1.4 Period after Independence (1948 - Date)
Since independence in 1948 the Government has given highest priority to education. Within a period of less than 40 years the number of schools in Sri Lanka increased by over 50% , the number of students increased more than 300% and the number of teachers increased by more than 400% . The literacy rate has grown correspondingly and by mid 1980s over 90% of the population was literate (highest in South East Asia ).
In 1958 two new institutions for higher education, Vidyodaya University and Vidyalankara University were started and paved the way for a large number of students who wanted to pursue higher education in the National Languages to obtain degrees.
As a result of the implementation of the recommendations of the Committee appointed by the Government to inquire into Buddhist Education, Assisted Schools and Training Colleges (Special Provisions) Act was passed in Parliament in 1960 and 2750 Assisted schools were taken over by the Government; 55 schools opted to remain as unaided private schools.
The difficulties of educational planning in the past caused by the system of dual control and the resulting lack of coordination were finally removed by the nationalization of schools in 1960. Education, compulsory from ages 5-14 years is free at all levels and is sufficiently general and broad based to serve as a sound foundation for the secondary stage which follows a pattern designed to cater to the needs of the pupils according to their age, ability and aptitude.
The system of education in the country was such that a large number of students who did not follow courses in Higher Education were unable to get employment either in the Government sector or in the private sector. Having realized the gravity of the situation the Government appointed a National Education Commission with Professor J E Jayasuriya as the Chairman. This Committee recommended a system of school Zones with Junior Schools and Senior Schools. The Senior Schools were further classified into:
a. Schools with Agriculture Stream.
b. Schools with Technical and engineering streams
c. Schools with Science Stream.
d. Schools with Arts and Commerce Streams.
The committee also recommended the establishment of Farm schools, Carpentry schools, Weaving schools and Schools for metal work for those leaving school after grade 8; and Teacher Training Colleges, Schools for Commercial Subjects, Schools for Agriculture, Schools for Animal Husbandry, Schools for fisheries etc. for those leaving school after Grade 10.
The White Paper for General and Technical Education Reforms, of 1966 also emphasized on the establishment of Vocational Training Institutes, Junior Technical Colleges, Senior Technical Colleges, Schools for Arts and Crafts and Institutions for Aesthetic Studies. Even though these recommendations were implemented to a certain extent, they were abandoned later due to change of Governments.
After the nationalization of assisted schools and Training Colleges, the work load of the Department increased to such an extent, that a decentralization plan had to be executed. Therefore from the 1st October 1961 ten Regional Education Departments under Directors of Education and thirteen District Education Offices under Chief Education Officers, were started. The Science and Technical Education Branch , English Unit and the Curriculum Development Centre were functioning so well and attracted the attention of foreign agencies such as UNESCO, UNDP, UNICEF, British Council and SIDA. They provided funds for training programmes of staff and teachers and for equipment and materials.
In 1970 there were 2.7 million students in 9928 government schools and the expenditure on education was 562 .5 million. Due to the increasing population and the expansion of facilities and the subsequent expansion in facilities for education followed by decreasing economic resources, the government faced the problem of improving the quality of education provided. Moreover there was a large number of young educated people unable to obtain employment due to the mismatch of the education provided and the demands of the job market.
Therefore the government that came in to power in 1970, implemented certain reforms in the education system in 1972. The school system proposed included three tiers:
- Primary Education - Grades 1 - 5
- Junior Secondary Education - Grades 6 - 9
- Senior Secondary Education - Grades 10 - 11
Age of admission to schools was raised to 6 years. The curriculum of the Senior Secondary stage consisted of the 10 subjects including two pre-vocational subjects.
The general education ends at the end of grade 9 and the students appear for the National Certificate of General Education Examination and those showing high performance are admitted to the Senior Secondary stage, where the curriculum consists of separate streams - physical science, biological science, social science & commerce. However, this stage was never implemented after the change of government.
In 1979, three committees were appointed by the new government to report on the existing system of education:
1. Committee on General Education - Chairman- Bogoda Premaratne
2. Committee on Technical Education - Chairman - S.Gnanalingam
3. Committee on National Apprentice Training - Chairman - H D Sugathapala
The White Paper on Education of 1981, consists of reforms on education recommended by the above three committees. The structure of the school system indicated in the White Paper consists of:
- Primary School - 1- 5 years
- Junior Secondary School- 6, 7, 8 years
- Senior Secondary School - 9,10, 11 years
- Pre-University Stage - 12 & 13 years
Some of the important Reforms included in the White Paper were:
i. A new subject - Life Skills - in place of the two pre-vocational subjects was introduced.
ii. A dual system of evaluation at the Senior Secondary stage:
(a) Continuous Assessment during the Course, consisting of oral, written and practical assessment techniques
(b) Tests conducted at the end of the Course
iii. A School Cluster system consisting of a large school (Cluster Centre) and 10-15 small schools situated close to the Cluster Centre. The Cluster Centre Principal was made responsible for the administration and supervision of educational activities of the other schools in the Cluster . The aims of introducing the Cluster System were:
(a) To minimize the discrepancies in the facilities available in the larger schools and in the smaller schools around them.
(b) To make use of the experience and efficiency of the Principals of the large schools in the management of the small schools
(c) To obtain the help of parents of all the schools for the development small schools in the Cluster.
Modern Period:
During the early 1980s the Ministry of Education was Divided into three separate Ministries for the purpose of educational administration:
- Ministry of Higher Education - For Universities and Technical Colleges.
- Ministry of Education - For schools, pirivenas, Teachers Training Colleges and Colleges of Education.
- Ministry of Education Services - For supplying the physical facilities required for general education.
The organizational structure of the Ministry of Education was:
The Education Publications Department functioned under the Commissioner of Publications , Examination Department under the Commissioner of Examinations and the Colleges of Education Under the Chief Commissioner, Colleges of Education.
National Institute of Education ( NIE) was set up by Act No. 28 of 1985 at Maharagama during this period and under the NIE following Institutions established:
1. Sri Lanka Education Management Institute.
2. Education Research Institute
3. Teacher Education Institute
4. Higher English Education Institute
5. Distance Education Institute
6. Primary Education Institute
At present there are about 187,000 teachers in the government schools and there was a multiplicity of grades and salary scales for these teachers but with the setting up of the Sri Lanka Teachers Service in 1995 the number of grades has been reduced to five. Similarly Sri Lanka Teacher Educators Service was set up for the lecturers of colleges of Education and Teacher Training Colleges
17 National Colleges of Education have been established to give pre service training to all teachers to be recruited. Continuing education will be provided through a network of 100 Teachers Centres.