Confusion continues to plague the government’s new educational reforms, with policy makers, principals, teachers and students all debating the merits of the proposed changes. Last week saw policy makers deferring changes that would have reduced the number of Advanced Level subjects from three to four and the introduction of an aptitude test, ostensibly to allow more time for public discussion and debate on an issue that would affect the future of many thousands of youngsters throughout the country.
"The
foundation of every state is the education of its youth," said Diogenes.
Undoubtedly, a good education is what every parent strives to give his
children, and 1997 being the year of educational reform, these reforms which
are long overdue have finally been unveiled. The education system has been
tampered with by all political parties, but the government’s decision to
make the system consist of less ‘mugging up’ or ‘text book
learning’ is indeed a step in the right direction.
However, revamping the system involves much planning and decision making not merely among the authorities concerned, but also among the heads of schools, teachers etc. And this, obviously cannot be done overnight.
Secretary of the Minister of Education and Higher Education, M.D.D. Peiris said that in the present system there is no interactive learning, as it is very ‘teacher based’. The pupil is merely a passive vessel. He added that the proposed reforms are aimed at changing this and making the whole system not merely focused on ‘book learning’ but more interactive learning.
According to Peiris the reforms will start at the primary level and one of the components of these reforms would be to encourage reading among the students.
The primary stage is extremely important as it is at this stage that the child’s foundation is laid. Under the new scheme, primary students will be given more activities in the class-room and be taught to work in groups and thereby interact with each other. English will be introduced from Grade one and there will be a revision of syllabuses, text books, work books etc. in keeping with education based on activities.
Dr. Lakshman Jayathilleke Chairman of the National Education Commission says work is being presently done to have the policy on the ground by 1999 with are various ‘action programmes’ in the offing. He said that in 1999, Grade one will be affected and this will be done concurrently with Grade six. "This batch of children will be going along with the new system, and hence it is like a sequence of events which will eventually affect the whole primary school in the year 2003."
Dr. Jayathilleke added that Grade seven and Grade eight will be affected in the year 2000 and 2001 thus completing the changes at secondary school level. At this stage more practical matter will be thrust into the system, and students will in a sense be taught to learn. Emphasis will be given to improving the students to develop their manipulative skills, general knowledge, awareness on the environment, the main aim being to introduce more practical aspects to the curricula. Similarly, the new O/L system will come into effect in 1999 and the students will sit the exam in the year 2000.
Another important component of the reforms will be early childhood education, where standards will be imposed, there will be teacher training but these schools will not be owned by the government. According to Dr. Jayathilleke, the real effect of the primary school changes will come into effect after many years after which time these students will be ready for the new A/L exam.
At present due to growing controversy among students the decision to reduce the number of subjects offered at the A/L has been revoked and so students will revert to the old system with the proposed Aptitude testing which was to be brought in for university admission also being done away with for the moment. However, according to sources it will be introduced at some later stage.
But is the aptitude test really necessary, especially since the students have to sit for the A/L exam and the Aptitude test more or less at the same time? Dr. Jayathilleke said that the A/L exam will endeavour to test the students who are better suited for academic studies. Although in some countries this can be tested at the final exam, in Sri Lanka the A/L will be treated as an end of school examination.
Director General Educational Reforms Implementation, Eric de Silva said that he is responsible for the implementation of the reforms at the school level and that one of the important reforms is the quality improvement of primary education.Any opportunity to introduce these reforms is welcome. "Our set-up has basically not changed over the years and then it becomes politicized and as a result nothing happens. Actually these reforms are way too late. All governments are to blame and we have ruined the teaching profession, and there has been faulty recruitment of teachers. For instance, at one time the recruiting of teachers with O/L qualifications was changed to those with A/L qualifications and thereafter it reverted to the old scheme. Similarly how many times have we done the right thing and returned to the wrong thing?" he asked.
De Silva adds that the teacher is the basic instrument of delivery. One aspect of the reforms is that more responsibility will be given to the principals. He added that at the moment that the National Institute of Education is doing a situational analysis to find out what exactly the situation at ground level, and is also providing a directory of resources of persons who are handling the reforms. "Thereafter we will prepare a plan as to what needs must be filled."
Presently the government has selected 300 schools for intensive attention, but the reforms will be implemented in stages, i.e. primary, secondary, advanced level etc.
