: Rajarata University of Sri Lanka
• WUSL: Wayamba University of Sri Lanka
• SUSL: Sabaragamuwa University of Sri Lanka
• UVU: Uva Wellassa University
• University of the Visual and Performing Arts
• Buddhist and Pali University
• Bhiksu University of Sri Lanka

Further, you can find below some of the main private higher education centers in the country.

• British Institute of Engineering and Technology
• National Institute of Business Management (NIBM)
• Asia Pacific Institute of Information Technology Sri Lanka (APIIT)
• Informatics Institute of Technology Sri Lanka (IIT)
• Postgraduate Institute of Agriculture University of Peradeniya
• Colombo International Nautical and Engineering College
• Sri Lanka Institute of Advanced Technological Education (SLIATE)
• Sri Lanka Institute of Development Administration Colombo
• Arthur C Clarke Institute of Modern Technologies
• Sri Lanka Institute of Architects
• University of Vocational Technology Ratmalana
• Horizon Campus

Besides, some of the main professional education centers in Sri Lanka are as follows.

• The Institute of Chartered Accountants of Sri Lanka (Only institution authorized to certify Chartered Accountants)
• Sri Lanka Law College
• The Postgraduate Institute of Agriculture                         
• Postgraduate Institute of Medicine
• Postgraduate Institute of Pali & Buddhist Studies
• The Postgraduate Institute of Management
• Postgraduate Institute of Archeology
• The Postgraduate Institute of Science
• Postgraduate Institute of English

Is the Sri Lankan Education System Good?

Of course, yes! It is because of the quality of the education system in Sri Lanka that the literacy rate of Sri Lanka remains above 93%, which is comparatively a very high standard compared to some of the developed countries such as India, Malaysia, etc. Similarly, Sri Lanka has surprised the world with its powerful education system and its growth. However, there are few main reasons for us to highlight the Sri Lankan education system as a good one. Some of them are as follows.

1. Free Education Facilities in Sri Lanka

Sri Lanka is one of the very few nations to provide free education until higher education. This has been the main reason for the high literacy rate of the country. Annually, the government has invested around 15%-18% of its annual budget in education. It is mainly utilized to develop infrastructure, provide school textbooks and uniforms, and improve the quality of education systems. Similarly, there are various policies continuously amended and implemented to improve the education system of Sri Lanka. Hence, the Sri Lankans should certainly be grateful to their government for considering education as one of their main priorities.

2. Gender Equality in Education

The Sri Lankan education system promotes gender equality. For instance, out of the higher education graduates about 65% are female. That is a great success of the education system of Sri Lanka.

3. Quality Maintained in the Field of Education

The quality and the knowledge of the teachers of Sri Lanka happens to be one of the main highlights. In fact, officials always provide training and mentoring for all the primary and secondary teachers. Similarly, there are National Colleges of Education, for teachers to study for professional qualifications as well. Further, another factor that determines the quality of education is its content. It is essential to have the subjects and syllabuses updated accordingly. The way Sri Lanka does updates on the syllabuses and subjects is satisfactory. Thereby, students can always upgrade their knowledge and compete with students all over the world.

4. Sri Lankan Institutes for Children with Special Needs

One of the main admirable facts about the Sri Lankan education system is that they have introduced different government schools and different institutes for differently-abled students. Specially trained teachers are there to teach and guide those students, and their right to education is thus never deprived. Resultantly, the lives of these kids have become more productive.

5. Bilingual Teaching Methods in Education

Most of the schools in Sri Lanka have started initiating bilingual teaching methods. Accordingly, they start teaching English in schools from Grade 3 onwards. Therefore, students can get exposed to many international opportunities, as they are familiarized themselves with the English language since primary education. 

Likewise, owing to all these reasons, we can highlight that the Sri Lankan education system is in a better state.

Is the Education System in Sri Lanka Practical Today?

Quite Not! For an education system to be successful and practical, there are various competencies to be included besides knowledge, such as creativity and skill development, ethics, discipline, leadership, communication, play, and leisure. However, Sri Lankan education lacks many such competencies that ought to be included to become more practical.

Students should have more freedom and leisure, for kids to discover creative stuff. Unfortunately, the education system has created the kid’s life miserable by piling up with textbooks and examinations. Therefore, they are caught up in the rat race from an early age. Besides, the best way to learn is by making mistakes. But kids are being punished for making mistakes due to the heavy competition. Thus, the opportunity to self-learn, creativity, and leisure time of kids have been restricted from the primary education system in Sri Lanka.  

Besides, skill and attitude development are not considered a priority in the current Sri Lankan education system. Skill development is the foundation of success, as teaching the right skill could make all the difference. Currently, the crime rate of the country is high, and most people are hot-tempered. Further, the suicide rates are increased as well. If discipline, tolerance, and respect for others, and personal development were taught in the education system, this society would have been better.

Moreover, the existing examination systems do not encourage students to learn and perceive. Consequently, it does not assist students to build their commonsense. Instead, it makes student bookworms, data machines, and crammers. This will not generate any inventors or creators. Hence, it is essential to create a practical examination system. 

So, owing to all these reasons, we can mention that the practicality of the Sri Lankan education system is not satisfactory. Yes, it needs further improvements with regard!

Future of Education in Sri Lanka

As a result of the propagation of the Digital Era; English, communication, and Information Technology have become essential competencies that students require when stepping into the corporate world. There are tons of opportunities locally and internationally for people who have mastered those competencies. In the future world, most of the activities will be automated and done using AI. Hence, Sri Lanka should focus on shifting its education system towards such valuable proficiencies, so that students can create more value. 

Also, society is full of corruption, aggressiveness, and theft. Therefore, it is essential that everyone learn and practice good manners, ethics, and discipline at the early stages of the education system. Thus, we believe that Sri Lankan education would adapt accordingly.

Besides, the technologies, systems, business models, and way of life are rapidly changing. Thus, the students should have opportunities to learn the latest technologies, systems, and business models to compete with international markets. So, we hope that the practical subjects and student skill development strategies will be a major aspect of the Sri Lankan education system in the future.

Further, the number of research carried out by universities is comparatively low in Sri Lanka. Being creative, performing innovations are essential for the growth of a country as well as its community. Therefore, required resources and opportunities to publish research should be granted by the education system in the future. Resultantly, it will motivate students to do more innovations and creations. 

Likewise, in the future, authorities would introduce student-centered learning strategies to the Sri Lankan education system. Thereby, students will be able to gain knowledge through experience, collaboration, and teamwork. And with all these things, the Sri Lankan education system in the future would be more impressive and beneficial beyond a doubt.

The Bottom Line

The Sri Lankan education system, improved from the free education concept, is now in a better state using official development support. Millions of valuable professionals benefitted from this education system for the last 74 years, and they indeed reveal to the world the quality of Sri Lankan education. However, the whole world is changing, and Sri Lanka should always try to move parallelly with everything including facilities, systems, and technologies. Hence, the capability, superiority, and quality of the current education system would further improve and increase. Thus, we can surely hope for a better education system in Sri Lanka in the years to dawn!  

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