• 14 per cent schools have less than 50 students each 
• Calls for national policy for governing all schools 

By Yohan Perera

The categorization of schools as national and provincial has led to enormous disparities in the education system, with 14 per cent of the schools having less than 50 children each and another 15 per cent with 51–100 students, a top Parliamentary Select Committee reveals.

“It is noted that the State has failed to adopt a State Policy for primary, secondary or higher education, either to ensure a proper regulatory system or to maintain the quality and the standards of the education.  

This situation has been exacerbated by the categorization of schools as National Schools and Provincial Schools in the general education system, which emerged with the implementation of the 13th Amendment to the Constitution,” the report of the select committee appointed to make suitable recommendations to develop higher education opportunities which were tabled by the committee Chairman Wijeyadasa Rajapakshe said.

“As a result of categorization of schools as national and provincial, there exists a disparity, as evident in the statistics provided by the Ministry of Education. According to these statistics, 14% of schools (1,439 schools) have a student population less than 50, while 15% of schools (1,523 schools) have a student population ranging from 51 to 100. This difference may be attributed to the varying facilities and resources available in different areas, although this is not the case everywhere. Because of this disparity, parents are forced to compete to secure admission for their children to national or popular schools, resorting very often to falsifying documents, paying bribes and experiencing feelings of desperation when unable to achieve their desired outcome. This situation has led to numerous issues,” the report added.

“It is significant to note that the State policy of opening and naming schools for primary and secondary education based on race, language and religion has also contributed to ethnic, linguistic and religious disharmony in the society or at least remains as an obstacle to national unity. One devastating practice that has become deeply rooted in primary and secondary education is the growing private tuition culture, mainly as a lucrative business. In many schools, the most qualified and trained teachers who are supposed to teach students sitting for Ordinary Level and Advanced Level examinations end up wasting their time idling in classes for six to ten months before the students sit their examinations. This happens because the students are tempted to attend more and more private tuition classes instead of attending schools due to mounting tension in the race of competition. Parents are also inclined to encourage their children to participate in private tuition, hoping to provide them with the best education. However, it is disheartening that in most of these classes, the students are not even provided with basic facilities, despite the fact that the charges are often unbearable for most parents. The State has failed at least to implement a regulatory system for the private tuition system,” the report further said.

The report said Grade 5 scholarship examination marks the beginning of the educational competition, as its purpose is to admit children from disadvantaged backgrounds to national or popular schools. “Unfortunately, both education authorities and parents have failed to comprehend the seriousness of placing undue pressure on children at such a tender age. This pressure can result in various unforeseen mental conditions later in their lives, and it is a  timely need to carry out a survey to ascertain the repercussions of such tedious engagements,” it further highlighted.

• As a result of categorization of schools as national and provincial, there exists a disparity, as evident in the statistics provided by the Ministry of Education
• Parents are also inclined to encourage their children to participate in private tuition, hoping to provide them with the best education