Reassessing the Role of Schools for Advanced Level Education: A Need for Reform?

The Advanced Level (A/L) phase is often regarded as the gateway to higher education and professional aspirations. However, in Sri Lanka, the conventional role of schools in delivering A/L education has increasingly come under scrutiny. With the majority of A/L students, whether in government or international schools, heavily relying on private tuition classes, it raises questions about the relevance of attending schools during this critical stage.

The Rise of Tuition Dependency

It has become a common trend for A/L students to attend tuition classes for their core subjects, often opting for group sessions, individual coaching, or even multiple tutors for the same subject. This phenomenon suggests a lack of confidence in the quality of education provided at schools. Students and parents seem to believe that tuition classes, with their specialized focus and competitive environments, offer a more effective pathway to academic success.

For some, the reliance on tuition has escalated to such an extent that school attendance is viewed as a secondary requirement, particularly during the A/L years. This is especially true for students in international schools, where parents may opt to save on hefty school fees by withdrawing their children from formal schooling during this period and solely investing in tuition classes.

The Ethics of Dual Commitments

A significant factor contributing to this shift is the involvement of school teachers in the private tuition industry. It is not uncommon for government and international school teachers to offer tuition outside of school hours. In many cases, these teachers encourage—or even subtly coerce—their own students to join their private classes. This raises ethical concerns. If teachers deliberately underperform in the classroom to promote their tuition businesses, it compromises the integrity of the education system.

This dual commitment also impacts the time and effort that school teachers dedicate to their primary responsibility: teaching at school. When schools fail to deliver quality education, they essentially become redundant, forcing parents to seek alternatives at their own expense.

The Case for Skipping School

For students, the idea of skipping school during the A/L period has practical and psychological appeal. Without the constraints of a school timetable, students have more flexibility to plan their study schedules and focus on tuition classes tailored to their specific needs. Additionally, the reduced pressure of attending school allows them to balance academics with leisure, fostering a healthier lifestyle during an otherwise stressful period.

Parents of international school students, in particular, view this approach as a cost-effective strategy. By avoiding the high fees associated with international school education during A/L, they can channel resources toward high-quality tuition, which often yields better academic results.

The Role of Schools: A Systemic Question

The situation begs a larger question: what should be the role of schools during A/L? Are they fulfilling their duty as institutions of learning, or have they become mere placeholders in a system dominated by private tuition?

While not all schoolteachers fall into the category of underperformers, the current model shows significant room for improvement. For schools to remain relevant during A/L, they must prioritize quality education over profit-driven motives. This includes creating an engaging and effective curriculum, fostering a supportive environment for students, and ensuring that teachers are both qualified and dedicated to their primary role.

Potential Solutions and Reforms

1. Strict Regulation of Private Tuition: Schools and educational authorities must enforce ethical guidelines for teachers who engage in private tuition to prevent conflicts of interest and ensure accountability.
2. Enhanced Teaching Standards in Schools: Schools must implement rigorous monitoring and professional development programs to ensure that teachers deliver high-quality education during regular classes.
3. Flexibility in School Attendance: For students who find value in tuition classes, schools could consider hybrid models, allowing students to attend only critical lessons or workshops while focusing on tuition for other aspects of their education.
4. Reducing the Financial Burden: International schools could offer discounted fees or special A/L packages to prevent students from leaving during this critical phase. This would benefit both parents and institutions in the long run.
5. Parental Awareness: Parents must be educated about the importance of a balanced approach to education, ensuring that students receive a holistic experience rather than a purely academic one.

A Call for Change

The current state of A/L education in Sri Lanka is a reflection of systemic flaws that require immediate attention. Schools must reclaim their role as the primary institutions of learning, and teachers must uphold ethical standards to regain the trust of students and parents. While tuition classes may remain an integral part of the academic journey, they should complement, not replace, the education provided in schools.

Ultimately, the goal should be to create a system where students can thrive academically and personally, without having to choose between the rigidity of schools and the perceived efficiency of private tuition. This balance is essential for fostering well-rounded individuals who are prepared for both academic success and the challenges of life beyond the classroom.