Dr Sudath Gunasekara (S.L.A.S.) President Senior Citizens Movement Mahanuwara5.10.2010.
The Island of 27th carried two articles on the present situation of Education in this country. This is a very important and topical subject, if not for policy makers, at least for the general public. Because a sound and good education is the bed rock on which a nation will sustain. The first by Douglas King an International Educational Adviser and a Consultant (I believe attached to the Ministry of Education?) on P 7 and the other by Somapla Gunadheera on P11.
The first impression I got after reading the two articles is that the writer of the second article should have been appointed adviser in place of the other, long time ago, without wasting our meager resources on this type of shallow foreign Experts, who spend their nice holidays here at our expense. Those of us who are familiar with this type of “Touch and Went” (a word coined by those in the Department of Agriculture to describe the so-called T&V Extension project) foreign expertise this is nothing new.
 Now let me elaborate a bit as to why I say so.
 The heading of Douglas King’s article is “ƒ”¹…”Can Education Be Reformed” and his opening sentence in the article is “The short answer is no”. If that is so why the hell we keep people like him to advice our government on Education. This is the million dollar question I would like to pose both for the Ministry of Education and the Government. This one page article by him appears to be nothing more than a general woe on the prevailing mess in the field of Education in this country. Though not comprehensive and complete it is an excellent account of the existing mess. But that is common knowledge even to the street hawker or a rustic from Bintenna jungles. When some one mentions his qualifications as Advisor/ Consultant or Expert, what the reader expects from him is an expert analysis of the problem and the solutions he proposes for the problem.  I do not think you need an International Educational Adviser of 45 years experience in so many countries to write this type of narrative essay.
 A well informed ordinary citizen Perera or Chooti Banda would have written or even done better because he has his roots here and also he is more concerned for his own future generation than Dollars or sterling Pounds. My question to this Advisor is where are your solutions, at least you plan to propose with your seven years of expert knowledge and experience in the field of Education in Sri Lanka and many other countries around the globe to rescue “ƒ”¹…”the mess that is  the Educational system’ in this country from these appalling situation? Any one can describe, criticize and say this is bad and that is bad if he has a general knowledge on the subject and the language skill to write. You don’t need to have an expert to do that. But the important thing is to offer solutions for the ills and suggestions towards a meaning full national educational system. The only good thing I find in his work is, unlike many other experts, he has not made his article boring and unintelligible by packing it with technical jargon, which has very little meaning and no one else can understand.
 Now look at the way how he concludes his essay. “This article started with the question whether education can be reformed and find a new direction. It will find far more than mere Presidential initiatives or direction. It will take far more than legislation although this will be necessary. What is required is a different mind set, not just on the part of administration but also from teachers and parents. May be that is impossible and the juggernaut of education cannot be turned.” These are only general statements that lack any concrete suggestions.
 Is it to say this that we have hired him at such exorbitant cost to the tax payer? Of cause I have no bone of contention to pick with him. Because he is an Advisor and a “Con-sultant” too, who ought to know his stuff better than we ordinary people of third world countries “who excel only in rote learning but score poorly on open ended questions which require problem solving and creative use of knowledge” both of which we Asians don’t have, as he has stated in his article. Of cause such skills and talents they think are the privy of the west.
 The only thing meaningful in this article is the photograph that decorates it. It speaks in mute terms volumes on our education and symbolizes I think the exact situation of the education system in this country. As we all know the railway track is not the place for the school children to walk along. But as there is no other alternative they are compelled to walk along it, knowingly that if a train comes they all can get crushed. But where is the alternative road for them to go? They have no choice. So they walk on the wrong tract, in this case the track of education. Similarly the whole nation walks along the blind alley of Educational railway track led by Advisors like Douglas King and many others of the ilk both foreign and local. God help our Educational System.
The credit for selecting this remarkably appropriate photograph to tell the story of our educational system in this country, deliberately or otherwise, should go to the Editor of the Island though one begins to wonder what the hell this picture of children walking along a railway line has got to do with education. Congratulations for your brilliant idea Mr. Editor I repeat that it speaks volumes on the current status of our education
 Now a brief word about the second article. Of cause before I make my observations on this I must state some thing very important. The writer had been my teacher when I was in my GCE (OL) class at Galahitiyawa Central College. He taught us Sinhala, Arithmetic and English also for a short while. He is one of the best teachers I ever had. We in the class admired the inspiration he installed in us as a young teacher. Next I remember him as my head of Department in the Department of Small Industries in early 1970s, a colourful period in the history of that Department which was only second to the period dominated by G.V.P. Samarasingha as its Director long years before him. Both in production of Handloom textiles, employment generation and discipline I think it was the best of times the Department ever had.
