&evdbujpo - moe
TRANSCRIPT
䔀搀甀挀愀琀椀漀渀倀攀爀猀瀀攀挀琀椀瘀攀猀䔀搀甀挀愀琀椀漀渀倀攀爀猀瀀攀挀琀椀瘀攀猀嘀漀氀 㘀 一漀 䨀愀渀甀愀爀礀 㜀
䔀搀甀挀愀琀椀漀渀 倀攀爀猀瀀攀挀琀椀瘀攀猀 嘀漀氀 㘀 一漀 䨀愀渀甀愀爀礀 㜀 䤀匀匀一
㜀㤀ⴀ㐀㔀
吀䠀䔀 䈀䤀ⴀ䄀一一唀䄀䰀 䨀伀唀刀一䄀䰀 伀䘀 吀䠀䔀刀䔀匀䔀䄀刀䌀䠀 䐀䔀嘀䔀䰀伀倀䴀䔀一吀 䈀刀䄀一䌀䠀䴀䤀一䤀匀吀刀夀 伀䘀 䔀䐀唀䌀䄀吀䤀伀一匀刀䤀 䰀䄀一䬀䄀
刀攀猀攀愀爀挀栀 䐀攀瘀攀氀漀瀀洀攀渀琀 䈀爀愀渀挀栀䴀椀渀椀猀琀爀礀 漀昀 䔀搀甀挀愀琀椀漀渀ᠠᠠ䤀猀甀爀甀瀀愀礀愀䈀愀琀琀愀爀愀洀甀氀氀愀
吀攀氀 㨀 ⴀ㜀㠀㐀㤀㔀㜀䔀ⴀ洀愀椀氀 㨀 爀攀猀攀愀爀挀栀㐀搀洀漀攀䀀最洀愀椀氀挀漀洀圀圀攀戀 猀椀琀攀 㨀眀眀眀洀漀攀最漀瘀氀欀
匀愀渀欀愀 倀爀椀渀琀攀爀猀 愀渀搀 倀甀戀氀椀猀栀攀爀猀
EducationPerspectives
wOHdmk mfrac34hdfdal
fytp NehfFfs
Vol6No1January2017
ISSN2279-1450
ResearchandDevelopmentBranch
MinistryofEducationSriLanka
ii
Guidance
MrSunilHettiarachchi
SecretaryMinistryofEducation
AdvisoryReviewBoard
ProfUpulSonnadaraSeniorProfessorampChairofPhysicsDepartmentofPhysicsUniversityofColombo
ProfMariePereraDirectorNERECFacultyofEducationUniversityofColombo
ProfSHettigeEmeritusProfofSociologyUniversityofColombo
ProfCWannigamaFacultyofEducationUniversityofColombo
DrBloomeirGIZMinistryofEducation
DrTKalamanySeniorLecturerFacultyofEducationUniversityofJaffnaJaffna
DrGKodituwakkuFmrDeputyDirectorGeneralNationalInstituteofEducation
EducationPerspectivesisabi-annualpublicationandpublisharticlesinEnglishSinhalaamp
Tamil It is published by the Research and Development Branch of the Ministry of
Education Sri Lanka The views expressed by the authors are their own and do not
necessarilyrelectthepoliciesoftheMinistryofEducation
CopyrightMinistryofEducationIsurupayaBattaramulla
ISSN2279-1450
Itisaconditionofpublicationthatresearcharticlessubmittedtothisjournalhavenotbeen
publishedandwillnotbesimultaneouslysubmittedorpublishedelsewhereCopyrightin
individualchaptersbelongstotheirrespectiveauthorsandcopyrightinthevolumeasa
wholebelongstothepublishersExtractfromthispublicationmaybereproducedbyany
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ideasandopinionsexpressedinthispublicationarethoseoftheauthors
Bysubmittingamanuscriptauthorsagreethatthecopyrightfortheirarticleistransferred
tothepublishersifandwhenthearticleisacceptedforpublicationThecopyrightcovers
theexclusiverighttoreproduceanddistributethearticleincludingreprintsphotographic
microformsoranyotherreproductionswithoutpermissioninwritingfromthecopyright
holder The feedback on papers published in this journal should be addressed to the
followinge-mailaddress andacopyto jtillakaratnemoegovlk jtillakaratnegmailcom
EducationPerspectives
iii
Researcharticlescannowbesubmitted
TheEducationPerspectivesinvitesresearcharticlesandspecialissuesonspeciictopicsof
interesttonationalaudienceofeducationArticlesofhighqualityeducationalresearchwill
beaccepted
HowarearticlesassessedArticles are subject to a reviewprocess by awell-knownpanel of academicswho are
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publicationofthearticle
Howshouldarticlesorpapersbesubmitted
All submissions should be made via and a copy tojllakaratnemoegovlkjllakaratnegmailcomorthroughregisteredposttothefollowingaddress
EducationPerspectives
ResearchandDevelopmentBranch
MinistryofEducation
Isurupaya
BattaramullaGuidelinesforauthors
middot Thearticleshouldnotexceed6000words
middot Abstractshouldbeabout150ndash200words Thereshouldbeminorampmajorkey
words
middot Thearticleshouldincludethefollowing
Oslash Introducingtheproblemresearchbackgroundnaturerationale
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Oslash DiscussionofindingsRecommendations
middot Reference should be arranged in alphabetical order and conform to the style
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middot AvoidfootnotesIfthereareanyitshouldbeseparatelynumberedandaddedto
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English-Cambria
Callingarticlesfornextissue
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NotesforContributors
iv
Education Perspectives
C o n tents Page No
1 Executive summary
2 Teaching physics at GCE(AL) and problems encountered by science teachers The case of the Jaffna Education Zone
S Ahilan Teacher Jaffna Hindu College Jaffna Dr Seetha Wickramasinghe Fmr Additional Director National Science foundation
Colombo7
3 Activity Based learning an effective approach for self-regulated learning practices
Dr Sasikala Kugamoorthy HeadDepartment of Secondary amp Tertiary Education
Faculty of Education The Open University of Sri Lanka Nawala
4 School curriculum for sustainable peace A case study from northern Uganda Dr J Cunnigham Researcher University of Oxford United Kingdom
5 Time to asses our assessment process RNASilva Overseas School Colombo
6 ModhS =rejrfhl= i= =Kdx
wdfrac34tiaflaflaOfrac34uisrs wOHdmk mSGh fldltU uacuteYajuacuteoHdh
wdpdfrac34h laIauka fjaumllaldrfa fcHIaG lOacuteldpdfrac34h iudc uacuteoHd wxYh wOHdmk
mSGh fldltU uacuteYajuacuteoHdh
7 mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla
ikas Sdks llafdv wdrEacuteNtilde lOacuteldpdfrac34h udfrac34fdamfoaYk yd WmfoaYk wxYh
cdsl wOHdmk wdhkh uyru
8 Strength of a Teacher and the Global Teacher Prize
1
5
28
42
65
72
91
115
v
1
ExecutiveSummary
This volume contains articles on different themes related to educationEducationisfundamentalforthesocio-economictransformationandfortheupliftmentofthelivelihoodofthegeneralpublicandtheadvancementofacountry
The irst article discusses teaching physics at GCE OL amp problemsencounteredbyscienceteachersintheJaffnazoneArandomsampleof82scienceteachersintheJaffnaeducationzonewereselectedforthestudyThemethodologyusedwerequestionnairesurveysanddirectinterviewsandcomparedpreandpost-testknowledgeonscienceThewritersfoundasigniicantdifferencebetweentheexperimentalandthecontrolgroupofteachersTheteachersoftheexperimentalgroupwerenotabletoteachconceptsofphysicsatGCE(OL)andthisresultedinthestudents lowperformance at the OL examination Writers recommended to updateteachersknowledgeinphysicsthroughperiodicalseminarsampworkshopsOn the other hand theMinistry of Science Technology amp Research hasforwarded a cabinetmemorandumon reforming STEM educationwhileidentifying examples from other developed countries (USA Hong KongAustralia Canada Finland India Malaysia amp Singapore) to popularizesciencetechnologyengineeringampmathematics(STEM)educationinSriLanka Further stated in this memorandum the lack of STEM literateprofessionalsmeansthegovernmentwontbeabletoachievethetargetfora knowledge based economy Thus attracting students towards STEMeducationisadireneedInUSAautomationandartiicialintelligencearestatedasdisruptingthelabormarketandthemarketforrichlyrewardedpositionsrequiringadvancedtechnicalamppersonalskillsNeverthelessonething is clear that the jobs of tomorrow will require creativity andinnovationDanielHPinkquotethatldquoThefuturebelongstoadifferentkindof person with a different kind of mind designers inventors teachersstorytellerscreativeandempathicright-brainthinkerswhoseabilitiesmarkthe fault line between who gets ahead and who doesntrdquoWith thisbackgrounditisatimelyrequirementtoelevatethestudiesofSTEMasanationalprioritytoenhancethequalityofscienceeducationofSriLankanstudents
Thesecondarticledescribedactivitybasedlearningasaneffectiveapproachfor self-regulated learning practices The sample consisted of studentteacherswhohavebeen followedPGDEprogram inTamilmediumat theOpenUniversityofSLin20112012Thestudyrevealedthat96ofstudentteachersprefertosearchformoreinformationfortheirownself-learningandtheactivitiesgivenatthePGDEhaveencouragedthemtodoself-learning
The writer further says that activity based learning methods havedevelopedtheircognitiveskillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthestudentteachers
ThenextinvitedarticleisacasestudyfromnorthernUgandawhichlooksat
theroleoftheschoolcurriculuminpeacebuildingafterthetwentyyearcivil
warTheconceptualframeworkhasbeendevelopedbythewriter(three
concepts for a conlict transformation curriculum truth seeking
reconciliation and inclusive citizenship) with his own experience as a
historyteacherschoolleaderandinallythroughhispreviousresearchon
humanrightsanddemocracyHencethiscouldbeadoptableandcanbe
usedtoinvestigateschoolsinSriLankaforsustainablepeaceandtherebyto
reducetheriskofcivilwareruptionInSriLankabeforeendingthecivilwar
in2014theopportunitycost(forgoneincomeatmicroampmacrolevels)and
the economic impact of thewarwas enormous In the1999 iscal year
486ofGrossDomesticProduct(GDP)wasspentonwarWarreducedthe
development expenditure of the government and also reduced foreign
directinvestment(FDI)byreducinginvestorsconidence(USAID2000)
Thus Sri Lankan education has failed to promote nation building by
fosteringmutualunderstandingtoleranceandrespectforeachother(NEC
Report2003)whichisparamountifaheterogeneoussocietyistoachieve
economicdevelopmentThecountrieslikeSingaporewereabletopromote
meritocracyandequalityofopportunityandcontributetosocialcohesion
through education policies Thus its worthwhile to adopt a conceptual
frameworktoencouragesocialcohesionpoliciesforsustainablepeaceinSri
Lanka
Thefollowinginvitedarticleistitledldquotimetoassessourassessmentprocessrdquo
Itgivesanoverviewofthecriterionbasedassessmentwhichispracticingin
OverseasSchoolinColomboThewriterelaboratesthetwomainassessment
categories known as normative and criterion based In normative
gradingsstudentscompareoneanotherwhilecriterionbasedassessment
model assesses according to speciic learning criteria According to
assessmentexpertGrantWigginsthecriteriabasedassessmentisasuperior
model as it requires greater student involvement with the intention of
developingstudentprocessincriticalthinkingmetacognitionandrelection
The writer says the international baccalaureate (IB) is a recognized
2
educational programwhich follows the criterion referenced assessment
modelItcontainsaprimaryyearsprogram(grade1to5)middleyears
program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn
theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at
standardlevelInadditionstudentsfollowacourseoftheoryofknowledge
which guide them to relect critically onhow theyknowandwhat they
believetobefactsortruthEachstudentcompletesanextendedessayona
topicofspecialinterestwhichpreparesstudentsforanindependentstudy
Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities
andacommunityserviceprojectTheassessmentsarecarriedoutthrough
externalampinternalcomponentsIntheIBprogramnumericalgradesare
offeredbasedonthecriterion-referencedescriptors
ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat
makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers
have long lasting impact on the lives of their students and the greatest
teachers inspire students towards greatnessrdquo (Sunday Times
30072017)
TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto
conductthisresearchbyformulatingtheframeworkrequiredThismodel
inquires personal behavior relevant teachingmethods amp teaching aids
student-teacherrelationshipprofessionalskillstechnicalskillsampdecision
making skillsof a teacherand identiiedpositiveandnegativepoints to
differentiateeffectivecharacteristicsThesampleconsistedof40teachers
fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers
who enters the professions should have a broad knowledge about the
profession and they should develop required characteristics to be an
effectiveteacher
This situation highlighted by the recommendation from the National
CommissiononteachingAmericasfutureThepanelmaderecommendations
for ensuring that every classroom has a qualiied teacher Further
recommendationsinclude
raisingtheprofessionalstandardsofteachers
improvesalariesampworkingconditions
3
reinventingteacherpreparationandprofessionaldevelopment
encourageandrewardteacherknowledgeampskills
InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo
AmandaRipleysaysothercountriesaremoreseriousabouteducationand
thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside
KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit
topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband
making sure vulnerable students have strong teachers BothUSampKorea
believe that the caliber of the teacher matters tremendously and great
teachersmakeahugedifferenceinchildrenslives
The inal article is a study of the role of school counsellor teacher and
investigatedprofessionalcompetenceofthecounsellorteachertheirmode
of intervention challenges faced by the counsellors and the areas that
should be developed to perform productively The study suggested the
followingThedeinitionofthesubjectcounsellingincompliancewithclear
indicatorsestablishalegalidentityampframeworkforthesubjectgivinga
license to teachers selectedoncoherent criteriamakingcompulsory the
completionofprofessionalqualiicationforteachersandreleaseteachers
fulltimeforcounsellingactivities
TheResearchampDevelopmentBranchoftheMinistryofEducationisvery
gratefultothewritersfortheirvaluableinsightsandcontributionsand
wouldliketothankthemaccordingly
4
TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE
Abstract
Scienceeducationhasundergonemanyreformsinthepastwiththepurpose
ofchanginganddevelopingtheteachingandlearningprocesstoimprove
theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis
theknowledgeandkeennessofteachersthatdeterminehowtheyrespond
toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto
accountwhen implementing educational changes or reforms Therefore
this study was undertaken to identify the status of science teachers
knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor
successful implementation of the science education reforms A random
sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas
selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas
investigatedthroughmodesofaquestionnairesurveyanddirectinterviews
based on pre-test and post-test knowledge on science The data were
quantitatively analyzed and interpreted with qualitative inputs which
revealedasigniicantdifferencebetweentheexperimentalgroupandthe
controlledgroupofteachersThestudyresultsshowedthatmostscience
teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs
suchtheteachershavefailedtoteachphysicstostudentseficientlyand
effectivelyandthusstudentsperformpoorlyattheGCEOLexamination
Therefore science teachers should be providedwith proper training to
update their knowledge in physics through periodical seminars and
workshopstoachievethegoalsofScienceEducationinschools
KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts
Introduction
InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital
roleintheschooleducationsystemsinceitisessentialthatstudentspas
5
SAhilan
TeacherJJaffnaHinduCollegeJaffnaamp
DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07
ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools
comprises threemajorsubjectcomponentsnamelybiologyphysicsand
chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe
abilityofteachersinteachingthosesubjectcomponentsitisobviousthat
teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience
subject
Thegreat educationistAnagarikaDharmapala observed that the
present and the future life of youth lie in the classroomswhich exactly
meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring
aboutthescientiicandtechnologicalabilityforfuturegenerationtowards
humanresourcedevelopmentIntheGCE (OL)curriculumthesubject
physicsincludesthesectionsofElectronicsLightElectricityandMechanics
andbasedonthesesectionsrelevantquestionsareincludedinthequestion
papergivenattheGCE(OL)examinationIfthestudentsunderstandthe
principlesbehindthesesubjectcomponentsveryclearlyandthoroughly
theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid
examinationThisfactrequireschangesinteachingandlearningprocessin
physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe
EducationCurriculumReformsof2007thusaimsatachievingthetargetof
improvingtheteachingandlearningprocessinschoolsThereforeitwillbe
useful to investigate the feasibility of teaching the science subject in
achievingthegoaloftheEducationCurriculumReformsof2007
ReviewofLiterature
Conceptualizationdependsonseveral factorsFrequentexperiencesand
relationships among such experiences lead to create concepts while
hereditary or human development related pattern also inluences
conceptualization(Balachandranetal2010)Thisresearchinvestigation
wasundertakentostudythephysicseducationinschoolandunderstanding
thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof
studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof
studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife
6
1)Whatisinvolvedinunderstandingandusingphysics
Whilethismightseemobviousorevensimpletotheprofessionals
manyofthecomponentsofourunderstandingarenormallyinvisible
tousCarefulobservationandanalysisoftheconceptsofphysicsand
ofthebehaviorofexpertsisrequired
2) Whatdoourstudentsbringtoourphysicsclasses
Howstudentshearandinterpretthematerialpresentedtothemina
physicsclassisheavilydependentontheexperiencestheygetinthe
classEveryonehassomesensethataforceisnecessarytomaintaina
velocitywhenwalkingdrivingorpushingsomethingalongtheloor
NewtonsSecondLawisinconsistentwiththewaythatmanyofour
studentshavemadesenseoftheirexperiencesintheworld
3) Howdostudentsrelectonourphysicsinstructions
Teachersoftenassumethatstudentswouldrespondonbehalfofthe
knowledgeofconceptsofthesubjectphysicsTeacherscouldalso
designeffectiveinstructionsandthenitisuptoteacherstolearnhow
studentsrespond
itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto
createmoreeffectiveinstructionstowardsbetterlearningandimproving
skillssuchascriticalanddivergentthinkingcreativity initializationand
collective responsibility which are products of totality of the education
process(Baskaran2001)ManyteacherswhoteachscienceattheGCE
(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof
scienceduetotheproblemofunderstandingtheconceptsofsameandare
less troubledwith how little the students learn Tomake the case even
worsethegrowingimportanceoftechnologicalliteracyintheworkplaces
makes it increasingly important foronetoprovidevalue tomanyofour
studentswithgoodunderstandingofconceptsofphysicsintheclassroom
Intheprocessofteachingandlearningtheteachersneedtounderstanda
fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie
2007)
7
processesOntheother
handscientiicmodelsareoneofthemainproductsofsciencethatplaya
crucialroleinreducingthecomplexityofphenomenabyallowingamore
visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan
bemadeandtested(Gilbertetal1995)Thissituationassumesimportance
ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe
physicscomponentof thesciencesubjectTherefore the followingmain
objective and the speciic objectives arising out of it are drawn for
investigation
MainObjectiveoftheStudy-
Toinvestigatetheproblemsandconstraintsfacedbytheteachersin
teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents
SpeciicObjectives
Toindouttheviewsofteachersabouttheirknowledgeofphysicsin
relationtotheconceptstaughtintheGCE(OL)syllabus
Toindouttheeffectivenessofthephysicspracticalclassesconductedin
schoolinunderstandingtheconcepts
ResearchMethodology
a)Sampledesign
Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing
together an analysis of the components and structure of knowledge of
physicswiththeobservationandanalysisofstudentbehaviorduringthe
teachingandlearningprocessInthiscontexttheieldofPhysicsEducation
Research (PER) seems as a growing sub-discipline of physics (Edward
Redish and Richard 2001) Further Mathusuthanan et al (2007) have
pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare
nowbeinginprocessinSriLankaSucheducationalreformstakeplacein
everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel
processesTheeducationalreformsandthequalityofeducationshouldbe
checked frequently by conducting research studies to ind out their
successes and failures By research it is possible to ind out that the
secondary level of education system has not brought about the target
achievementswhich has been one objective of theNational Institute of
Education (NIE) The NIE hasmade curriculum changes in 2007 in the
secondary education level On one hand the models of science are
representationsofobjectseventsideassystemsor
8
The Jaffna Educational Zone consists of many resource persons many
scienceteachersandadequatephysicalfacilitieswhencomparedwiththe
otherEducationalZonesinthePeninsularInthepresentstudytheschool
teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone
Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting
the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna
NallurandKopaywereidentiiedandtheteachersineachstratumwere
selectedbyusingthestratiiedrandomsamplingmethodduetothereason
thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove
EducationalDivisionshaveadequatephysicalresourceswhilecomprising
thehighestnumberofteachersofscienceThiswasthemainreasontoselect
the Jaffna zone for a representative sample of teachers The following
conceptsofphysicswereconsideredforthestudy
b)PhysicsConceptsselectedfortheStudy
A) The formation of various images from lenses to design optical
instrument(Lenses)
D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)
E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd
irstobject(Newtons3 Law)
The questionnaire designed for the pre-test to be done by teachers
comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach
questioncontainedafewpartswhichcovervariousconceptsofphysicsthat
areincludedintheGCEOLSyllabus
B) The phenomena of refraction of light in human activities (lightrefraction)
C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)
c)Formulatinghypotheses
Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor
statisticaltesting
1) H ThereisnodifferencebetweenthemeanoftheExperimental01
groupandthe
9
Controlgroupinthepre-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11
Controlgroupinthepre-test
2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe12
Controlgroupinthepost-test
3) H Themean difference of the pre-test and the post-test on the03
experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13
experimentalgroupisgreaterthanzero
d)Statisticaltoolsusedinthestudy
The t- test wasused to indout thewhether therewasa signiicant
differenceintheknowledgeofphysicsconceptsbetweentheexperimental
groupandthe controlgroupofscienceteachersForidentiication of
theproblemsfacedbythescienceteachersapre-testwasconducted
Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent
concepts ofphysics in the GC EOL syllabusas mentioned
previouslywhichwereidentiied duringthe teachingand learning
processofphysics Direct interviews werealsoconductedwiththe
stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter
thepre-testtheconceptsbehindthequestionswereexplainedtothe
teachersandapost-testwas againconducted amongtheteacher
sample to see whether they would answer the questions correctly
10
As mentioned previously this study was carried out to investigate the
knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE
OLexaminationThesamplecomprisedeighty-two(82)scienceteachers
whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation
ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay
Theresearchinstrumentsusedfordatacollectionfromthescienceteachers
were questionnaires interviews and direct observations that were
analyzedalongwiththescoresofthepre-testandthepost-testconducted
withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)
The data were analyzed statistically and t-test was conducted to see
ResultsandDiscussion
whetherthereissigniicantknowledgegapinthescienceteachersandthe
resultsarepresentedbelow
i EducationalQualiicationsoftheteachersample
IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder
thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix
(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11
Others were trained at the Colleges of Education or Teacher Training
Colleges who had also obtained different types of training programs
organized by the Ministry of Education and the National Institute of
Education
ii Questionnairesurveyconductedonthephysicsconcepts
Thefollowingweretheresultsof thequestionnairesurveyconductedto
investigate whether science teachers have a sound knowledge on the
conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL
examinationFiveconceptsABCDandEmentionedpreviouslywereused
forthispurposeandtheresultsarediscussedbelow
a)Concept-wisecomparisonasawhole
Percentage
()
9090
80
70
60
50
40
30
20
10
0
5154
60
50
Variousimages(A)
Refraction oflight(B)
Cange ofbrightness(D)
Newtonrsquos 3rdlaw(E)
Transistorand
resistor cConcept
Fig1Achievementsofteachersonvariousphysicsconcepts
Theconcept-wisecomparisonisshowninFig1FortheConceptA
806 of the teacher sample correctly answered the questions
relatedtofunctionsofthelensesHoweverthesampleteacherscould
answerthe Concepts BCD andEat an averagelevel (50-60)
11
b)Question-wisecomparisonundereachconcept
ConceptA-Theformationofvariousimagesfromlensestodesign
opticalinstrument
Fig2UnderstandingofConceptA
50
120
100
80
60
40
20
0
733
90 90
100
1 2 3 4 5
Questions
Percentage
()
TheConceptAwastestedontheprocessofformationofvariousimagesby
the convex lens As shown in Fig2 only 50 of the teachers correctly
answeredtheirstquestionrelatedtoimageoflensrevealingthatother50
oftheteachersdidnothavethepracticalknowledgeonthelensperformance
Mostoftheteachersansweredsatisfactorilytothequestions234and5
undertheConceptA(70-100)butthisachievementmaynotbeadequate
forteachingphysicssatisfactorilytothestudentsattheGCE(OL)
ConceptB-Thephenomenaofrefractionoflightinhumanactivities
Fig3UnderstandingofConceptB
80
70
60
50
40
30
20
10
0
7333
4333
6333
2333
5333
6 7 8 9 1 0
Questions
Percentage
()
TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The
lowest number of teachers correctly answered the question number 9
12
followedbythequestionnumber7Thesequestionswererelatedto the
rainbowandpropertiesoflightforwhichbelow50ofteachersanswered
correctly indicating that the sample teachers have poor knowledge on
refractionrelectionandlightwavemotion
ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds
Fig4UnderstandingofConceptC
Questions
100
90
80
70
60
50
40
30
20
10
0
1333
60
3666
7666
8666
Percentage(
)
11 12 13 14 15
13
The Concept C tested was in relation to the process of transistors and
resistersThelowestnumberofteachersansweredthequestionnumber11
followedbythequestionnumber13Thesequestionswererelatedtothe
transistorandLDRactivity Asteachershadapoorunderstandingonthe
functionofNPN transistor and the functionof LDR86of themwere
unabletogivethecorrectanswertothequestion11indicatingthatteachers
didnotunderstandtheactivitiespertainingtothequestionwiththegiven
data
ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit
Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin
bulbsOnly30ofteachersansweredthequestionnumber16
correctly followed by the question number 18 (50)
ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany
teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere
unabletoanswercorrectly
ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst
object
Fig5 understanding of Concept D
Questions
6066 6333
