Private Education: Empowering Dreams or Selling Degrees? A Case for Collaboration
View(s):In Sri Lanka, private higher education often finds itself under the microscope, with critics accusing private institutions of “selling qualifications.” This narrative, though widespread, is both unfair and misleading. While it is undeniable that certain unregulated entities have mushroomed, offering dubious certificates, the majority of private educators operate under rigorous quality standards, audited by both local and international regulators. In fact, in many cases, these standards surpass those of local state institutions, particularly when it comes to transnational education.
Let us explore the facts, dispel misconceptions, and work towards uniting the private and state sectors to provide quality education for all Sri Lankans.
The Reality Behind Private Education
Chathura Kotagama Educationist/ Consultant www.askchathura.com
Private education in Sri Lanka is not a business of selling degrees; it is a mission to create opportunities. For thousands of students, it represents a pathway to transform their lives, empowering them to access qualifications and skills that were once only available to an elite few. This transformation has been made possible through transnational education (TNE), which has enabled students to obtain globally recognised qualifications without the prohibitive costs of studying abroad.
Sri Lanka stands as a shining example of success in transnational education. According to the UK’s Higher Education Statistics Agency (HESA), Sri Lanka ranks third globally in undergraduate (UG) TNE enrollments and is the number one country in the world for postgraduate (PG) TNE enrollments.
Consider this: would the UK, a global leader in higher education, allow the quality and reputation of its degrees to be compromised? The rigorous audits and oversight that UK universities exercise over their transnational partners make this an unlikely scenario. The fact that Sri Lanka consistently ranks among the top TNE markets globally is evidence of the quality maintained by private institutions here.
The Capacity Crisis in State Higher Education
One of the fundamental arguments against the private sector is that education has become “commercialised.” However, this overlooks the broader context of why private education became necessary in the first place. Sri Lanka’s state higher education system, while commendable in many respects, operates under severe capacity constraints.
The numbers paint a stark picture. According to the University Grants Commission (UGC), only about 17% of students who qualify for university admission in Sri Lanka secure a spot in state institutions. The remaining 83%, despite meeting the eligibility criteria, are left without options unless they can afford to go abroad or turn to private education. For these students, private education represents not commercialisation but salvation—a chance to pursue their dreams without having to leave their families or incur crippling debt.
Furthermore, private institutions have contributed significantly to making higher education more affordable and accessible. The cost of completing a UK degree through a TNE programme in Sri Lanka is approximately one-third of the cost of studying in the UK itself. This affordability has democratised access to global qualifications, which were once the exclusive privilege of a wealthy elite.
The Achievements of the Private Sector
Private education has been instrumental in transforming the lives of countless Sri Lankans, both young and old. Over the past 25 years, the sector has produced graduates who have gone on to achieve remarkable success in fields ranging from engineering to business, healthcare, and information technology. These graduates are not just working in Sri Lanka but are making their mark on the global stage, proving that the private sector has much to be proud of.
As Nelson Mandela famously said, “Education is the most powerful weapon which you can use to change the world.” For many Sri Lankans, private education has been that weapon—a means to break the cycle of poverty, explore new opportunities, and compete on a global scale.
Addressing the Problem of “Mushroom” Institutions
Critics often point to the proliferation of “mushroom” institutions offering fake qualifications as evidence of the private sector’s flaws. While these entities are a legitimate concern, it is the responsibility of regulators—not the broader private sector—to address them. Penalizing the entire private education system for the actions of a few bad actors is neither fair nor productive.
The solution lies in stronger regulation and enforcement. By identifying and shutting down fraudulent operators, regulators can ensure that only legitimate institutions thrive. This will not only protect students but also enhance the reputation of private education in Sri Lanka.
A Call for Collaboration
Instead of pitting the state and private sectors against each other, we should focus on collaboration. The state sector has a proud legacy and continues to play a vital role in higher education. However, its capacity limitations mean that it cannot meet the demand on its own. The private sector, with its ability to scale quickly and partner with international universities, is uniquely positioned to complement the state sector and fill this gap.
Together, the state and private sectors can work towards a shared goal: ensuring that every Sri Lankan has access to quality education. This collaboration is not just an ideal—it is a necessity if we are to compete in an increasingly knowledge-driven global economy.
Conclusion: Empowering Dreams, Not Selling Degrees
Private education is often unfairly maligned as a business of selling qualifications. The truth, however, is far more nuanced. Private institutions have been at the forefront of expanding access to quality education, bridging the capacity gap left by the state sector, and enabling Sri Lankans to compete globally.
By uniting the strengths of the private and state sectors, we can create a future where education is not a privilege for the few but a right for all. Let us move beyond the rhetoric of commercialisation and focus on what truly matters: empowering dreams, building futures, and transforming lives through education.
As John F. Kennedy once said, “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.”
Let us heed these words and work together to make education the great equalizer it was always meant to be.
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