In the South Asian region, Sri Lanka’s literacy rate stands at 92% due to free education and the relatively small gender gap. Maldives holds the highest literacy rate of 97.7% due to strong educational policies and the near-universal schooling system; simultaneously, Afghanistan holds the lowest rate of 38% due to the recent conflict and instability hindering educational access (UN, 2024). In this context, even if we obtained the satisfaction level of literacy, was there any bearing on the development of the country? It is obvious, and some can argue with that, Sri Lanka is in a good position and standing in the lowest range of unemployment with 4.8% in the South Asian region. Actually, the main reason behind that was due to the diversified economy and the strong public sector employment (World, 2026). As far as concerns the figures, it can be derive many aspects, but within this article it is planned to focus on ordinary level examination students who end their studies after receiving the results.
During the year 1943, the Special Committee on Education, chaired by Dr. C.W.W. Kannangara, passed the free education bill in parliament by guaranteeing free education from Grade 1 to university studies. It was the main turning point of the Sri Lankan education system (H. Aturupane and A.W., 2020). While continuing with the free education system, the government initiated providing uniforms, textbooks, and sometimes food for free to increase school attendance, uphold equality, and diminish the economic difference. In this scenario, we should examine whether all these expenditures got a return on investment for the country.
The strength of a nation depend not only from the spirit and vision of the younger generation, that’s why most of the country determined that they are the spine of the country. When the youth emerge with the correct purpose, the country stands straight, and when they not continuing, the nation bends. In view of the above statement, the student who are facing the Ordinary Level Examination is the main crust of this story. If we are able to drive, empower, and facilitate them, they will end up with a good position in society, and if we don’t do so, we are losing our backbone.
As per the statistics in 2025 (O/L) examination, it was reviled 308,562 students sat for the O/L examinations and 225,748 students qualified for A/L examinations. 83,094 students failed to qualify, and 7,199 students failed all subjects. Not giving prominence to the 11,651 students who obtained 9 “A” passes and the other examination-passed students for the exam is not encouraging as far as this issue is concerned. According to the statistics 3048 males and 4,151 females’ shows that female candidates accounted for a slightly higher proportionate number compared to the males (Examinations, 2025). The main point is that 2.33% of the total students appear for the exam did not secure any pass mark. As we discussed about the literacy rate and other development index, what are the main causes for that?
PROBABLE CAUSES FOR ALL SUBJECT FAILURES
To find the main cause for the issue is very important to address the gaps in the present systems.
1. Difficulty in the subject concerned
The subjects such as Mathematics (72.03% pass rate), Science (70.11% pass rate) and English (72.91 % pass rate) standing the difficult subjects due to advanced content. Even though most of the school syllabus is oriented, some students would not grasp the salient points.
2. Resource limitation and aspects on teaching techniques
Nearly 40,000-43,000 teacher vacancies are available in the country. Most of the distance area schools experienced a dearth of qualified and well-experienced teachers (Education, 2024) . Due to the low level of distribution of the facility and overcrowded classrooms, teachers and students face numerous difficulties to continue the studies as expected level.
3. Socio - Economic Disparities
At present, most of the students depend on private tuition. Over 70% of O/L candidates attend private tuition classes (Education, 2023). The reason behind that is that they focus on results and try to attract students by showing the total result. The students from low-income families will not have the opportunity to attend this type of tuition, and they will lose the opportunity.
4. Socio - Economic Pressure
According to the details 134,610 (43.6%) male candidates and 174,232 (56.4%) female candidates sat for the examinations. Their participation explains the higher failure count among females. Household responsibilities, early marriage pressure, fewer resources and less encouragement trigger the more failure rate.
5. Traditional Rote learning method
In the Sri Lankan context, the syllabus is more reliant on memorizing notes rather than conceptual understanding. As a practice, some students will not be good in the system, and they put in very low-level preparation for the exam.
6. Region-wise disparities
Some provinces within the country have the minimum infrastructure facilities for studies. The Western Province has the highest concentration of 79 national schools with stronger infrastructure and North Central Province having the fewer national schools of 17 with weaker infrastructure facilities (Education, 2024). Students and Southern province got the stronger infrastructure facilities and normally have a higher success rate
It this situation, we should pay our attention not only to all subject failures, even in this time, nearly 83,094 student not eligible to follow the Advanced Level Examination. How are they going to end up? Are they on the correct path to build up their skill, or are they still willing to study further with great productivity? Someone can argue that we got institution organizations to train them, guide them, and conduct the course will have more demand locally and internationally, but we should examine the ground reality. In this situation responsible parties have to do an in-depth assessment on this matter and find a viable solution for the same.
WHAT ARE THE STRATEGIES TO OVERCOME THE ISSUE?
New Assessment system and National Student Monitoring system:
It is very much required to introduce a testing system to identify weak students in Grades 8-9. From the school level, once it is identified that students are below average, an established centralized database to monitor performance, attendance, and their family background for positive transformation.
Educational Support:
Due to their performance, introducing extra classes in main subjects such as Maths, Science, English, etc with the assistance of very capable university students under the supervision of the school administration.
Vocational and Skill Development program:
More than 1500 registered Vocational Training Centers are spread all over the country, facilitating the students. Implementing the direct linkage of students to those training centers with government funded scholarships as return on basis. Using the same data base insure the every O/L non-passers got the equal opportunity.
Industrial Partnerships and digital literacy instruction:
Introduction of industrial partnerships with fields such as ICT, tourism, construction industries, and other leading industries in the country for sustainability. At present, most of the field enrich with the modern technology aspects and ensure that every vocational centers giving priorities for the technological subjects.
Standards of NVQ accreditation and addressing the global benchmarking:
These institutional standards should be monitored strictly to maintain uniformity. Otherwise, the performance and knowledge on the specific subject may vary and not match the demanding field. As it stands now, we understand that providing skilled workers for the globally having the benefits for the country in the long run. Aligning the Sri Lankan NVQ standards with global frameworks creates a huge opportunity for our workers to obtain a considerable salary in the first year.
As a country, it is paramount to address the issues pertinent to younger generation involvement. In recent years, the government has taken actions such as energizing the O/L syllabus, covering more than 40 subjects, increasing opportunities, and making directions beyond the traditional academic streams, digital and administrative reforms, and some government programs for vocational training. Transformation in this field cannot happen overnight; it requires a systematic and sustained approach. Officials resort to remedial measures to address immediate concerns; they question whether the system has truly reached the expected level of development; it is the prime duty of every citizen in the country.
Wing Commander Madushan Gamage is a Military Research Officer at the Institute of National Security Studies (INSS), the premier think tank on National Security established and functioning under the Ministry of Defence. The opinions expressed are his own and not necessarily reflective of the Institute or the Ministry of Defence.
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