As Sri Lanka
grapples with a series of unprecedented crises—from devastating floods to a
severe economic downturn—students preparing for the 2024 GCE Advanced Level
(A/L) examinations are facing enormous challenges. The recent decision by the
Examinations Department to postpone the exams until December 3, 2024, is a step
in the right direction. However, the need for further postponement is becoming
more pressing by the day.
Why We Need to Postpone the A/L Exams
The
challenges that Sri Lanka’s students are facing today are not just isolated
incidents but a culmination of ongoing crises that have disrupted their
education and overall well-being. Let’s take a closer look at the reasons why
postponing the 2024 A/L exams is crucial.
1. The Economic Crisis: A Strain on Students and
Families
Sri Lanka is
currently experiencing one of the worst economic crises in its history, with
inflation soaring above 70% and widespread shortages of food, fuel, and
essential goods. The country’s currency has lost significant value, and
unemployment is at a record high. For students from rural and lower-income
families—who make up the majority of A/L candidates—the economic collapse has
had a devastating impact.
Many of
these students are the children of farmers, fishermen, and laborers. Their
families have lost their sources of income, and many are now dependent on
charity or food aid. According to the Sri Lanka Central Bank, over 500,000
families in rural areas have been affected by job losses. Students who come
from these families are under enormous pressure, with many spending their days
helping to secure food or assist in family businesses rather than focusing on
their studies.
2. The Impact of COVID-19: Lost Learning Time
The COVID-19
pandemic disrupted education systems worldwide, and Sri Lanka was no exception.
The closure of schools and the shift to online learning left a significant
number of students without proper access to education. According to the Sri
Lanka Ministry of Education, 40% of rural students lacked access to
reliable internet during the pandemic, leaving them behind in their
studies.
For many
students, online learning was not a viable alternative. Not only did it
exacerbate inequalities between urban and rural students, but it also led to a
significant loss of study time. This disruption has had lasting effects,
especially for students who were preparing for critical exams like the A/Ls.
The mental and emotional toll of the pandemic has also left many students
feeling anxious and unprepared for their exams.
3. Devastating Floods, Cyclones, and Landslides
In October
2024, Sri Lanka was hit by severe floods, landslides, and cyclones,
particularly affecting the Eastern and Northern Provinces. According to the Disaster
Management Centre (DMC), over 450,000 people have been displaced by
the floods, and 15 lives have been lost due to the extreme weather
conditions. These events have disrupted communities, destroyed homes, and left
families without shelter or basic resources.
The
situation is particularly dire in the Eastern Province, where the majority of
Sri Lanka’s rural students reside. Students in this region have been displaced,
and many have lost all their belongings, including textbooks and study
materials. The emotional and physical toll of these disasters has made it
nearly impossible for students to focus on their studies, let alone prepare for
exams that will determine their futures.
4. Mental Health Strain: The Psychological Toll on
Students
The
combination of the economic crisis, the aftermath of the COVID-19 pandemic, and
the ongoing natural disasters has created an environment of constant stress and
anxiety. A recent survey by the Sri Lanka National Institute of Mental
Health revealed that 40% of students from flood-affected areas are
struggling with anxiety, depression, and PTSD. Many students are not only
dealing with the loss of their homes and livelihoods but also the trauma of
witnessing the devastation in their communities.
Mental
health experts agree that the emotional toll of these crises has left students
mentally unprepared to face the high-stakes A/L exams. For these students,
academic achievement has taken a backseat to survival and emotional recovery.
5. The Struggles of Displaced Students
In addition
to the direct effects of natural disasters, many students from the Eastern and
Northern Provinces have been displaced, with their families forced to seek
refuge in temporary shelters or with relatives in other regions. The disruption
of their home life has left these students without a stable environment to
study, further compounding the difficulties they face in preparing for the
exams.
Many of
these displaced students are living in shelters with limited access to study
materials, quiet spaces, or even reliable electricity. The disruption to their
daily lives has created an environment of instability, making it even harder
for students to concentrate on their studies.
