A framework for change in Sri Lankan educational system

Introduction

Mahatma Gandhi said, “All education in a country has got to be demonstrably in promotion of the progress of the country in which it is given.” 

I wish to add my own connotation here – “If what is sought is a country’s true progress, the betterment of its educational system must be at the forefront of all calls for action.” 

One cannot expect the progress of a nation, be it economical, technological, cultural, environmental, etc., without a meaningful change in the educational system to make students truly understand the application of knowledge in real world situations. Today’s students are the future leaders of any country. Therefore, there is an urgency to change the educational system in Sri Lanka. It is important to foster a nation of citizens equipped with practical knowledge and deep ethical commitment to the country. We should not let our youth waste time at educational institutes struggling to obtain academic qualifications for the sake of gaining qualifications. We must create paths with opportunities in education, success in employment, and acceptance in citizenship, of every future student in the country. This article seeks to act as the catalyst for necessary changes in the Sri Lankan educational system. 

The educational system in Sri Lanka has a rich and storied history, spanning several centuries. Its origins can be traced to ancient times, with a legacy deeply rooted in the country›s cultural, religious, and scholarly traditions. Education in ancient Sri Lanka was primarily influenced by Buddhist monastic institutions, known as pirivenas. These centres of learning provided education and religious instruction to both monks and laypeople. The earliest documented evidence of formal education in Sri Lanka dates back to 3rd century BCE during the reign of King Devanampiya Tissa. The establishment of the Mahavihara, an important monastic university in Anuradhapura, marked a significant milestone in the country›s educational development (Seneviratne, 1999).

The arrival of European colonial powers in the 16th century brought about significant changes to Sri Lanka›s educational landscape. The Portuguese, Dutch, and British colonial administrations each left its imprint on the education system. The Portuguese introduced a limited form of education focused on religious conversion, while the Dutch established vernacular schools with a more practical curriculum. However, it was under British rule, starting in the early 19th century, that the modern educational system began to take shape (De Silva, 2005).

The British colonial government introduced a comprehensive educational framework that aimed at providing a western-style education while maintaining a balance with traditional cultural values. The Colebrooke-Cameron Commission of 1833 marked a turning point in educational policy, advocating for the establishment of government schools and the promotion of English as the medium of instruction. The implementation of this policy led to the establishment of numerous schools across the island (Karunaratne, 2004).

During the late 19th and early 20th centuries, Sri Lanka witnessed a Buddhist revival movement spearheaded by leaders such as Colonel Henry Steel Olcott and Anagarika Dharmapala. This movement played a vital role in the rejuvenation of Buddhist education, fostering the establishment of Buddhist schools and encouraging the teaching of Pali, the ancient language of Theravada Buddhism. These efforts aimed to revive and preserve the country›s cultural and religious heritage (Malalgoda, 1976).

Following independence in 1948, Sri Lanka embarked on a series of reforms to strengthen its educational system. Universal free education became a cornerstone of government policy, with the implementation of the Free Education Act in 1947. This Act provided free education at all levels and ensured increased access to schooling for all citizens. The establishment of universities and technical colleges further expanded opportunities for higher education (Hettige, 2000).

From time to time, Sri Lankans have rebelled against political systems, leaders, and parties. The salient feature forgotten by those who rebelled was that those politicians came to power as a result of the votes cast by the majority of the citizens of Sri Lanka. These citizens were gullible or were easily duped as a result of their lack of education and wisdom. There is a saying that when an educated person becomes cunning, a politician is born. Yet, if the nation is educated in the correct way, whereby wisdom is generated within the citizens, at the end, the politicians will find it difficult to dupe the citizens of a country. Therefore, I suggest that a radical change in education take place in Sri Lanka.

Commercialisation of education

Education, once regarded as a noble pursuit and a societal investment, has undergone a significant transformation in recent times. Increasingly, education has become a business enterprise driven by market forces, profit motives, and the commodification of knowledge as elaborated in the following points:

1.Market forces and globalisation: The rise of market forces and the globalisation of economies have significantly impacted the education sector. As societies transitioned from industrial to knowledge-based economies, education emerged as a valuable commodity in the global marketplace. The demand for skilled workers, professional certifications, and degrees has increased, leading to the commercialisation of education (Marginson, 2011).

