Education is the key factor ensuring a country’s sustainability. Cultivating human resources through education is the only way to achieve full economic and social development and create a better future.
A well-educated human resource is essential for a country’s development, and this foundation should be established through school education. Students typically spend 13 continuous years in school.
However, there are some discrepancies in the current education system. In this context, the President of Sri Lanka, Anura Kumara Dissanayake, highlighted a critical point during a discussion with officials from the Ministries of Education, Science, and Technology.
Future educational plans in Sri Lanka should consider global needs to create a supportive environment for all children and ensure access to education.
Majority of children drop out of school
Sri Lanka acknowledges the need for a significant transformation in its education system. The public eagerly awaits the implementation of a fundamental program to address this need. The President’s upcoming statement is substantial, especially given the current trends in the number of children enrolling in first grade in Sri Lanka’s public schools.
Government statistics indicate that the number of students admitted to government schools for the first grade in 2019 was 333074. This number was the highest recorded for student enrolment in a single year. However, by 2020, the figure had decreased to 319405, further declining to 304105 by 2021. According to the statistics, enrolment in the first year dropped to 292517 by 2022 and 287639 by 2023.
From 2019 to 2024, the number of first-year students enrolled has decreased by approximately 45500. In 2019, 169119 boys were admitted to the first year. However, by 2023, this number had declined by 22805 to 146314.
In 2019, the number of girls enrolled in the first year was 163955. By 2023, that figure decreased by 22630, resulting in 141325. In 2008, 330448 children were admitted to the first grade, and those students took the General Examination in 2018.
In 2018, 294,220 students participated in the general examination. This indicates that **330448** children enrolled in the first year in 2008, but over the span of ten years, **36228** children left school. Among those students, only **202923** took the advanced level examination in 2021. Specifically, 127,525 students who enrolled in the first year in 2008 had dropped out by the time of the advanced-level examination.
High school dropout rate is 37.6%
Government statistics indicate that 11% of first-grade students drop out by the time they reach the general level, and this percentage increases to 37.6% by the time they reach an advanced level. Additionally, a higher number of boys are dropping out of school than girls.
In 2008, 167221 boys enrolled as first-year students. However, by the time of GCSE, 23,304 boys had dropped out. Additionally, 89,817 students enrolled in the first grade did not continue their studies when advancing to the next level. This analysis shows that over half of the first-year students do not complete 13 years of schooling.
There is a trend of girls leaving the school system. In 2008, 163227 girls were enrolled in the first grade. Of those, 12924 passed the general level exam, and 50121 passed the high school level exam.
School dropouts start from year 5
In Sri Lanka’s education system, students tend to continue their studies through the second and third years. However, by the fourth, fifth, and sixth years, the number of students attending school noticeably declines.
Recent studies show that 7,000 and 8,000 students drop out of school between the third and sixth years.
Reasons for children to drop out of school
It’s essential to understand why children drop out of school. One of the main issues is the lack of qualified teachers for specific subjects. School administrations often assign other teachers to cover the subject in these situations. Unfortunately, this can make students disengage and bored with the material.
Maths teachers lack the necessary teaching skills for science or language subjects. He feels bored not during maths lessons but when he is teaching other subjects. This issue lies not with the teacher himself but with the education system and the policymakers who shape educational decisions.
Therefore, steps should be taken to employ trained teachers for each subject area. A teacher’s responsibility extends beyond just delivering lessons; it also includes understanding each child’s needs and providing appropriate support. Without this, school can become an unpleasant environment for students.
The economic crisis in the country, along with the collapse of family businesses and the lack of adults to care for children, has significantly impacted the situation of children leaving school. Additionally, there is a concerning trend of children becoming victims of various adverse social conditions, including drug use, at an early age. These factors have contributed to the disruption of children’s education.
The urgent need facing society
Additionally, the complexities surrounding the syllabus can be noted. In Western countries like Norway, Sweden, and Finland, there is a strong emphasis on practical education. In contrast, Sri Lanka still adheres to an education system that prioritises rote memorisation for exams, often likened to learning by heart.
The exam-centric education system has led to missed opportunities for creativity. By the fifth year of schooling, it becomes evident that education in Sri Lanka is heavily focused on assessments. The fifth-year scholarship exam is an unnecessary burden that detracts from children’s childhood experiences. Despite the knowledge that this exam causes undue stress, no government has taken steps to reform it.
Society has realised that an education system that produces individuals like bricks cannot generate the human resources a country needs. In this kind of system, innovation fails to thrive, and individuals capable of creating new ideas and inventions cannot be developed through such an education system.
It is time to modernise and reform education in Sri Lanka. While it may seem late, the initiative should begin now. The President’s recent statement highlights the strong societal need for change.
