Educational Reform - some outstanding issues
One of the issues that comes up again and again in the Human Rights
Action Plan is the need for reforms in education and training. This is
obviously connected with the ‘variance in the quality of education’ in
different areas, which entrenches iniquity, but in addition there are
several instances in which the Plan notes the need for different and
better training, so as to produce personnel able to promote rights based
action.
When asked to highlight three areas in which reforms were urgently
needed, all groups put educational reforms at the top of the list. A
couple of groups fleshed this out in referring to the need for reform
not only of basic education but of all types, and in suggesting that we
needed to go beyond traditional methods.
This would have pleased the Secretary to the Ministry of Science and
Technology, perhaps the most experienced public servant we have in the
field of plan formulation and implementation and above all monitoring,
who commented, at the special consultation the Task Force on the Action
Plan held on education, that it was essential that we start thinking
outside the box.
New initiatives
Hearteningly, the participants from the various ministries who
contributed to the meeting were in fact full of ideas. We were helped by
having Mr. Mohanlal Grero present, tasked as he has been with several
new initiatives. This was an inspired idea of the President, since the
problems of education are so massive that they need to be divided up,
with special responsibilities allocated to individuals to ensure action.
Education, key to success |
In any case I believe we do not sufficiently understand - even in
political negotiations - that if you break up big problems into little
ones and address these separately, you will find that the big problems
become easier to resolve. But education certainly is a case of the trees
becoming indistinguishable because we concentrate too much on the whole
dense forest.
An obvious example of the ineffectiveness of trying to do everything
at once is the delay in formulating and adopting a new National
Education Policy. The principle of asking for a brief list of ideas,
which need to be expanded on only if they are not clear, is not
something known to our administrators.
What is particularly irritating about this is that all this plodding
around in circles ignored the very simple solutions that the President
had already suggested for perhaps our biggest problem, the absence of
teachers in rural schools. He has spoken about the benefits of school
based recruitment, and this has also been the subject of an Adjournment
Motion in Parliament. But nothing has been done about it and, as I found
in my visits to the North, where the beautiful new schools that have
been constructed in the Vanni are many of them without English and Maths
teachers, the transfer system means that schools are denuded almost as
soon as appointments are made. Psychologically too, the possibility of a
transfer means that teachers will not settle down in places to which
they have been appointed, so there is constant travel and late arrivals
and early departures.
Alternative methods
Participants at a meeting were unanimous then in urging that school
based recruitment should be instituted. They also suggested that
alternative methods of teacher training should be encouraged.
Minister Mohanlal Grero |
It was heartening in this regard to be told by the representatives of
the Higher Education Ministry that they had already prepared a proposal
for universities to begin teacher training courses for English and Maths
and Science. I hope these begin soon, but meanwhile it was also
suggested that the Kotelawala Defence University be requested to begin
such courses, since it will be able to move more quickly given its
administrative structure. Since it now offers courses in a range of
subjects, there is no reason that it should not also contribute, in its
customarily effective way, to current national needs - and its products
would also be able to supervise extra-curricular activities, which are
woefully inadequate currently in many schools.
Also contributing to the meeting was the Organization of Professional
Associations, and they were requested to make proposals for filling gaps
in areas where there are crying needs. An enterprising lady at the
Nannathan Divisional Secretariat meeting noted the need for training in
marketing, since now outsiders rather than locals benefit most from the
abundant harvests the farmers have produced. But there are few
opportunities for training in such fields, and food processing and other
value addition mechanisms, which is where the OPA can play a significant
role. Promoting equity, a fundamental aim in the plan, requires
training, and if we do not supply it soon, there will be demands for
state financed equality, which will be disastrous. |