Grade One Admissions:

Is there a solution?

The month long impasse regarding admitting children to schools for the year 2008 came to an end last week with the Supreme Court ordering the Education Ministry to publish the final policy on the matter on Friday.

However, the strenuous process which involved the cancellation and amendment of several circulars and unprecedented judicial activism in the education sphere has by no means ended the crisis regarding Grade One admissions, though solving for the time being the dilemma faced by education authorities.

Instead, it is clear that the biggest hurdle to be overcome in this regard lies in the future, namely in formulating a comprehensive and equitable school admission policy before December next year.

While studies and observations by institutions like the National Education Commission will be useful in drawing this policy up, it is also vital that the views of all stake holders in the education sector including parents, teachers, school principals, old pupils etc. are taken into account during the process.

The multiple legal action filed in relation to the issue recently reiterates this need to consult all segments and reach a broad consensus before a new policy is implemented.

Yet, as the procedural aspects of the issue are so rectified, it is also essential that tangible measures are taken by the authorities to address the vast disparities existing between different types of schools in the country.

Write to Daily News Debate as we wind up the discussion on Grade One Admissions next week. Your contributions (in 750-1,000 words) should be sent to ‘Daily News Debate’, Daily News, Associated Newspapers of Ceylon Limited, PO Box 1217, Colombo, or via e-mail to [email protected] before September 17, 2007.

Good education needed for proper moulding of a child’s character

Nimal Ranatunga

COMPULSORY EDUCATION: Educational system based on recognised and accepted principles of education is prevalent from the past up to date with minor changes in the curriculum, syllabus, the methodology and the material.

Gradually the student population increased and a predominant number of children gained access to the schools as the outcome of stipulating compulsory education for children between five years to fourteen years of age.

The parents realizing the paramount importance of bestowing Higher Education to their offspring directed them and asserted them to tread on their path of education to the highest level.

Hence with the firm determination and indefatigable effort and courage, the parents of all social and economic levels persuaded their children to continue with their studies rendering them all the support and guidance in a sedulous manner.

At the same time it is manifested that a number of children from few rural areas and from urban areas of the country do not attend school at all. Some of them leave school even before completing the lower primary and upper primary stages.

Parents of those children do not feel education as an indispensable component of life. Their survival depends mainly on their physical strength directed towards an activity mainly based on their dexterity they have gained by practicing as a source of living.

They do not wish to digress from this pattern. Hence their offspring too are directed on this conventional and traditional path influenced by their susceptibilities.

A majority number of discerning parents are accustomed to render a fruitful school education to their children. Prior to the introducing of Sinhala and Tamil as media of instruction for higher studies, education was restricted to the students who were endowed with a knowledge of English language.

But since the media of instruction changed those students who were deprived of higher education were gifted with the esteemed privilege of receiving higher education in Sinhala and Tamil.

This unique and vital transformation was effected by late Mr. C. W. W. Kannangara, Minister of Education with the introduction of free education. It was invariably a magnanimous and a sublime measure which certainly benefited the less privileged segment of the student population.

Though free education was implemented the ordinary village school was unable to meet with the demands of the growing student population. Hence the urge for full-fledge school remained an inevitable need. Minister Kannangara being receptive to this outcry established Central Schools in the districts, as the highest Seat of Learning. The establishment of Central Schools was a magnificent milestone in the sphere of education.

The central schools could be considered a stead-fast component introduced to the school system.

This tended to revolutionise and diversify education paving he sublime path for the rural child to reach high levels in the field of education which was hitherto denied to most of the rural students who were educated in central schools reached prestigious positions in the society gradually gaining access to the segment of the elite.

The unified system of education executed devoid of any interruption promoting the expedience of continuing higher education. In 1980 a notable structural change took place in the school system.

The concept of National schools emerged to realise a feasible objective to develop the Infra-structure of schools with able financial assistance of respective parents who are endowed with the quality of generosity to support and generate the infra structural development of the school.

A circular has been laying certain conditions for schools to be promoted to the state of National schools. Hostel facilities and the functioning of all disciplines in the advanced level classes are some of the conditions of importance. Few schools, in the country which have confirmed those stipulations were named National schools.

These few schools which received the national status, created an erroneous and a frivolous impression that they are the only reputed schools of high quality. The implications of this novel component on the school system were disastrous and inimical.

The parents were misled creating and imperfect notion among them that National schools are the most supreme schools in the country and by ‘hook or by crook’ they should get their children admitted to the Grate 1 of those National schools. Hence the balance of the school system which was maintained on a reliable basis eliminating variance lopsided.

The birth of national schools paving the way for creation of a vast and treacherous gap between the schools which was highly detrimental to the progress of eduction and in a way contradictory and repulsive to the principles of education.

This naturally tended to emerge a glaring deficiency in the system of education, namely the inequality of education. This is obviously and vehemently repugnant to the policy of the Ministry of Education which is the State policy.

This novel creation tended to be so attractive to the immature minds and a strong clamor for admission to National schools emerged. The only hope of the parents is to get the child admitted to Grade 1 of the National school even if it is few miles away from the residence.