30
90
50
16 17 18 19 20
100
90
80
70
60
50
40
30
20
10
0
Percentage(
)
Fig6 understanding of Concept E
7666
3666
2333
8333
30
Questions21 22 23 24 25
90
80
70
60
50
40
30
20
10
0
Percentage(
)
rdTheConceptEwas testedon the forces related to theNewtons3 Law
(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223
and 24 correctly One reason could be that the diagram related to this
ConceptgivenintheSciencetextbookwasnotclearThereforethesample
teachers were not familiar to this subject component of physics
14
iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted
Apre-testwithivequestionswasconductedamongtheteachersofscience
Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped
asfollows
a)ExperimentalgroupndashGroupE
b)Controlledgroup-GroupC
Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore
rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot
very low scores (below 40)for answering the questions given under
variousconceptsofphysics
Table1presentsthepre-testscoreoftheteachersofscienceAmajority
oftheteachersgotverylowmarksMostofthescienceteachers(377)
areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe
scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin
betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It
isimportanttonotethatcumulativenumberofseventy-ive(75)science
teachersscoredbelowforty-onemarksindicatingaverylowknowledge
Table1Scoreofthepre-test(Questionnaire)
15
ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were
alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test
butthevalueswereverylowandapproximatelyequal
Table2summarizestheresponsesgivenbytheteachersampleundereach
concept of physics Accordingly many respondent teachers could not
understand theelectronic concepts ie functionof the transistors Some
respondentshowevercouldnotansweranyofthequestionsandtheyfailed
tocompletethequestionnaire
Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test
Table2also indicates that ingeneral a lownumberof science teachers
understooddifferentconceptsofPhysicswhichareABCDandEThe
conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent
(50)Fifty-fourpointnine(549)percentofthescienceteachersmade
mistakesonconceptERegardingtheconceptsrelevanttoLenses122of
scienceteachersknowledgeofPhysicswasveryweak
iv Analysisofthescoreofquestionnaireatthepost-testconducted
Thepre-testquestionnairewasdiscussedandexplainedonlytothe
experimentalgroupEThepost-testquestionnairewasdesignedwith
the same concepts of physics and tested with the teacher sample
16
Thepost-testmarksrecordedaregiveninTable3
Table3Scoresofthepost-test
Total 41 41
Theresponsesofthetwogroups(experimentalandcontrol)accordingthe
aboveTable3indicatethatthereisanimprovementofknowledgeinthe
experimental group as compared to the control group because the
experimentalgroupwasprovidedwithremediesanddiscussionson the
conceptsABCDandE
Descriptive statistics was performed to identify the effectiveness and
eficiency of remedies and discussion Science teachers in the
experimentalgroupbasedonmeanvalueperformedwellatthepost-test
thanthatofthecontrolgroupStandarddeviationalsorevealedthesame
result Further a t-testwas conducted between the two groups to see
whetherthereisasigniicanteffectinperformanceafterexplainingthe
concepts to the experimental group of teachers Therefore it can be
summarizedthatwhencomparingthescoreofthepre-testwiththepost-
testmarksoftherespondentsitwasobservedthatthepost-testscoresof
therespondentsintheexperimentalgroupwerehigherafterexplaining
the physics concepts to them through workshops and discussions
17
vHypothesesTesting
(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01
ExperimentalgroupandtheControlgroupinthepre-test
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
pre-test
isthemeanvalueofthepopulationfortheControlgroupinthepre-test
H 01 =mE mc
H 11 gtmE mc
mE
mc
UnderH thecalculatedvalue=-07201
Butthetablevalueat5signiicancelevel164
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
post-test
isthemeanvalueofthepopulationfortheControlgroupinthepost-test
H 02 =mE mc
H 12 gtmE mc
mE
mc
UnderH thecalculatedvalue=66202
Butthetablevalueat5signiicancelevel164
18
(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01
meansthe5signiicancelevelthereisnodifferencebetweenthemeanof
theExperimentalgroupandtheControlgroupinthepre-test
SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02
at 5 signiicance level there is a difference between themean of the
ExperimentalgroupandtheControlgroupinthepost-testThereforethe
meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue
of the Control group in the post test Thus we could infer that the
ExperimentalgroupperformedsigniicantlybetterthantheControlgroup
intheposttestThereforeitwasclearthattheunderstandingofconceptsof
physicswasverylowinthescienceteachers
013 gt-= prpoDH mmm003 =-= prpoDH mmm
(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03
ontheexperimentalgroupiszero
Where
D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup
UnderH thecalculatedvalue=31903
Butthetablevalueat5signiicancelevel1684
SincethecalculatedvaluegtthetablevalueH isrejected03
Hence at the 5 level of signiicance the post-testmean value of the
Experimental group was higher than the pre-test mean value of the
ExperimentalgroupindicatingthattheperformanceoftheExperimental
groupwasbetterinthepost-testthanthatofthepre-testThissituationalso
provesthatthescienceteachershavepoororverylowunderstandingofthe
physicsconceptstaughtattheGCEOLsciencesyllabus
Directinterviewswithstakeholders
The following observations were made during the direct interviews
conductedwiththestakeholders
AlecturerattachedtoaCollegeofEducationsaid
ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin
othersubjectsareappointedtoteachmathematicsandscienceThereforeitis
doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience
subjectsrdquo (interviewconductedduringthestudy)
19
AlecturerinattachedtoaTeacherTrainingCollegesaid
ldquoTrainee teachers do not have adequate knowledge in basic concepts of
sciencethataretobetaughtintheseniorsecondarygradesThereasonfor
thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto
teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid
ldquoI found that most science teachers had studied in the biological science
streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad
theirtrainingeitherattheCollegesofEducationorattheTeacherTraining
Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis
thereasonforthesetbackinproducinggoodphysicsresultsrdquo
(interviewconductedduringthestudy) ScienceTeachersOpinion
The information collected from the teachers by direct interviews are
tabulatedinTable4Whentheteachersopiniononthesubjectcomponents
ofsciencewasconsidereditindicatedthat914teachershaveproblems
inteachingphysicsThereasonwasthatmostteachersinthesampledidnot
haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat
theGCEOLsciencesyllabus
20
SubjectcomponentinScience
Percentageofteachers()
Difficult Normal Easy
Physics 914 61 24
Biology 24 12 963
Chemistry 06 634 305
Table4Teachersopinioninteachingsubjectcomponentsinscience
Impactofthequaliicationsofscienceteachersample
Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)
IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching
at theGCE(OL)classesat the timeof thestudyMostof the trained
teachersfromCollegesofEducationandtheTeacherTrainingColleges
teach science toGCE (OL) students Though theirmain subjectwas
sciencemanyofthemdidnothaveadequateknowledgeinmathematics
tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion
and Tamil etc as their optional subjects Thus they face many
challengesanddificultiesinteachingthephysicscomponentinScience
21
Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)
Discussiononthesecondspeciicobjectivetoindouttheeffectiveness
ofthephysicspracticalclassesconductedinschools
In this regard facilities such as laboratory facilities Internet facilities
libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing
the questionnaire The responses given by the sample teachers in the
questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas
school principals students technical persons and laboratory assistants
were also inquired about the facilities available for conducting physics
practicalclassesandtheyagreedwiththeobservationoftheteachers
Table6Facilitiesavailableforteachingandpracticalwork
22
Facilitiesavailableinschoolsfortheteachingandpracticalwork
IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-
mentioned facilitiesButschools inruralareashave less facilitiesWhen
schoolshave less facilitiestheteachersinditdificultto developtheir
ownknowledgeorexplaintheconceptsofphysicstothestudents
Fig 7 indicates the teachers opinion on the physics teaching methods
gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe
bestToenhancetheknowledgeinthephysicscomponentofscienceitis
essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp
boththeteachersandthestudentstodeveloptheirteachingandlearning
skillsthroughhandsonexperience
Groupdiscussion(P)
Experiment(Q) Any othermathod(S)
Suggestions
80
70
60
50
40
30
20
10
0
71
20
9
Pe
rce
nta
ge
()
Fig7-Bestteachingmethod
P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents
Q-Experimentalactivity(demonstratetheexperimentswhichare
inthetextbook)
S-Anyothermethod(GroupworkindividualworkChalkandtalk)
Interviewsconductedregardingfacilitiesavailability
AninterviewwasconductedwithalecturerofCollegeofEducation
ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo
(interviewconductedduringthestudy)
ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo
(interviewconductedduringthestudy)
AnotheroficeroftheJaffnaEducationexpressedthefollowingview
23
AnAdditionalDirectorofSciencecommentedasfollows
ldquoIt is essential that all teachers know the fundamentals of
ScienceThenonly they can teachScience Science is a ield
which can elaborate our knowledge This is related to two
important things The irst one is observing an event that
happensinourenvironmentandtheotheroneisconstructing
principles to explain those observances Therefore doing
experiments and research to explain the concepts inPhysics
section will help the teachers to enhance the practical
knowledgeofScienceandgavedetails
(interviewconductedduringthestudy)
During the informal discussions held with Laboratory Assistants the
followingdrawbackswerementionedthatwouldaffecttheteachingand
learningprocess
a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades
b) Manyequipmentrequiredarenotinworkingcondition
c) Nowaterfacilitiesavailableinthelaboratories
d) Teachersarealsoreluctanttodopracticalwork
24
Thisstudy investigated the levelofcomprehension in teaching thebasic
conceptsofthephysicscomponentofthesciencesubjectrelevanttothe
GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended
questionsthatweremainlyfocusedona)refractionoflightb)relectionof
light c) transistor and resister d) changing brightness of bulbs in the
circuitande)NewtonsThirdLawBycombiningthequestionswiththe
focusedfactorsandthescoresachievedbyteachersfortheanswersgiven
for each question it was possible to analyze the data relevant to each
concept It was found that the science teacher sample had a poor
understandingoftheconceptsofphysicstestedThestudyrevealedthatthe
knowledgeofthescienceteachersampleonthecomponentofphysicsinthe
GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand
thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers
showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts
tested due to insuficient experience in doing practical relevant to the
physics component of the OL Science Syllabus (direct interviews with
teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat
morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat
the Colleges of Education were from the Biological Science stream and
hence they had insuficient knowledge in the physics concepts
Conclusions
There were only a few science graduate teachers in the Jaffna
EducationZonewhoareteachingScienceattheGCE(OL)classesMany
teacherswhoteachsciencewerefromtheNationalCollegeofEducation
ButattheinterviewwithalecturerintheNationalCollegeofEducationit
wasrevealedthattherewasnolecturerappointedtoteachscienceforthe
last11yearsThismightbeonereasonformanytrainedteachershavingan
insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso
revealedatthedirectinterviewsthebiologyandchemistrycomponentsof
thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto
physicsarecoveredrarely
Itmustbeemphasizedthatasoundknowledgeinmathematics is
also essential to teach physics eficiently Therewere 292of science
teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher
Training Collegeswho had opted for various other subjects but not for
Mathematics Thissituationingeneralhasalsocausedforhavingapoor
understanding of the physics concepts Inadequacy of resources in the
generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad
obstructed conducting the OL physics practical sessions to the trainee
teachersintheNationalCollegesofEducationJaffna
Manyteachers(707)didnotunderstandtheconceptsofthephysics
component and the interviews conducted with the stakeholders also
revealed the importance of doing proper practical sessions in physics
towards better student performance in science at the G C E (OL)
examinationTheteacherswereoftheviewthatteachingofphysicsthrough
practicalsessionscouldnotbeconductedbecausetheteacherguidanceand
the teaching materials were insuficient Thus the science teachers had
dificultiesinteachingandguidingscienceforstudentstoperformbetterAs
per the direct interviews with the educational authorities principals
teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers
werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience
25
ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation
Zone the science teachers do not have suficient knowledge in science
especiallyinthephysicscomponenttoteachscienceeffectivelytoschool
26
childrenwhichcouldbethereasonforthepoorperformancebystudentsin
scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave
beensimilarornotintheothereducationzonesofthecountryHenceitis
suggestedthatasimilarstudybeconductedinalleducationzonesinthe
country to arrive at a irm conclusion and make recommendations to
improveperformanceinthesciencesubjectattheGCE(OL)examination
Recommendations
Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand
theconceptsofthephysicscomponentrelevanttotheGCE(OL)
Sciencesyllabus
Oslash Qualiied lecturers in the relevant ields of science should be
appointedtotheNationalCollegesofEducationtoproduceeficient
andknowledgeablescienceteachers
Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant
schoolsandtotheNationalCollegesofEducationshouldbeensured
whilegivingprioritytopracticalassessmentsattheschoollevel
Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon
thetextbooksontheschoolswebsitesaswellasintheformofa
compactdiscforeasyreferencebystudentsandteachers
Oslash
Oslash
Oslash
References
Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka
BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka
EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3
Oslash
Oslash
Oslash
Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197
Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19
StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523
27
ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES
DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe
OpenUniversityofSriLanka
skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches
usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted
by the Faculty of Education of the Open University of Sri Lanka (OUSL)
PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE
programmeinTamilmediumatOUSLin20112012academicyearAmong
them104studentteacherswhofollowedPGDEprogrammeattheColombo
Regional Centrewere purposively sampled for this study A self-developed
questionnaire built up by reviewing related literature was used for data
collection The data obtained were tabulated and analyzed by applying
elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe
responses to the open ended questions were analyzed qualitatively The
indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch
moreinformationthemselvesfortheirownlearningandtheystatedthatthe
activities given in the PGDE havemotivated them to do self-learning and
searchmorerelevantinformationfortheirlearningFindingsclearlyshowed
thatactivitybased learningsessionshavedevelopedhigher levelcognitive
skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe
student teachers Further some problems that hindered the effective
participationinactivitybasedsessionsincludinglackofpreparationlackof
timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers
MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated
learningpractices
INTRODUCTION
Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage
students in the learning process including group discussions problem
solving case studies role plays journalwriting learning activities and
structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove
criticalthinkingskillsincreaseretentionandtransferofnewinformation
increasemotivationandimproveinterpersonalskillsStudentsshouldbe
28
29
encouragedtodothingsbythemselvesinordertoidentifyproblemstoill
gapsandindsolutionsinacollaborativewayTherewereexpressionsof
optimism that such independent approaches could lead to success and
teacherscouldbesurprisedbystudentsrsquoperformance
Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif
theycanrelyontheirownresourcesforcompletingassignmentsstudying
for tests and achieving success in school At the core of successful and
lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe
meta-cognitively motivationally and behaviourally active in regulating
hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals
and of strengths weaknesses and interests given instructional goals
environmentalexpectationsandconditionsoflearningandperformance
Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe
ultimate integration of neuro developmental abilities Self-regulated
learners are attentive focused and productive They set goals for
themselvesanduseaplannedapproachtolearningSelf-regulatedlearners
keep track of their understanding and their progress and reward
themselves for their successesTheyuseproblem-solving strategies and
memorytechniqueswhenappropriateTheylearntothinkcriticallyabout
thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn
shortself-regulatedlearnersareintentionalactiveandrelective
Pedagogy the science of teaching involves instructional methods
materials and learning activities directed by these Traditionally the
lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe
teacherwasconsideredastheproviderofinformationandstudentsasthe
passiverecipientsofinformationThemajorinstructionalmaterialswere
textbooksthatwerewrittenforspeciiedagegroupsandforparticular
subjectsThemajorlearningactivitywaslisteningandwritingfromthe
textbookorfromtheblackboardThisparadigmhasbeenchangedinthe
newer methodology of activity ndash based learning Here the teacher is
consideredasthefacilitatorandthestudentsareself-learningthroughthe
medium of a detailed array of learning cards (Anandalakshmi 2007)
Othermethodssuchascooperativelearninghavealsobeensuggestedas
alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping
brains learning processes and the growing childs learning needs
provides great potential to create effective pedagogical practices
Theprocessoflearningcomprisesofthreecomponentsndashinformationinput
information processing and expression of information or knowledge In
each of these components students show differences For example in
informationinputwhichalsomeansthewaystudentsreceiveinformation
tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe
auditoryorkinestheticlearnersIntermsofinformationprocessingsome
students may use top-down processing or bottoms-up processing This
dependsbothonthelearneraswellasthenatureofskillorknowledgetobe
learnedWith respect toexpressionofknowledgeor skill learned some
studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose
MeyerStrangmanampDalton2002) It is important that the instructional
methodologyproactivelyplansforsuchdifferencestoachievehighquality
educationalexperiencesandlearningoutcomesforallstudents
Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses
theeducationandprofessionaldevelopmentofeveryteacherneedstobe
seenas a lifelong task andbe structuredand resourcedaccordinglyTo
equiptheteachingbodywiththeskillsandcompetencesneededforitsever
changingrolesitisnecessarytohavebothqualityinitialteachereducation
andacoherentprocessof continuousprofessionaldevelopment tokeep
teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety
(BarberandMourshed2007)
30
Lecturers who use activity based learning strategies pause frequently
duringtheperiodonceeveryifteenminutesorsotogivestudentsafew
minutes toworkwith the information theyareprovidingTheymayask
students to respond to a question to summarize important concepts in
writingortocomparenoteswithapartnerForsomelecture-basedclasses
usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor
roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder
these circumstances may not be possible but other strategies such as
individualwritingorbalancingactivitiesarequitepossibleandleadtogood
results
TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational
universityinSriLankawherestudentsareabletofollowfurthereducation
byopendistancemode Thestudent-centeredstudysystemisdesignedto
support a distance learner throughmultiplemodes including self-study
printandAudioVisual(AV)materialscontactsessionse-mailandinternet
TheFacultyofEducationof theOUSLrealizes the importanceofquality
teachers for quality education Therefore the faculty has introduced
several teacher education programmes using innovative approaches to
increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe
studentteachersPostGraduateDiplomainEducation(PGDE)programme
isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich
providesthebasicprofessionalqualiicationforgraduateteachersworking
intheschoolsystem
31
Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity
basedlearningapproachesusedforPostGraduateDiplomainEducation
(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows
1 ToexaminetowhatextenttheActivityBasedLearningapproaches
increaseself-learningpracticesamongstudentteachers
2 ToIdentifythehigherordercognitiveskillsachievedbythestudent
teachersthroughtheactivitybasedlearningapproaches
3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto
engageeffectivelyintheactivitybasedlearningsessionsand
4 Tomakeappropriatesuggestionsandrecommendationstoimprove
theeffectivenessoftheactivitybasedlearningapproach
LITERATUREREVIEW
Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart
ActivityBasedLearning
Learningisacquiringnewknowledgebehaviourskillsvaluespreferences
or understanding and may involve synthesizing different types of
information Further it is a process that brings together cognitive
emotional and environmental inluences and experiences for acquiring
enhancingormakingchangestoonesknowledgeskillsandworldview
(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent
understands and engages with the information to be learnt It is also
important that the studentprocesses the informationwithhigherorder
thinking such as comprehension analysis synthesis application and
metacognition When this happens the student is able to relate the
informationtoanylifesituationconnectitwithpastlearningbuildhisor
her own knowledge (Garner 1987) and become a knowledgeable and
contributingcitizenasanadultOneimportantmethodoffacilitatingsuch
engagementwithinformationisthroughactivity
32
The dictionary deinition of activity is work that involves direct
experiencebythestudentratherthantextbookstudyThusactivity-based
learningshouldallowstudentstoengagewithandprocessinformationin
suchawaythathesheunderstandsandbuildshisherknowledgeabouta
particular subjectAnoutcomeof successful learningwould be that the
student has acquired the basic literacy skills and is able to apply this
knowledgeorskilllearntinarelevantsituationTheideaofactivity-based
learningfollowstheconstructivisteducationaltheoryandischild-centered
pedagogy Activity-based learning may be deined as a method of
instruction where activities of different types suitable and relevant to
speciic subjects are integratedseamlessly into the regular instructional
materials andmethods to involvestudents in the teachingndash learningor
instructional processes and engage them fruitfully (Suydam amp Higgins
1977) Themain purpose of themethod ismaking the classroommore
student-friendlyandreducetheintimidationanddominationoftheteacher
Activelearningisacrucialelementofthenewthrusttowardwhatisnow
commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching
(Weimer 2002) Most deinitions of active learning focus on two key
componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition
of active learning comes from Bonwell and Eison (1991) ldquoInvolving
students in doing things and thinking aboutwhat they aredoingrdquo The
overallqualityofteachingandlearningis improvedwhenstudentshave
ample opportunities to clarify question apply and consolidate new
knowledge In this case instructors createopportunities for students to
engagenewmaterialservingasguidestohelpthemunderstandandapply
information
33
High-ordercognitiveskills
Developmentofhigherordercognitiveskill isacomponentofeducation
reforms based on the learning taxonomies of Blooms Taxonomy This
includescriticallogicalrelectivemetacognitiveandcreativethinkingetc
Adominantcomponentincurrentreformsineducationistheefforttotrain
studentstodevelophigherordercognitiveskillsThisrequireschangesin
teaching-learning processes encouraging students to acquire analytical
Self-RegulatedLearning
Self-directedstudy isapurposefulmentalprocessusuallyaccompanied
andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying
informationThe student accepts the responsibilityofmakingdecisions
about thegoals and theeffort tobedonebecoming thereforehisown
change agent for learning (Long 1990) Self-directed study is critical
accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof
peopleslivesbasedonthedesireandneedtounderstandsomethingorto
performsomeactivityButLong(1990)commentsthatitisnotreasonable
to expect that people who have been used to receive ready-made and
formatted information during all their years of school life nowwill be
instantlytransformedintoindependentlearnersIfwewantstudentstobe
empowered teachers need to be empowered aswell (Wehmeyer et al
2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto
deliberately create an environment and structure inwhich teachers are
encouraged to relect on and take responsibility for their learning and
teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van
Eekelenetal2005)
34
Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills
whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland
relectivewayshowtoaskquestionsmakedecisionssolveproblemsand
knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso
skillsforlifelonglearningInordertomeetthemarketdemandthefocusof
educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof
autonomousandorganizedstudyTheseskillswillbeusefultoindividuals
becausesuccessinuniversitycoursesandinalsomostprofessionsrequire
suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis
consensusontheneedtodeveloptheseskillswhatisnotsoclearishow
they can be developed in students in university courses (McLoughlinamp
Luca 2003) and this is much more dificult in the Open and Distance
Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe
main characteristics that differentiates distance education from other
forms of education is the central focus on the student and on their
independenceinthelearningprocessHefurtherargueswhetherdistance
learning successfullyhelps todevelopautonomousandorganized study
skillsandotherhigherordercognitiveskillslearningatdistance
RESEARCHMETHODOLOGY
ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign
critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual
PopulationandSampleThe study was conducted on the student teachers who followed PGDE
programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin
the20112012academicyearThetotalnumberofTamilmediumstudent
teachersenrolledfortheprogrammewas1054Amongthem104student
teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre
35
(ii) the higher order cognitive skills achieved by the student teachers
throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage
effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber
ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems
there were several sub items which were included to get a wider
understanding on the aspects related to the main items Rating scales
selectionofthemostappropriateanswerstructuredtypequestionsaswell
asafewopen-endedquestionswereincludedinthesubitemsThedata
obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative
techniques such as frequencies and percentages Open ended questions
wereanalyzedqualitatively
RESULTSANDDISCUSSION
Increaseself-learningpractices
Alltherespondentswereadultlearnersbetweentheages30to45years
The majority (86) of the student teachers expressed that as adult
learnerstheydidnotexpectalltheinformationneedtobegivenbytheir
lecturersNinetysix(96)percentofthestudentteachersmentionedthat
theylikedtosearchmoreinformationthemselvesfortheirownlearning
Thisclearlyshows that the lecturersshouldnotgiveall the information
relatedtothelessonsbutatthesametimethelecturersshouldgivemore
werepurposivelysampled for thisstudyDataweregatheredonly from
student teacherswhowere physically present at the Colombo Regional
Centre for the activity based contact session on the day of visit by the
researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was
structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas
namely
(I) the extent to which activity based learning approaches facilitate to
increaseself-learningpractices
Table1StudentsRatingonInvolvementofSelfLearningPractices
36
activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices
AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent
teachershaveacceptedthatactivitybasedlearningcontactsessionshave
increasedtheirinvolvementforselflearningpracticesMorethan90of
theteachersexpressedthatactivitybasedlearningcontactsessionshave
motivated and increased their participation in group learning and
group activities Further they stated these sessions enabled them to
respectthevaluablepresentationsofpeersFromtheindingsitisclearly
shown that activity based learning approaches have improved the self-
learning andpeer learningpracticesamongthePGDEstudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywere
askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe
activitybasedlearningapproaches
Table2-StudentsRatingsonSkillsDevelopment
AccordingtoTable2theindingsrevealedthatactivitybased learning
contactsessionshave facilitatedthestudentteachersto improvetheir
higher order cognitive skills in a positive manner More than twenty
percentage of the teachers expressed that they have achieved higher
order cognitive skills such as critical thinking evaluation skills and
analytical skills to a great extent through the activity based learning
contact sessions They also agreed activity based learning contact
sessions have improved their self-learning presentation skills
leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat
activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic
skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches
37
Openendedquestionsinthequestionnaireallowedthestudentteachersto
mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact
sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe
studentteachers
Amongtherespondents36ofthestudentteachersexpressedthatthey
wereunabletoinvolveeffectivelyduetolackofprepreparationand56
indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame
time42ofthempointedoutthattheclassroomfacilitiestoformulatethe
groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge
numbersinthegroupswasaproblemforthem24ofthestudentteachers
reported that theydidnot receive support fromall thegroupmembers
Majority of the student teachers stated that the time allocated for
instructors feedbackwasnotenough(68)and49ofthemindicated
that the questions raised by the peers after the presentation were not
enoughTheresultsrevealedthereareproblemsthatexistintheplanning
and implementation of activity based learning contact sessions and the
Faculty of Education need to give more attention to address the above
problems
CONCLUSIONSANDRECOMMENDATIONS
Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof
38
ProblemsandIssuesFacedbytheStudentTeachers
Educationof theOUSLandotherrelevantteachereducation institutions
should adopt activity based learning strategies These activities based
learning strategies help to increase the self-learning practices and to
develophigherordercognitiveskillsamongthestudentteachersFurther
facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate
facilitiesandtoallocateenoughtimefortheactivities
References
AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf
BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity
ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455
CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan
FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)
GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing
Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer
Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress
LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK
39
McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills
be fostered online In GCrispDThiele IScholten SBarker and JBaron
(Eds) Interact Integrate Impact Proceedings of the 20th Annual
Conference of the Australasian Society for Computers in Learning in
TertiaryEducation7-10December2003Adelaide
Murphy J (1993) Restructuring schooling The equity infrastructure
SchoolEffectivenessandSchoolImprovement4(2)111-130
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PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional
andnurturingeffectsofactivity-based-learning-animpactstudyinselected
districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD
SSA-TN
RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent
ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness
researchPapercommissionedfortheEFAGlobalMonitoringReport
2005TheQualityImperative
httpunesdocunescoorgimages0014001466146695epdf
SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17
SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary
school mathematics recommendations from research Mathematics
Education Reports ERIC Center for science math and environmental
educationOhioStateUniversityED144840
VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471
Wehmeyer M L Agran M amp Hughes C (2000) A national survey of
teacherspromotionofself-determinationandstudent-directedlearning
TheJournalofSpecialEducation34(2)58-68
41
Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass
Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120
SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM
NORTHERNUGANDA
Abstract
Littleisknownabouttheroleoftheschoolcurriculuminpeace-building
aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation
humanrightseducationandcitizenshipeducation isproposedand then
examinedthroughaqualitativecasestudyofeighteducationalinstitutions
inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe
schools promote reconciliation values develop problem-solving and
communication skills and reveal some knowledge of human rights
Howeverthereislittleunderstandingofhistoryoroflocalnationaland
international politicallegal systems and minimal development of
discussionandcriticalthinkingskills
Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe
designofacurriculumthatcancontributetosustainablepeaceandreduce
theriskofcivilwarre-eruption
KeywordsEducationSchoolCurriculumPeace-buildingCivilWar
Truth-seekingReconciliationInclusiveCitizenship
Civilwarandpeace-building
Civilwars have caused huge economic and social damage and impeded
progress towards the Millennium Development Goals (Collier 2007)
Understanding the root causes of civil wars and preventing their re-
eruption would help meet the new Sustainable Development Goals
Education is implicated in civilwar causation throughdiscrimination in
accessandthroughculturalrepressionconveyedthroughthecurriculum
Improvingeducationalaccessandcurriculumqualitymaycontributetowar
preventionandpeace-building(BushampSaltarelli2000Thyne2006)
JeremyCunninghamMPhilPhD
AssociateresearcherCentreforInternationalStudiesOxfordUniversity
86HamiltonRoadOxfordOX27QA
cunninghamjeremygmailcom
42
The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool
The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar
43
curriculum playsanimportant role in imparting such knowledgevaluesandskills
CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended
curriculumthatiswhateducationplannersmapouttobetaughtinschool
theimplementedcurriculumthatiswhattheteacherscarryoutandthe
receivedcurriculumnamelythewholeexperienceofthestudentinschool
notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere
ishiddenlearningthatoccursasaby-productoftheorganizationofthe
schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe
totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade
(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners
viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian
governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat
ignoresculturalandethnicdiversity therebysowing theseedsof future
conlictsWherethewarhasendedthroughnegotiationtheremaybean
opportunitytosocializevaluesofequalrespecttoleranceandforgiveness
butalsostrugglesovercurriculumcontentandapproachHoweveracivil
warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict
needtoconsider the impactof theschoolcurriculumonsocialcohesion
(Cardozo2008Paulson2010)
Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter
civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights
Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey
2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-
conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace
butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights
educationdealswithglobalrightsnormsandparticipationskillsforpolitical
activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay
bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation
emphasizesparticipationproposingacombinationofknowledgeskills
andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused
onnationalunityandthestatusofcitizenshipratherthanthefeelingof
belongingit maynot adequately recognizetheinterestsofminority
identitygroupsand is likely to relect the agendasofpolitical elites
(Levine amp Bishai 2010) No one approach is suficient for a peace -
buildingcurriculumandnoneincorporateshistory andmemoryof the
recentpastFurthermoretheymaybetreatedasmarginal withlittle
impactonthewholeethosoftheschool
Featuresofeachof theseapproachesarecombined inanewconceptual
frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-
conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto
daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa
historyteacherandschoolleaderandonmypreviousresearchonhuman
rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict
transformationcurriculum truth-seeking reconciliationand inclusive
citizenship
Truth-seekingaddressestheneedtounderstandtherootcausesofviolent
conlict and ones personal and collective history Buckley-Zistel
(2008p142)saysthatthewaytheviolentpastisrememberediscentralto
everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe
questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot
deal with forensic truth directed towards accountability they may
contributetounderstandingthecausesofcivilwarandprovideaplatform
fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation
isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake
revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose
divided by conlict and enmity (Rigby 2006) Schools can promote
reconciliation throughhelpingyoungpeopledevelopa senseofpositive
identityinrelationtoothersandthroughincreasesinunderstandingand
mutualrespectinrelationships(Lederach2003)
Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand
identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe
localnationalandinternationalboundariesItisasmuchaboutrecognition
as about access to formal rights The development of knowledge and
understandingofpoliticalandlegalinstitutionsatlocalandnationallevel
44
45
andthefosteringofparticipationskillsandvaluesisanimportantwayfor
schoolstocontributetopeace-building(Dupuy2008)
Methodology
An exploratory visit to Gulu district in northern Uganda which had
sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive
readingofacademicandgreyliteratureandthenathreemonthieldwork
visit to collect empirical data through the following methods (i)
participantobservationinthecommunityandinarepresentativegroupof
eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews
aimed at uncovering the knowledge skills and values of teachers
education oficials and NGO oficers (iii) two student focus group
interviewsineachschool inthelocallanguage(Luo)withthehelpofa
local research assistant aimed at exploring students values and
knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights
(v)documentarystudyoftextbookssyllabischoolandNGOpolicies
Iobservedrelationshipsbetweenteachersandstudentsandamongthe
studentsthemselvesbothinformallessoncontextsandinotherelements
of school life assemblies sports social timemusic performance and
clubs Notices and lists of rules some of them devised by classes
themselvesshowedevidenceofeffortsmadetowardsapeacefulschool
culture and complemented the interviews data Teacher and head
teacherinterviewsformthebulkofthedataandstudentsgovernment
and NGO oficers provided valuable triangulation A Luo-speaking
researchassistantdiscoveredwhatstudentsknewabouthumanrights
historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed
primary curriculum was checked against test questions in Primary
Leaving Examinations and with chapters in textbooks and revision
books The research limitations include the chance that this group of
schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe
districtcentre
Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork
and modiied in the light of the evidence collected For example the
inclusionof forgiveness asakeyvalue for reconciliationwasderived
directly from the interviews where the termwas used by all parties
46
On the vertical axis are three core sustainable peace concepts On the
horizontalaxisisthemethodofarticulatingtheminthewholecurriculum
TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace
Knowledgeandunderstanding
Skills
Values
TruthSeeking
RecentHistory
Narrativeskills
Criticalthinking
Valueofhistory
Toleranceof
divergent
interpretations
Reconciliation
Contemporaryevents
andissues
Problem-solving
Cooperationand
teamwork
Equalrespect
Sympathy
Forgiveness
Inclusive
Citizenship
Localnationaland
international
politicallegalsystems
Humanrightsarticles
andconventions
Deliberative
discussion
Debate
Sensitization
Procedural
fairness
Humanrights
sensitivity
TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords
ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state
power where ethnic and economic factors were intertwined Under
colonialism theAcholipeopleofnorthernUgandawerepoorer than the
ethnic groups of the south They were preponderant in armed forces
implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986
Joseph Kony and the LRA inluenced by traditional ethnic spirit and
Christianbeliefsledanassaultonthenorthern districtsEarlysupportby
someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led
toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA
relocated to central Africa where it still carries out abductions and
massacres albeit on a smaller scale (Gersony 1997 Schomerus amp
Tumutegyereize2009)
47
Theimpactofthewarwasdevastatingthereweresome70000deathsand
75000peopleabductedofwhom30000were children (PhamVinckamp
Stover 2008)Most experienced horriic induction trials such as killing
fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-
called bushmarriage(World Vision 2004) 90 of the population was
moved into internally displaced peoples (IDP) camps supposedly to
protect them from the LRA Detachments of the army behaved like an
occupyingforceinhostileterritoryperpetratinghumanrightsviolations
withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition
in the camps led to an estimate of 120000 extra non-violent deaths
(CSOPNU 2006) Traditional communal life was damaged by the
underminingof theauthorityofeldersandawholegenerationsuffered
hugedisruptiontotheirschooling
ThroughoutthewartherewasatensionbetweenPresidentMusevenis
goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated
peace settlement It was feared that an all-outmilitary assault would
resultinthedeathsofabductedfamilymembersSomeAcholibelieveit
suited the government to keep thenorthweakby allowing thewar to
continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe
InternationalCriminalcourtbutmanypeopleinUgandastronglysupport
theideaofatruthcommissiontoaddressLRAandgovernmentviolations
Meanwhile schoolshave theopportunity to address some truth issues
through history teaching and the treatment of contemporary events
48
Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar
victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir
owngroup
Reconciliation is needed between the abducted and their families and
communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay
become frustrated and commit violence on themselves or others (Murphy
StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute
resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic
valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand
forgivenessbackedupbyproblemsolvingandcooperationskills
Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout
the legal and political system and the global human rights architecture and
throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue
ofproceduralfairness
Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis
studyarecontributingtopeace-buildinginthisverychallengingcontextThe
illustrative remarks from participants in the study were chosen for their
typicality
Truth-Seeking
Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany
incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut
hereweareinasituationwherewhenthelionsightthegrasssuffers
Urbanprimaryhead
Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor
sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe
chances of renewed violence (Hayner 2002) School history teachingwas
suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted
Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge
questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant
fornorthernUgandawherethereisastrongperceptionofbeingrepressed
throughthegovernmentsstrategyfordefeatingtheLRAThereispotential
spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand
forthestudyofavarietyofinterpretationsandperspectivesHoweverthis
type of history in schools requires amore complex approach than rote
learningofprescribedfacts(Cole2007)
49
the narrative that would be taught (Freedman Weinstein Murphy amp
Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible
forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted
thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer
Rougemembers or perhaps because of a psychological need to bury the
trauma for the time being (Kiernan 2004) However victor-governments
effortstocontroltheoficialstoryseldomcompletelysuppressalternative
narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea
strong oral memory cultivated through the family rather than through
educationalorreligiousinstitutions
The empirical study sought to discover to what extent participants are
familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis
importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy
throughtheprescribedcurriculumandtheimportanceattachedtoitfor
example by its position in national tests Some headteachers claimed
knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand
Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid
notknowitshistory
ActuallythestoryofthewarIknownotallThewarstartedwhenthe
governmenthellipwasoverthrownandthearmypeopleranawayand
toldpeopleherethatbadpeoplearecomingandwewillhavetoight
soverymanypeoplewereaffectedbypropagandahellip
Specialschoolteacher
Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor
sustainablerecoveryandpeace Itwasclearthatthememoryofalleged
governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA
violencewasonamuchgreaterscale
We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda
Secondaryteacher
Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory
tellingandcriticalthinkingAnumberofrespondentswereabletomake
aconvincingnarrativeandayouthgroupofformerlyabductedpeople
developedadramaperformancetocommunicatetheirexperiencesand
sufferingstoothersAmajorityofteachersandoficialsinthisstudy
thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe
wararewaysinwhichschoolscancontributetothetruth
50
Myownchildrenwereallbornduringthiswarperiodtheywillneedto
knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics
hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip
MunicipalEducationOficer
Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge
ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere
are somanywho have been involved in the atrocities itwill really
provokethecommunitySpecialschoolteacher
Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived
facts or uncontested truth Many teachers are aware of strongly contested
interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot
possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives
The impression was that people are wary about expressing their views
51
Urbanprimaryhead
SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians
Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle
Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis
taught at secondary level currently attended by a small minority of the
populationbut inneitherstage is thereany treatmentof theLRAcivilwar
Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto
teach it at all Several respondents explained that the history was not yet
writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed
to emerge without an oficial truth and reconciliation process So the
conclusionisthatthetruth-searchingandtellingelementintheframeworkis
nothappeningintheschoolsinthisstudy
ReconciliationThe rotten ibres of justice in these two regimes- we are facing the
consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend
thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow
whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes
aviciouscircleofwarandanarchyRuralsecondaryhead
TheinterestshownbythepeopleofnorthernUgandainbringingthecivil
wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf
reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe
immediate need is reconciliation between the communities of northern
Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims
(Angucia2010)
One view is that the knowledge and understanding necessary for
reconciliationisthatofcontemporaryeventsandissuesThecounter-view
isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress
current or controversial issues until there is some reconciliation and a
52
PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend
the war when we say peace it means we must begin where we
arehellipWe teach the learner that peace begins within yourself They
shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall
problemscanbesolvedbyighting
SpecialschoolTeacher
Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility
whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school
clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby
UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills
The school-level skills suitable for reconciliation after civil war fall are
relatedtointra-personalandtheinter-personalintelligencesTheformer
refers to self-knowledge and understanding and the latter to peoples
relationships with others (Gardner 1993) Conlict resolution problem-
solvingandcooperationskillscanbedevelopedthroughrepeatedactionand
have applicability beyond the school (Coleman amp Deutsch 2001 Davies
2004b) There is evidence of efforts for skills development related to
reconciliation
degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool
curriculum and peoples increasing access to broadcast andweb-based
mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent
eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto
the knowledge and understanding of contemporary issues through
occasionalcontributionsofteachersactingundertheirowninitiativeand
throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral
debatesatprimaryandsecondarylevelwereobservedinwhichthepeace
process the international criminal court and traditional justice were
discussed Naturally thiswasmore extensive at secondary level than at
primarylevel
53
UrbanPrimaryHead
IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee
lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in
schoolWedidanumberofworkshopsand seminarswith themWewere
gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful
wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo
Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal
respect is of crucial importance Equal respectmeans the value inwhich
humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman
eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality
but acknowledgement and recognition There is still considerablemistrust
betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto
stereotypenorthernersaswarlikeandresponsiblefortheLRAwar
IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas
SecondaryTeacher
TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment
of skills and values but the training and preparation of school prefects
appearstobequiterudimentarysofar
PrimaryPrefect
Theactivepromotionofequalrespectfordifferentethnicgroupsislittle
evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant
Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot
intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust
istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum
SecondaryTeacher
Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto
teachersandolderstudentsandisemerginginprimaryschoolsespecially
where there are Girls Education Movement clubs Although the term
disability is not common there is evidence that schools are promoting
equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof
themobvioussuchasavisualhandicapbutmorepervasivelythemental
traumaofhavingbeenabductedorhavinglostfamilymembers
IhavestrongfeelingsaboutwomensequalityIcomefromthevillages
andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage
[thegirls]toworkharderandtobecomeindependentpeoplebecause
withouteducationinUgandathepossibilityofhavingagoodjobisnot
there
Aclosely-relatedvalueforreconciliationeducationissympathySympathy
isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto
bedisturbedby injustice to intrinsically care for another (Yarnall 2001)
Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith
onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave
an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa
learned value from early infancy socialized through child rearing and
education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin
thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand
there is some evidence from the students This sympathy is applied to the
formerlyabductedpeopleandtoothervictimsofthecivilwar
LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers
SecondaryTeacher
54
Thelanguageofreconciliationfrequentlyincludesthetermforgiveness
Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa
renunciation of any need for personal revenge This value emerged
stronglyfromtheempiricalinvestigationThetraditionalcultureofthe
districtseemstohavebeencombinedwithreligioustraditionstosupport
this value and schools are playing their part in reinforcing it
SecondaryTeacher
UrbanSecondaryHead
How do we sustain the right to life for a peaceful community co-
existenceforgivenessandreconciliationWehavethoseinourculture
whenthingsgooutofhandsustainitbysittingdowntalkingtoother
peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken
heartscanbemendedandpeoplebeginwalkingonthesamepath
Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)
InclusiveCitizenship
Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic
theyinallywillcomebacktoliveinoursocietysowearetransforming
themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens
andwearegraduallytransformingthesociety
Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe
perceived marginalization of northern Uganda from the more
prosperousandbetter-educatedsoutherndistrictspopulatedlargely
by different ethnic groups and the history of different attempts to
capturestatepowerSustainablepeacewilldependonthegovernmentrsquos
successinbuildingsocialcohesionandforachievingafairdistribution
oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin
this process Membership of a political community depends on a
knowledgeandunderstandingoflocalandnationallegalsystemsand
humanrightsIfordinarypeopleunderstandtheboundariesandscope
of their own systems they are less easilymanipulated by dominant
groupsandbetterabletoachievetheirobjectiveswithoutrecourseto
armedviolence
55
Headteachers and secondary teachers are more knowledgeable than
primary teachers This is hardly surprising as the former have higher
educationalqualiicationsSomesecondarystudentsparticularlythosein
theUgandaNationalStudentsAssociationshowlocalandnationalpolitical
awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis
averysmallplaceinthecurriculumforciviceducationaimedatdeveloping
some basic understanding of local and national institutions The term
In1998wehadatrainingworkshopatourformerschoolThetopic
washumanrightsinschoolsItwasorganizedbytheschoolBefore
thatdayIhadnotlearntabouthumanrightsSecondaryTeacher
FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe
national system and those best known are economic and social rights -
especiallytherightsofwomenandchildrenTherighttoeducationwasthe
mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including
democraticrights-are far lessprominentThereareproblemsaboutthe
understandingofhumanrightsinthatthetranslationinthelocallanguage
suggestspowerandhaslittlesenseofentitlementorreciprocity
lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems
especially[theword]tweroissostronglikehavingacertainkindof
power and authority that is not lexible and if you need peace
somethingshouldbe lexible that is liable tochange if there isany
mutualunderstandingrsquo PrimaryTeacher
Scholarsandpractitionersagreeontheimportanceofcommunicationskills
forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult
infrustrationandviolenceIexploredthreegroupsofcommunicationskills
lsquoDeliberative discussionrsquo which means open-minded efforts to achieve
consensus requires concentrated listening clear speaking and logical
thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing
controversial issues using adversarial argument and decision by simple
majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto
frustration on the part of the minority lsquoSensitizationrsquo means publicizing
issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem
to think or act differently Groups seeking to achieve their purposes
peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto
gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence
(Halpern2005)
56
humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland
internationalNGOs
Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome
maybe takingplace inclubswhich tend to involve theyoungpeople in
lsquoTheneveryFridaywemakethemholddebatesontopics theyhave
chosenWefeelthatthroughthatwecanpromotehumanrightsWe
are trying to make this a democratic society where the rights of
individuals are respected and the views of individuals are also
respectedrsquoUrbanPrimaryHead
Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs
Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand
girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea
ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip
SecondaryTeacher
As it is dificult to assess values through answers to direct questions the
indings here are derived from responses to indirect questions about life
choices and dilemmas and from participant observation of behaviour The
development of procedural fairness through simpliied versions of legal
processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary
authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe
worldThereisevidencethatschoolsareusingfairprocedureinestablishing
rulesandincarryingoutdisciplinaryactions
SecondaryTeacher
Wegiveaveryclearhearinghellipwhena studenthasdone something
wrongwedontjustsubjectthemtopunishmentbeforeweheartheir
sideofthestory
57
planningandactivitiesundertheguidanceofateacherpatronormatron
Secondary schoolsprovideameans for students to contribute to school
improvement through the Uganda National Students Union which may
fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas
any such form of representative student involvement Debating is well
established in thedistrictbut theadversarialandcompetitiveapproach
appearstofavoursupericialconclusionsandaconcentrationontheforms
ratherthanontherealityofissues
Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough
not entirely disappeared Students have strong notions of procedural
fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings
Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember
There is evidence too of some democratic process in prefect selection
althoughteachersretainaveto
After thecampaignall the teacherswillbe there tohelpcounting
controllingthelineandoneteacherrecordsthevotesTheelections
arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe
electionwehaveastaffmeetingandwhenweseethatachildisnotit
weputhiminanotherpostPrimaryTeacher
Thereisnowacommonhabitwhentheycatchathieftheytrytolynch
himmobrulebecausetheysaythatwhenyouarrestathief inthe
evening you see the fellowwalking on the streets and so they take
actionintotheirhandshellipsoherewasayoungmanhewascaughtwith
somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]
youtakethistothepoliceandtheywillhelpyousortoutthisissuethe
truth will come out[hellip] He may be innocent let it be proved
elsewhererdquorsquoSecondaryTeacher
Generalsupportforhumanrightsisimportantforinclusivecitizenship
as it indicates a belief in their applicability to different groups and
contexts It isquitepossible toknowagreatdealabouthumanrights
without subscribing to their underpinning values Most heads and
teachersthinkitisimportanttoteachandlearnabouthumanrightsboth
for creating a better learning atmosphere in school and for personal
conidence about job security and relationships with superiors
58
Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis
evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers
reportsof interventions in thecommunity topreventmob-justiceshows
theirownvalueoffairprocessandtheirsenseoftheteacherasanexample
tothecommunity
Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas
NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa
universalcontextThereisawidespreadconcernthatthelanguagehasbeen
allaboutrightsandlittleaboutresponsibilities
lsquoChild labour rightshellipwhen you tell them to help you doing small
workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey
donrsquot know enoughhellipthey mix up responsibilities with the
rightshellipchildren have a little knowledge and they need a better
knowledgersquoPrimaryTeacher
ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace
Conclusion
ThepictureismixedAlthoughmostteachersthinkthatitisimportantto
teachthehistoryofthewarasyettheschoolsarenoteventeachingthe
historyofUgandaleadinguptothewarThereisnocoverageofpolitical
and legalsystemsorcontemporary issuesThere issomeknowledgeof
humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon
UNconventionsThereislittlecriticalthinkingordeliberativediscussion
asmostoftheteachingistop-downtransmissionofinformationusuallyby
rote However the schools are fostering problem solving teamwork
debate and sensitization thereby supporting reconciliation and
inclusive citizenship skills They are making positive efforts to foster
valuesof equal respect sympathy forgivenessandprocedural fairness
59
lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe
teachersherehellipandprotecttherightsofall(participantrsquosemphasis)
thechildrenandalltheparentsandalsomakesuretheyimplement
theirrolesandresponsibilitiesrsquoUrbanPrimaryHead
ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing
Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan
Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre
CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda
Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield
Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks
CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress
60
Oneof theparticipants said Bad thingsareanagent of transformation
destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted
from conditions of structural violence the development of an equitable
society requires a transformational process Through its contribution to
truth-seeking reconciliation and inclusive citizenship the school
curriculum can help heal oldwounds and provide the foundations of a
collectiveeffort forabetter future assisting in theglobal challengeof a
decent quality of life for all humans as expressed in the Sustainable
DevelopmentGoals
Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the
Effects of Young Peoples War Experiences on Teaching and Learning in
Northern Uganda in JPaulson (Ed) Education Conlict and Development
OxfordSymposiumBooks
FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries
FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92
FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress
Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191
GardnerH(1993)FramesofMindLondonFontana
GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury
DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress
DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute
61
Davies L (2004a) Schools and war urgent agendas for comparative and
internationaleducationPresidentialaddressinBritishAssociationforInternational
andComparativeEducationConferenceEducationinthe21stCenturyConlict
ReconciliationandReconstructionBrightonUniversityofSussex
Kiernan B (2004) Recovering History and Justice in Cambodia Yale
UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch
olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed
13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress
LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation
LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan
LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace
62
HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge
Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge
HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress
Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman
GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner
HalpernD(2005)SocialCapitalCambridgePolity
PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein
historyanditscausesLondonAllenLane
ReardonBA (2000)PeaceEducationA reviewandaprojection inB
MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion
toEducationLondonRoutledge
Richmond O P amp Franks J (2009) Liberal Peace Transitions between
statebuildingandpeacebuildingEdinburghEdinburghUniversityPress
RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo
LynneRienner
RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin
Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot
Ashgate
63
MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium
OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress
OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham
PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress
ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress
PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146
PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411
LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35
Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge
Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources
Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID
Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754
Tint B (2010) History memory and conlict resolution research andapplicationConlictResolutionQuarterly27(4)369-399WeeksW(2002)PushingtheEnvelopemovingbeyondProtectedVillagesinNorthernUgandaNewYorkONOCHA
WilsonR(2001)ThePoliticsofTruthandReconciliationinSouthAfricaLegitimising the post-apartheid state Cambridge Cambridge UniversityPressWorld Vision (2004) Pawns of Politics Children conlict and peace inNorthernUgandaLondonWorldVisionYarnallPH(2001)TheIntrinsicGoodnessofPainAnguishandtheLossofPleasureTheJournalofValueInquiry35449-454
64
Ryan S (2007) The Transformation of Violent Intercommunal Conlict
AldershotAshgate
Timetoassessourassessmentprocess
RNAdeSilva
OverseasSchoolofColombo
ndesilvaosclk01128208690777834523
Abstract
AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost
aspects of education have undergone change over time assessment
practiceshaveremainedmuchthesameNewdevelopmentsineducation
havemadeitcompellingthatwegiveseriousattentiontowardstheissueof
assessmenttoenableallstudentstolearnwellandtherebygainthemany
positivebeneitsofthatsuccess
Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe
mostappropriateandrecognizedtoolsinitsmeasurementThetwomain
assessmentcategoriesareknownas normativeandcriterionbasedIn
normativegradingstudentsarecomparedandrankedinrelationtoone
anotherInthecriterionbasedassessmentmodelstudentsareassessed
accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand
parents the opportunity to identify strengths and weaknesses and act
accordingly
International Baccalaureate is an educational programme that has
successfully implemented the criterion based assessment model in the
delivery of their curriculum Grade descriptors are identiied for each
subjectandthegradingisalignedtoapre-determinedachievementlevel
This system is better suited tomeasure learning progress and it offers
helpfulinformationforfuturedevelopmentofeachchild
Assessmentprocess
ldquoExaminationsareformidableeventothebestpreparedforthegreatest
foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb
ColtonMoststudentsdreadthewordexaminationandmanyareofthe
view that examinations are a necessary evil However summative
65
assessment has become an integral part of instructional education
Summative assessments are generally used to assign students a course
gradewiththeideaofsummarizingwhatthestudentshavelearntandto
knowwhetherthematerialhasbeenunderstoodwellInshortitismeant
to determine whether or not the goals of education are being met
In Sri Lanka the secondary education culminates with the General
CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations
InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted
afterclass10whichdeterminesthepursuingofhighereducationInChina
theNationalHigherEducationEntranceExaminationcommonlyknownas
GAOKAO is a prerequisite for entrance into most higher education
institutionsAgoodproportionofsuchexaminationsindifferentcountries
in the world are standardized tests which are norm referenced Norm
referenced tests are designed to compare and rank the candidates in
relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans
andeachcandidatesperformanceiscomparedwiththisaveragethereby
awardinga lettergradesuchasABCDampEaccordingtothesetgrade
boundaries
Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand
criterionbasedNormativegradingcomesfromthebeliefthatintelligence
tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage
intelligence and there will be a few who are below or above what is
considered average In criterion based grading students are assessed
accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis
thatthestudentachievementismeasuredagainststandardsundercriterion
basedgradingratherthanagainstotherwhoarebeingassessedAccording
toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure
menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise
inprofessionaljudgementandthereforeisasubjectiveprocessTherefore
itisimportanttousethemostrecognizedandappropriatetoolstocollect
evaluate and communicate students achievement or performance As
VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot
knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo
The modern educational trend is to move away from norm-referenced
66
assessment and to introduce criteria-based assessment models where
assessment is based upon pre-established learning objectives In a
criterion-referenced test the purpose is not to rank each student with
respecttotheachievementofothersbuttodeterminewhethereachstudent
hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors
indicating the level of achievement in meeting the learning objectives
withoutdiscriminatingbetweenthehighandlowachieversAccordingto
theassessmentexpertGrantWiggins thecriteria-basedassessment isa
superior model as it requires greater student involvement with the
intention of developing student processes in critical thinking
metacognitionandrelection
The International Baccalaureate (IB) is an example of a recognized
educationalprogrammewhichfollowsthecriterion-referencedassessment
modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears
Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal
twoyearsofsecondaryeducationRightthroughthestudentresultsare
determinedbyperformanceagainstsetstandardsnotbyeachstudents
positionintheoverallrankorderIntheDPstudentsfollow6subjects3at
higherleveland3atstandardlevelThisallowsstudentstogointomore
depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto
studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson
futureareasofstudyInadditionthestudentsalsofollowacourseoftheory
ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand
what they believe to be facts or truth Each student also completes an
extendedessaywhichoffersthemanopportunitytoconductanin-depth
studyofatopicofspecialinterestThisprovidesexcellentpreparationfor
independentstudyatuniversitylevelAllDPstudentsarealsorequiredto
takepartinsomeartisticactivitysportactivityandacommunityservice
project
Theassessmentiscarriedoutthroughexternalandinternalcomponents
ExaminationsformthebasisofexternalassessmentInternalassessment
consists of in-school assessment tasks marked by their teachers and
moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion
basedmodelareasfollows
middot Assessmentisholisticandlexibletakingintoaccountdifferent
67
IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-
referenceddescriptors Students receive grades for each subject ranging
from 1 to 7 with 7 being the highest The highest score for 6 subjects
therefore is 42 Theory of knowledge and extended essay components
contribute3 additionalpoints bringing the total to45A students inal
Diplomaresultismadeofthecombinedscoresanditisawardedtostudents
whogainatleast24pointsAsanexamplethetopgradeachievableinGrade
12formathematicshasthefollowingdescriptors
68
learningstylesabilitiesandaptitudes
middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand
methodsandformativeandsummativeapproaches
middot Assessmentisfairandreliableindrawingconclusionsbasedupona
rangeofevidencefromawiderangeoftasksandactivities
middot Assessmentistransparentbaseduponobjectivecriteriawhichare
madecleartostudentsinadvance
- Demonstratesathoroughknowledgeandunderstandingofthesyllabus
- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin
awidevarietyofcontexts
- Successfullyusesproblem-solvingtechniquesinchallenging
situations
- Recognizespatternsandstructuresmakesgeneralizationsand
justiiesconclusions
- Understandsandexplainsthesigniicanceandreasonablenessof
resultsanddrawsfullandrelevantconclusions
- Communicatesmathematicsinacleareffectiveandconcisemanner
usingcorrecttechniquesnotationandterminology
- Demonstratestheabilitytointegrateknowledgeunderstandingand
skillsfromdifferentareasofthecourse
- Usestechnologyproiciently
Assessment formathematics courses in all years of the programme is
criterion-related based on four equally weighted assessment criteria
HowitisappliedwithGrade10mathematicsisshownbelow
69
AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach
strandfromthemathematicscurriculumhasacorrespondingstrandinthe
assessment criteria Figure below illustrates this alignment and the
increasingly complex demands for student performance at higher
Achievement level Level descriptor
The student does not reach a standard described byany of the descriptorsbelow
The student is able to
The student is able to
The student is able to
The student is able to
select appropriate mathematics when solvingsimple problems in familiar situations
select appropriate mathematics when solvingmore complex problems in familiar situations
select appropriate mathematics when solvingchallenging problems in familiar situations
select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations
apply the selectedmathematics successfullywhen solving problems
solve these problems correctly in avariety of contexts
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
0
1-2
3-4
5-6
7-8
A Knowing andunderstanding
At the end of year 5students should be able to
70
achievementlevelsconsideringGrade10mathematicsasanexampleFor
each criterion the descriptors are identiied that matches with the
achievablegradelevel
More than4000schools in theworldhavechosen to teach International
Baccalaureate programmes with their unique academic rigor excellent
preparationforuniversitystudiesandtheemphasisonstudentspersonal
developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe
OverseasSchoolofColombo
Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment
inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress
thannorm-referencedexams Furthertheycanprovideinformationthat
canbeusedtoimproveteachingandschoolperformanceTheyarefairerto
students too as relative performances are not considered and the
achievement is evaluated against an established set of criteria Albert
EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto
climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo
Bibliography
1 GuskeyTRampBaileyJM(2001)DevelopingGradingand
ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International
BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate
Organization
AbouttheAuthor
HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof
timetheauthorisnowemployedattheOverseasSchoolofColomboasthe
Head of the Mathematics Department He is a senior examiner of the
InternationalBaccalaureateOrganizationandhasabout40yearsofteaching
experience He is also a co-author of two books on IBmathematics Sri
Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy
underhisdirection
71
CharacteristicsofanEffectiveTeacherLakshmanWedikkarage
SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo
0718-052612RSKKDharmasiri
MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028
kumaridharmasirigmailcom
Abstract
The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished
KeywordsEffectiveteacherCharacteristics
72
ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa
fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh
wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp
wOHdmk mGS h fldltU uacuteYja uacuteoHdh
ixlaIsmah
rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug
wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk
moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj
wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd
fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska
hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=
=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS
bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal
folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha
oa ia lsIacuteu i`oyd fdard kakd oS =Kdaul mfotildeYh wkqukh llt
mfrac34fhaIKfha ksheosh =rejreka 40 fofkl=fka yd uacuteyumlyamsjreka 08 fofkl=fka
iukauacute uacuteh ksheosfha =rejreka 40 fokd bfkqiuml bekaugraveiuml lshdjsfha fhoS isaacuteh oS
ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK
lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re
fmreIh ldreKsl nj ksrjqa ikaksfotildeokh hk ldrKd ydividekd kakd os =rejreka
uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas
ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg
lshdldrliumlj oS =rejreka yd isiqka wr hyma mcd in`od mjsk nj fuka u
hyma mcd in`od bfkqiuml bekaugraveiuml lshdjsh idfrac34l lr ekSug yelshdj mjS
fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta i`oyd jDaSh iqyumliqliuml yd =re mqyqKqj iys
bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska
msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk
ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia
uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u
jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsn`o mqiquesta oelaulska hq= j
tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu
=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka
Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h
73
ye|skaugraveu
fdalh jvd hyma iadkhla njg ma lsIacuteu i|yd jk wHjYH idOlh
jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula
hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j
fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)
=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o
Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp
olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd
iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia
wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk
=rejrhd h
=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid
isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu
=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we
frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk
=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu
fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp
bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska
YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we
u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja
=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq
fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja
bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla
(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd
uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha
isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)
fmkajd fos
Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk
moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah
msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq
miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u
wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha
isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha
msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h
74
uqLH mo ( ModhS =rejrhd =Kdx
fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi
Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS
r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we
r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd
K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS
r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o
wkdjrKh lr fk we
uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS
r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla
fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd
Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd
ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj
cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq
hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=
udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks
nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml
jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd
khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh
oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka
r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh
oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr
we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a
75
yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven
Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes
leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj
udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde
fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we
yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia
N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh
hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh
msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=
i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr
kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska
udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o
=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch
mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj
yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa
=Kdx fidhd neSu h
76
mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=
fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau
udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH
mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh
bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia
wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL
mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia
=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys
h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk
miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
msltsn`oj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute
fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek
jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd
fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd
jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj
nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj
yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d
mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq
fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh
lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd
n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh
(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd
ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd
ekSuga fuu mfrac34fhaIKh bjya fuacute
lufotildeoh
iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia
fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug
ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk
nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk
nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs
wOHhkfha wruqK
Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY
meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild
neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)
iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa
waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj
celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul
mfotildeYfhka lsrSug ufmkajk os
mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS
=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska
=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd
nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh
Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK
bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml
l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=
i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha
=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml
lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os
=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk
aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq
nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j
ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute
lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS
=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh
wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re
Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40
fofkl= odhl lr kakd os 1 jk j=jamp
ksheEgraveh
ldmh mdia ixLHdj =rejreka ixLHdj
1AB 1C 1AB 1Cmqau
l=shdmsaacuteh
ksljeraacuteh
uyj
01
01
01
01
01
01
01
01
05
05
05
05
05
05
05
05 tl=j 04 04 20 20
1 jk j=j ( ksheosh
77
wOHhkfha iSud
YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka
jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla
ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la
muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar
^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua
uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr
mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY
mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h
oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa
ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja
lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk
ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re
fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss
lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas
ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi
fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=
njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug
ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS
=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml
wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os
oa ialsrSu yd uacuteYafaIKh
11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml
lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S
mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia
05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd
wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa
lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug
fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla
welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d
fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os
ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
78
bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ
=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq
ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os
Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=
=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi
mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp
79
=re pfrac34hd laIK
2 jk j=j( =re pfrac34hd
Okdaul laIK RKdaul laIK
middot ukd =re fmreIh middot mshukdm nj
middot ldreKslnj middot ye`Siuml mldY fkdugraveu ^iskdj flakash fyda fjka wdldrhl ye`Siumlamp
middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp
middot wecircldIacuteuh iajrEmh
middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd
middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd
middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd
middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j
middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu
middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu
middot Nduacute NdIdfotilde Wiia nj
middot mkas ldur lltukdlrKfha yumlfrac34jd
middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh
middot iskduqiq nj
middot wdofrac34Yja nj
middot =Kdaul nj middot fmr iQodkiuml iys nj
mshukdm fkdjknj
=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk
wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd
laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh
jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h
ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd
laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa
ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH
slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs
ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska
neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu
hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud
=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h
mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes
lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK
bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg
lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml
wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o
=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h
=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj
ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul
=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute
flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml
th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu
meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re
pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml
isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug
YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels
uacuteh
tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o
kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj
Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch
mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld
mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh
mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml
u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka
iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda ye`uS la ns Q
80
njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp
=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda
isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh
lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde
=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h
WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh
wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues
mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla
fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid
nk os 3 jk j=jamp
3 jk j=j ( WNtilde bekaugraveiuml lu
middot iyNds lKavdhiuml luh
middot foaYk idlEacutePd luh
middot bfkqiuml wdOdrl Nduacuteh
middot mYaklrKh
middot idrdxYlrKh
middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu
middot jvd WNtilde ksoiqka Nduacuteh
middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu
middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu
middot mejreiuml nd sectu
middot lafiarelrKh
middot kugravek dlaIKh Nduacuteh
middot =re flakaoslashSh iajNdjh
middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd
middot ukaodoacute bekaugraveiuml ffYSka
middot mdvug wHjYH bfkqiuml wdOdrlja
Nduacute fkdlsIacuteu
Okdaul laIK RKdaul laIK
81
YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq
lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka
mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr
ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g
r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla
jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g
r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul
ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg
mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh
wHjYH u fotilde
82
jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml
lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls
uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh
jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr
mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla
nj ksIacutelaIKh llt yels uacuteh
tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave
lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu
wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu
wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml
luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska
ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh
yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu
u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka
u llt hq= jeoa ldfrac34hhls
r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi
wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e
wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o
kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H
flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml
lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd
foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla
mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute
bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls
mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh
83
i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla
fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la
fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa
yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa
kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo
r= e iis q wka frac34 in|d
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u
Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh
iiumlnkOa fhks
r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34
in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml
igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj
krs EmKh uacuteh 4 jk jj= amp
84
middot hyma =re-isiq iiumlnkaOd
middot YsIHhdfa kntildeka wdukaKh lsIacuteu
middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu
middot ishuml isiqka mdvug odhl lr ekSu
middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu
middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu
middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu
middot Waidyfhka fdr ukd mkas ldur lltukdlrKh
middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu
middot fkdmentildeKs isiqka flfrys o wjOdkh
middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu
middot YsIH woyia uacuteuid isagraveu
middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu
middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu
middot isiqkag bEgraveszligma ugraveug wjiad nd sectu
middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu
middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu
middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu
middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu
middot YsIH wjYHd =rejrhd fareiuml fkdekSu
middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu
middot YsIHhd =rejrhd fj plusmnauml
igravehuqiq mlaImdSajhla plusmnlaugraveu
middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml
middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu
middot olaI yd mltuq fmlt isiq msszligi
fj muKla wjOdkh fhduq lsIacuteu
middot mkas ldur lltukdlrKfha yumlfrac34jd
Okdaul laIK RKdaul laIK
4 jk j=j (=re-isiq iiumlnkaOd
85
weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh
uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh
tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh
tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh
jDaSh l=id mofrac34Ykh
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=
tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx
mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl
mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk
ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx
fi ksIacutelaIKh uacuteh 5 jk j=jamp
middot jDaSh mugraveKajh mofrac34Ykh ugraveu
middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu
middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu
middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu
middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu
middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu
Okdaul laIK RKdaul laIK
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp
5 jk j=j (jDaSh l=id
YdiaSh oekqu Nduacuteh
86
ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h
Okdaul laIK RKdaul laIK
middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu
middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu
middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu
middot myiq bfkqiuml wjiadjka nd sectu
middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu
middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu
middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu
middot =re uacuteNjHd mofrac34Ykh ugraveu
middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu
middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu
middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu
middot dlaIKh Nduacute fkdugraveu
middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu
middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu
middot mdvfuys wkafrac34hka muKla bekaugraveu
6 jk j=j (YdiaSh l=id
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=
=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd
RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh
ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd
tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh
iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi
zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla
fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml
wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar
uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt
mofrac34Ykh ugraveu jeoa fldg ielsh yels h
mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy
plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi
zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd
weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska
mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd
tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla
87
tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt
wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh
iiumlnkaOfhks
l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h
ksoiqkla fi
jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd
mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt
=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu
muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy
plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd
yels uacuteh tfiau weeiuml =rejreka ^uacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr
igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg
mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh
kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq
mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh
tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40
fokd wszligka kugravek dlaIKsl plusmnkqu Nduacute lflta fofofkl= ^02amp muKs Tjqyq bd
leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty
luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms
fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys
NtildeKh lrkakg ksfrac34udKlre iuafjd sfhkjd lshZZ hkak plusmnlauacuteh yels h fuh
zisfys rEm ueugraveuZ fi plusmnlajQfha kiuml th jgyd ekSug YsIHhdg wes wjiadj ssyS
hkq we tfya =rejszligh ish olaIdjh u iqyumliq fi jvd fhdaH ksoiqkla iys j
th meyeEgraves lr sectug iua jQjd h
SrK ekSfiuml l=id
SrK ekSfiuml l=id iys Modhs =rejrfhl= kiuml bekaugraveug kshntilde
uacuteIh mh uacuteIh fldgi msltsn| j lska ieiqiuml fldg SrKh lr eicircu llt hq=
h ta nj ksIacutelaIKfhka yjqre lr ekSug yels uacuteh kshntilde Egravekfha sect wodlt
ldEacutefthornoh =lt wdjrKhg wfmalaIs uacuteIh fldgi fmr isg u SrKh lr ekSu
bd jeoa fldg ielsh yels =Kdxhls
88
plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt
=rejrhd flfrys yd =rejrhd nd fok plusmnkqu iiumlnkaOfhka uacuteYajdihla wes lsIacuteu
flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg
isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg
ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka
flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju
mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh
7 jk j=j ( SrK ekSiuml
Okdaul laIK RKdaul laIK
middot iaOacuter Ndjhlska hq= woyia mldYkh
middot bekaugraveug kshntilde uacuteIh mh msltsn| SrKh lr isagraveu
middot ksjerEgrave mslts=re yjqre lsIacuteu
middot YsIHhd ksjerEgravej wiqka lsIacuteu
middot YsIH jerEgrave pfrac34hd uacutelrKh
middot mlaIdyS nj yd mqoanoaO nj wju ugraveu
middot mlaIdyS nj
middot u plusmnkqu msltsn| wuacuteYajdih
middot bekaugraveu i|yd iQodkula fkdugraveu
middot wjiadkql+ j SrK ekSfiuml fkdyelshdj
middot isiqka ksis mszligEgrave wiqka fkdlsIacuteu
tfya =rejreka weeiuml uacuteg mlaIdyS nuacuteka lghq= lsIacuteu isiqka ksis mszligEgrave
wiqka fkdlsIacuteu jeks ajh =rejrekafa SrK ekSfiuml l=id rys nj
mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt
nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel
uUumlgfiuml yumlfrac34jd o weeiuml =rejreka flfrka mofrac34Ykh uacuteh fuu ajh
wjiadkql+ j SrK ekSfiuml fkdyelshdj u wes jk ajhls bekaugraveu i|yd
iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka
mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka
flfrka mofrac34Ykh jQfha Tjqka i= plusmnkqu wuacuteYajdifhka msszlig tlla njhs ud i=j uacuteIh
lafIah yd idudkH plusmnkqu iiumlnkaOfhka mjsk wvq plusmnkqu thg fya=jla fi i|yka
llt yels h
wdYs ka
w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda
cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU
89
90
AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013
Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity
ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors
FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013
HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html
JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall
RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on
TeachingChicagoMcNally
ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan
Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc
ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS
LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit
NationalInstituteofEducationMaharagama
Abstract
SupersedingallthepreviouscircularstheCircular201306hasstrongly
emphasizedtheneedofGuidanceandCounselingfortheschoolsystem
ThishaspavedwaytoofferthepostsofCounselorteachertogivethem
professional acceptance The speciic objectives of the study were to
investigate theprofessionalcompetenceoftheteacherCounselorstheir
modeofinterventionforCounselingtheproblemsandchallengestheyface
in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate
effectivelytheroleofateacherCounselorproductivelyForthestudy138
teachers from several provinces were purposively selected and
quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis
revealedthatdeinitionofthesubjectCounselingincompliancewithclear
