Education, Democracy and Unravelling Liberal Order Ahilan Kadirgamar

Sri Lanka is now at the crossroads with a new regime in formation that has to choose from different social and economic pathways for the country. In the United States, Trump is back with a fascist tide that is likely to sweep the world. In this context, what will become of the long journey of free education in Sri Lanka?

The trend in Sri Lanka after the open economy reforms of the late 1970s has been defunding free education, leading to the slow implosion of the education system. In fact, particularly over the last decade, there has been an insidious project of engineering the failure of state education, in order to create the environment for commercialising education. Privatisation, including fee-levying institutions, are now making education a cash earner – even as students become indebted – and a privilege of the wealthy. In this column, I sketch the ideological underpinnings of education that have to be debated and struggled for, as education, like other social pillars, are confronted with diverging paths ahead.

Kannangara and Dewey

When it comes to free education in Sri Lanka, we often go back to Kannangara’s Free Education Bill of 1944. Indeed, Kannangara claimed a new democracy like Sri Lanka needed universal free education. There were, however, great gaps in terms of those who continued to be excluded from free education after independence, particularly oppressed caste communities, the rural and urban subaltern classes, and the Hill Country Tamils in the plantations.

Few decades back, when I began thinking about the legacy of free education in Sri Lanka, I also read with much enthusiasm, the American pragmatist philosopher John Dewey’s classic work ‘Democracy and Education’. Dewey put forward an educational philosophy about the importance of critical learning and engagement for a democracy. Such advancements in educational thinking and policies were the backdrop for public free education with the emergence of social welfare states in the post-Second World War era, including in the Third World after decolonisation. However, with the neoliberal turn following the long economic downturn in the 1970s, social welfare was rolled back with liberal democratic states abandoning education to the whims of the market.

Now, what happens when the liberal order itself comes under attack as with the re-emergence of Trump? Will it be more of market-oriented education or illiberal education – characterised by attacks, for example, on secularism and progressive values of gender equality – with the rise of conservative forces? Indeed, the story in the United States, in recent times, has been the merging of the two backed by the Christian Right.

In this context, where is education in Sri Lanka headed? Will the NPP Government be able to redirect education towards universal free education from the commercialised educational thrust we have seen over the last few years? Much will depend on how the World Bank and the elite in Colombo engage with the Government and the resistance put forward by the people.

6% of GDP demand

The NPP claims it will slowly address the demand for 6% of GDP in state expenditure for education. Given the economic constraints and the drastic cuts to spending with the IMF programme, substantively increasing the allocation would require considerable political will on the part of the government, including walking away from the IMF’s austerity conditionalities.

Following the major FUTA struggle with its demand for 6% of GDP 12 years ago, in 2012, some of us took the issue of defunding general education seriously, and did some research on the state of rural schools in the Jaffna District. We found that even where there were adequate facilities and teachers, students did not perform well and many dropped out of school due to poor social and economic conditions. I published some of the findings of this research in a chapter titled, “From the Margins of Jaffna: A Political Economy of the Crisis in Education” (Crisis in Education, Dialogue, Vol. XXXIX 2012). I critiqued the World Bank claim that educational attainment will lead to higher earnings by analysing the opposite causal dynamics, where, in reality, social and economic exclusion undermines educational advancement.

All this is important today, as Sri Lanka goes through a long economic crisis. The social and economic impact in the country today is similar to the great disruption of social life during the decades of war in Jaffna where education deteriorated with intergenerational impact. We know that children are skipping meals, with increasing levels of absenteeism, and also dropping out of schools and universities to find cheap work for survival. While state investment in education is absolutely necessary at the current moment, economic rejuvenation and social protection programmes are also necessary to ensure meaningful education for the children of working people. In other words, the ongoing austerity measures pushed by the IMF, have a double impact on education, both defunding state education and disabling communities’ ability to access and engage in education. I believe, particularly amidst the economic crisis, there is need to think about the social determinants of education, along the lines of progressive analysis in health with their emphasis on the social determinants of health.

Emancipatory initiative

As Sri Lanka emerges out of presidential and parliamentary elections, the next six months are going to be crucial for education in Sri Lanka. While Dewey and Kannangara saw education as critical for democracy, I emphasise that the educational system is determined by broader political, social and economic changes. A polarised world with unrestrained extraction of resources and tremendous exploitation in the Global South will drastically affect the educational possibilities of the working people. In this context, what can a left of centre government, coming to power with support of a non-elite electorate, do to address the maligned state of free education?

I argue that demanding larger allocations for education alone will not be enough. We need to struggle against commercialisation of education and once again demand free education for all. Furthermore, free education has to come with the necessary social supports that enable the dispossessed sections of our society to meaningfully access education, which means an end to austerity. Moreover, in the troubling years ahead characterised by the rise of authoritarian and fascist tendencies around the world, the assault on education is likely to come in the form of both commercial extraction through educational businesses and an attack on the liberal freedoms.

In this context, I believe the idea of educational attainment leading to higher earnings and social mobility, in a time when an economic depression has disrupted livelihoods and people don’t even have the wherewithal to access education, for the moment has to be shelved. The struggle for free education needs to draw from more radical thinking in our times as we focus on self-sufficiency and the essential needs of our people. I draw inspiration from Paulo Freire’s ‘Pedagogy of the Oppressed’, and emphasise the need again to think of education as an emancipatory initiative for the millions in our country who have been dispossessed and reduced to poverty. We need to unconditionally reinforce free education as essential for democracy, equality and freedom.

(Ahilan Kadirgamar is a political economist and Senior Lecturer, University of Jaffna)

(This article was originally published in the island online on November 12, 2024)