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| Sunday, 5 June 2005 |
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Features |  |
| News Business Features Editorial
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The future of free education
The British, who subjugated Sri Lanka in 1815, brought about drastic changes in the social structure in the country. Their benevolent despotism no doubt, brought about some material benefits and economic gains. by W. T. A. Leslie Fernando Recently an alliance named National Centre for Protecting Free Education comprising university lecturers, teachers' unions, principals' unions, medical faculty unions, educationists, doctors, engineers, artists and the clergy has been formed. There is no doubt that beneficiaries of free education like me, would warmly welcome such a move. The State, in Sri Lanka provides free education from kindergarten to the University. Every year, a good share of the budget is set apart for education. How far are the aims and purposes of free education fulfilled today? The British, who subjugated Sri Lanka in 1815, brought about drastic changes in the social structure in the country.
Their benevolent despotism no doubt, brought about some material benefits and economic gains. Nevertheless, British domination made the majority of the people, vagabonds and outcasts in their own country. The British, broke the backbone of the Sinhala people by confiscating their lands under the Waste Lands Ordinance. They converted the agricultural economy in Sri Lanka to mainly a plantation economy. They enthroned English and the vernacular languages were downgraded. The imperial regime provided every opportunity for the Christian missionaries to dominate in the sphere of education. Rich Higher education, which was in English became the prerogative of the rich. High fees were charged for English education which was the gateway for higher positions in the public and private sector. The poor had to be satisfied with vernacular secondary education. In the beginning of the 20th century, it was found that a minority of the elite were conversant in English and were suppressing the majority in Sri Lanka. It was to remedy this situation, that in the early 1930s a special committee on education headed by Dr. C. W. W. Kannangara recommended free education, to provide equal opportunities to all. The Education Bill that contained the Free Education Scheme was obstructed from the beginning. It was delayed for years at the Legal Draftsman's office and in the process of including it in the agenda in the State Council. When, Dr. C. W. W. Kannangara presented the Bill on May 30, 1944, it was vehemently opposed by the vested interests. The opponents of free education, did everything possible to sabotage the free education scheme. In this endeavour they were backed by the Catholic Church and the national press. Dr. C. W. W. Kannangara anticipated opposition, and he was ready to meet it. Some of the opponents of free education, specially the Catholic Church suggested scholarships to poor students selected by a competitive examination. This would have been mere patchwork, to maintain the status quo. Dr. C. W. W. Kannangara and other sponsors of free education were too clever to be trapped. Passed There were some others, who lamented that there would be no youth to pluck the yield in their estates. This was the inequality of opportunity, the free education scheme aimed to eliminate. Dr. C. W. W. Kannangara, and his supporters carried out a vigorous and sensational campaign all over the country. They held meetings and answered all the arguments levelled against the scheme. They explained the benefits of free education to the masses and generated strong public opinion in its favour. Dr. C. W. W. Kannangara, then won over the majority members in that august assembly and saw the free education scheme passed in the State Council. The free education scheme called the Pearl of Great Price brought about a social revolution, in Sri Lanka. It opened wide, the doors of higher education which was in English to the poor. Education was made free from kindergarten to the University. Poor, but clever children who earlier had only a bleak future could now reap the benefits of higher education. Today as a result of free education, there are University Dons, doctors, engineers, administrative officers, accountants, architects, lawyers and judges who hail from among the poor and humble citizens in our country. However, his victory on free education was a personal disaster to Dr. C. W. W. Kannangara. When he contested the Matugama seat in 1947, elections held two years after he introduced the free education scheme, he had to fight the election with his back to the wall. The Leftists were influential in Matugama, but they opposed him because he was the UNP candidate. The UNP gave only lukewarm support, because he was the 'Father of free education. The opponents of free education, on the other hand pooled all their resources, spent money and resorted to everything possible to defeat him. Ultimately Dr. C. W. W. Kannangara lost the Matugama seat to Wilmot A. Perera an independent socialist. Blow The defeat of Dr. C. W. W. Kannangara was a severe blow, to the progress of education in our country. As a result his far-sighted plans like vocational courses in education to further technological knowledge and taking over of denominational schools were all shelved. In the 1952 elections, Dr. C. W. W. Kannangara was returned to parliament as the member for Agalawatta. But, vested interests saw to it that he was not made the Minister of Education. The opponents of free education did not stop at that. They set up private institutions charging high fees that provided education in English with better facilities, employing highly qualified teachers to provide better opportunities for the privileged, who to compete with poor children who benefitted by free education. Ironically, at the death of Dr. C. W. W. Kannangara, in 1969 one of the directors of such an institution went to the extent of suggesting that Royal College be named "Kannangara Maha Vidyalaya". He was benumbed when the then President, J. R. Jayawardene quipped "Why not your institution which bears a