indicatorsistheestablishmentofthelegalidentityandframeworkofthe
subjectgivingalicensetoteachersselectedoncoherentcriteriamaking
compulsory the completion of professional qualiication of Counselor
Teachers and releasing them full-time for Counseling activities are the
perceivedsolutionsfortheproblemsinthisield
MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention
91
mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla
idrdxYh
mdia moaOshg udfrac34fdamfoaYh yd WmfoaYkfha ldSk wjYHdj fufla mejes
ishuml plfaL wNsnjntildeka 2013$06 plfaLh uska oeauml j wjOdrKh fldg we
tuska mejes egumljg uacuteiyumliuml jYfhka WmfoaYk =rejrhdg jDaSh msltsekSula
nd oSu i|yd wOHdmksl yd jDaSh iqyumliqliuml wkqj WmfoaYk k=re nd sectug
lghq= lrk sect wOHhkfha iquacutefYaIS wruqKq jQfha fuu fdard a WmfoaYk
=rejreka i= jDaSuh fhdaHdj Tjqka WmfoaYkh i|yd ueEgraveya jk wdldrh
mdifa sect Tjqka uqyqK mdk eguml$wNsfhda iy WmfoaYk =re N=ntildeldj Modhs fi
mjajdfk hdu i|yd jyumlrga ixjfrac34Okh llt hq= lafIa uacuteuiSu h mltda 07l
WmfoaYk =rejreka 138la wdriumluk j fdard mYakdjs uska nd a oa
mudKdaul j uacutefYafaIKh lrk oS wkdjrK jQfha egumljg uacuteidivideiuml jYfhka
WmfoaYk uacuteIhh meyeoss ksfrac34Kdhl hgfa wfrac34lkh lsrSu uacuteIhfhys ffksl
wkkHdj iy ffksl rduqj iadms lsrSu msltsa nmhla meyeoss ksfrac34Kdhl
hgfa fdard a =rejrekg nd sectu WmfoaYk =rejrekafa jDaSh iqyumliqliuml
imqrdSu wksjdfrac34h lsrSu iy Tjqka mQfrac34KldSk j WmfoaYkh i|yd ksoyia lsIacuteu h
uQsl joka ( WmfoaYk =re N=ntildeldj jDaShuh fhdaHdj ueEgraveyaugraveu
ikas Sdks llafdvwdrEacuteNtildelOacuteldpdfrac34h$udfrac34fdamfoaYl yd Wmfoal tallh
cdsl wOHdmk wdhkhuyru
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10 ye`Egravekaugraveu
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ugrave we wS iudc yd ixialDsl yr moaOs jfrac34udkh jk uacuteg YSgtfhka fjkia
fjntildeka mjs dlaIKsl yd uacuteoHdaul mrfrg sh ixlSfrac34K jgmsgdjl ethja ugraveug
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miqigravefuys jvda egumljg uqyqK md weafa YsIH mcdj fotilde mdia isiqyq mudKkh
llt fkdyels riuml egumljg mqoa noaO j o mjqa mszligirh mdi yd iudcdYs j
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fhdjqkauacuteh isiqkafka 494]la udkisl wjmSvkfhka hqla njhs cdsl sxdYs
frda yd taacircia ufrac34ok jHdmDsh 2016amp fmkajd fok mszligEgrave 2015 jir wjidk jk uacuteg
taacircia jelt`yumlKq mdia isiqka 22la jdfrac34d ugrave wes wr 2016 jiffrac34 uqa ldfrac34= fofla sect
muKla tu ixLHdj 23la olajd bylt fdia we tfia u fdal fiLH ixuacuteOdkh
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eguml uacuteoaHqa udOH ksid u=jk eguml ishEgraveuacute kid ekSiuml foudmsh jeaumlysaacute mjqa
mszligirh =lt wes jk wfkal uacuteO eguml o ltuhskag idudkHlrKh fjntildeka mjs fiuml
ksid udkisl wdsh lauh yd ta wdYs Ntildeafotildes mSvkjg ndivideka jk isiqka
mudKh Egravefkka Egravek bylt hntildeka mjS uacutelurak 1998brvbar msrK 2015brvbar msrK 2016amp
tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc
jk reK mrmqr =lt iunr fmreI laIK neyer fjntildeka mjsk njg o woyia mlt
fjntildeka mjs
YS xldfotilde mdia moaOsfha udfrac34fdamfoaYh yd WmfoaYk bsydih ielsag
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YS xldfotilde wOHdmk moaOsh wdYfhka udfrac34fdamfoaY yd WmfoaYk jevigyka
lshdlaul lsIacuteu 1957 plfaL wxl 10 uska iadms ugrave we ^uacutelurak 2010amp 1983
jk uacuteg wOHdmk wudHdxYfha udfrac34fdamfoaY yd WmfoaYk wxYhla wdriumlN jQj o th
j yumlrga iadms jkafka reK fiajd iNdfotilde o ueEgraveyaugraveu usks msrK 2016amp bka
miqldSk j iqkdntilde jHikha iuu 2014 sect mdia moaOshg ufkda iudOcirch ueEgraveya
ugraveul wjYHdj mokiuml fldg fk 2006 jiffrac34 sect udfrac34fdamfoaY yd WmfoaYk wxYh
cdsl wOHdmk wdhk mszligYfhys iadms lrk sect ^cdsl wOHdmk wdhkh
2006amp
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93
tuska fufla mejes egumljg uacuteidivideiuml nd fontildeka WmfoaYk =rejrhdg
jDaSh jYfhka msltsekSula ndsectu i`oyd wOHdmksl yd jDaSh iqyumliqliuml wkqj
k=re nd sectug o lghq= lr we ta wkqj mdifa Rcq iyh fiajdjla jYfhka
udfrac34fdamfoaY yd WmfoaYk fiajdj lshdaul lsIacuteug plfaLh uska ieiqiuml fldg
we tys i`oyka jk wdldrhg
94
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fldntildeIka iNdj 2003brvbar idudkH wOHdmkh i`oyd kj wOHdmk mkla iiumlmdokh
lsIacutefiuml cdsl lntildegqj 2009brvbar uacutelurak 2010brvbar msrK 2016amp cdsl wOHdmk fldntildeika
iNdj ^1992amp wjOdrKh fldg weafa yqfola YsIH fmreIh jfrac34Okh flfrys
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sect ^wOHdmk wudHdxYh plfaL wxl 2001amp miqldSk j wOHdmk wudHdxYh
uacuteiska ksl=a lrk o ishuml plfaL wNsnjntildeka 2013$06 plfaLfhka keja mdia
moaOshg udfrac34fdamfoaYh yd WmfoaYkfha wjYHdj oeauml j wjOdrKh fldg we
- iEu mdilg u mdia udfrac34fdamfoaY yd WmfoaYk fiajd
jevigyk i`oyd ksYaNtilde j kiuml llt =rejreka fiajfha
fhouacuteh hq= h- isiqka 300 g wvq mdia i`oyd =rejrhl= wfrac34O ldSk j
fiajdfotilde fhouacuteh hq= h
- NdId udOH wkqj YsIH ixLHdj ielsag ksntildeka tla tla
udOH i`oyd =rejrfhl= neska fiajfha fhouacuteh hq= h
- =re ixLHdj mudKja jkafka kiuml wxY Kkdjlska hqa
mdia i`oyd ta ta mdifa wjYHd mszligEgrave wxY ksfhdackh ugraveu
i`oyd WmfoaYk =rejreka ma lr yels h
- mdia udfrac34damfoaY yd WmfoaYk fiajdjg wha =rejrhd
wsszligla =rejrfhla fkduacuteh hq= wr lsisyuml wjiadjl
wkqmdmaslhl=fka fdr j udre fkdllt hq= h
Bg wur j =rejreka fdard eksfiuml sect bylt fYaKs iaOacuter =rejrhl= ugraveu Wiia
wkafrac34 mqoa iiumlnkaOdjska iukauacute ugraveu mdi msysaacute mfoaYh =lt Ocircja uacuteh hq=
ugraveu uacutekh egumljg la fkdjQjl= ugraveu iy ldhsl yd udkisl kSfrdaSNdjh
wjOdkhg la fldg we jeauml yumlrga =rejreka ldKav lsysmhla Tiafia fYaKs
fldg we
^wamp WmfoaYk fiajd iyldr
fuh fjka iqyumliqliuml imqrdk fla WmfoaYk ldfrac34hfha fhfok
=rejreka i`oyd h
^wdampi yldr YsIH WmfoaYl
WmfoaYk fiajdj i`oyd meh 60lg jeauml msltsa wdhkhlska flaacute fyda
Egrave=ldSk mqyqKqjla nd wes =rejreka
^weamp YsIH WmfoaYl
msltsa wdhkhlska meh 200lg jvd mqyqKqjla fyda aumlmafdaudjla a
=rejreka
^wEamp fcHIaG YsIH WmfoaYl
WmfoaYkh msltsn`o meh 80lg jvd mdfhdasl mqyqKqj iys mYapda Wmdecirc
uUumlgfiuml iqyumliqliuml enqjka fyda by iqyumliqlu iys j WmfoaYkh fyda
ufkdauacuteoHdj we=lta Ydiams Wmdecirch fyda bka bylt iqyumliqliuml enq
95
ta wkqj 2013$06 plfaLh =rejreka ma lr ekSu i`oyd meyeEgraves ffksl
miqigraveula bEgraveszligma fldg we fujeks ffksl miqigraveula mej=k o iuia wOHdmk
moaOsh =lt meyeEgraves Ntildehla mdia WmfoaYkh fyda WmfoaYk =rejreka
iiumlnkaOfhka fufla ysntilde ugrave fkdues wr WmfoaYk N+ntildeldj iiumlnkaOfhka
iudcfhka o uacuteuacuteO uacutefotildepk ta fjntildeka mjSs p=szligld 2015brvbar msrK 2015brvbar msrK
2016amp
mdia WmfoaYk ldfrac34hfhys ksr =rejrekafa ldfrac34hNdrh iiumlnkaOfhka
fufla YS xldfotilde lrk o iDcq mfrac34fhaIK iSntilde wr cdsl wOHdmk wdhkh
2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk
eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS
xldfotilde kj fhdjqka uacutefha mdia orejka i`oyd WmfoaYkhl wjYHdj o fyajfa
^1999amp kj fhdjqkauacutefha orejka mdia iudch =lt uqyqK fok eguml msltsn`o j o
wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka
WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok
eguml wju lr ekSu i`oyd mdia WmfoaYkh i= j uacuteYd ldfrac34hNdrhla mjsk
nj fmkajd fok wr u tjlg mdia moaOshg wes uacutefotildepk wr wOHdmkh
uska isiq wjYHd Dma fkdugraveu wdau Ylash fyda fmreI ixjfrac34Okh flfrys
wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha
orejkafa eguml wNsfhda mdi uska uacutei`okjd fjkqjg wOHdmk yumlIalrd o tl=
96
fujeks jq miqigraveul mdia udfrac34fdamfoaYh yd WmfoaYk ldfrac34hNdrh jvd
uacuteecircua yd wHjYH fiajdjla lsIacutefiuml wruqKska wOHdmk wudHdxY 2013$6
plfaLh uska udfrac34fdamfoaY yd WmfoaYk =re ldfrac34hNdrh iquacutefYaI j wfrac34 olajd
ffksl miqigraveula nd oSug ea fldg we fun`yuml ffksl yd uacutefotildepkdaul
jgmsgdjl mdia WmfoaYk =rejrekafa N+ntildeldj uska isyumllrkq nk ldfrac34hNdrh
msltsn`o meyeEgraves wjfndaOhla nd hq= ugraveu jeoa jkafka jfrac34udk mdia YsIH
mcdj i`oyd mdia WmfoaYkh plusmnauml j wjYH j mejSu u h ^uacutelurak 2010brvbar
msrK 2016amp msrK 2016 fmkajd fok mszligEgrave u mdig udfrac34fdamfoaYh yd
WmfoaYkfha wjYHdj rug u th mdia moaOsh =lt iaOacuteridr j iadms
lrSug kiuml tys plusmnkg ksr j isaacutek =rejrekafa ldfrac34hNdrh msltsn`o j uacutemriuml
lsIacuteu wjYH lreKla j mjs tneuacuteka ta i`oyd miqigraveula fi WmfoAYk =re
N+ntildeldfotilde jfrac34udk miqigraveu wOHhkh i`oyd mfrac34fhaIKhl wjYHdj mjS
ugrave th j yumlrga yumlIalr jljdkqjla njg ma fldg wes nj mjihs ueKsfla 2004amp
fmkajd fokqfha mdia udfrac34fdamfoaY yd WmfoaYk N+ntildeldj msltsn`o meyeEgraves Ntildehla
fkdues nj yd mdia udfrac34fdamfoaY yd WmfoaYk jev igyka jvda mltodhs whqszligka
lshdaul lsIacutefiuml wNsfhdahg mdi uqyqK Egraveh hq= j wes njhs
msrK ^2015amp mdia WmfoaYk =rejrekafa uacuteNjHd fidhd neSu
iiumlnkaOfhka wes wOHhkfhka wkdjrKh fldg weafa WmfoaYk uacuteIhh
iiumlnkaOfhka WmfoaYk =rejreka iiumlnkaOfhka wes wju plusmnkqjaNdjh fya=fjka
WmfoaYk ldfrac34hfhka ndfmdfrda= jk wruqKq bgq ugrave fkdues njhs tfya fuu
wOHhk mdia WmfoaYk =re ldfrac34hNdrh iiumlnkaOfhka Rcq wOHhk fkdfotilde p=szligld
^2015amp mdia WmfoaYkh msltsn`o isiqka olajk wdlam wOHhkh fldg we tuska
wkjrKh jkafka mdia isiqka =lt mdia WmfoaYk ldfrac34hNdrh fyda tys ksr
=rejreka iiumlnkaOfhka Okdaul wdlam fkdues njhs msrK ^2016amp YS xldfotilde
mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir
jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg
idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja
h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks
wsuacuteYd mudKhlska hqla jk njhs fuu miqigraveu u mdia WmfoaYk wNsudfrac34
^AmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j
wes nj jeaumlyumlrga fmkajd foa tfia jQ udfrac34damfoaY yd WmfoaYk =rejreka fi ma
lrk o =rejreka i`oyd luja jev msltsfjltla mdi =lt fdvkd fkdues ugraveu
yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd
wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja
jeaumlyumlrga fmkajd foa
20 wNsudfrac34h iy iquacutefYaIS wruqKq
wOHhkfha wNsudfrac34h mdia WmfoaYk lafIafha ksr ugrave isaacutek =rejrekafa
mdia WmfoaYk ldfrac34hNdrh yd Tjqka ta i|yd ueEgraveya jk wdldrh fidhd neSuhs
iquacutefYaIS wruqKq jQfha
wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd
wes jDaSuh fhdaHdj fidhd neSu
wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk
wdldrh uacuteufrac34Ykh lsIacuteu
weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk
eguml iy wNsfhda ydividekd ekSu
wEamp WmfoaYk =re N=ntildeldj Modhs fi mjajd fk hdu i|yd
ixjfrac34Okh llt hq= lafIa ksfrac34Kh lsIacuteu
97
30 lufotildeoh
mudKdaul mfrac34fhaIK mfotildeYfha ioacutelaIK mfrac34fhaIK lufotildeoh fhdod kakd
oS WmfoaYk =rejrekafa lshdldIacuteajhg wodlt msmash ksrEmKh lrk
plfaL lshd llt iajNdjh wOHhkh lrk ksid msmas mfrac34fhaIK laIK o Nduacute
lrk sect ioacutelaIK mfrac34fhaIK Khg wha mYakdjshla uska WmfoaYk
=rejrekafa oa ia lrk sect mYakdjsh ilia lsIacutefiuml sect iyNdslhkafa
wOHdmk yd WmfoaYkh i|yd wes iqyumliqliuml mdia WmfoaYk fiajd ldh hk uQsl
fdr=re nd ekSuga fojkqj WmfoaYk =rejrhl= jYfhka oekg mdifa lrkq
nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect
uqyqKmdk eguml yd tajd wju lsIacuteug a lshdudfrac34 o fjkqj jyumlrga WmfoaYk
=re N=ntildeldj =lt iadjr ugraveug Tjqkafa uQsl wjYHd fudkjd o hkak wjOdrKh
flrsKs
YS xldfotilde wOHdmk ldm 94ka mltda 07lska ^niakdysr jhU uOHu
kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk
=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh
ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa
yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34
^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard
kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j
msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect
1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m
sr y d ak i n
U h j
u H O u
k
sr y k f e
j W
qj u r n i
=K l o
h m d l
qj u oacute
v d af k qj k ntilde
sh K e l
h aacute r e j ssl k
h saacute m d sh == l
r qj k y u
sh lt t r qj k
r d m iuml w
v su e j
v d f x n
a e l
g d af k n iuml y
a e aj l Egrave
h K d u m
10 10 10 10 20 10 10 10 10 06 12 10 10
wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh
i`oyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH
udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa
yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh
lIacutes ua h
40 oa uacuteyh iy idlEacutePdj
41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj
411 wOHdmksl iy jDaSh iqyumliqliuml
wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka
5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk
rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ
29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr
kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia
Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu
yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha
jhU Wj yd kefkysr h
iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd
ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc
jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha
jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls
bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl
98
454035302520151050
wfm
diW
fmlt
aumlmaf
daud
mqyqKq
=re
cdY
suacute
wOHdmk
fotildesect
Ydiafotilde
sect
Ydiam
s
mYa W
mdecirc
1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml
WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs
mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka
sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi
yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju
iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re
lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg
o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch
412 WmfoaYkh iiumlnkaO iqyumliqliuml
WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml
yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh
lafIahls
WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ
kHdhdaul yd mdfhdasl ksmqKd wHjYH h ^American School Counselor
wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk
uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml
u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg
wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy
99
Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes
jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka
WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt
cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks
=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes
iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch
ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia
aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj
aumlmafdaud jQy 2 jk rEmhamp
2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml
01 WmfoaYkh msltsn`o mYapda Wmdecirc aumlmafdaudj
02 ufkdauacuteoHdj Wmdecirch
0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj
0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj
0 5 ufkda msldrh msltsn`o Wiia aumlmafdaudj
0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn`o Wiia aumlmafdaudj
=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd
snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc
aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu
Wmdecirch i`oyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla
jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl
WmfoaYkfha sect jeoa ufkda msldr msltsn`o yodrd isaacutefha tla whl= muKs fudjqka
fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh
100
reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl
fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk
uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh
jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs
413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml
=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid
mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk
ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl
ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave
snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd
snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds
ugrave fkdsigraveKs ja 39]la fiuml i`oyd mslts=re sect fkdsigraveK
414 mdia WmfoaYk fiajd ldh
flIa a h mlts ns `o mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq
yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d
ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu
r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld
mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh i`oyka fkdllt 9]la
o uacuteh
2 jk jj= ( mdia WmfoYa k fiajd ldh
jir Kk mudKh ^]amp
16 g jeauml
9
13 -
15
2
10 -
12
7
7
-
9
9
4 -
6
17
1 -
3
26
jir 1 g wvq
20
i`oyka kes
9
101
42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre
jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka
plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis
oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka
ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml i`oyd
uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu
mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u
Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml
ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh
udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh
WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu
fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml
iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la i`oyka fldg we
lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd
mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj
wkdjrKh uacuteh
421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml
ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a
WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a
WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k
r= ejrhd iis kq a iiumlnkOa fhka fyd`o kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect
Rcq j ueEgraveyugravea fiuml wjia dj mjs
fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o
fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO
jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh
422 isiq egumlj iajNdjh
isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect
mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la
wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj
msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl
eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY
iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO
ldhsl wdndO uacutefYaIfhka i`oyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la
fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt
egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK
102
mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u
fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk
fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk
=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh
foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd
orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi
fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka
dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml
ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute
yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect
=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $
foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg
wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd
uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg
la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=
j we
103
mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg
uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels
wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh
^wfiacutemd 2010amp fotilde
ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj
wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|
eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK
fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml
fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu
bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld
mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka
wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde
=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka
lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu
ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg
iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la
olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]
bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re
fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH
Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs
iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj
wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc
uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka
ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp
kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml
lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml
eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO
sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa i`oyd Nduacutehg ekSu
=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh
104
=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska
iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la
mdig mentildeKsfiuml yumlIalrdjg uqyqKmds
bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml
eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus
lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka
mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk
egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE
wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a
oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka
fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka
tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave
nika dyrs mltd wdYf hka we``umliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl
lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu
miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls
wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka
uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls
lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh
fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde
fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes
jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks
423 wehSiuml jdfrac34d nd ekSu
jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool
CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu
uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh
whsu lsysmhla Tiafia fla lrk sect
jdfrac34d nd kakd wdldrh mudKh ^]amp
1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64
2 fda igyka 12
3 ffokls jdfrac34d 3
4 mentildeKsfiuml faLk 2
5 fkdkS$ j u ke 1
6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9
WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd
mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula
lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu
ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs
3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu
105
424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka
eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak
ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs
WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu
^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh
hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha
uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq
nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig
wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt
hq= h
wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO
mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M
mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh
msldfrac34h ^Theraphyamp i`oyd fhduq lrk mudKh jeltelaugraveug yd
ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka
fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt
iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula
lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka i`oyd
lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs
ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok
ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde ^American School Counselor
Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls
flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk
mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK
425 WmfoaYk =re WmfoaYljrhdfka efnk iydh
WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt
odhlajhla ysntilde uacuteh hq= h
106
wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq
ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI
ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO
mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh
ksheEgravefha jQ =rejreka 29]la efnk iydh msltsn`o ieySulg ma uacuteh fkdyels nj
mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsn`o
ieySulg ma jk mudKh 21]ls
mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml
rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd
wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect
isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk
wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute
fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd
uqyqKmdk eguml fotilde bka 42]la i`oyka fldg snqfka isiqka mdig fkdmentildeKSu iy
Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg
uqyqKmdk njls
4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah
bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke
01]
06]
14]
28]
01]
50]
fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka
WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk
=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa
u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh
43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda
107
fkdeicircu iudc wdlam WmfoaYkh msltsn`o wkjfndaOh iadkhla fkduesugraveu
ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg
ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt
ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh
ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu
foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu
foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk
ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh
lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|
fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk
ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys
wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American
School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj
WmfoaYkh i`oyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj
fkdmentildeKsug fuh o fya=jls
tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels
