Sri Lanka-The Modern Education System

Since independence in 1948, the government has made education one of its highest priorities, a policy that has yielded excellent results (see table 4, Appendix). Within a period of less than 40 years, the number of schools in Sri Lanka increased by over 50 percent, the number of students increased more than 300 percent, and the number of teachers increased by more than 400 percent. Growth has been especially rapid in secondary schools, which in 1985 taught 1.2 million students, or one-third of the student population. Teachers made up the largest government work force outside the plantation industry. The literate population has grown correspondingly, and by the mid1980s over 90 percent of the population was officially literate (87 percent for those above ten years of age), with near universal literacy among the younger population. This is by far the most impressive progress in South Asia and places Sri Lanka close to the leaders in education among developing nations.

The government has taken an ever larger role in education. Because private institutions no longer receive grants from the government, they are forced to charge fees while competing with free state-run schools. The percentage of students in the state system has grown constantly, and by the 1980s 99 percent of female students and 93 percent of male students at the primary school level were being trained in government-run schools. The government did not have a monopoly over education because Buddhist pansala and pirivena, Muslim schools, and Christian schools still thrived (the Roman Catholic Church alone operated several hundred institutions from kindergarten to secondary level, teaching over 80,000 children). The education system of the state, however, had an overwhelming influence on the majority of the population, especially the Sinhalese.

The state has tried to change the language of instruction in its primary and secondary schools from English to Tamil or Sinhala. By the 1960s, the vernacular languages were the primary medium in all government secondary schools. In the 1980s, English remained, however, an important key to advancement in technical and professional careers, and there was still competition among well-to-do families to place members in private English-language programs in urban areas. Ethnic minorities long associated with European-style education still formed a large percentage of the English-speaking elite. In the 1980s, for example, almost 80 percent of the Burghers knew English, while among the Sinhalese the English-speakers comprised only 12 percent.

Children from age five to ten attend primary school; from age eleven to fifteen they attend junior secondary school (terminating in Ordinary Level Examination); and from age sixteen to seventeen they attend senior secondary school (terminating in the Advanced Level Examination). Those who qualify can go on to the university system, which is totally state-run. In the late 1980s, there were 8 universities and 1 university college with over 18,000 students in 28 faculties, plus 2,000 graduate and certificate students. The university system included the University of Peradeniya, about six kilometers from Kandy, formed between 1940 and 1960; the universities of Vidyalankara and Vidyodaya, formed in the 1950s and 1960s from restructured pirivena; the College of Advanced Technology in Katubedda, Colombo District, formed in the 1960s; the Colombo campus of the University of Ceylon, created in 1967; the University of Ruhunu (1979); and Batticaloa University College (1981). There was also the Buddhist and Pali University of Sri Lanka, established in Colombo in 1982.

Among the major problems still facing the educational system in the late 1980s were a serious dropout rate in the primary grades and a continuing bias toward urban environments at the expense of the countryside. The median level of educational attainment in Sri Lanka was somewhere between grades 5 and 9, and almost 40 percent of the students dropped out of school after 9 years. The reasons were not hard to discern in a primarily agricultural society, where many young people were more urgently needed in the fields or at home than in school once they had achieved an operational level of literacy and arithmetic skills. Many urban youth from low-income backgrounds also dropped out at an early age. This pattern provided two-thirds of the students with an education through grade 5 but less than 10 percent of the population with a high school degree and less than 1 percent with a college diploma. Despite government efforts in the 1980s to expand opportunities for youth from rural areas and more sparsely inhabited districts, the pressures for early dropout were more pressing in precisely those areas where illiteracy was most prevalent. In Colombo, for example, the overall literacy rate was 94 percent in 1988, while in Amparai District it was only 75 percent. Rural schools were more widely scattered, with poor facilities and inadequate equipment, especially in the sciences. Teachers preferred not to work in the countryside, and many rural schools did not even go up to the level of twelfth grade.

The most dynamic field in education during the 1970s and 1980s was technical training. In the late 1980s, the Ministry of Higher Education operated a network of twenty-seven technical colleges and affiliated institutes throughout the country. Courses led to national diplomas in accountancy, commerce, technology, agriculture, business studies, economics, and manufacture. Other government institutions, including the Railway, Survey, and Irrigation Departments, ran their own specialized training institutes. The Ministry of Labour had three vocational and craft training institutes. The number of students in all state-run technical institutes by the mid-1980s was 22,000. In addition, the government operated schools of agriculture in four locations, as well as practical farm schools in each district. A continuing problem in all fields of technical education was extreme gender differentiation in job training; women tended to enroll in home economics and teaching courses rather than in scientific disciplines.

Data as of October 1988