The secret behind all that success was nothing but his leadership, innovativeness and management skills. Then I remember him as the GA Trincommallee. He being the first fifth standard scholar to join the Ceylon Civil Service in 1957 was the first Kannagara Civil Servant so to say. Nevertheless I will not allow my observations on his article to get coloured by these personal connections and will try to be as objective as possible. But I don’t think any one will doubt his credentials to write on the Kannangara System and its lapses. My grievance is that the country has not made full use of gold mines like him, the Kannangara system has unearthed, to make the development mission in the post Independent period a success. Instead they mine and depend only on charcoal and poisonous gases that destroy this country.
 He captioned his article as “Updating Kannangara Chintanaya’. This is exactly what has not been done ever since it was introduced in mid forties, apart from implementing it in full. In an article I wrote to the Sunday Observer on October 27 1996 under the caption “Making Education more meaningful” PP 8 &12, I pointed out this serious lapse and the need to do so at least every five years to meet the changing socio-economic needs and keep abreast with time. His comments on the positive side of Kannangara system is succinctly summed up when he says “ƒ”¹…”Free education has expanded the vistas right up to the then hallowed  precincts of the Ceylon civil Service  and there is not an iota of doubt that FES triggered off a social revolution that would otherwise have taken ages to materialize’. This is very true and the whole generation there after has benefited from this system. 
Commenting on the minus side of the system his main grievance appears to be the miss use of the system without making a distinction between those who need such assistance and those who do not. He has cited “Pala’s” case as an example. That may be an exception. Also we have to remember that one swallow does not make a summer. Admittedly thousands of  beneficiaries of FES both 5th Std scholars and others, like myself, for whom the portals of higher education were closed up to that time have gone to Universities thanks to that system. But unfortunately higher education has not got diversified adequately to meet the changing demands over time.
  The problem of migration of rural children to cities, concentration of limited resources in show pieces there by neglecting rural schools, the failure to adjust education to the changing needs of the time and the failure on the part of authorities to plan education for the job market, he has pointed out, are real issues that have made the FES less effective.  His suggestion for fee levying for the haves and issue of free books etc only to the needy are commendable. His write up is analytical and also offers possible solutions. That means he advises the government and the Educational authorities. Probably he knows better as he also had been the Deputy Director of Education (Adm) in late sixties. These are vital issues Douglas King, the expert has failed sadly to identify.
 But both appear to, soft peddle with the Government, one for fear of losing his contract  in a country where  you can bluff and save more money than elsewhere and the other, of cause I find it difficult to understand why.
 a) A recently published news item quoting the Department of Census and Statistics has given the following alarming figures about our Education system 
1 Out of 4.3 million school going children between the ages of 3-17, 260,000 don’t attend  School.
2 80% leave school before O/Level
3 49% failed GCE O/L
4 67% failed GCE A/L
5 60 % failed English O/L
7 Only 30% passed Mathematics and Science O/L
 b) Another Survey conducted by the NEC of 4054 students, without N & En Provinces gave these results.
 1 18 % of the Sixth Grade could not write
2 28 % of the 10th Grade cannot write legibly
3 35% only could take down a passage legibly
 c) Another survey revealed the following results
 1 Most teachers tested for Grade 11 Principles posts could not score more than 10 or 15 Marks out of hundred
2 Some teachers aspiring to be Principles did not know who the Balangoda Manawaya  is. They thought Balangoda Manawaya is Ananda Maitriya.
 d) A fourth this time it is a News item published in Rivira and Lakbima of Sunday the  3rd of this month.It states that 90 % of all who sat the 5th Std Scholarship examination in 2010 have failed, though unbelievable?
 Apparently this type of extremely serious issues, have been lucky to escape the high tech antennas of Advisers and Consultants like Douglas King.
 This pathetic situation leaves us high and dry without any explanation as to what the whole army of teachers, Educationists, thousands of Educational Administrators, Consultants, Advisers, Experts and nearly 15 Ministers of Education at National Provincial , Divisional and Village levels in this country are doing.
