By Rehan Fernando –

Rehan Derrick Fernando

Background: An ongoing educational reform has been initiated by NPP and the Minister of Education. It seems that Harini, as Prime Minister and Minister of Education, has become stuck with these two office tasks without having a proper methodology. She is listening to some “top-class-university-lecturers” who have only one-sided experience, but she does not have sufficient methods to consult relevant people who have tirelessly worked for education in this country. I have pointed out her mistake on several occasions, but none of her procedures was able to at least keep a listening ear for what we/I proposed. It shows the inefficiency of the minister and the people who work in the ministry.

My Proposal: There are 4 primary categories in accordance with the grades.

* Pre-school period: a time to be familiar with objective work

* Grades 1-6: initial educational period/non-exams approach [it is also divided into two parts]

* Grades 6-11: Knowledge-gaining level

* Grades 12-13: Task-oriented formation

Let me elaborate on each section:

Pre-school period

The Sri Lankan educational system has undergone a process of manipulation, especially in pre-schools, where there is a focus on teaching the formation of letters in various languages. This approach has been a significant oversight that we have ignored for many years. It is essential to prioritize experiences that familiarize children with their surroundings through play, music, handicrafts, and art.

We must recognise the importance of allowing children to explore their emotions joyfully, as this playtime can significantly enhance their skills. A curriculum can be structured for either one full year or two years, but there should be no emphasis on learning letters or other difficult concepts during this time.

Initial educational period/non-exams approach

This period is divided into two major parts:

* Grades 1-3 language training

* Grades 4-6 initial subject learning

From grades 1-3: students should focus on learning foundational languages such as Tamil, Sinhala, and English. This instruction should be approached with care to ensure that all children grasp the basics. They should be taught vocabulary and simple writing skills effectively.

From grades 4-6, it is important to explore children’s skills in essential subjects such as Mathematics, Sinhala, and Tamil. Introducing various methods of math concepts can help children learn to solve problems effectively. Language education in Sinhala and Tamil should be presented in engaging formats, including dramatic, poetic, and artistic approaches.

A special training and formation of moral goodness, such as ways of apologising to friends, teachers, elders, and being thankful to others for what they receive abundantly, are the basics of this period of learning. More importantly, formation on cleaning, keeping and arranging things in order, respecting each other’s culture and traditions must be part of this period. There can be no exams during this period of formation. Children should be taught to learn, reflect and act accordingly.

This type of formation does not accept the grade 5 scholarship exam at all. It has to be immediately removed from the curriculum. It is already a burden that weakens children who have many skills and who are capable of their talents.

Knowledge-gaining level

This is a crucial time for students to gain a well-rounded knowledge of history, mathematics, languages, science, art, music, extracurricular activities, and more. This period of learning is not intended to test their abilities or inabilities but to prepare them to use their skills effectively and comprehensively. Therefore, the Ordinary Level Exam in Sri Lanka should undergo significant changes. I am not suggesting that this exam be abolished; rather, its content should be reorganised to better equip students for the challenges of the future in our country.

It is also a time for critical thinking and effective communication. Students should be trained in article writing and analyzing various ideas.

Task-oriented formation

Once students complete their knowledge-gaining period, they should have the opportunity to choose their future paths and take on responsibilities in various fields. Students play a vital role in society when they are empowered to make informed choices. Fields such as medicine, engineering, teaching, carpentry, technology, information technology, art, music, drama, mechanics, machine operation, and architecture should be seen as legitimate career options, complete with essential guidebooks and curricula.

Therefore, students should be allowed to choose their specialisation in grade 12 and continue their studies and practical work until the end of grade 13, resulting in two years of focused learning and acting. The purpose of the Advanced Level Exams should not be to select “university-bound” students while disregarding others, but rather to guide all students toward a pathway for contributing to the country’s development and for their own future.

An Important Turning Point: In many job interviews, candidates are often asked several irrelevant questions, and their certificates and documents are typically reviewed for just a few minutes. Does this approach effectively lead to job opportunities? I don’t think so.

I propose one important question that, while challenging, is fair and relevant for assessing a candidate’s suitability for any task: “What type of problem are you interested in solving, and how would you approach resolving it?” This question encourages candidates to express critical thoughts and articulate their ideas clearly. If we continue with our current education system, this important question may remain unanswered. However, if we genuinely adopt my suggested approach, candidates will be compelled to respond based on their own knowledge and conviction rather than simply copying from others.

Correct Method & Effective Results: Using correct methodologies is essential for achieving effective and meaningful results. A classic example of the opposite can be seen in the Sri Lankan education system. Students begin learning English in grade one, typically at the age of six, and continue until grade thirteen. Despite nearly twelve years of English education, many students graduate without the ability to read, write, or speak English effectively. After completing their Advanced Level exams, they often seek additional English classes to improve their skills.

One major issue is that many English teachers lack proficiency in the language themselves; they are often trained solely in textbook lessons. This raises questions about the foundational aspects of grammar that are crucial for reading, writing, and speaking. While some international or English-speaking city schools may have environments that promote better learning, this is not the case for the majority of schools in the country. Therefore, learning English has become Kolobhata Kiri Apita Kekiri.

This highlights a distinct subculture within Sri Lankan education. For over four decades, we have encountered the daily issue of inadequate facilities in schools located in remote areas.

Concluding Remarks: Reforming education in Sri Lanka is a challenging process, though Harini, the Minister of Education, is trying with her own interests. It requires careful consideration, team work, and thoughtful actions, along with a thorough evaluation. However, with the right strategies in place, a workable system can be developed that functions effectively. Reform does not simply involve introducing a new module or rearranging existing ones. Instead, it requires a systematic and logical overhaul of the educational framework from the ground up. Therefore, I strongly recommend setting aside outdated methods and creating a new, practical approach that will truly enable students to learn and contribute positively to society.