The concept of cluster schools and its relevance to educational development in Sri Lanka

Abstract

A critical assessment of the educational policies introduced in Sri Lanka since the inauguration of free education in 1945, indicates that the ideology of equality of educational opportunity reigned supreme in determining the country’s educational policy. Social pressures were brought to bear on the education system since prestigious and remunerative jobs went to those who received their education in the developed urban schools. Even to date, very wide disparities in educational opportunities exist between schools. There is a network of ‘superior’ schools situated in the urban areas. They possess the best qualified and experienced teaching staff, well equipped laboratory complexes, library facilities and other auxiliary aids to impart a sound education. A large proportion of the students come from affluent middle and upper class homes. Since the parents are economically powerful, socially and politically more influential, they are in a position to get the government in power to divert more resources to the best schools. The majority of the underdeveloped schools are located in rural areas. The rural dwellers are engaged mainly in agricultural or part time off farm activities. Their income is comparatively low. There is seasonal unemployment and under-employment. Although the rural poor are aware of the value of education, they are too inarticulate to make a strong case to get their schools improved by the government. Without effective agitation political leaders turn a blind eye to the needs of the underprivileged. In the face of stiff demands from the privileged groups, governments find that the neglect of schools in the underprivileged areas creates fewer problems. It would therefore appear, at least on paper, that the concept of cluster schools is an honest attempt to help the poor and the underprivileged by offering social justice and equality of educational opportunity. A recent White Paper (Ministry of Education, 1981) proposes to divert the colossal amount of resources spent at pre,sent on developed schools to the underdeveloped and poor schools. This means that every underprivileged school, neglected so far, will get more resources for development. Further, the concept of cluster schools appears to ensure a more equitable distribution of resources amongst the schools. A ‘cluster’ according to the White Paper, ‘is a group of schools in cohesive geographical area’ which would be ‘developed and managed as one whole, to serve the educational needs of the entire area, using the resources available to the best advantage’ (p. III). ‘Each cluster will function as an administrative entity to meet the needs of the entire area it serves. Pupil admissions, requisition of supplies, capital expenditure and allocation of teachers will be on the basis that each cluster is one organizational unit. Thus the smallest unit for planning the development and organization of the school system will henceforth be the school cluster’ (P. 9). The Ministry of Education has initiated a pilot project to study the feasibility of establishing cluster schools in the whole island. After field trials, the Ministry has nut down the following objectives of clustkr schbols.