2.Privatisation and funding challenges: Government budget constraints and the inability to meet the growing demand for education have led to the privatisation of educational institutions. Private entities have entered the sector to bridge the gap, offering educational services in exchange for tuition fees and profits. The lack of adequate public funding has created a space for the business-oriented model to thrive (Levin, 2003).

3.Student consumerism and credentialism: 

The perception of education as a means to secure future employment and social status has fueled the demand for degrees and credentials. This has given rise to a culture of consumerism among students, who view education as a product they can purchase to enhance their employability. Educational institutions have responded by marketing their programs as marketable commodities, catering to the demands of students and employers (Giroux, 2012).

4.Influence of rankings and branding: The proliferation of university rankings and the emphasis on institutional branding have further contributed to the commercialisation of education. Institutions strive to enhance their rankings and brand image to attract students and secure financial support. This has led to a focus on marketing strategies, recruitment efforts, and the pursuit of revenue-generating activities (Marginson, 2016).

5.Technological advancements and online education: The advent of digital technology and the growth of online education have disrupted traditional educational models. Online platforms and Massive Open Online Courses (MOOCs) have enabled the monetisation of education on a global scale. Educational content is packaged and sold as digital products, creating a lucrative market for online courses and certifications (Selwyn, 2011).

Sri Lanka’s independent educational system

The educational system inherited from British colonial rule, has played a significant role in shaping the country›s current educational landscape. However, in the pursuit of national identity, cultural preservation, and holistic development, there is a growing call for Sri Lanka to move away from the British system and embrace its own unique educational framework. The following points indicate the reasons why Sri Lanka should transition towards an independent educational system:

1.Cultural relevance and identity: Sri Lanka›s rich cultural heritage and diverse identity can be better preserved and promoted through an independent educational system. By incorporating indigenous knowledge, Sinhala, Tamil, and English languages, history, and cultural values into the curriculum, Sri Lanka can nurture a sense of pride, belonging, and cultural identity among its students (Paranavitana, 2015).

2.Addressing socioeconomic disparities: The British system of education in Sri Lanka has been criticised for its emphasis on rote learning, which tends to favour privileged students and perpetuates socioeconomic disparities. Transitioning to an independent system can allow for a more inclusive approach that recognises and addresses the unique challenges faced by marginalised communities, promoting equity and equal opportunities for all (Hewamanne, 2009).

3.Promoting creativity and critical thinking: An independent educational system can prioritise the development of creativity, critical thinking, and problem-solving skills among students. This departure from a rigid examination-oriented approach can foster innovation, entrepreneurship, and the ability to adapt to a rapidly changing world (Alwis, 2017).

4.Emphasising local knowledge and skills: Sri Lanka›s own educational system can emphasise the development of local knowledge and skills  relevant to the country›s needs and challenges. This includes vocational training, agricultural practices, traditional crafts, and entrepreneurship, which can contribute to economic growth, self-sufficiency, and sustainable development (Seneviratne, 2001).

5.Strengthening national institutions and expertise: Transitioning to an independent educational system allows Sri Lanka to build and strengthen its own educational institutions, expertise, and research capacity. This can enhance the country›s ability to generate knowledge, address local challenges, and contribute to the global body of knowledge from a unique Sri Lankan perspective (Punchihewa, 2018).

 

Ethics, Civics, Logic, and Research

The educational system in Sri Lanka plays a crucial role in shaping the future generations and the development of the nation. To foster a well-rounded society that is ethically conscious, logical, and civically engaged, it is imperative to introduce subjects such as Ethics, Logic, and Civics to the curriculum while reevaluating the traditional Advanced Level (A/L) examinations. There are several benefits of incorporating these subjects into Sri Lankan education and reimagining the A/L system. A primary benefit would be the growth of responsible citizens equipped with critical thinking, moral reasoning, and civic awareness.

