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SriEquity for children through quality education Lanka has every reason to be proud of its record on education, in comparison with those of other countries in the region. But we should also remember that we had a similar leading position many years ago, and others are catching up. Indeed other countries in Asia have forged ahead, so we really need to stop making comparisons with those who started off far behind us, and should indeed concentrate on making things better for all our children.

For the fact is, educational disparities are still excessive. Another problem is that our children are not getting the type of education needed in the modern world. And we have done little about ensuring acquisition of the soft skills essential for productive – and lucrative – employment.

Unfortunately those who make decisions on education now do not take these problems seriously. The manner in which education reform has been delayed indicates that those in charge of the system have no interest in change. This has been the case for most of the last three quarters of a century, following the seminal changes made by CWW Kannangara when he was Minister of Education, and make equity and quality and variety his watchwords. Though there have been some exceptions, notably when Premadasa Udagama and EL Wijemanne and Tara de Mel were Secretaries to the Ministry, given the self-satisfaction of most of those in authority, even their contributions were limited.

I saw ample evidence of the lethargy in the system when I was finally sent statistics with regard to teacher availability in the poorer Districts of the Northern Province. At first glance the situation seemed acceptable, but this was because statistics are collated on the basis of Educational Zones. These often combine urban and rural areas, so that it looks like there are sufficient teachers in place. In reality however teachers are concentrated in urban areas, and it is only when one checks on teacher availability in individual schools, or in Educational Divisions, as I do during Reconciliation Meetings at Divisional Secretariats that one realizes how deprived the poorer areas are.

It has been recommended by the Parliamentary Committee on Education, which has now been discussing reforms for over four years, that Zones be abolished, and Divisions treated as the unit of significance, but nothing has been done about this.

Another problem is the appalling paucity of teachers at Primary level. The teaching of English suffers worst perhaps in this regard, and this means that the victims of this have no hope at all of learning English. Given the manner in which syllabuses are constructed and implemented, the poorer children, who generally have no foundation, have no hope of getting one, let alone building on it. Though we tried when I chaired the Academic Affairs Board of the National Institute of Education to introduce remedial activity into the curriculum, this initiative was stopped in its tracks by the so-called professional educationists who took over after my term was cut short for political reasons.

But in any case that is not the solution, and we should be doing more to strengthen the training and deployment of primary teachers. But given that the Ministry has failed to solve this problem for decades, it is not likely that it has any hope of improving things on its own. However the idea of developing partnerships with private institutions, or even with Provincial Ministries, to increase supply is anathema to those who have enjoyed their debilitating monopoly for so long.

The same goes with regard to another eminently sensible initiative the Ministry has recently started. I refer to the establishment of a Technical Stream in schools, in recognition of the need to train students for the world of work that many of them could satisfactorily enter. Unfortunately this initiative is confined to a very few schools, and even in some of these there are not enough teachers. Unfortunately it has not struck the Ministry that it should also simultaneously instituted mechanisms to develop teacher supply. Read the rest of this entry »

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I wrote last week about the understandable irritation of the Minister of Education regarding media stress on mistakes in term test papers set by Zonal Offices of Education. He thought they should instead have been talking about much more important developments such as the introduction last month of a Technological Stream into schools. I agreed with him in principle, though I felt that mistakes in papers are not acceptable and he should reduce the possibility of this happening – and pressures on students – by allocating more responsibility to schools.

Last week I realized that, had the media really taken the new Technological stream seriously, as indeed they should, there would have been even more criticism of the Ministry. I found to my great disappointment that the manner in which this very worthy innovation has taken place means that areas that most need it have been left out. Up in the Gomarankadawala Education Zone, which covers four Divisions, Gomerankadawala and Kuchchaveli and Padaviya Sripura and Morawewa, there is not a single school which has started this stream.

I am not sure who decides how these benefits are conferred, but clearly the system is wrong if four of the most deprived areas in the country are left out. At the very least, the Ministry should have ensured that at least one school in every Division was assisted to get the programme going.

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The first Consultative Committee to meet in Parliament this year was the Education Committee, and it went on for over two hours. This was heartening, because it suggested a high level of interest amongst Members of Parliament. However it was also sad that much time was spent discussing specific problems, such as the transfer of Principals and Officials, and individual admissions to schools, since these take away from what should be the main purpose of Consultative Committees, namely policies and general principles, leading where necessary to legislation.

There is of course need for Members of Parliament to raise such issues, and the Minister made some valuable suggestions in this regard. He proposed to have consultations with regard to particular areas, and I hope he will do this in small groups, since it makes no sense for officials and parliamentarians from all over to waste time listening to parochial problems.

Interestingly, Parliament has I think taken a step in the right direction in decreeing that not more than 25 officials come to meetings of Consultative Committees. Though it was pointed out that this was inadequate, given the range of officials needed to discuss Education, it would make far more sense for meetings intended to discuss details of educational administration in particular districts to take place at the Ministry, with only officials and parliamentarians from the district or the province. Four or five meetings in each of the two weeks per month during which Parliament meets would cover the whole country, with opportunity to go into detail without time being wasted by the generality.

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Rajiva Wijesinha

April 2019
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