Despite Sri Lanka’s high literacy rate, its education system remains deeply unequal. Schools are divided into national and provincial categories, with national schools in urban areas receiving more funding and resources. This results in significantly better academic outcomes compared to under-resourced provincial schools, especially in rural regions. To address these issues, Dr Venga Sarma has partnered with CEPA, to explore educational inequalities in the context of current reforms.
Connecting research with policy for equitable education
Dr Venga Sarma, an Assistant Professor of Industrial Economics at the University of Nottingham, has worked with CEPA for over five years to address these inequalities. The project, supported by the Institute for Policy and Engagement's Policy Impact Accelerator Programme (PIAP), aims to bridge the gap between research and policy. A key focus is the school clustering reform, part of the National Education Policy Framework (NEPF) 2023-2033.
The clustering model proposes grouping schools by geographic proximity to encourage the sharing of resources, expertise, and facilities. This approach is intended to create a more equitable system, enabling students from under-resourced schools to benefit from the assets of larger, better-funded schools.
Roundtable discussion on educational inequality
A roundtable discussion on educational inequalities was organised in May 2024, in partnership with CEPA. This event brought together policymakers, educators, civil society representatives, and academics to examine the practical implications of the NEPF reforms. The discussions were structured around three central themes: early childhood education (ECE), the distinction between national and provincial schools, and the future of education in the context of digital transformation and industry-aligned curricula.
Participants emphasised that, if properly implemented, school clustering could help reduce disparities by enabling smaller schools to access the resources of larger institutions. However, concerns were raised about the possible dilution of resources and the need to build trust between schools with different levels of support.
Overcoming challenges to reform
Several challenges must be overcome for the success of the clustering model. Resistance from national schools accustomed to greater autonomy and resources remains a significant hurdle. Building trust and encouraging collaboration between schools are critical for the reform’s success.
Additionally, the shortage of qualified teachers, particularly in rural areas, is a major barrier. The roundtable discussions highlighted the need for incentives, such as higher pay and career development opportunities, to attract and retain teachers in these regions. Without addressing this, the benefits of clustering may not be fully realised, as the quality of education depends heavily on skilled teaching staff.
Conclusion
The school clustering model offers a promising path to reducing educational inequalities in Sri Lanka. However, the success of this reform hinges on overcoming resistance and addressing teacher shortages. By fostering collaboration and implementing a transparent, needs-based resource allocation system, Sri Lanka can create a more equitable education system. If successful, these reforms could serve as a model for other developing countries, ensuring all students have access to quality education.