 These unusually high percentages of failures both students and teachers suggest three things. First the students must be real duds. Second the fault of teachers who taught them. Third, the fault of the educational system. As a person who has been a teacher, a Principle of a school having about 1000 students for three years and a Secretary to the Ministry of Education (1 year), I can say definitely out of these the first assumption is unrealistic beyond all known IQ tests and research on education. If any expert is inclined to believe so then how can you explain the “ƒ”¹…”Miracle’ of Kekirawa Nitulhitiyava Junior School at the 2010 5th Std Scholarship Examination where 11 out of 12 students from that underprivileged and backward school have passed where even the little girl who was not selected had scored 129. Then obviously the explanation for failures all over the Island has to be found in reason two. The results of teachers tested for Grade 11 Principle post are most revealing and alarming too. If the general knowledge of such senior teachers is that appalling then you can get a reasonably accurate clue on their subject knowledge and also quality of their teaching. All these evidence clearly show the critical levels to which the fatal cancer that has now spread all over the body education. I think it has already reached almost incurable and fatal levels. My conviction and observation is the major part of the blame should go to the teachers. Next in the order come the system and finally the students, if at all they are to be blamed.
 In my experience I have found that even the best student can fail a subject due to the fault of the teacher. This is partly psychological and partly educational. I will give you a very good example. I had a student by the name Tikiribanda in grade ten at Sanghabodhi Maha Vidyalaya, Minipe when I was Principal there in 1963. He came from another school with a referred pas in O/L. He had 4 Cc, 1 A (for Sinhala) and 1 F for Arithmetic. I sensed something fishy in this case. So I entrusted this boy to the best Arithmetic teacher in the school who was my Senior Assistant. Two days later the teacher told me that this boy will never pass the Arithmetic paper. When I asked why he said this fellow is allergic to it. Actually what he told me in Sinhala was that if that chap passes Arithmetic at the O/L then the sun will rise from the other end? Therefore he said he cannot take the responsibility.
I was not a very good Arithmetic teacher although I had a Distinction at O/L. But I thought otherwise. If this boy could get 4 CC and an A for Sinhala then there is no reason why he cannot get at least a simple pass in Arithmetic. There should be nothing wrong in his IQ to understand simple Arithmetic I thought. The fault should lie obviously some where else. Drawing from my own past experience my final conclusion was the fault should be with his former Arithmetic teacher. My mind went back to a similar experience I had in early fifties with my Algebra teacher at the Udispattuwa Junior School who made me to hate that subject. The gravity of that impact was so bad even today I get a terrible headache when I see a sign like a + or A2 or any such sign.  So I summoned the boy to my office and asked him why he dislikes Arithmetic. Then the cat I was looking for came out of the bag. He said Sir it was the teacher who taught us this subject who made me sick of it. None in that class had a pass in Arithmetic.
 Then I told him that if he could get good grades in all other subjects including an A for Sinhala there is no reason on earth why he can’t get even an ordinary pass in Arithmetic and the first thing I did was to build up his confidence. I asked him to come to my quarters next evening after school. 
 In my first lesson I told him Arithmetic is the easiest subject to pass. And it is a matter of dealing with four sings only. That is plus, minus, multiplication and division. There after asked him to come next day with the J.E. Jayasuriya’s Arithmetic book for the sixth Std. To make a long story short, I asked him to forget the first sum (Decimal) in the examination paper as I though it might confuse his already confused mind and the last sum on stocks and shares which even my Arithmetic teacher in the O/L class Mr Gunadheera (the author of the above article on FES) wanted us to drop, saying that you can get even a distinction pass without that, if you do the rest well. I finished the 6th grade book in few days and then shifted on to the same authors books for grade 7 and 8. I concentrated on each type like fractions, averages, time an distance, measurements like area and volume, as it was the pattern of papers at that time.
My experiment was remarkably successful and in a months time he could work any sum other than those excluded. There after I told him not to worry as he can now definitely pass the subject without any problem. He only had to do few exercises regularly and show them to me. In December that year he passed Arithmetic with credit. But the sun still rises in the east. Few years later he came to see me and said he has got a government job as a sub-post mater which he would never have got if he did not pass his Arithmetic O/L. Isn’t this a classic case study one should explore in to.
 Of cause there are very bright, less bright and least bright students. But extremes on either end of the curve are very rare. A good teacher can always do wonders with the majority who fall within the average category. It is the teacher who makes a student a saint or a criminal both literally and metaphorically. It is the teacher who leads or mislead. Most students follow their teachers and learn from them at that young age. Next to their homes the school is the second place they interact and get exposed to and where they learn. For example I learnt my hand writing from a teacher called Kadawathagedara who taught me in grade 3&4 at Meemure School in 1947 and 1948 and my Sinhala Grammar and essay writing from A.P, Jayatilaka at Udispattuwa Junior in Grades 6 to 8 from 1950 to 1954. Both of them were only Sinhala trained teachers.