neuacuteka WmfoaYk k=r msltsn`o j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka
48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a
=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla
njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh
fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls
fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka
36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma
fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect
egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml
khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS
kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml
uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h
WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh
lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs
mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh i`oyd u
ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma
llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues
njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos
uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs
431 eguml wNsfhda wju lr ekSug a lshdudfrac34
WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj
WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug
a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh
mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia
ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka
yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam
fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj
fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO
wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute
fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk
=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk
ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j
N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod
ekSu ^uacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu
mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu
wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j
lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi
uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh
wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd
wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul
miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute
lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl
wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj
fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka
uacuteiska wjOdrKh lr snqKs
108
middot 2013$6 plfaLh uska mdia WmfoaYkh i`oyd ksYaNtildej u kiuml llt
=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh
jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia
ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug
miqigraveula fdvkes fkdues nja h
middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u
mdi i`oyd WmfoaYk =rejreka n`ojd kakd fi wjOdrKh llt o
ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh i`oyd jDaSh iqyumliqliuml nd
weafa 14]l mudKhls
50 ksuk
109
middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka
ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we
middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq
egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid
isiqka uqyqK fok eguml mOdk uacuteh
middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|
wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo
u nd fkd ks
middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI
j msldfrac34h i`oyd jeauml fhduq ugraveula wkdjrKh uacuteh
middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re
WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu
i`oyd fkd efnhs
middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes
wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk
hug fkdyels ugrave we
middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect
we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu
mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla
fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka
wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk
=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk
uacuteIhh i`oyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk
=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg
jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh
msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju
ugraveu ta wr mOdk fotilde
middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka
iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o
fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd
Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka
lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys
lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h
middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt
uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk
=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect
mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml
60 fhdca kd
middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=
WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =
h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu
uacuteIfhys wes eTrq jgyd fk lghq = llt yels h
middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k
r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula
jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt
hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh
hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys
khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a
llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g
Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs
lt= ia dms uacuteh hq = h
middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka
WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh
iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =
j wefa a fiuml i`oyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg
a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq
mlts ns `o j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu
nmh nd Egraveh hq = h
middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a
ld mrdihla welt= hdjla dkS llt hq = h
middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e
Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu
yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a
plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h
110
middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia
WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh
ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u
eigraveh hq= ksis ek o egumljg la j we
wjOdkhla fhduq fldg ke
middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsn`o j uacuteuiSfiuml sect fmkS sfha
Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska
weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u
mdia mszligmdkh o fuys wes jeoalu fkdild we
111
middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh
uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk
hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ
WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg
iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml
msltsn`o lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska
u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka
n`ojd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt
hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk
weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg
jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk
mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc
wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga
mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr
mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu
mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud
^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd
iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda
iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd
WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu
wjOdkh llt hq= h
middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u
moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok
wdpdrOfrac34u moaOsh WmfoaYk =rejre n`ojd ekSug wodlt
plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia
WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga
WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq
wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j
ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd
lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu i`oyd
uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug
mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh
hq= h
middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg
fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls
tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk
wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u
wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd
wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk
jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd
2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh
iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu
hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg
wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu
ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka
foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h
middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg
WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula
fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk
ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml
wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj
fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula
lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia
wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h
middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave
weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsn`o lshdldIacute ksis
weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua
wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej
u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl
Tiafia wecirclaIKh llt hq=h
112
middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev
ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr
ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves
plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd
ksis weumllaIKhla o isyuml llt hq=h
middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY
msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska
ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh
113
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- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk
- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsn`o wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp
- chisxytEacuteagravetiatiuml^1994ampmdil fhdjqkauacutefha isiqka i`oyd kHdhdaul WmfoaYk kHdhla mjajd fkhdu wfkl=a bfkqiuml ldfrac34hhka wr jvda jeoa fkdjkafka o wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh^wmldYsamp
- ckdecircms ldfrac34h idOk nldh ^1997amp idudkH wOHdmkfha msixialrK jdfrac34dj YS xldj
- cdsl wOHdmk wdhkh 2011amp wOHdmk mfrac34fhaIK ka kdudjsh mfrac34fhaIK iy ixjfrac34Ok fomdfrac34fiumlka=j cdsl wOHdmk wdhkh uyru
- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- cdsl wOHdmk fldntildeika iNdj 2003amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- reKhka msltsn`o ckdecircms fldntildeika iNdj ^1990amp reKhka msltsn`o ckdecircms fldntildeika iNd jdfrac34dj YS xld rcfha uqoslashKdh
- ueKsflaiStiumlwdfrac34^2004ampYs xldfotilde kj fhdjqkA mdia YsIHhd uqyqKmdk eguml iy plusmnkg lshdaul jk udfrac34fdamfoaY yd WmfoaYk jev msltsfjlt msltsn`o j uacuteufrac34Ykdaul wOHhkhla wOHdmk lltuKdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- uacutelurak ugrave 2010amp WmfoaYkfha uQsl ixlam lD mldYkhls- uacuteluisxyviacuteOcirc^1990ampmdia jdaSh udfrac34fdamfoaYh msltsn`o uacuteufrac34Ykdaul
wOHhkhla wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- fotildeyea tiuml tiuml ^1996ampjDaSh udfrac34fdamfoaY fiajdjlg wodlt j mdifa ldfrac34hNdrh wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- iurisxytia^1981ampfhdjqka uacuteh yd wOHdmksl guml wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- wOHdmk wudHdxYh2001$06$20 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- wOHdmk wudHdxYh2013$01$15 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj^2009amp YS xldfotilde idudkH wOHdmkh i|yd kj wOHdmk mkla ikaofrac34Nh eguml iy fhdackd wha jdfrac34dj idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj
- fiLH wudHdxYh ^2016amp cdsl sxdYs frda yd tacircia ufrac34ok jHdmDsh fiLH wudHdxYh
- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia
jordosh
Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States
For further details visit wwwvarkeyfoundaonorg
Strength of a Teacher amp the Global Teacher Prize
Im privileged to have had an education that
taught me to approach the world with openness
curiosity and flexibility I was surrounded by
great teachers that modeled the rigorous
intellectual discipline needed to disrupt
culturally constructed ways of knowing to
bypass static habitual perspectives and to greet
the world with empathy authenticity and a
playful sense of humor The Global Teacher Prize
is exciting because it acknowledges the
importance o f teachers and the enormous
impact they have The future is in the hands of
our children the spirit they encounter in todays
classrooms will provide the foundation for
tomorrows world Jordan Shapiro
115
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EducationPerspectives
wOHdmk mfrac34hdfdal
fytp NehfFfs
Vol6No1January2017
ISSN2279-1450
ResearchandDevelopmentBranch
MinistryofEducationSriLanka
ii
Guidance
MrSunilHettiarachchi
SecretaryMinistryofEducation
AdvisoryReviewBoard
ProfUpulSonnadaraSeniorProfessorampChairofPhysicsDepartmentofPhysicsUniversityofColombo
ProfMariePereraDirectorNERECFacultyofEducationUniversityofColombo
ProfSHettigeEmeritusProfofSociologyUniversityofColombo
ProfCWannigamaFacultyofEducationUniversityofColombo
DrBloomeirGIZMinistryofEducation
DrTKalamanySeniorLecturerFacultyofEducationUniversityofJaffnaJaffna
DrGKodituwakkuFmrDeputyDirectorGeneralNationalInstituteofEducation
EducationPerspectivesisabi-annualpublicationandpublisharticlesinEnglishSinhalaamp
Tamil It is published by the Research and Development Branch of the Ministry of
Education Sri Lanka The views expressed by the authors are their own and do not
necessarilyrelectthepoliciesoftheMinistryofEducation
CopyrightMinistryofEducationIsurupayaBattaramulla
ISSN2279-1450
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EducationPerspectives
iii
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EducationPerspectives
ResearchandDevelopmentBranch
MinistryofEducation
Isurupaya
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middot Thearticleshouldnotexceed6000words
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words
middot Thearticleshouldincludethefollowing
Oslash Introducingtheproblemresearchbackgroundnaturerationale
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Oslash DiscussionofindingsRecommendations
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Callingarticlesfornextissue
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NotesforContributors
iv
Education Perspectives
C o n tents Page No
1 Executive summary
2 Teaching physics at GCE(AL) and problems encountered by science teachers The case of the Jaffna Education Zone
S Ahilan Teacher Jaffna Hindu College Jaffna Dr Seetha Wickramasinghe Fmr Additional Director National Science foundation
Colombo7
3 Activity Based learning an effective approach for self-regulated learning practices
Dr Sasikala Kugamoorthy HeadDepartment of Secondary amp Tertiary Education
Faculty of Education The Open University of Sri Lanka Nawala
4 School curriculum for sustainable peace A case study from northern Uganda Dr J Cunnigham Researcher University of Oxford United Kingdom
5 Time to asses our assessment process RNASilva Overseas School Colombo
6 ModhS =rejrfhl= i= =Kdx
wdfrac34tiaflaflaOfrac34uisrs wOHdmk mSGh fldltU uacuteYajuacuteoHdh
wdpdfrac34h laIauka fjaumllaldrfa fcHIaG lOacuteldpdfrac34h iudc uacuteoHd wxYh wOHdmk
mSGh fldltU uacuteYajuacuteoHdh
7 mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla
ikas Sdks llafdv wdrEacuteNtilde lOacuteldpdfrac34h udfrac34fdamfoaYk yd WmfoaYk wxYh
cdsl wOHdmk wdhkh uyru
8 Strength of a Teacher and the Global Teacher Prize
1
5
28
42
65
72
91
115
v
1
ExecutiveSummary
This volume contains articles on different themes related to educationEducationisfundamentalforthesocio-economictransformationandfortheupliftmentofthelivelihoodofthegeneralpublicandtheadvancementofacountry
The irst article discusses teaching physics at GCE OL amp problemsencounteredbyscienceteachersintheJaffnazoneArandomsampleof82scienceteachersintheJaffnaeducationzonewereselectedforthestudyThemethodologyusedwerequestionnairesurveysanddirectinterviewsandcomparedpreandpost-testknowledgeonscienceThewritersfoundasigniicantdifferencebetweentheexperimentalandthecontrolgroupofteachersTheteachersoftheexperimentalgroupwerenotabletoteachconceptsofphysicsatGCE(OL)andthisresultedinthestudents lowperformance at the OL examination Writers recommended to updateteachersknowledgeinphysicsthroughperiodicalseminarsampworkshopsOn the other hand theMinistry of Science Technology amp Research hasforwarded a cabinetmemorandumon reforming STEM educationwhileidentifying examples from other developed countries (USA Hong KongAustralia Canada Finland India Malaysia amp Singapore) to popularizesciencetechnologyengineeringampmathematics(STEM)educationinSriLanka Further stated in this memorandum the lack of STEM literateprofessionalsmeansthegovernmentwontbeabletoachievethetargetfora knowledge based economy Thus attracting students towards STEMeducationisadireneedInUSAautomationandartiicialintelligencearestatedasdisruptingthelabormarketandthemarketforrichlyrewardedpositionsrequiringadvancedtechnicalamppersonalskillsNeverthelessonething is clear that the jobs of tomorrow will require creativity andinnovationDanielHPinkquotethatldquoThefuturebelongstoadifferentkindof person with a different kind of mind designers inventors teachersstorytellerscreativeandempathicright-brainthinkerswhoseabilitiesmarkthe fault line between who gets ahead and who doesntrdquoWith thisbackgrounditisatimelyrequirementtoelevatethestudiesofSTEMasanationalprioritytoenhancethequalityofscienceeducationofSriLankanstudents
Thesecondarticledescribedactivitybasedlearningasaneffectiveapproachfor self-regulated learning practices The sample consisted of studentteacherswhohavebeen followedPGDEprogram inTamilmediumat theOpenUniversityofSLin20112012Thestudyrevealedthat96ofstudentteachersprefertosearchformoreinformationfortheirownself-learningandtheactivitiesgivenatthePGDEhaveencouragedthemtodoself-learning
The writer further says that activity based learning methods havedevelopedtheircognitiveskillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthestudentteachers
ThenextinvitedarticleisacasestudyfromnorthernUgandawhichlooksat
theroleoftheschoolcurriculuminpeacebuildingafterthetwentyyearcivil
warTheconceptualframeworkhasbeendevelopedbythewriter(three
concepts for a conlict transformation curriculum truth seeking
reconciliation and inclusive citizenship) with his own experience as a
historyteacherschoolleaderandinallythroughhispreviousresearchon
humanrightsanddemocracyHencethiscouldbeadoptableandcanbe
usedtoinvestigateschoolsinSriLankaforsustainablepeaceandtherebyto
reducetheriskofcivilwareruptionInSriLankabeforeendingthecivilwar
in2014theopportunitycost(forgoneincomeatmicroampmacrolevels)and
the economic impact of thewarwas enormous In the1999 iscal year
486ofGrossDomesticProduct(GDP)wasspentonwarWarreducedthe
development expenditure of the government and also reduced foreign
directinvestment(FDI)byreducinginvestorsconidence(USAID2000)
Thus Sri Lankan education has failed to promote nation building by
fosteringmutualunderstandingtoleranceandrespectforeachother(NEC
Report2003)whichisparamountifaheterogeneoussocietyistoachieve
economicdevelopmentThecountrieslikeSingaporewereabletopromote
meritocracyandequalityofopportunityandcontributetosocialcohesion
through education policies Thus its worthwhile to adopt a conceptual
frameworktoencouragesocialcohesionpoliciesforsustainablepeaceinSri
Lanka
Thefollowinginvitedarticleistitledldquotimetoassessourassessmentprocessrdquo
Itgivesanoverviewofthecriterionbasedassessmentwhichispracticingin
OverseasSchoolinColomboThewriterelaboratesthetwomainassessment
categories known as normative and criterion based In normative
gradingsstudentscompareoneanotherwhilecriterionbasedassessment
model assesses according to speciic learning criteria According to
assessmentexpertGrantWigginsthecriteriabasedassessmentisasuperior
model as it requires greater student involvement with the intention of
developingstudentprocessincriticalthinkingmetacognitionandrelection
The writer says the international baccalaureate (IB) is a recognized
2
educational programwhich follows the criterion referenced assessment
modelItcontainsaprimaryyearsprogram(grade1to5)middleyears
program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn
theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at
standardlevelInadditionstudentsfollowacourseoftheoryofknowledge
which guide them to relect critically onhow theyknowandwhat they
believetobefactsortruthEachstudentcompletesanextendedessayona
topicofspecialinterestwhichpreparesstudentsforanindependentstudy
Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities
andacommunityserviceprojectTheassessmentsarecarriedoutthrough
externalampinternalcomponentsIntheIBprogramnumericalgradesare
offeredbasedonthecriterion-referencedescriptors
ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat
makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers
have long lasting impact on the lives of their students and the greatest
teachers inspire students towards greatnessrdquo (Sunday Times
30072017)
TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto
conductthisresearchbyformulatingtheframeworkrequiredThismodel
inquires personal behavior relevant teachingmethods amp teaching aids
student-teacherrelationshipprofessionalskillstechnicalskillsampdecision
making skillsof a teacherand identiiedpositiveandnegativepoints to
differentiateeffectivecharacteristicsThesampleconsistedof40teachers
fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers
who enters the professions should have a broad knowledge about the
profession and they should develop required characteristics to be an
effectiveteacher
This situation highlighted by the recommendation from the National
CommissiononteachingAmericasfutureThepanelmaderecommendations
for ensuring that every classroom has a qualiied teacher Further
recommendationsinclude
raisingtheprofessionalstandardsofteachers
improvesalariesampworkingconditions
3
reinventingteacherpreparationandprofessionaldevelopment
encourageandrewardteacherknowledgeampskills
InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo
AmandaRipleysaysothercountriesaremoreseriousabouteducationand
thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside
KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit
topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband
making sure vulnerable students have strong teachers BothUSampKorea
believe that the caliber of the teacher matters tremendously and great
teachersmakeahugedifferenceinchildrenslives
The inal article is a study of the role of school counsellor teacher and
investigatedprofessionalcompetenceofthecounsellorteachertheirmode
of intervention challenges faced by the counsellors and the areas that
should be developed to perform productively The study suggested the
followingThedeinitionofthesubjectcounsellingincompliancewithclear
indicatorsestablishalegalidentityampframeworkforthesubjectgivinga
license to teachers selectedoncoherent criteriamakingcompulsory the
completionofprofessionalqualiicationforteachersandreleaseteachers
fulltimeforcounsellingactivities
TheResearchampDevelopmentBranchoftheMinistryofEducationisvery
gratefultothewritersfortheirvaluableinsightsandcontributionsand
wouldliketothankthemaccordingly
4
TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE
Abstract
Scienceeducationhasundergonemanyreformsinthepastwiththepurpose
ofchanginganddevelopingtheteachingandlearningprocesstoimprove
theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis
theknowledgeandkeennessofteachersthatdeterminehowtheyrespond
toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto
accountwhen implementing educational changes or reforms Therefore
this study was undertaken to identify the status of science teachers
knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor
successful implementation of the science education reforms A random
sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas
selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas
investigatedthroughmodesofaquestionnairesurveyanddirectinterviews
based on pre-test and post-test knowledge on science The data were
quantitatively analyzed and interpreted with qualitative inputs which
revealedasigniicantdifferencebetweentheexperimentalgroupandthe
controlledgroupofteachersThestudyresultsshowedthatmostscience
teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs
suchtheteachershavefailedtoteachphysicstostudentseficientlyand
effectivelyandthusstudentsperformpoorlyattheGCEOLexamination
Therefore science teachers should be providedwith proper training to
update their knowledge in physics through periodical seminars and
workshopstoachievethegoalsofScienceEducationinschools
KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts
Introduction
InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital
roleintheschooleducationsystemsinceitisessentialthatstudentspas
5
SAhilan
TeacherJJaffnaHinduCollegeJaffnaamp
DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07
ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools
comprises threemajorsubjectcomponentsnamelybiologyphysicsand
chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe
abilityofteachersinteachingthosesubjectcomponentsitisobviousthat
teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience
subject
Thegreat educationistAnagarikaDharmapala observed that the
present and the future life of youth lie in the classroomswhich exactly
meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring
aboutthescientiicandtechnologicalabilityforfuturegenerationtowards
humanresourcedevelopmentIntheGCE (OL)curriculumthesubject
physicsincludesthesectionsofElectronicsLightElectricityandMechanics