Global Precedents: How Other Countries Have Handled
Similar Crises
Sri Lanka is
not alone in facing challenges related to educational disruptions. Other
countries have recognized the importance of supporting students during times of
crisis, offering lessons that Sri Lanka can learn from.
- United Kingdom: In response to the COVID-19
pandemic, the UK’s examination boards introduced flexible exam schedules
and deferral options for students facing exceptional circumstances.
Additionally, students were given the option to be graded based on their
coursework and teacher assessments.
- India: After the devastating floods
in Kerala in 2018, the Kerala State Education Board postponed exams to
allow students time to recover and prepare. This decision was made in
recognition of the emotional and physical toll the floods had taken on
students.
- United States: During the COVID-19 pandemic,
the U.S. government extended deadlines for standardized exams like the SAT
and ACT, acknowledging the challenges that students faced in accessing
educational resources and preparing for exams.
The Case for Postponing the A/L Exams
Given the
severe hardships faced by Sri Lanka’s students, extending the A/L exams beyond
December 3, 2024, is not just a fair response—it is an essential one. The
following reasons outline why an extension is needed:
- Time for Psychological Recovery: Many students are suffering
from mental health issues due to the economic crisis, natural disasters,
and the lingering effects of the pandemic. Extending the exam date would
give students the necessary time to recover emotionally and mentally
before facing high-stakes exams.
- Fair Opportunity to Prepare: Students from rural and
disaster-affected regions have had their study time disrupted. An
extension would provide them with a fair opportunity to catch up on their
studies and adequately prepare for the exams.
- Ensuring Equity: Students in unaffected
regions may be ready for the exams, but it is crucial to remember that the
majority of A/L candidates come from rural and low-income backgrounds. To
ensure fairness, the government must consider the unique challenges faced
by these students and provide them with a reasonable chance to succeed.
- Long-Term Academic Success: Giving students the time they
need to prepare will ensure that the exams measure their true academic
potential, rather than the effects of external crises that were beyond
their control.
Conclusion: A Call to Action for Sri Lanka’s Students
The
challenges faced by Sri Lanka’s students are profound and far-reaching. The
2024 A/L cohort has already endured significant disruptions, and continuing to
push forward with exams as scheduled would be unfair and detrimental to their
futures. It is time for the government and educational authorities to show
compassion and extend the A/L exam dates.
We urge the
Ministry of Education to postpone the exams until January or February 2025,
giving students the time they need to recover, prepare, and perform to the best
of their abilities. This is not just about exams—it’s about the future of our
youth and ensuring that they have the opportunity to succeed, despite the extraordinary
challenges they have faced.
References
·
Sri Lanka Examinations Department. (2024). Postponement of the
2024 GCE Advanced Level Examinations [Press Release]. Retrieved from https://www.doenets.lk
·
Disaster Management Centre (DMC), Sri Lanka. (2024). Impact of
Adverse Weather Conditions on Sri Lanka. Retrieved from https://www.dmc.gov.lk
·
Sri Lanka Ministry of Education. (2024). Survey on Educational
Challenges Due to Natural Disasters in Sri Lanka [Survey Report]. Ministry
of Education, Sri Lanka. Retrieved from https://www.moe.gov.lk
·
UK Government. (2020). Flexible Examination Schedules and
COVID-19 Response. Department for Education. Retrieved from
https://www.gov.uk/government/publications
·
U.S. Department of Education. (2020). COVID-19 and Education:
Adjustments to Exam Schedules and Mental Health Support Programs. Retrieved
from https://www.ed.gov
·
Indian Ministry of Education. (2018). Postponement of Kerala
State Board Examinations Due to Floods. Ministry of Education, India.
Retrieved from https://www.education.gov.in
·
Sri Lanka National Mental Health Survey. (2024). Mental Health
Status of Students in Adversely Affected Regions of Sri Lanka. Retrieved
from https://www.nimh.gov.lk
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