BY EDWARD THEOPHILUS

Mahinda Rajapaksa, the Prime Minister of Sri Lanka, has recently made a public statement that the establishment of deviated schools for kids in different religious and ethnic groups was a major reason to deflect society according to religions and ethnic groups.  The policy created many issues in the process of building a united country and one nation. In the past, this issue was not reflected in society as people believed that society would be continued in the future without dynamism in attitudes and modernization has shown that society reflects it is an unstable condition as Lord Buddha said.  This was reminded by Mr.J.R.Jeyawarddane when Mr. Gamini Jayasuriya left from politics in 1978. There is no doubt that the establishment of schools for kids in various religions, and social groups were the major reason for the division of society, the expression of Mr. Rajapaksa was supported by Mrs. Chandrika Kumaratunga.  It is regret to note that religious leaders and ethnic leaders did not express their supports to eliminate divisive schools in the country and this is politics in society (notional differences).

The uniting effort of people as one nation in the country for a long time has been negatively motivated by a divided school system promoting notional differences in society, and many political, religious leaders have been making public speeches, and talking without practical actions to eliminate the problem. The approach in modern society is quite different from the past and if King Dutugemunu is in today society he would have negotiated with Elara than conducting a blood-letting war to defeat the enemy The prime minister’s view reflected a major barrier to policy development for the reconciliation of society, and he should task the idea as a conceptual base of the new government to make education reforms to eliminate divided schools to productively use all citizens.

During the reign of Kings and Queens, the establishment of schools for different groups was not either permitted or actively worked in society. When critically evaluates the education distribution policy in the society of the reign of Kings and Queens the deviation of society was not an issue because the order of the King or Queen or the will of the King or Queen was the law.  Deviated schools was not an implicated issue as the knowledge, skills, and personal quality was not rated in terms of the ownership of the school at that time. During the LTTE war-time, war-hero were not recruited from specific schools and people educated in all schools contributed to defeat the separatist war.   

Sri Lanka had a system of educating kids for centuries and many historians expressed that universities for educating a variety of subjects were in the Anuradhapura era.  The wide distribution of education began with the religious base was promoted by Portuguese and in response to Portuguese policy all ethnic and religious groups, established schools for their groups, and this division has been expanded until today. The policy of nationalizing aids-granted schools in 1962 had not come to standstill the deviation of society by various schools for religions and ethnic groups, deviated schools. National education policy for all was not developed and many people educated in rural schools were insulted in society. No government had a pulse to change the system, many religious leaders especially, Catholic Church, Anglican Church, and the Methodist church in the country pressed the UNP government in 1965 to maintain Christian Colleges to the urban rich class and the same actions were followed by other religious groups in the country.  The reaction of Christian churches followed by other religious administrators appeared like openly fueling to small fire against the teaching of Jesus Christ and the policy initiation of the Second Vatican Council. 

While taking the idea of reconciliation the germ (dividing society by education in schools specified to various religious and ethnic groups), was allowed to spread, and today Sri Lanka has a divided society on an ethnic and religious basis. Later, the education policy promoted certain religious and ethnic schools for the rich, and the quality of education destroyed in the country. I had personal experience of how difficult to admit a kid to urban schools, and I was demanded by Catholic school principals in Colombo, a large sum of money as a bribe to school to admit a kid and finally, I have chosen to migrate overseas to get away from the problem and in overseas I haven’t had any problem admitting my kids to the Catholic schools, which are more advanced in education level and quality than in Catholic Schools in Colombo.

The other barrier to national unity is being regarded as past pupil associations that worked with school administrators to gain bribe and to bribes to school administrators who work against national reconciliation.  It shows that past pupil associations in the country have created problems for national reconciliation and many administration activities of the country in Colombo and other urban towns bringing unnecessary people and vehicles (Human and Motor traffic) wasting funds of the country that could be spent for regional development.  The additional traffic could remove from Colombo and it would bring justice to poor people in Colombo and change the appearance of roads in Colombo like in developed countries.

The major issue in Sri Lanka is associated with education distribution and the problem cannot eliminate overnight and the government needs to work with relevant groups.  Education is a qualitative factor and it has no value from where it gained and knowledge, skills, and quality are unique factors irrespective of where they are gained. The education reforms in the country need to consider vital factors that have universal significance to people.