Dynamism of education andprevailing gaps
Education is one of the most dynamic agents of
change that emerged during the last two centuries. This is
specially so during -the last fifty years of educational
development. However, still many countries are yet to make use
of these vast and growing educational technological
opportunities in the race for development as -those which have
made use of these in -the west and a few countries in Asia.
Universally, a large majority of the countries
are yet to make a major breakthrough in their quest for
educational development. On the other hand, even the countries
that have achieved success in literacy, to some measure of
satisfaction, regional disparities prevail with glaring
deprivations and inequalities towards some groups. These aspects
are seen in relation to expansion of educational opportunities,
equity in the services , availability of technological changes
and access to educational structures to all those who need. A
number of international studies conducted by OECD countries have
indicated that even in most of the developing countries and in
countries with high literacy levels a significant proportion of
the population lack basic skills.
Thus, literacy in a broader development context
is a worldwide problem. In the arguments for expansion of
literacy gaps prevail and, in brief, these areas are connected
to the following : a) human development needs b) economic
development of individuals both micro and macro c) social
development aspects d) political rationale and e) local needs
and international demands (EFA/UNESCO 2001). To what extent have
these countries achieved all these needs in a holistic manner?
Thus for example highly literate societies lack
healthy human relationships and care for fauna and flora.
Atrocities are committed in the name of equality, justice, law
and order. -The challenge in education is to identify these gaps
and provide actions to develop a humane society where
opportunities are available for all. Literacy programmes have to
address these issues in a -holistic manner . Literacy should
move beyond -knowing the traditional 3 Rs.
Spatial gaps
The above qualitative gaps are seen in addition
to the gaps in quantitative aspects and spatial distribution of
educational opportunities and services. Some of these
disparities are results / causes of historical factors
deliberately executed by the colonial rulers which were not
rectified by the locals in later years. Instead those in power
and positions continued to perpetuate the discrimination since
these fitted well to their needs. -Sri Lanka is a good example.
-The article attempts -to examine these flaws and resulting
challenges in the field of education.
Disparities are the end result of the
discrimination, deliberate and or unintentional caused by
political and or social/cultural factors. These cause social,
economic and cultural irritations, misunderstandings, dominance
of vociferous groups resulting in enjoyment of benefits to
certain areas and sections of the community. Over a period of
time disparities grow and multiply providing benefits to certain
sections of the society turning them into privileged groups. As
a result for example more would qualify from public examinations
from certain areas where better education facilities are present
giving those from such areas edge over the others leading to
perpetuation of the differences further. Later these lead to
enhancing of social positions and power structures making the
disparities to increase and grow further.
Although in an overall sense it may lead to
development of HRD of the country, one cannot avoid the
perpetuation of disparities between groups and areas. Hence the
need to bring social justice to all through provision of
opportunities and resources equitably as far as possible, even
adopting the principle of reverse discrimination at the initial
stages. The argument against this principle by some groups that
opening more schools in the peripheral areas would bring about
equity does not hold water mainly due to the social structures
which determine the distribution of benefits. More schools alone
will not improve the advantages or reduce disadvantaged
situations. Naturally those areas that have been enjoying better
facilities would like to revel the advantage throughout no
matter what happens to others
Educational reforms
In Sri Lanka major educational revisions in the
form ‘reforms’ did commence from 1940’s. The key characteristics
of all these reforms were that a) changes originated more or
less from top and flowed down b) whole package of the reforms
were never fully implemented hence the full depth of the impact
was never felt in the development system of the country what was
implemented were changes that were pro elite c) revisions
effected were rarely continued over a period of time to bear the
fruits of the planned reforms d) changes were never based on
research e) impact evaluations on the changes made were never
carried out f) politics played a great role in the follow up of
reforms -both in implementation and or non implementation g)
focus on examinations and university admissions seem to be the
priority h) there was an absence of changes in the universities
to keep pace with the proposed reforms in the schools system. i)
absence of political consensus on the changes/reforms leading to
abandoning the reforms once the proponents lost political power
j) some changes were populist in nature and not rational in the
long run.
The above seem to be the general pattern of
treatment and key characteristics of the educational reforms of
Sri Lanka since independence. Of these the most striking and
long lasting changes were the ones implemented by the
Educational Reforms in 1943. These were related free education
from the kindergarten to the University and the introduction of
Swabasha (mother tongue) as the medium of instructions at all
levels, replacing English.
The rest of the changes proposed in the
Kannagara Reforms, in the context of quality, deviation from the
traditional teaching learning and considered to be progressive,
related to curriculum aspects never saw the light of the day.
What was implemented were the more populist ones, a result of
the elitist influence which prevails in different forms to date.
It may be why the saying ‘kolombata kiri gamata kekiri’.
In fact Kannagara Reforms provided free
education to those were already enjoying ‘good’ education, while
those who were recipients of ‘bad education’ continued to enjoy
the same as before in the name of free education! (Jayasuriya
1969).
Guidelines for changes
In view of what had taken place in the field of
education over the last 5 to 6 decades in Sri Lanka what are the
critical changes required to satisfy the challenges in the this
century? One may not be able to precisely state or develop a set
of reforms in this context but certain guidelines could be
brought for educational planners and policy makers.
It should -be mentioned that education is one
subject that every one is interested and always has ideas about
the same as laymen. However, these views are more related to
admissions of children to schools, and higher educational
institutes and rarely on the contents and technical aspects of
education such as curriculum development, teacher education,
school management styles, development related educational
changes, etc.
Laymen also express views about the introduction
of new subjects/contents to subjects with passage of time. Over
the years one would note that subjects/contents that were not
taught in the schools decades ago are introduced as result of
the social demands. Thus subjects/contents related to areas such
as environmental studies, human rights are ones that have been
introduced during the recent past.
Such new introductions are results of the civil
society, international trends and needs expressed through UN
agencies from time to time. All -these take time to be ingrained
into the learning process.
Changes in the teaching learning styles and
classroom operations, which are more of a technical nature
occurring in the classroom, have also undergone changes but
again taking time to be introduced to the teacher community
through pre-service and in-service.