1.Promoting ethical consciousness: Including Ethics in the curriculum enables students to develop a strong moral compass and ethical decision-making skills. It encourages introspection, empathy, and an understanding of the ethical implications of their actions. By fostering ethical consciousness, Sri Lankan education can contribute to the creation of a society that prioritises integrity, social responsibility, and ethical behaviour (Halstead & McLaughlin, 2014).

2.Developing critical thinking and logical reasoning: The inclusion of Logic as a subject enhances students› ability to think critically, evaluate arguments, and make sound judgments. It equips them with valuable skills to analyse information, solve problems, and navigate the complexities of the modern world. Logic fosters intellectual rigour, logical reasoning, and the capacity to differentiate between valid and fallacious arguments (Paul, 2013).

3.Fostering civic awareness and engagement: Introducing Civics education cultivates an understanding of citizenship, democratic principles, and active participation in society. It empowers students with knowledge of governance systems, human rights, social justice, and their roles as responsible citizens. Civic education instills a sense of civic duty, community engagement, and a commitment to democratic values (Westheimer &Kahne, 2004).

4.Holistic development: Reimagining the A/L examination system to move beyond a narrow focus on high-stakes exams can promote holistic development. A/L exams often prioritise memorisation and regurgitation of information, limiting students› ability to think critically, pursue individual interests, and engage in practical applications of knowledge. By shifting the focus to comprehensive assessments, project-based learning, and individualised paths, Sri Lankan education can cultivate diverse talents, skills, and passions (Fullan, 2018).

5.Global relevance and employability: The inclusion of Ethics, Logic, and Civics in the curriculum aligns with global trends and the changing needs of the workforce. Employers increasingly value employees who possess ethical decision-making skills, critical thinking abilities, and a strong civic sense. Sri Lankan graduates equipped with these competencies are better prepared to meet the demands of the global job market and contribute positively to society (Partnership for 21st Century Learning, 2009).

Fast-paced Degrees

The traditional model of university education typically spans four years or longer. However, there is a growing debate on the benefits of shortening the study period and condensing university degrees to 2.5 years. There are several advantages of a shorter study period for university degrees for students, institutions, and society as a whole.

1.Cost and affordability: Shortening the study period for University degrees can significantly reduce the financial burden on students and their families. A shorter degree duration translates to lower tuition fees, accommodation costs, and living expenses. This affordability enables students from diverse socio-economic backgrounds to access higher education and reduces the financial strain associated with prolonged degree programs (Ma, 2019).

2.Early entry to the workforce: A shorter study period allows students to complete their degrees more quickly and enter the workforce at an earlier stage. This expedited transition can provide graduates with a competitive advantage by allowing them to gain work experience and start their careers earlier. It also facilitates earlier financial independence and enables individuals to contribute to the economy and society at an earlier stage (Kim & Choi, 2015).

3.Flexibility and customisation: Shorter degree programs provide greater flexibility for students to tailor their education to their specific interests and career goals. With a reduced study period, students can focus on core courses relevant to their field of study and have more opportunities for internships, research projects, or practical experiences. This customisation enhances the relevance and applicability of the education received, better preparing graduates for their chosen career paths (Katzman, 2019).

4. Increased efficiency and productivity: Shortening the study period encourages a more focused and efficient learning process. It encourages students to prioritise their academic pursuits, manage their time effectively, and complete their degree requirements within a defined timeframe. This efficiency fosters a sense of discipline, self-motivation, and dedication to academic pursuits, resulting in higher productivity and achievement (Saw, 2017).

5.Adaptation to evolving knowledge and skills: In a rapidly changing world, shortening degree programs allows universities to adapt their curricula more quickly to emerging trends, technological advancements, and industry demands. The shorter study period enables universities to update course offerings, integrate new knowledge areas, and equip students with the most relevant skills and competencies needed in the job market. This adaptability ensures that graduates are well-prepared for current and future professional challenges (Altbach&Teichler, 2018).

