What is the problem in Sri Lanka’s school education system?

Midweek Review

- By Pror. AMARASIRI DE SILVA

Despite Sri Lanka's longstanding commitment to free education and its commendable literacy rates, the country's school education system remains deeply burdened by structural inequities and regional disparities.

The recent policy proposal by the Ministry of Education, to replace the traditional examination-based model with a modular system of evaluation, at least for grade 5 exam, claims to promote continuous learning, interdisciplinary flexibility, and reduced academic pressur. Yet, this reform fails to confront the more entrenched and complex challenges that have long undermined educational equity across the country. To borrow from a Sinhala idiom, the shift is like trading ginger for chili: a seemingly flavorful alternative that, in practice, introduces new discomforts without alleviating the old. While modular evaluation involves assessing students at the conclusion ofeach discrete unit through assignments, tests, or practicals, aligned with global trends in credit-based education, its uncritical adoption reveals a narrow understanding of Sri Lanka’s educational terrain.

The deeper issue lies in the system’s stark inequalities between urban, rural, and estate sector schools. Urban institutions, particularly those concentrated in the Western Province, enjoy relatively advanced infrastructure, qualified teachers, and digital connectivity. In contrast, rural and estate schools often operate with skeletal resources and minimal access to technology, reinforcing a cycle of disadvantage. Data from the 2023 GCE Ordinary Level (O/L) exam illustrate this divide: over 65% of students in Colombo qualified for Advanced Level (A/L) studies, while qualification rates in districts like Monaragala and Mullaitivu hovered below 40%. Estate schools, many of which serve fewer than 100 students, face even more severe challenges. (See Table 1)