In what has been recognised as the world’s largest educational crisis, the spread of COVID-19 has resulted in a record number of students being forced to stay away from schools and universities. This blog examines the effectiveness of distance education in Sri Lanka, from the perspectives of inclusion and quality, and explores policy measures that can deliver and sustain more equitable and effective learning outcomes, beyond COVID-19.
Due to the COVID-19 pandemic, schools and preschools have been closed for nearly three months and until further notice. Missing out on school meals may lead to nutritional deficits of thousands of poor children in Sri Lanka. This is a grave situation, as nutritional shocks during childhood can result long-term effects on health and education outcomes. Given this context, the blog will discuss some steps that can be taken to mitigate nutritional fallouts among vulnerable children.
The grade five scholarship examination is usually the first significant academic hurdle that most youngsters in Sri Lanka face. While children are prepared from a young age to face the exam successfully, how many manage to score above the cut-off mark each year? Does the exam serve its intended objectives of providing better schools and financial aid to bright students? Is it worth the time, money, and effort spent by young children and their parents? This blog by Ashani Abayasekara seeks to answer these questions, using data from the 2016 School Census conducted by the Ministry of Education (MOE).
Poverty is one of the main reasons children leave school early. This in turn increases the level of poverty, and worse, keeps the poor trapped in a poverty cycle. Education is the key to escaping this poverty trap. Thus, the author takes a closer look at how lives of the poor could be improved by keeping children in school.
This article highlights actions that can be taken to protect the rights of children in Sri Lanka.