President supports preschool improvement

by Douglas King

Ph.D Early Childhood Education

At a public meeting recently in Matara President Rajapaksa stated that the preschool system should be improved and he will place the improvements under the purview of a ministry. In addition to the priority to improving the preschool system a monthly allowance will be given to preschool teachers. This is very welcome news as many of the estimated 20,000 preschools show very poor standards of buildings, education and qualified teachers. However, almost one year ago at the National Preschool Teachers Professional Conference held at SLECC in Colombo he said similar words that massive investment must be allocated for the development of preschools. “A programme is needed to help parents understand the importance of preschool education and the establishment of a scholarship scheme for children of low income families.” “Your preschool teacher’s service will be properly appreciated under a government of ours”. Since that speech, made with the best of intentions, a pitiful sum of Rs: 250 was meant to be paid to teachers monthly, though few actually received it.

When the President’s brother Mahinda Rajapaksa was President, Shiranti Rajapaksa, his wife, a highly qualified teacher, was the Managing Director of 10 Private Carlton preschools, however the subject of preschool education hardly surfaced. Only a few years ago the World Bank gave a $50 million loan to the Ministry of Women’s and Children’s Affairs specified for Early Childhood Education. No doubt this huge loan has now been spent though it is difficult to ascertain what improvements to preschools have been made. Few specific details are available on the Ministry website and the World Bank can only refer enquiries to the Ministry as they are not in a position to publish copyright information. Some preschools have been improved and some schools have received books and educational toys. If the $50 million was shared among the estimated 20,000 preschools, each school would receive $2500 towards improvements. Surely, this huge loan was the opportunity to bring substantial development to preschools throughout the country.

During the previous 20 years there have been many substantial reports on preschool education including a well documented “Guidelines for Preschools”. Most preschools would have to close if these guidelines became mandatory, and many would find it difficult to even follow 50% of the guidelines. A major problem affecting preschools (now referred to as Early Childhood Education Centres by the Ministry), is that over 80% are private and the majority of these are commercial businesses. There is little incentive to improve when parents seem satisfied their children are receiving basic numbers, letters, shapes and colours recognition and some words in English. Many are more impressed by the “Bollywood” style annual spectacular concert. Numerous such concerts appear on Youtube with 95% from Sri Lanka. Preschools are rapidly becoming the new grade one with parents anxious that their children are, however inappropriately, academically prepared for Grade 1. Parents can also admire the creative talents of their children at the annual display of art and craft, and ignore the fact that much of the display was not only initiated by teachers but also supplemented by their own skills. An Olympic style Sportsmeet, complete with appropriate medals for 1st., 2nd. 3rd. places is also an attraction for parents. Nothing in the numerous literatures on theory and practice in early childhood education, recognizes or supports any of these popular preschool activities.

There are 38 recognised and approved courses for qualification in Early Childhood Education. Most are limited by attendance at weekends from as little as three months to one year. Courses conducted by larger preschools require student trainees to work as unpaid teachers and parents remain unaware of this. By far the most popular certificate and diploma courses are conducted “distant learning” by the OUSL at several of its regional centres. Occasional non- compulsory day seminars are held and a monthly assignment is required. Apart from its own photocopied style coursework books, no multi-media learning materials are provided. If these courses were delivering high quality preschool teachers the overall quality of Early Childhood Education would reflect this. The universities have mainly disregarded preschool education as little more than happy play groups and not worthy of serious academic study.

The initial five years of a child’s life develops 80% of its brain and these early years can have an impact on the future education, physical, mental and social development of the child and as the President pointed out, the successful development of the country. More Reports, more meetings and more money will not necessarily bring the improvements to preschool education stated by the President. Most of the approaches to early childhood education in Sri Lanka are “home grown” and do not reflect the best of the international scene. Very few of those in the higher echelons of government have qualifications in Early Childhood Education, and even fewer have graduate and post graduate degrees. This does not imply their lack of sincerity towards improving preschools, but may limit an understanding of the wider picture. Consultants and advisors have been appointed to suggest changes but all too often their contributions have had little impact. The adage “we do what we know and know what we do” pervades so much in education and the ability to think “out of the box” may not be a requirement for Ministry employment.

Certain facts cannot be disputed. In Sri Lanka there is not a single regular publication in the three national languages for preschool teachers. The majority of the estimated 20,000 teachers are not members of any Preschool Association. The salaries are far too often as low as Rs: 5000 a month and many earn Rs: 15,000 or little more. Their status is low and not viewed as essential in the educational field. No attempt has been made to establish an independent “Institute For Early Childhood Education” which would give an impetus to developing a range of multimedia materials for teachers as well as local and regional meeting where teachers can express their concerns and views and benefit from improving their knowledge, attitudes and skills. President Rajapaksa has been vocal on several occasions past and present about his desire for quality preschool education. We now hope that he will follow through with these positive intentions.

(Dr. Douglas King has over 40 years practical and academic international experience in early Childhood Education and has authored many articles and published children’s poem books for learning English. In past years he has conducted in Sri Lanka many workshops and seminars for Early Childhood Education and English language teaching in the early years. )