On the other hand the village school renders an excellent education strengthened by a qualified staff with a high sense of dedication and professional competence.

To ignore the village school maintaining such a high standard situated at a stones throw and leaving no-stones unturned to get the child admitted to grade 1 of the National School, situated far away, could be described as a mania. The rapacious urge for National schools never lessened or ceased as it was an abortive mental condition entwined with pseudo prestige.

The most unfortunate and the disastrous outcome of this process was the emergence of a vigorous struggle to gain admission to grade 1 of the so-called popular school. In this attempt some parents were used to adopt dubious devices which were really obnoxious and beyond the norms of decency.

The parents of children who were unsuccessful in this endeavour were immensely miserable. Those who were successful went into raptures having realised their cherished hopes.

In this manner a formidable competition persisted to gain admission to many popular schools. The number of entrants for Grade 1 exceeded by leaps and bounds compared to the number of vacancies available. A common circular had to be issued to the schools by the Ministry of Education incorporating the guidelines for the selection of students for Grade 1.

This circular had been revised by the Ministry of Education on few occasions to accommodate the feasible suggestions forwarded by some persons and organisations.

When we analyse this circular from a broad perspective it is crystal clear that is a compendium eliciting guidance to select the most deserving child to Grade 1 of the school. It does not discriminate against any nationality, creed, caste, gender, social and economic status and political ideologies.

The most reasonable and the striking aspect of the circular is to select the student on the residential qualification based on the area rule, who had reached the stipulated age. This is embodied in the circular from its inception up to date.

The past-pupil of the school is a key figure highly attached to the school, who could contribute immensely in diverse ways towards the development of the school. Concessions are given to past pupils concerning the admission of children to Grade 1.

It is proper to grant concessions to officers of the Armed Services and the police department. This is included in the respective circular. The children of the public servants who are on transfer orders are also given favourable consideration. The brothers and sisters of the present students of the schools are also considered for admission.

It is irregular to select children based on their Intelligence Quotient (IQ). The IQ of a child is not static and it varies. Hence it should not be the criteria for selection.

The professional and educational qualifications and the social and economic status of parents should not be the criteria for selection.

This circular need not be controversial. If the Principals of the schools and the responsible official authorities discharge their duties honestly, diligently and strictly adhering to the conditions of the said circular.

In this manner justice could be meted out devoid of any discrimination and omission. But there are instances of casting aspersions at some principals and officers. Sometimes they are being blamed to be a group of persons who are predatory. They are being alleged to be immersed in corruption and mal-practices.

The opportunity for a child to be a perfect citizen in the future depends to a great extent on his proper education and the proper moulding of his character. This fact inspires the parents to procure the best school of their choice. They could be satisfied only if it is proved that the selections are effected strictly in accordance with the circular.

The writer is former Director of Education

Admissions: The scramble in haste

Miran Perera

EDUCATION: It is preposterous to consider one student as more eligible for admission on the basis that one happens to be born to parents residing closer to the school than another.

Easy access to school is important specially for children. However ease of access depends on several factors such as nature of the terrain, quality of roads, and availability of transport.

Especially in a hill country it is not unusual for one living more than 10 kilometres away on a highway to have easier and faster access to the city than one living only a few kilometres away in a nearby village. One can assume safely that most applicants to a school for grade ‘one’ are from within a commuting distance.

We often hear of empowerment while segregating education from the real life situation. The more they remain two distinct elements the greater the chances of disempowerment.

If the child is from a farming background he will forget all work related to farming within his school going period and walk to his nearby school. Perhaps the child’s parents may not be affluent enough to send the child to the school at the nearby city.

Similarly if he is from an artisan or fishing background he will be totally removed from the work. Because of their less affluent and poor parentage they may not be accepted to any big school in the city as their profession after education may be in farming or fishing.

The popular prestigious schools may not like to have farmers or fishermen as their alumni. Most parents in such far remote areas may not even try to admit their children to such schools accepting the reality of poverty and less influence.

The most important question is given such circumstances haven’t these less privileged children done better in life than most of them? Even at a lesser known school of study haven’t they contributed positively and collectively for the economic wellbeing of our country?

Though studying in a remote school or a privileged school our policy should be to educate children who needs to be educated. It is not a fallacy that most children in the cities are more sophisticated and they have better access to educate themself other than those children in remote areas.

Those in control of education in our country’s helm are striving best to correct this lapse which is commendable and deserves the attention and active participation of the general public.

Only a relatively few schools in the country have satisfactory facilities for imparting a good education and moulding a child to become a well rounded personality through training and extra curricular activities.

It is therefore not at all surprising that well endowed schools that are concentrated in the cities receive far more applications than the number of places they can offer.

This scramble for places in the popular schools is bound to continue in to the foreseeable future, as any attempt to provide good educational facilities to a larger number of schools throughout the width and breadth of the country is necessarily a long term strategy.

Most teachers persist in seeking city schools shunning village schools resulting in a total imbalance between not only the Maha Vidyalayas and the village schools but also between the schools in the Western province and the regions. This is compounded by like most grade one school admissions by political interference in transfers, promotion and appointments for teachers.

