THE LESSONS NOT LEARNED!

Janaka Perera laments Sri Lanka’s archaic and lopsided education system

To possess general knowledge, skills, competencies, literacy and numeracy – and the capacity to think independently, creatively and appreciate proper values – a person needs to have gone through an effective educational process.

So is free education achieving this in Sri Lanka today? Or have we deviated from free education’s original objectives since 1945?

The ‘tuition mania’ made a mockery of this since most parents feel compelled to send their children for additional classes as what’s taught in schools is inadequate. Let alone pay for tuition, less well-to-do parents don’t have the money to provide adequate nourishment, clothing or footwear for their children.

Recently, the government introduced ‘the nearest school is the best school’ concept. But this can never be a reality until all state schools have the same basic facilities. It makes no sense to talk about distributing laptops when many rural school buildings are dilapidated, lack proper toilet facilities, safe access roads and so on.

There is a huge disparity between popular schools, which are mostly in the cities, and those in the outer districts. On paper, every school receives essentially the same facilities and all children receive free textbooks. Popular schools generally benefit from the additional resources and oversight that well-to-do parents and former students bring to the system.

Speaking at a televised discussion to commemorate the 50th death anniversary of the father of free education Dr. C. W. W. Kannangara, university don Prof. Rohana Lakshman Piyadasa lamented the failure of successive governments to realise Kannangara’s aim of a national education system for the entire country.

There’s far too much emphasis being laid on exam focussed education, which blunts creativity and the latent talents of children, notes the Coordinator of Education Forum Sri Lanka Dr. Sujatha Gamage.

When rote memorisation is applied as the main focus of learning, it isn’t considered higher level thought or critical thinking. This is because it suppresses creativity in students who thereby don’t learn to think, analyse or solve problems.

Piyadasa says that proof of our wrong priorities can be found in any children’s hospital immediately before and after the Grade 5 scholarship examination, which is also called ‘the mothers’ exam.’

Many children under 10 have been hospitalised due to depression, and physical and mental illnesses, because they have been pressured by their parents to pass the exam. Some children even committed suicide.

Nowadays, educated parents don’t make their children sit for this scholarship exam since they value their kids’ mental health more.

In comparison to university lecturers, school teachers and principals lack opportunities for career development. They’re generally treated very badly and paid poorly; and they are not valued for the yeoman service they render.

Apart from salaries and allowances, they need professional development and education that’s in keeping with the standards of developed nations. We still have schools where pipe borne water isn’t available and usable toilets are scarce.

Trade union action surfaces when there’s injustice and a lack of empathy in relation to certain fundamental needs. When tea­chers remain disgruntled and frustrated, students end up becoming their victims.

In the colonial era, we had two main categories of schools – fee levying English missionary institutions and government assisted vernacular schools.

Kannangara wanted one school category for all students.

Unfortunately, the country has moved in the opposite direction; and instead of two, we now have four. In addition to state and locally run private schools, there are British and American international schools. This means we have five or more syllabuses operating simultaneously in Sri Lanka.

It is inconceivable how a cohesively educated nation can be developed under these circumstances. Students attending some international schools have difficulty reading and writing in the vernacular.

Currently, preschool education in Sri Lanka is neglected. In developed countries, instead of learning to read and write, children from kindergarten up to Grade 2 are taught teamwork, sports, working with clay and sand, understanding colours, good manners, and appreciating and enjoying nature.

The carefree life that children enjoyed after school hours in decades past is no longer a reality. They were not bred like race horses despite shortcomings in the system.

As in Singapore, Sri Lanka’s education system should aim to bring out the best in every child. It’s necessary to nurture and develop children into being lifelong learners with core competencies that will help them thrive in the 21st century.

We should have multiple educational pathways that cater to the different strengths and interests of every student, and schools should provide them with a rich and diverse range of learning experiences.