Sri Lanka is fortunate that in the last few decades, planners and policy makers have realized that science education cannot be the domain of elitist groups, nor can it be taught only in elitist schools. The change is visible today with the introduction of science curricula in rural schools throughout a child’s school life. Increasing media publicity about its importance has also created more awareness among the general public about the need for such change.

These changes are admittedly slow in a country that has many issues to deal with. Sri Lanka’s education budgets, for example, are limited. The tsunami that hit the country at the end of 2004 only increased the strain on the country’s limited financial resources. The country has also endured a twenty-year ethnic war that has drained the country’s finances, while its people now live the uncertainty of a fragile peace.

However, one of the welcome changes in the teaching of science is the recognition of wide gaps, inequalities and disparities in education in general and in science education in particular between cities and rural areas and between the rich and poor

In the first few decades since achieving independence in 1947, there has been greater dependence on foreign technology and a displeasing disregard of the country’s own technology evolved through several thousands of years. The welcome news is that slowly, but surely, this trend is changing.

Taking advantage of technologies practiced in the past for science education is only a small but significant part of the process of science education. It is vividly clear that today science education should be revamped and modernized to cater to the emerging needs of the country as part of the global community. Computer science, a fast developing field, has been introduced into rural schools and enjoys wide popularity today. Though at present computer skills are limited mainly to assembling computers and using already available software, expansion of computer-based studies is receiving attention in the new educational reforms since the beginning of the new millennium.

These reforms, as far as science education is concerned, stress the fact that training in basic fundamental science is essential for all students, even at university level. But this must be viewed against the prevailing situation where the relevance of science in the country has not been fully grasped. As Professor S.P. Samarakoon of the University of Ruhuna’s faculty of science said, “to harvest the real power of science we have to re-organize our educational system [to make it become] suitable to our national needs.”

One must look back to colonial times⁽¹⁾ to see how the teaching of science needs to be overhauled to get in tune with current needs. During colonial rule—up to 1947—the emphasis was on a non-science-based curriculum where emphasis was placed more on arts-related subjects. Colonial interest was not in developing the techno-base of the country. The colonialists’ thinking was based on satisfying their own needs. And while they used available technology to develop agricultural products, mainly tea, for export to the West, they made no impact on developing science curricula to produce scientists who would ultimately be useful in research and development for the country.

With post-colonial Sri Lanka came a distinct change in the mindset of the country’s planners regarding the kind of subjects children had been studying till then. From 1949 onwards policy-makers realized the importance of research and development for the country’s indigenous people. With this came a growing demand for science in school curricula. The importance of a science education in the development of children had dawned.

Problems often bedeviled progressive thinking. Lack of laboratory facilities in rural schools was a hurdle to overcome. Elitist schools in Sri Lanka’s capital city Colombo and other important cities had well-equipped laboratories. With the setting up of central schools—well equipped, well managed and adequately staffed schools in every district—rural children got the opportunity to learn science. The next 25 years saw a boom in the results of science education with rural children entering such prestigious professions as medicine and engineering, in addition to many receiving science-based degrees.

Another asset to science education was the setting up of technical colleges where students were prepared for international examinations in various science subjects. With the introduction of free education in 1945, in which education became free from primary school all the way through university, rural children became able to reap the benefits of the new science education and enter into the mainstream.

The creation of the Ministry of Science and Technology ten years ago resulted in the setting up of six institutes for research and development in science and technology in various parts of the country. Five years ago an innovative project called Vidatha (meaning ‘offering science’) was launched to disseminate information on science and technology among schools through exhibitions and lectures. These are in selected locations spread throughout the island and attract many parents and other adults, as the innovations are depicted in vivid pictures and are conducted in the local languages.

Very popular both in rural areas and the urban sector is the mobile railway train exhibition depicting the work of the city-based science institutions. The train travels to different areas and stays in villages and towns for the general public and particularly school children to visit.

“Bringing science to the people is the motivation behind these innovations,” said Dr de Silva, former chairperson of the Industrial Technology Institute.

Another encouraging aspect of science for children, even at primary level, is the enthusiasm that has been created by talented teachers and some sections of the media.

“Every newspaper group in the country puts out a weekly children’s section with articles on science, pictures, news of scientists who have made their mark, graphics, and even cartoons. These bring life to science for children who keep looking for more,” said Sybil Wettasinghe, an internationally renowned children’s’ book illustrator and writer.

New impetus in teaching science brings new problems. In a developing country like Sri Lanka, finances must be generated for education, teachers need to be trained, and text books need to be translated into indigenous languages to reach those who do not know English, when there are hardly any indigenous authors of science texts.

The story of science education in Sri Lankan schools is not a perfect one, but it is full of promise. As Dr Tara de Mel, secretary to the Ministry of Education recently said, “Developing our education system with sophistication, professionalism and quality, and the practical implementation of what we talk about, is opening windows of opportunity for Sri Lankan children.”