For the children false birth certificates, dubious addresses, affluent family bandism, fat and lucrative donations, relations and friends in high places, promises of making high skilled sportsmen.

Where the administration of education is concerned it is a catalogue of intervention. The central and the provincial education administration hold sway in total disregard to the needs of the peripheral schools.

Social acceptance is a very important part in our lives. It should be given time and consideration in our preschools and educational institutions. Undue preference should not be given only to those coming out of popular city schools.

We have to take time to explain the rules of our society to our children. To make them feel discriminated for attending small schools should be done away with. Children try to be obedient and also they try to be truthful. These are all parts of the future character of the self.

It gives them a feeling of worth and that leads to self- esteem. By asking the children to make false statements when admitting them to schools amount to teaching them to cheat. It is important for children to learn and experiment and think for themselves if they wish to succeed in later life.

There was a time when pre-schools were considered a bridge between home and school, where the child has to pass stringent procedure and an interview to gain admittance to a big school which the parents prefer. This is a time when a child is gradually weaned at a very young age taken away from the family and introduced into the big wide world.

This is partly true but with the increasing need for Mothers to go to work and the increasing years that a child has to spend in a pre-school the quality of them and their curriculum have to be reconsidered.

No parent with sound mentality would entertain notions of boarding a five year old in a far away place for schooling. Therefore the emphasis given to vicinity is irrational. It has only contributed to the degeneration of our society by nurturing a fraternity of quasi legal experts who specialise in forging documents.

It also gives an undue advantage to the rich who can purchase build houses closer to the popular schools. Unfortunately bribery too appears to be a well known method of admitting children to schools on the sly. Not many have been prosecuted successfully though due to lack of concrete evidence. However lack of evidence may not imply absence of offense.

Certainly with inadequate government funding schools need to canvass support from parents and well wishers. However the ability to make donations cannot be a criterion for selection. There is no social justice in allowing the rich to buy in to national assets. This also provides an easy cover for giving taking bribes with a modicum of respectability.

Laws must be equal

Sampath Jayakody

PERSONAL EXPERIENCE: I am a A/L student in Negombo. It was my personal experience when one of my cousins had to seek admission to a popular school in Negombo.

His family happened to face severe problems despite the fact that father possesses the membership of the past pupils’ association of the college. He always dreamt about sending his child to that school. But unfortunatly it did not happen. This was merely because of money.

My cousin said that he was even ready to give Rs. 100,000 to the school but they did not accept. My cousin tried his level best. I regret to mention, being a Catholic he was unable to seek admission to his child even to a Catholic school.

And then he tried another school. That school was also a Catholic school. My cousin first agreed to pay three fourth of that above amount to the school after having a chat with the principal. But they had wanted more. So finally I think my cousin needed to pay about Rs. 90,000 to admit his child to that school.

Fortunatly my cousin was able to admit his son to that school. While there was no response after applying to the second school he again tried that earlier school after obtaining a letter from the Catholic priest.

At the entrance seeing my cousin, principal said abruptly “How many times have I told you, please go away, go away” and he returned home with a glooming face.

My cousin could not do anything because it was beyond his control. Frist school had said to him to put the child into another school until grade two and then they would take the child after completion of a period of a year in another school. My cousin and his wife were not ready to do it because they needed a lot of money for both the schools.

Sometimes I’m really disappointed when concerning this topsy-turvy system. Everything is commercialised. Every person wants to admit his or her child to a good school. But how many of them achieve the target? Everything is money oriented. Money has become “God” even in Catholic schools.

People are on a rat race. Everyone wants to be the first. Every parent likes to see her or his daughter or son in a good position. Because that is the only dream of every parent. Unfortunately they fail in achieving this goal. Today most people do not like to see others strieving to high positions. They try their best to block others’ progress.

Further more, people are compelled indirectly to rub shoulders with high class people. If you want to be a high class person you should at least have a car. I am not looking down upon people who have cars.

Additionally, on my point of view there must not be rankings in the society. People have started to treat people in different ways. However people also want people who have wealth.

That is what has happened. Human beings have become money conscious. The above incident of my cousin proves that in future in our time we may have to pay big sums of money to admit our offsprings to school. It is so regretful that ordinary person has no chace to climb up his ladder.

We know that if a student wishes to go to a certain school he or she must live within three kilometres. But the fact is, ample examples are available for researchers to find out that majority of students are miles away from the relevent schools, cancelling all law and order of the education system. A few days earlier I came across a news which was popular among people. That is, some parent has tried to pull strings.

To some extent it is not wrong. Because what parents want is a good education to their children. But unfortunately some parents get caught. And today some principals are the worst in the school system. Because of the way they treat some parents considering their rank in the society.

Presently, specially schools seek reinforcements by label donations. This has also become a major fact. So parents get reluctant to put to that school because they are unable to afford it. So finally I would like to say that these things must be altered.

And there must be a proper way to admit children to schools in a fair manner. Law must be equal to rich and poor.