Sri Lanka continues to experience a decline in school enrolment, raising concerns about student dropout rates in the aftermath of the economic crisis.
According to the latest data from the Ministry of Education’s Annual School Census, Government school enrolment has steadily decreased, from 4,063,685 in 2020 to 3,882,688 in 2023.
While the country witnessed a sharp drop in student numbers at the height of the crisis, the downward trend appears to be ongoing, suggesting that the challenges affecting education access have not been fully resolved.
Notably, the transition from the senior secondary O/Level cycle (Grades 10-11) to the A/Level cycle (Grades 12-13) saw a significant decline, with enrolment falling from 655,729 in 2022 to 411,305 in 2023.
As observed by The Sunday Morning, these figures indicate that dropout rates remain a persistent issue, warranting urgent attention to prevent further disruptions in the education system.
Economic burdens
According to Ceylon Teachers’ Union (CTU) President Priyantha Fernando, approximately 3% of students drop out after primary education. Previously, only 6-7% of students dropped out after Grade 9, but this figure has now risen to 11%, meaning that a significant percentage of students never sit for their O/Level exams. Furthermore, only 50% of students proceed to A/Level studies.
Fernando stated that many students dropped out of school after Grade 9 due to economic difficulties, particularly the inability to purchase necessary stationery. A study conducted by the Ministry of Education found that 52% of school dropouts cited financial constraints as the primary reason.
However, he noted that no attempts had been made by the ministry to bring these students back into the school system.
CTU General Secretary Joseph Stalin also pointed out a concerning trend of reduced school enrolment rates, even in urban areas like Colombo, stressing the urgency of addressing this issue.
Stalin warned that when students dropped out without adequate education, they entered society without proper skills, increasing social inequality. He stressed that the authorities must take responsibility for addressing this crisis.
Accordingly, he urged the Government to ensure that while attention was given to elite schools, greater focus be placed on economically disadvantaged children who struggled to access education.
Deficiencies in State support
Fernando criticised the inefficiency of financial aid provided to students facing economic hardships. He highlighted that while over 2,000,000 students struggled to afford school supplies, the Government’s Rs. 6,000 grant had been distributed to fewer than 400,000 students, failing to reach all those in need.
He also pointed out deficiencies in the school nutrition programme, noting that less than 20% of students in difficult areas received adequate support.
Fernando stated that while the duration of the school nutrition programme had been extended, no research had been conducted to identify specific nutritional needs or determine how the programme should be expanded.
Moreover, only 300,000 students receive shoes, despite two million requiring them. The provision of only one school uniform per student further impacts school attendance and participation.
“The Government, while providing facilities, should also research whether these facilities are provided properly and how many students do not receive them,” he pointed out.
He noted that there were families whose lives had been devastated due to the economic crisis, advocating efforts to support such families, adding that the UN had recommended such an effort to the Government.
Fernando further criticised the Government’s lack of targeted research when distributing grants, arguing that the current criteria – such as prioritising schools with fewer than 100 students – were impractical. He emphasised that even reputed schools had students struggling with financial hardships and called for a more comprehensive needs-based assessment.
He further warned that while a dropout rate of three students per 100 may seem small, in larger schools with 4,000 students, 400-500 students dropping out represented a severe crisis.
Need for improved counselling services
Fernando stressed the need for counselling services in schools, noting that many students who dropped out ended up in early marriages, with some marrying as young as 15-16 years old. He warned that this could lead to future social issues and urged the Government to intervene.
He emphasised that trained school counsellors remained inadequate, with only 10-15% of the required number available. He therefore urged the Government to ensure that at least one counsellor was assigned per school.
He also highlighted the increasing number of students becoming addicted to drugs, with many ending up in rehabilitation centres. Despite the severity of these problems, the Government has yet to provide concrete solutions.
Scholarships and training programmes
The Government provides several scholarships, such as Mahapola and through the President’s Fund, as well as interest-free student loans for private university enrolment.
However, Fernando noted that in 2022, State banks had halted these higher education loans, affecting students from economically disadvantaged backgrounds. While private banks still offer these loans, they include interest, making them less accessible.
He also highlighted that out of the students who passed A/Level exams, only 16% entered State universities, leaving 84% without higher education opportunities.
Fernando suggested that the Government increase vocational training programmes, such as technical colleges, youth centres, and National Vocational Qualification (NVQ) institutes, to provide alternative career pathways for students unable to enter State universities.
He further noted that fewer students were returning for A/Level studies after their first year, as the current education system remained entirely exam-based. Therefore, he suggested incorporating technical and occupational training to make education more practical and relevant.
Instituting curriculum reforms
Meanwhile, Education Forum Co-Founder Dr. Sujata Gamage pointed out that school dropouts had been a long-standing issue, with many students leaving school before completing Grade 11. A study by the National Institute of Education (NIE) has found that 75% of A/Level students do not attend school in their final year.
She highlighted that the exam-based education system was the major reason students dropped out of school.
Dr. Gamage also noted that a significant percentage of household heads had less than 11 years of education, as the O/Level exam was primarily designed as a gateway to A/Levels and university, rather than as a qualification in itself.
She therefore proposed introducing an alternative certification at the end of Grade 11 to recognise students’ skills in areas such as leadership, arts, and organising, in addition to basic literacy and numeracy.
Dr. Gamage further emphasised the need for curriculum reforms, suggesting a system similar to the International Baccalaureate (IB), where students take six subjects – three at an advanced level and three at a basic level. She argued that the O/Level exam acted as a major hurdle for many students, suggesting the introduction of a minimum competency test that provided students with a recognised certificate upon completion of 11 years of education.
Dr. Gamage also pointed out that curriculum reforms were already underway for Grades 1, 6, and 7, with future syllabi being reduced to five to seven examinable subjects, while the rest would be school-based assessments. “The curriculum reforms will improve the situation to a certain extent,” she said.
However, she acknowledged that implementation may face resistance from the tuition industry.