Conclusion

The educational system in Sri Lanka has traversed a fascinating journey from its ancient roots in Buddhist monastic institutions spanning all the way to its development in the post-independence era. The influences of Buddhism, colonialism, and the aspirations of an independent nation have all shaped the country›s educational landscape. Today, Sri Lanka continues to prioritise education as a means of social mobility, economic progress, and cultural preservation, thus embodying its enduring commitment to knowledge and enlightenment. Yet, the educational system has not been very effective in making a remarkable change in the country.

The commercialisation of education has transformed the sector into a business-driven enterprise, influenced by market forces, privatisation, student consumerism, rankings, branding, and technological advancements. While commercialisation has brought some benefits, such as increased access to education and diverse learning opportunities, it has also raised concerns about equity, quality, and the erosion of the intrinsic value of education. Striking a balance between the business aspects of education and its fundamental purpose of fostering critical thinking, personal growth, and societal development remains a crucial challenge for education systems worldwide.

Embracing an independent educational system holds tremendous potential for Sri Lanka to redefine its educational paradigm, cater to its cultural and socioeconomic diversity, and foster holistic development. By prioritising cultural relevance, inclusivity, critical thinking, and local knowledge, Sri Lanka can nurture generations of well-rounded individuals empowered to contribute to the nation›s growth and address its challenges. Moving away from the British system and embracing an independent educational framework would pave the way for a vibrant and dynamic educational system that aligns with Sri Lanka›s aspirations and identity.

Incorporating Ethics, Logic, and Civics to Sri Lankan education and reevaluating the A/L examination system holds an immense potential for training well-rounded individuals, ethically conscious, logical thinkers, and engaged citizens. By embracing these subjects, Sri Lanka can foster a society that upholds moral values, critical reasoning, and active participation in civic life. Such an educational approach prepares students for the challenges of the future, enhances their employability, and contributes to the holistic development of the nation.

Shortening the study period for university degrees to 2.5 years offers numerous advantages for students, educational institutions, and society. It reduces financial barriers, provides early entry into the workforce, offers flexibility in education, enhances efficiency, and enables universities to adapt to changing needs. While the shift to shorter degrees requires careful planning and consideration of academic quality, it has the potential to enhance accessibility, relevance, and productivity in higher education, ultimately benefiting individuals and society. 

The Sri Lankan Government should also only fund a degree of 2.5 years. If a student studies beyond this period, they should be held responsible for the payment of the extended period of time. The degrees should also be amalgamated with multidisciplinary research that combines Science, Arts, and Commerce (de Silva and de Silva, 2014). This would provide future graduates with interdisciplinary skills enabling them to apply for a variety of jobs. Once they get a job, they can further their skills with on-the-job training and certifications. After High School (O/Ls), the students should be allowed to select vocational or academic pathways, but both should lead to 2.5-year-degrees. 

 It is time that the Sri Lankan educational system recognise the immense contribution made by the personnel from vocational/professional sectors who decided not to embark on an academic pursuit. Therefore, I strongly recommend that NVQs are converted to associate degrees (half of a degree) and vocational degrees (a complete degree). As an educator with over 40 years of experience in developing courses, checking for quality assurance, and as a professor who has taught sciences, business, and management subjects, I can state that this is a clearly achievable goal in Sri Lanka. The High School diploma should be completed at the 10th Grade level. The subjects, as mentioned before, should include all sciences as separate subjects, and all branches of Mathematics, Ethics, Logic, Civics, Sinhala, English, and Tamil languages with opportunities to learn any other foreign languages. After 10th Grade, the students should select either the vocational or academic paths leading to degrees. It is important that the academic community recognises the importance of the application of knowledge in real life situations along with the value of fast-paced research. 

I hope the ideas expressed here would serve as a foundational framework to initiate positive changes in the educational system in Sri Lanka. The changes in the educational system would finally provide a better status in the economic, political, environmental, and cultural arenas.

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(Prof. Eugene de Silva PhD, FRSA is Professor of Physics and Chemistry and President - Tennessee Association of Science Department Chairs, USA and President- Virginia Research Institute, USA, Fulbright Specialist - USA)