“Freeing” free education in Sri Lanka

Abstract

Purpose -The research aims to describe Sri Lanka's education system, discuss reforms that have been implemented within the school, university and vocational education sectors in the recent past and suggest potentially fruitful reforms whilst identifying the various constraints which can affect their implementation. Design/methodology/approach -A descriptive approach is employed, with extensive review of related literature and the use of relevant secondary data where appropriate. Findings -The research shows the need for considerable reform of Sri Lanka's education system, especially with regard to improving the quality of state education and encouraging greater private sector participation.Research limitations/implications -The research shows the deficiencies Sri Lanka's education system suffers from and suggests means to overcome them. However, the political and social pressures may present obstacles upon the implementation of such courses of action. Social implications -The recommendations offered by the research could make a contribution towards transforming the education system in Sri Lanka into one which can produce empowered individuals who can find employment within the emerging sectors of the economy and thereby improve overall living standards in the country. Originality/value -The paper makes a novel contribution by encompassing school, tertiary and vocational education in Sri Lanka. It shows the numerous problems that could arise in a context where a universal system of free education from the primary to the tertiary level exists vis-a`-vis a flourishing private sector, and would be of value to education policy-planners in Sri Lanka and other countries with both state and private sector provision of education.

Organizational learning and benchmarking in university technology courses

“…The “actions resulting from the SINAES-MEC” were positively related to both the simple and the double-loop organizational learning cycles. This finding is in line with the literature, which reveals that regulatory aspects are those that most impact on changes and innovations in the educational system (Lo and Gu, 2008; Bisschoff, 2009; McCormick and Ayres, 2009; Mitsopoulos and Pelagidi, 2010; Pyhältö et al , 2011; Marsh et al , 2013; Stoll, 2013; Gamlath, 2013).…”

“…Various studies that address the subject of changes and innovations in courses in higher education institutions show that many of them have as their starting point changes in the legislation, especially through educational reforms (Lo and Gu, 2008; Bisschoff, 2009; Mitsopoulos and Pelagidi, 2010; Pyhältö et al , 2011; Marsh et al , 2013; Stoll, 2013; Gamlath, 2013). Those studies were developed in different countries, such as South Korea, Taiwan, Hong Kong, China, South Africa, Greece, Finland, Australia, the USA and the UK, suggesting that in different contexts, the governmental regulatory framework is a driving force for change, boosting organizational learning in higher education institutions and its SCIT.…”

Spending privately for education despite having a free public education policy: evidence from Sri Lankan household surveys

“…Under the country’s free education policy, education facilities are provided free of charge to all students from the primary level to the first-degree University level. For implementing the policy, several efforts have been taken by the successive Sri Lankan governments from time to time, showing the governments’ commitment towards the policy (Gamlath, 2013). Furthermore, the school enrolment for all children aged 5 to 14 years has been made compulsory since 1997 (Dundar et al , 2014).…”

How an Antipodean Perspective of International Schooling Challenges Third Culture Kid (TCK) Conceptualisation

“…The “higher-end private school” Jack attended for two years in Galle was a school that did not charge the parents of students a fee for attending what he described as reputedly “one of the better schools in the city”. Up until 2000, schooling in Sri Lanka was free, schooling having been free for children in Sri Lanka since 1943, unless attending a top-of-the-range private school which may have charged students to attend (Gamlath, 2013). Private schools give an advantage to students in Sri Lanka anxious to get the high marks necessary to gain entrance at universities that are free for undergraduates (Hettige, 2000).…”