foreign name be named after Dr. Kannangara?" The 'Schools Take Over' in 1960, was another landmark in education. This no doubt was a step in the right direction. In 1939, Christians both Catholics and other sects who comprised only 6.25 per cent of the population obtained 73.2 of the government grant for denominational schools, whereas Buddhists. Hindus and Muslims who constituted 93.7 of the population received only the balance 26.3 of the grant. The Catholic Church vehemently opposed the 'Schools Take Over' and some Catholics occupied schools in protest. However, the progressive Catholics supported the State. The government headed by Madam Sirimavo Bandaranaike stood firm and adamant. Ultimately, the Catholic Church had to yield. In fact, although Mrs. Sirimavo Bandaranaike was educated at a prestigious Catholic convent, she was proud to implement the 'Schools Take Over.' The abortive coup in 1962 has been interpreted as a move orchestrated by those vested interests affected by the 'Schools Take Over'. Although the Catholic Church opposed the Schools Take Over', it was indeed a blessing to the poor Catholics. Before the Schools Take Over, it was rarely a son of a poor carpenter or a fisherman who could enter a University from a prestigious Catholic School. Now higher education has reached even the poorest of the poor Catholics. This is evident from the Puttalam District that has the largest Catholic percentage in Sri Lanka. Every year so many from among the poor pass out as professionals in the District. Whatever, the faults of the educational system like the necessity for tution, preferential treatment to prestigious schools, political interference and corruption you could still see the free education scheme yielding results for the benefit of the poor. Sabotage Nevertheless the powers that tried to sabotage, free education, six decades ago are at it again. Now, they have set up International schools that come up like mushrooms and branches of private schools that charge lakhs of admissions in the name of donations. They charge heavy fees as well. It was in the 1990s that International schools came into prominence. At that time, the leading Catholic educationist Fr. W. L. A. Don Peter protested against them, despite the fact that Catholic dignitaries too pioneered to set up an International school. Now you could see the Catholic Church too opening International schools at various places. In 1979 the government endowed certain concessions to private Catholic schools in the form of salaries and pensions to teachers, and other benefits. Even before that, when Fr. W. L. A. Don Peter was the rector of St. Joseph's College, Colombo, he never took donations to admit students. But, now you could see the branches of these schools being opened everywhere charging exhorbitant amounts for admission in the name of donations. In 1997, a delegation of the Patriotic Catholic Front giving evidence before the Sinhala Commission, condemned this practice of opening branches of prestigious Catholic schools. Before the free education scheme was implemented, vernacular education was free but you had to pay for higher education which was in English. Today with the expansion of institutions to meet international school standards, the knowledge of English, has become the gateway for job opportunities in the Public and Private Sector. In time to come, students from International schools and private schools with better English and other facilities would be placed in a better position than the beneficiaries of free education. In this background, setting up of Private Universities would be a serious threat to free education. At present, the students from International schools sitting for London examinations are not eligible to enter local Universities. But could they be prevented from entering private Universities. It is true, that International Schools and Private Schools, relieve some burden from the State by providing education to the affluent at a price. For that reason should an anamolous situation be allowed to continue? The fact that so many International Schools and Private Schools thrive shows that there are many parents in Sri Lanka, who could well afford to pay for their childrens' education. The government could limit free education to the needy, and charge a free from students whose parents come above a certain income level. The funds so saved, could be used to improve backward schools to avoid the rush for prestigious schools in the cities. The setting up of International schools are illegal under the Schools Take Over Act, but they take cover under the Business Registration Act. It is well-known that our Courts do not allow to circumvent the Rent Restriction Act by letting houses on lease for schools to be running in these premises. In the same way the government should not allow International schools to circumvent the Law. The private schools that extract exorbitant funds in the guise of donations should be absorbed, into the State system conferring the religious authorities this right to have religious instructions according to the percentage of the children who profess that religion. This would be a great relief to low middle class parents who sell and mortgage their property or send their spouses to the middle-east to raise funds for donations to admit children to prestigious schools. In any event, the present educational structure needs reorganisation and reorientation for the benefit of tha masses. In this process International schools should be regularised or absorbed into the mainstream of the State system. The present Minister of Education, President Chandrika Bandaranaike Kumaratunga, like her mother, has shown indomitable courage in the affairs of State,. Dinesh Gunawardena and Mangala Samaraweera her Deputy Ministers of Education are known to have the interest of the poor at heart. They should be able to make education meaningful to the people at large. (The writer is a former High Court Judge) |
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The State, in Sri Lanka provides free education from kindergarten to the
University. Every year, a good share of the budget is set apart for
education. How far are the aims and purposes of free education fulfilled
today? 
