Critical issues of education in Sri Lanka

by Prof. S. T. Hettige

Education is one of the most important institutions in modern societies. It has wide ranging social, economic, cultural and political implications. In this sense, education is not simply a matter of providing basic skills and credentials to children and youth. Yet, the critical point is where the authorities responsible for education are conscious of these wide implications.

When we look at the country's education system today, it becomes obvious that the educational authorities are at best indifferent towards such matters. The purpose of this short essay is to highlight several critical issues that deserve serious attention. They are language skills, life skills, citizenship education, equity and dysfunctional peeking order of subjects.

Complete neglect of teaching languages besides the mother tongue for over fifty years has deprived generations of youth of the ability to communicate and access information using a second language. All efforts that have been made to rectify the situation have failed and there are no signs of any concerted effort being made at present.

The country's young population is divided on linguistic lines and they remain almost isolated from each other wherever they are. The result is that public institutions are also segmented on ethno- linguistic lines. For instance the media, state institutions, political parties, educational establishments are all divided on ethno-linguistic lines.

Inability to use a second language has restricted youth of the ability to access information from various sources, be it internet, journals, seminars and other publications. This has promoted what been referred to as the 'frog in the well syndrome'. It has also contributed to the formation of ethno-linguistic constituencies.

One of the adverse effects of this is the birth of a generation who could not work in any other parts of the country other than in those areas where their native language is spoken and in which the affairs of the state conducted.

Our school system continues to de-skill children and youth. Schools impart almost no life skills today, as they did several decades ago. Education is almost synonymous with examinations and certificates. What can a youth with an A.L. certificate do?. As the entire emphasis is on examination, children are also interested in passing examinations.

They do not acquire necessary skills that is expected of them at relevant levels. Since education does not impart the necessary life skills, it is no wonder that Sri Lankan parents aspire to send their children abroad for education.

The education system today does not prepare children for social citizenship. Children socialize into separate ethno- linguistic worlds that rarely intersect in real life. Basic values and ideas connected with modern society such as secularism, equality and fair play, tolerance of diverse religion and culture have not been inculcated in them by the system of education.

So, the result is that the citizen who has little or no understanding of divers ethnic-linguistic groups.

The children who are educated under such a system of education tend to implicitly believe in archaic prejudices against other ethno-linguistic groups, indirectly hampering any effort towards ethnic harmony. Gross failure to build citizenship by the system of education would lead to formation of split identities.

The identities likely to be formed are those of regional and linguistic nature rather than national.

The equity issue has adversely affected the education sector in Sri Lanka. It has virtually denied rural youth of equality of opportunity and a decent education. This, in turn, contributed the widespread disenchantment with the system, exposing them as easy victims to anti-systemic elements.

Another issue which affects the education sector is the dysfunctional peeking order of subjects. Over preference of certain subjects led not only to relegate liberal art to the lowest strata of academic studies but also adversely affected in reducing the standards as bright persons prefer to take up favoured disciplines.

The topic is open for debate