Grade 5 Scholarship Past Tamil Exam Papers Sri Lankal
Milan Kemezy
The 2017 grade five scholarship exam results were released in early October, with 356,728 candidates sitting for the exam across Sri Lanka. As usual, details of the top scorers were highlighted in the media. But, apart from a handful of successful students, how many manage to score above the cut-off mark each year? Does the exam serve its intended objectives? Is it worth the time, money, and effort spent by young children and their parents? This blog seeks to answer these questions, using data from the 2016 School Census conducted by the Ministry of Education (MOE).
The scholarship exam, introduced in 1948, aims to meet two main objectives: (1) admitting talented students to popular and more prestigious schools; and (2) providing bursaries to bright, but economically disadvantaged, students. It measures ability and learning potential across 14 specified areas, and tests knowledge on the first language, mathematics, and environment. Regardless of its specific purposes, the exam is taken by students in both privileged and underprivileged schools, as well as across different socioeconomic groups. Children are coached from as early as grade 2 to achieve high scores, not only in schools, but increasingly in many private tuition classes.
Despite the overzealous preparation, according to the Department of Examinations (DOE), only around 10% of students who sit for the exam obtain sufficient marks to qualify for bursaries and to apply for better schools, each year. This figure is not surprising, given that students need to score around 80% to meet the cut-off mark, while getting access to more popular schools requires scoring as much as 90%. This is no mean feat for a 10-year old, as it leaves very little margin for error.
Only around 36% of students who scored above the cut-off mark in 2015 were eligible to claim financial aid, according to School Census data. As a share of all grade five students who sat for the exam, this amounts to a mere 3.6%. To receive these funds, a child needs to be from a household earning an annual income of less than Rs. 50,000, in addition to scoring above the cut-off mark.
The monthly stipend for those who qualify for the bursary is a mere Rs. 500. This is negligible, compared to funds spent over the years on private tuition, which can cost between Rs. 600 to as much as Rs. 5,000 a month, depending on the quality and the popularity of tuition classes. Moreover, with inflation, the real value of the monthly stipend falls over time.
The above analysis suggests that the scholarship exam fails markedly in meeting its intended objectives. Given the pressure and the stress young children are put through in preparation for this exam, a serious reconsideration of its need and purpose is warranted.
An essential step in moving forward is developing better quality secondary schools, especially in rural areas. A defining feature of the Finnish education system, which is consistently ranked first in the world, is its equitable school system. Over and above aiming for top results, its key target is to provide good schools for all children. As a result, there are no required standardized tests, apart from one exam at the end of high school. Nor are there any rankings, comparisons, or competition between students or schools.
Administered effectively, past papers are the best way to prepare students for the experience of an examination. You can administer them throughout the school year to measure your learners' progression and development.
They are also a great tool for measuring your students' level of understanding and can identify any weaker subject areas, helping you guide your teaching in line with their needs. Use them alongside the mark schemes to help students become familiar with answering exam questions and meeting the assessment objectives.
They provide valuable evidence for learning and can help to support conversations with students, parents and school leaders, particularly if they are concerned about the effects of time away from school.
Before applying, you need to check that you have, or are likely to achieve, the right grades at the right level and in the appropriate subjects for the course you have chosen. Check the requirements of your course for details. You should also check whether you need to take an admissions assessment. Depending on your chosen course, you may need to register for or take your assessment before you apply. Visit our admissions assessment pages for more information.
Typical offer levels for a range of qualifications including the European Baccalaureate, International A Levels and the International Baccalaureate can be viewed in our general entry requirements. Other international qualifications are listed below.
Please note, these requirements are currently being reviewed for 2025 entry. Please check the entry requirements for your qualification before making an application for the most up to date information.
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The Matura Shtetrore is not considered to be suitable preparation for a competitive application to the University of Cambridge. We strongly recommend that you undertake further study if you wish to apply for an undergraduate degree.
The Ttulo de Bachiller is not considered to be suitable preparation for a competitive application to the University of Cambridge. We strongly recommend that you undertake further study if you wish to apply for an undergraduate degree.
Typical offers for applicants taking the Araratian Baccalaureate would be based on achieving the A Level typical offer requirements (ie A*AA/A*A*A) at Extended Level in subjects certified by Cambridge International.
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Applicants should be aware that the ATAR score published by the relevant State body is the score that will be used to determine whether they have met any offer conditions (eg only adjustments implemented by the awarding body will be considered).
Typical offers for applicants taking the Reifeprfung/Maturazeugnis would be based on an average of 1.3 (high distinction or mit ausgezeichnetem Erfolg bestanden). Applicants are also usually asked to achieve scores of 1 (sehr gut) out of 5 in written exams in up to two subjects.
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Typical offers for applicants taking the Diploma van Hoger Secundair Onderwijs/Certificat d'Enseignement Secondaire Suprieur/Abschlusszeugnis der Oberstufe des Sekundarunterrichts would be based on an overall average score of 80%. Applicants are also usually asked to achieve scores of 90% in three subjects.
Typical offers for applicants taking the Diploma o položenom maturskom ispitu (RS)/Diploma o završenoj srednjoj školi (FiBH) (Secondary School Leaving Diploma) would be based on an overall score of 5.0 and 5.0 in individual subjects.
The Certificado de Ensino Mdio is not considered to be suitable preparation for a competitive application to the University of Cambridge. We strongly recommend that you undertake further study if you wish to apply for an undergraduate degree.
Typical offers for applicants taking the Diploma za Sredno Obrazovanie (Diploma for Completed Secondary Education) would be based on an overall score of 5.8, and 6.0 in two relevant Matura subjects. We recommend that prospective applicants take a third relevant subject to the highest level possible within their school.
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Colleges are aware that applicants from Canada will sometimes be able to provide application profiles that include a combination of different qualification types (eg AP Tests, A Levels, IB Higher Level Courses). Colleges will assess these on a case-by-case basis, but applicants should be aware that a very high level of attainment will be required.
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