 Some of the reasons the article in Rivira has highlighted for the present mess are lack of coordination among the various agencies dealing with education, non-involvement of teachers in preparing schemes of teaching, lack of facilities in the rural areas, excesses of students in classes, politicization and putting square pegs in round holes both in the field of administration and teaching.. Both articles in Rivira and Lakbima I referred to above are worth reading by every body concerned with education in this country. I am sure they will shed some useful light on experts like King who says education in Sri Lanka cannot be reformed.  Why not the Ministry of education takes their Advisor to Nitulhitiyawa and ask him to study how the Principal Ratnayaka and class teacher Tennakoon have done it.
 The Principals and teachers are the key factors of success or otherwise of any school. If they are motivated and provided with the minimum facilities a dedicated and committed set of teachers, of cause regularly exposed to in-service training, led by a band of good Principals can revolutionize our education for which we have enough local talent. “ƒ”¹…”Too many cooks spoiled the soup’ I think this is exactly what has happened in the field of Education just like in almost all other areas in the public sector. After all C.W.W. Kannangara the father of free education who brought about a social revolution through his brain child FES himself was not a hired Advisor from abroad. His vision and expertise were direct products of the local experience.
 As I pointed out in my article referred to above in 1996 the quality of our education has definitely gone down over the years.
 I list some of the main reasons for this situation I pointed out in 1996 below.
 1 The failure to implement Kannangara recommendations in full with periodical updating
2 The failure to revise educational system to suit the changing needs of the time.
3 The present practice of promoting students from one class to the other without a promotion test. This I called the “ƒ”¹…”herd driven’ system in place of a need and skill  driven approachs.
4 Regional disparities and disparities between village schools and city schools.
5 Abolition of teacher training as it was done those days under which teachers were all  rounders specially the Sinhala Trained Teachers which produced geniuses like Munidasa Kumaratunga.
6 Political meddling with appointments, transfers and disciplinary action of teachers
 To this list I would like to add the following new reasons
 1 Private tuition. Today like all other professions teaching has ceased to be an honourable profession. It also has deteriorated to another money spinning business.
2 International schools
3 Lack of discipline
4 Lack of a National Educational policy
 Suggestions
1 Immediate steps should be taken to rectify above draw backs
2 Either abolish International schools or bring the under a national Educational policy so that they will not produce a set of aliens..
3 Remove disparities in facilities between the town and the village.
4 Introduce a selective educational system so that each child will end up in his own field
   of excellence. What FES suggested to do at Grdae 8 after a broad primary education
5 Re introduce the Kannangara system of grading schools as Primary, Junior Senior and  Central so that the rush to cities and the rat race will stop
6 Provide scholarship facilities only for the needy as suggested by Mr Gunadheera and  save money for the needy areas
7.Diversify education without continuing with the same old colonial education
8 Let those who can afford to pay for it
 With regard to University education first make provision for all those who have passed the A/L to get a University Education. Think of ways and means of providing this opportunity. Then they will not go to other countries, compelling their parents to spend through their noses. The exodus of the younger generation not only drains out a sizable percentage of our foreign exchange but it also deprive the country of our future nation builders as most of them don’t return home after completing their education. Even those few who come back either they try to go back or the most they will cramp in to the major city life. Apart from the economic aspect we are also driven towards a serious social problem as their aging, some times indebted, parents are left high and dry who will finally end up in homes for the aged. Providing higher educational opportunities and employment prospects also will effectively keep them away from street demonstrations and rebellion. Broad base Secondary and Tertiary education to meet present day needs with an eye on the future.
 My considered view on the subject of foreign Universities is it is both futile and dangerous too to invite foreign Universities to set up their branches here. Because, for them, it is only a lucrative business. In any case they will take their earnings as FE. There want be a difference whether they take it our boys and girls take it as it happens now. They will come only to make a profit.
 Each country will bring its own educational system over which we will have no control. Instead of Universities becoming centers of excellence such a move will end up with a chain of factories producing graduates unfit and unsuitable for this country in the short run and disastrous in the long run. They will work only for their interest while destroying ours. Added to the already existing International schools menace these Universities will complete denationalization of the entire future generation. Therefore this decision has to be seriously reconsidered not only by politicians but by all patriotic people who love this country.
As Adam Smith the Father of modern economics said “It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard for their own interest. We address ourselves not to their humanity, but to their self love, and never talk to them of our own necessities, but of their advantage” So are we going to put another giant serpent under our sarong?
 When are we going to have another Kannangara who will resurrect our already dead educational system?