Amidst growing controversy about the reforms from various sections of the people, the Opposition has also issued a statement about the reforms. The UNP in a statement issued by General Secretary Gamini Atukorale has said that politics must be kept out of schools and urged that a white paper be issued stating clearly the intentions of the proposals. Whilst acknowledging the fact that it is up to the government to introduce changes and reforms where necessary, the UNP has said that education is certainly not the government’s monopoly.
Although our literacy rate is one of the highest in Asia, it is ironic that out system of education has remained unchanged for virtually decades.
The Sunday Times spoke to a cross- section of principals, students and teachers to find out their views on the reforms.
Principal, Royal College, S.H. Kumarasinghe said that the present reforms are necessary because after sometime the education system has to be reviewed to meet the needs of the nation in social and economic terms. "Of course the reforms should have been done some time ago. The reforms will affect the entire school system and includes a new dimension in primary education called the ‘class based assessment process,’ where children will be tested on their activities in the classroom, hence prominence is given to the child’s initiative and innovation which is good. What is currently happening is that the system has got stultified where the teacher teaches and the child learns. It is also important that students are not able to merely master the English Language but also read and understand. In the secondary stage, the reforms will deal with handling the children’s aptitude for various things and stream them according to their aptitudes and talents. At the A/L’s too the students will have greater flexibility in choosing their subjects.
Principal, Methodist College, Colombo Priyani Fernando said that the reforms are welcome and will encourage the students to think for themselves, without the teacher having to act as a ‘facilitator’. The system will also be more job oriented, but what is important is that these reforms are planned out carefully before they are actually implemented.
Principal, Isipathana College Upali Gunesekera said that it is difficult to comment about the reforms as they are yet to be informed officially about them in detail. "I do not object to any sort of development as the world changes, but they must be implemented in the best possible way. One aspect of the reforms consist of dividing the so-called popular schools into two sections. But can this be done in reality? he asked.
A Principal of a leading Girls School in Colombo ( who did not wish to be identified) said that the reforms deal with making the children think for themselves instead of depending on the teacher for everything, which is good. This is a wise move as it will enable the children to develop their personalities better," she said.
Principal of Dharmashoka Maha Vidyalaya said that the new proposals are welcome and the decision to segregate large schools into two sections is a wise one. "Although we are not aware in detail about the reforms they will benefit the students and be more up to date with the educational systems in other parts of the world," he said.
Kanthi Perera, teacher in a leading school said she is not in a position to comment about the reforms in detail as they are yet to be informed officially about the proposed changes. "However, overall they seem to be good and the decision to implement the reforms in stages is wise as this gives ample time for the reforms to be planned out and implemented at the correct moment," she said
S.K. Peiris a teacher at a leading boys’school in Colombo said that whilst it is commendable that the authorities have finally realized the need for reform, the system of assessing the students on class based assignments may give advantage to students in Colombo over their counterparts in rural areas. This is because the former have access to better facilities.
Heloise Fernando a teacher in an outstation school said that the education system tends to change whenever the government changes. Thus it has today become a political issue and students often become the guinea pigs of this. "Whilst reforms are necessary it must be done by those who have a genuine desire to improve the quality of education in the country and to obtain their vested interests."
P. Bandara, another teacher said that any reforms must be properly planned out and be given sufficient time to be implemented. "One reason that the system of continuous assessment which was introduced in the late 1980’s failed, and this should not happen again,"he said.
Sonali de Silva (17): an A/L student said that they are at a loss as to what is happening regarding the A/L’s. "We have not been properly informed about the changes that will occur and the decision to do away with the aptitude test and revert back to four subjects is a wise one, I feel. Although the workload maybe heavier, at least we have an idea of what to study unlike in the Aptitude Test where very vague descriptions were given."
Ramesh Perera (18): "Although the reforms will not really affect me, I feel that the former decision to reduce the A/L subjects to three as well as introduce an Aptitude Test is a wise one. This is because at the A/L students are merely tested on the subject matter and not general skills such as IQ, General Knowledge etc. which are essential for higher studies at University."
Nishan de Mel (14): "The decision to reduce the O/L course to two years is indeed welcome as well as give students a wider choice of subjects at this stage".
Sharmali Hettiarachchi (13): "Introducing more class based assignments that will enable us to work in groups and think for ourselves is good. This takes away the pressure of merely cramming for the exams at the end of the term and also helps us to be more aware of what is happening around us."
Dinusha Bandara (14): "I prefer the old system where we were tested for the entire term’s work at the end of the term. Under the new system there could be favouritism and advantage to students in Colombo Schools who have access to better facilities."
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