andbasedonthesesectionsrelevantquestionsareincludedinthequestion
papergivenattheGCE(OL)examinationIfthestudentsunderstandthe
principlesbehindthesesubjectcomponentsveryclearlyandthoroughly
theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid
examinationThisfactrequireschangesinteachingandlearningprocessin
physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe
EducationCurriculumReformsof2007thusaimsatachievingthetargetof
improvingtheteachingandlearningprocessinschoolsThereforeitwillbe
useful to investigate the feasibility of teaching the science subject in
achievingthegoaloftheEducationCurriculumReformsof2007
ReviewofLiterature
Conceptualizationdependsonseveral factorsFrequentexperiencesand
relationships among such experiences lead to create concepts while
hereditary or human development related pattern also inluences
conceptualization(Balachandranetal2010)Thisresearchinvestigation
wasundertakentostudythephysicseducationinschoolandunderstanding
thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof
studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof
studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife
6
1)Whatisinvolvedinunderstandingandusingphysics
Whilethismightseemobviousorevensimpletotheprofessionals
manyofthecomponentsofourunderstandingarenormallyinvisible
tousCarefulobservationandanalysisoftheconceptsofphysicsand
ofthebehaviorofexpertsisrequired
2) Whatdoourstudentsbringtoourphysicsclasses
Howstudentshearandinterpretthematerialpresentedtothemina
physicsclassisheavilydependentontheexperiencestheygetinthe
classEveryonehassomesensethataforceisnecessarytomaintaina
velocitywhenwalkingdrivingorpushingsomethingalongtheloor
NewtonsSecondLawisinconsistentwiththewaythatmanyofour
studentshavemadesenseoftheirexperiencesintheworld
3) Howdostudentsrelectonourphysicsinstructions
Teachersoftenassumethatstudentswouldrespondonbehalfofthe
knowledgeofconceptsofthesubjectphysicsTeacherscouldalso
designeffectiveinstructionsandthenitisuptoteacherstolearnhow
studentsrespond
itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto
createmoreeffectiveinstructionstowardsbetterlearningandimproving
skillssuchascriticalanddivergentthinkingcreativity initializationand
collective responsibility which are products of totality of the education
process(Baskaran2001)ManyteacherswhoteachscienceattheGCE
(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof
scienceduetotheproblemofunderstandingtheconceptsofsameandare
less troubledwith how little the students learn Tomake the case even
worsethegrowingimportanceoftechnologicalliteracyintheworkplaces
makes it increasingly important foronetoprovidevalue tomanyofour
studentswithgoodunderstandingofconceptsofphysicsintheclassroom
Intheprocessofteachingandlearningtheteachersneedtounderstanda
fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie
2007)
7
processesOntheother
handscientiicmodelsareoneofthemainproductsofsciencethatplaya
crucialroleinreducingthecomplexityofphenomenabyallowingamore
visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan
bemadeandtested(Gilbertetal1995)Thissituationassumesimportance
ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe
physicscomponentof thesciencesubjectTherefore the followingmain
objective and the speciic objectives arising out of it are drawn for
investigation
MainObjectiveoftheStudy-
Toinvestigatetheproblemsandconstraintsfacedbytheteachersin
teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents
SpeciicObjectives
Toindouttheviewsofteachersabouttheirknowledgeofphysicsin
relationtotheconceptstaughtintheGCE(OL)syllabus
Toindouttheeffectivenessofthephysicspracticalclassesconductedin
schoolinunderstandingtheconcepts
ResearchMethodology
a)Sampledesign
Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing
together an analysis of the components and structure of knowledge of
physicswiththeobservationandanalysisofstudentbehaviorduringthe
teachingandlearningprocessInthiscontexttheieldofPhysicsEducation
Research (PER) seems as a growing sub-discipline of physics (Edward
Redish and Richard 2001) Further Mathusuthanan et al (2007) have
pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare
nowbeinginprocessinSriLankaSucheducationalreformstakeplacein
everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel
processesTheeducationalreformsandthequalityofeducationshouldbe
checked frequently by conducting research studies to ind out their
successes and failures By research it is possible to ind out that the
secondary level of education system has not brought about the target
achievementswhich has been one objective of theNational Institute of
Education (NIE) The NIE hasmade curriculum changes in 2007 in the
secondary education level On one hand the models of science are
representationsofobjectseventsideassystemsor
8
The Jaffna Educational Zone consists of many resource persons many
scienceteachersandadequatephysicalfacilitieswhencomparedwiththe
otherEducationalZonesinthePeninsularInthepresentstudytheschool
teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone
Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting
the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna
NallurandKopaywereidentiiedandtheteachersineachstratumwere
selectedbyusingthestratiiedrandomsamplingmethodduetothereason
thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove
EducationalDivisionshaveadequatephysicalresourceswhilecomprising
thehighestnumberofteachersofscienceThiswasthemainreasontoselect
the Jaffna zone for a representative sample of teachers The following
conceptsofphysicswereconsideredforthestudy
b)PhysicsConceptsselectedfortheStudy
A) The formation of various images from lenses to design optical
instrument(Lenses)
D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)
E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd
irstobject(Newtons3 Law)
The questionnaire designed for the pre-test to be done by teachers
comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach
questioncontainedafewpartswhichcovervariousconceptsofphysicsthat
areincludedintheGCEOLSyllabus
B) The phenomena of refraction of light in human activities (lightrefraction)
C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)
c)Formulatinghypotheses
Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor
statisticaltesting
1) H ThereisnodifferencebetweenthemeanoftheExperimental01
groupandthe
9
Controlgroupinthepre-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11
Controlgroupinthepre-test
2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe12
Controlgroupinthepost-test
3) H Themean difference of the pre-test and the post-test on the03
experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13
experimentalgroupisgreaterthanzero
d)Statisticaltoolsusedinthestudy
The t- test wasused to indout thewhether therewasa signiicant
differenceintheknowledgeofphysicsconceptsbetweentheexperimental
groupandthe controlgroupofscienceteachersForidentiication of
theproblemsfacedbythescienceteachersapre-testwasconducted
Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent
concepts ofphysics in the GC EOL syllabusas mentioned
previouslywhichwereidentiied duringthe teachingand learning
processofphysics Direct interviews werealsoconductedwiththe
stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter
thepre-testtheconceptsbehindthequestionswereexplainedtothe
teachersandapost-testwas againconducted amongtheteacher
sample to see whether they would answer the questions correctly
10
As mentioned previously this study was carried out to investigate the
knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE
OLexaminationThesamplecomprisedeighty-two(82)scienceteachers
whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation
ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay
Theresearchinstrumentsusedfordatacollectionfromthescienceteachers
were questionnaires interviews and direct observations that were
analyzedalongwiththescoresofthepre-testandthepost-testconducted
withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)
The data were analyzed statistically and t-test was conducted to see
ResultsandDiscussion
whetherthereissigniicantknowledgegapinthescienceteachersandthe
resultsarepresentedbelow
i EducationalQualiicationsoftheteachersample
IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder
thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix
(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11
Others were trained at the Colleges of Education or Teacher Training
Colleges who had also obtained different types of training programs
organized by the Ministry of Education and the National Institute of
Education
ii Questionnairesurveyconductedonthephysicsconcepts
Thefollowingweretheresultsof thequestionnairesurveyconductedto
investigate whether science teachers have a sound knowledge on the
conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL
examinationFiveconceptsABCDandEmentionedpreviouslywereused
forthispurposeandtheresultsarediscussedbelow
a)Concept-wisecomparisonasawhole
Percentage
()
9090
80
70
60
50
40
30
20
10
0
5154
60
50
Variousimages(A)
Refraction oflight(B)
Cange ofbrightness(D)
Newtonrsquos 3rdlaw(E)
Transistorand
resistor cConcept
Fig1Achievementsofteachersonvariousphysicsconcepts
Theconcept-wisecomparisonisshowninFig1FortheConceptA
806 of the teacher sample correctly answered the questions
relatedtofunctionsofthelensesHoweverthesampleteacherscould
answerthe Concepts BCD andEat an averagelevel (50-60)
11
b)Question-wisecomparisonundereachconcept
ConceptA-Theformationofvariousimagesfromlensestodesign
opticalinstrument
Fig2UnderstandingofConceptA
50
120
100
80
60
40
20
0
733
90 90
100
1 2 3 4 5
Questions
Percentage
()
TheConceptAwastestedontheprocessofformationofvariousimagesby
the convex lens As shown in Fig2 only 50 of the teachers correctly
answeredtheirstquestionrelatedtoimageoflensrevealingthatother50
oftheteachersdidnothavethepracticalknowledgeonthelensperformance
Mostoftheteachersansweredsatisfactorilytothequestions234and5
undertheConceptA(70-100)butthisachievementmaynotbeadequate
forteachingphysicssatisfactorilytothestudentsattheGCE(OL)
ConceptB-Thephenomenaofrefractionoflightinhumanactivities
Fig3UnderstandingofConceptB
80
70
60
50
40
30
20
10
0
7333
4333
6333
2333
5333
6 7 8 9 1 0
Questions
Percentage
()
TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The
lowest number of teachers correctly answered the question number 9
12
followedbythequestionnumber7Thesequestionswererelatedto the
rainbowandpropertiesoflightforwhichbelow50ofteachersanswered
correctly indicating that the sample teachers have poor knowledge on
refractionrelectionandlightwavemotion
ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds
Fig4UnderstandingofConceptC
Questions
100
90
80
70
60
50
40
30
20
10
0
1333
60
3666
7666
8666
Percentage(
)
11 12 13 14 15
13
The Concept C tested was in relation to the process of transistors and
resistersThelowestnumberofteachersansweredthequestionnumber11
followedbythequestionnumber13Thesequestionswererelatedtothe
transistorandLDRactivity Asteachershadapoorunderstandingonthe
functionofNPN transistor and the functionof LDR86of themwere
unabletogivethecorrectanswertothequestion11indicatingthatteachers
didnotunderstandtheactivitiespertainingtothequestionwiththegiven
data
ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit
Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin
bulbsOnly30ofteachersansweredthequestionnumber16
correctly followed by the question number 18 (50)
ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany
teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere
unabletoanswercorrectly
ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst
object
Fig5 understanding of Concept D
Questions
6066 6333
30
90
50
16 17 18 19 20
100
90
80
70
60
50
40
30
20
10
0
Percentage(
)
Fig6 understanding of Concept E
7666
3666
2333
8333
30
Questions21 22 23 24 25
90
80
70
60
50
40
30
20
10
0
Percentage(
)
rdTheConceptEwas testedon the forces related to theNewtons3 Law
(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223
and 24 correctly One reason could be that the diagram related to this
ConceptgivenintheSciencetextbookwasnotclearThereforethesample
teachers were not familiar to this subject component of physics
14
iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted
Apre-testwithivequestionswasconductedamongtheteachersofscience
Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped
asfollows
a)ExperimentalgroupndashGroupE
b)Controlledgroup-GroupC
Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore
rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot
very low scores (below 40)for answering the questions given under
variousconceptsofphysics
Table1presentsthepre-testscoreoftheteachersofscienceAmajority
oftheteachersgotverylowmarksMostofthescienceteachers(377)
areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe
scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin
betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It
isimportanttonotethatcumulativenumberofseventy-ive(75)science
teachersscoredbelowforty-onemarksindicatingaverylowknowledge
Table1Scoreofthepre-test(Questionnaire)
15
ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were
alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test
butthevalueswereverylowandapproximatelyequal
Table2summarizestheresponsesgivenbytheteachersampleundereach
concept of physics Accordingly many respondent teachers could not
understand theelectronic concepts ie functionof the transistors Some
respondentshowevercouldnotansweranyofthequestionsandtheyfailed
tocompletethequestionnaire
Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test
Table2also indicates that ingeneral a lownumberof science teachers
understooddifferentconceptsofPhysicswhichareABCDandEThe
conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent
(50)Fifty-fourpointnine(549)percentofthescienceteachersmade
mistakesonconceptERegardingtheconceptsrelevanttoLenses122of
scienceteachersknowledgeofPhysicswasveryweak
iv Analysisofthescoreofquestionnaireatthepost-testconducted
Thepre-testquestionnairewasdiscussedandexplainedonlytothe
experimentalgroupEThepost-testquestionnairewasdesignedwith
the same concepts of physics and tested with the teacher sample
16
Thepost-testmarksrecordedaregiveninTable3
Table3Scoresofthepost-test
Total 41 41
Theresponsesofthetwogroups(experimentalandcontrol)accordingthe
aboveTable3indicatethatthereisanimprovementofknowledgeinthe
experimental group as compared to the control group because the
experimentalgroupwasprovidedwithremediesanddiscussionson the
conceptsABCDandE
Descriptive statistics was performed to identify the effectiveness and
eficiency of remedies and discussion Science teachers in the
experimentalgroupbasedonmeanvalueperformedwellatthepost-test
thanthatofthecontrolgroupStandarddeviationalsorevealedthesame
result Further a t-testwas conducted between the two groups to see
whetherthereisasigniicanteffectinperformanceafterexplainingthe
concepts to the experimental group of teachers Therefore it can be
summarizedthatwhencomparingthescoreofthepre-testwiththepost-
testmarksoftherespondentsitwasobservedthatthepost-testscoresof
therespondentsintheexperimentalgroupwerehigherafterexplaining
the physics concepts to them through workshops and discussions
17
vHypothesesTesting
(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01
ExperimentalgroupandtheControlgroupinthepre-test
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
pre-test
isthemeanvalueofthepopulationfortheControlgroupinthepre-test
H 01 =mE mc
H 11 gtmE mc
mE
mc
UnderH thecalculatedvalue=-07201
Butthetablevalueat5signiicancelevel164
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
post-test
isthemeanvalueofthepopulationfortheControlgroupinthepost-test
H 02 =mE mc
H 12 gtmE mc
mE
mc
UnderH thecalculatedvalue=66202
Butthetablevalueat5signiicancelevel164
18
(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01
meansthe5signiicancelevelthereisnodifferencebetweenthemeanof
theExperimentalgroupandtheControlgroupinthepre-test
SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02
at 5 signiicance level there is a difference between themean of the
ExperimentalgroupandtheControlgroupinthepost-testThereforethe
meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue
of the Control group in the post test Thus we could infer that the
ExperimentalgroupperformedsigniicantlybetterthantheControlgroup
intheposttestThereforeitwasclearthattheunderstandingofconceptsof
physicswasverylowinthescienceteachers
013 gt-= prpoDH mmm003 =-= prpoDH mmm
(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03
ontheexperimentalgroupiszero
Where
D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup
UnderH thecalculatedvalue=31903
Butthetablevalueat5signiicancelevel1684
SincethecalculatedvaluegtthetablevalueH isrejected03
Hence at the 5 level of signiicance the post-testmean value of the
Experimental group was higher than the pre-test mean value of the
ExperimentalgroupindicatingthattheperformanceoftheExperimental
groupwasbetterinthepost-testthanthatofthepre-testThissituationalso
provesthatthescienceteachershavepoororverylowunderstandingofthe
physicsconceptstaughtattheGCEOLsciencesyllabus
Directinterviewswithstakeholders
The following observations were made during the direct interviews
conductedwiththestakeholders
AlecturerattachedtoaCollegeofEducationsaid
ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin
othersubjectsareappointedtoteachmathematicsandscienceThereforeitis
doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience
subjectsrdquo (interviewconductedduringthestudy)
19
AlecturerinattachedtoaTeacherTrainingCollegesaid
ldquoTrainee teachers do not have adequate knowledge in basic concepts of
sciencethataretobetaughtintheseniorsecondarygradesThereasonfor
thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto
teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid
ldquoI found that most science teachers had studied in the biological science
streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad
theirtrainingeitherattheCollegesofEducationorattheTeacherTraining
Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis
thereasonforthesetbackinproducinggoodphysicsresultsrdquo
(interviewconductedduringthestudy) ScienceTeachersOpinion
The information collected from the teachers by direct interviews are
tabulatedinTable4Whentheteachersopiniononthesubjectcomponents
ofsciencewasconsidereditindicatedthat914teachershaveproblems
inteachingphysicsThereasonwasthatmostteachersinthesampledidnot
haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat
theGCEOLsciencesyllabus
20
SubjectcomponentinScience
Percentageofteachers()
Difficult Normal Easy
Physics 914 61 24
Biology 24 12 963
Chemistry 06 634 305
Table4Teachersopinioninteachingsubjectcomponentsinscience
Impactofthequaliicationsofscienceteachersample
Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)
IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching
at theGCE(OL)classesat the timeof thestudyMostof the trained
teachersfromCollegesofEducationandtheTeacherTrainingColleges
teach science toGCE (OL) students Though theirmain subjectwas
sciencemanyofthemdidnothaveadequateknowledgeinmathematics
tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion
and Tamil etc as their optional subjects Thus they face many
challengesanddificultiesinteachingthephysicscomponentinScience
21
Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)
Discussiononthesecondspeciicobjectivetoindouttheeffectiveness
ofthephysicspracticalclassesconductedinschools
In this regard facilities such as laboratory facilities Internet facilities
libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing
the questionnaire The responses given by the sample teachers in the
questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas
school principals students technical persons and laboratory assistants
were also inquired about the facilities available for conducting physics
practicalclassesandtheyagreedwiththeobservationoftheteachers
Table6Facilitiesavailableforteachingandpracticalwork
22
Facilitiesavailableinschoolsfortheteachingandpracticalwork
IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-
mentioned facilitiesButschools inruralareashave less facilitiesWhen
schoolshave less facilitiestheteachersinditdificultto developtheir
ownknowledgeorexplaintheconceptsofphysicstothestudents
Fig 7 indicates the teachers opinion on the physics teaching methods
gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe
bestToenhancetheknowledgeinthephysicscomponentofscienceitis
essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp
boththeteachersandthestudentstodeveloptheirteachingandlearning
skillsthroughhandsonexperience
Groupdiscussion(P)
Experiment(Q) Any othermathod(S)
Suggestions
80
70
60
50
40
30
20
10
0
71
20
9
Pe
rce
nta
ge
()
Fig7-Bestteachingmethod
P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents
Q-Experimentalactivity(demonstratetheexperimentswhichare
inthetextbook)
S-Anyothermethod(GroupworkindividualworkChalkandtalk)
Interviewsconductedregardingfacilitiesavailability
AninterviewwasconductedwithalecturerofCollegeofEducation
ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo
(interviewconductedduringthestudy)
ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo
(interviewconductedduringthestudy)
AnotheroficeroftheJaffnaEducationexpressedthefollowingview
23
AnAdditionalDirectorofSciencecommentedasfollows
ldquoIt is essential that all teachers know the fundamentals of
ScienceThenonly they can teachScience Science is a ield
which can elaborate our knowledge This is related to two
important things The irst one is observing an event that
happensinourenvironmentandtheotheroneisconstructing
principles to explain those observances Therefore doing
experiments and research to explain the concepts inPhysics
section will help the teachers to enhance the practical
knowledgeofScienceandgavedetails
(interviewconductedduringthestudy)
During the informal discussions held with Laboratory Assistants the
followingdrawbackswerementionedthatwouldaffecttheteachingand
learningprocess
a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades
b) Manyequipmentrequiredarenotinworkingcondition
c) Nowaterfacilitiesavailableinthelaboratories
d) Teachersarealsoreluctanttodopracticalwork
24
Thisstudy investigated the levelofcomprehension in teaching thebasic
conceptsofthephysicscomponentofthesciencesubjectrelevanttothe
GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended
questionsthatweremainlyfocusedona)refractionoflightb)relectionof
light c) transistor and resister d) changing brightness of bulbs in the
circuitande)NewtonsThirdLawBycombiningthequestionswiththe
focusedfactorsandthescoresachievedbyteachersfortheanswersgiven
for each question it was possible to analyze the data relevant to each
concept It was found that the science teacher sample had a poor
understandingoftheconceptsofphysicstestedThestudyrevealedthatthe
knowledgeofthescienceteachersampleonthecomponentofphysicsinthe
GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand
thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers
showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts
tested due to insuficient experience in doing practical relevant to the
physics component of the OL Science Syllabus (direct interviews with
teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat
morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat
the Colleges of Education were from the Biological Science stream and
hence they had insuficient knowledge in the physics concepts
Conclusions
There were only a few science graduate teachers in the Jaffna
EducationZonewhoareteachingScienceattheGCE(OL)classesMany
teacherswhoteachsciencewerefromtheNationalCollegeofEducation
ButattheinterviewwithalecturerintheNationalCollegeofEducationit
wasrevealedthattherewasnolecturerappointedtoteachscienceforthe
last11yearsThismightbeonereasonformanytrainedteachershavingan
insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso
revealedatthedirectinterviewsthebiologyandchemistrycomponentsof
thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto
physicsarecoveredrarely
Itmustbeemphasizedthatasoundknowledgeinmathematics is
also essential to teach physics eficiently Therewere 292of science
teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher
Training Collegeswho had opted for various other subjects but not for
Mathematics Thissituationingeneralhasalsocausedforhavingapoor
understanding of the physics concepts Inadequacy of resources in the
generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad
obstructed conducting the OL physics practical sessions to the trainee
teachersintheNationalCollegesofEducationJaffna
Manyteachers(707)didnotunderstandtheconceptsofthephysics
component and the interviews conducted with the stakeholders also
revealed the importance of doing proper practical sessions in physics
towards better student performance in science at the G C E (OL)
examinationTheteacherswereoftheviewthatteachingofphysicsthrough
practicalsessionscouldnotbeconductedbecausetheteacherguidanceand
the teaching materials were insuficient Thus the science teachers had
dificultiesinteachingandguidingscienceforstudentstoperformbetterAs
per the direct interviews with the educational authorities principals
teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers
werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience
25
ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation
Zone the science teachers do not have suficient knowledge in science
especiallyinthephysicscomponenttoteachscienceeffectivelytoschool
26
childrenwhichcouldbethereasonforthepoorperformancebystudentsin
scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave
beensimilarornotintheothereducationzonesofthecountryHenceitis
suggestedthatasimilarstudybeconductedinalleducationzonesinthe
country to arrive at a irm conclusion and make recommendations to
improveperformanceinthesciencesubjectattheGCE(OL)examination
Recommendations
Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand
theconceptsofthephysicscomponentrelevanttotheGCE(OL)
Sciencesyllabus
Oslash Qualiied lecturers in the relevant ields of science should be
appointedtotheNationalCollegesofEducationtoproduceeficient
andknowledgeablescienceteachers
Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant
schoolsandtotheNationalCollegesofEducationshouldbeensured
whilegivingprioritytopracticalassessmentsattheschoollevel
Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon
thetextbooksontheschoolswebsitesaswellasintheformofa
compactdiscforeasyreferencebystudentsandteachers
Oslash
Oslash
Oslash
References
Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka
BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka
EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3
Oslash
Oslash
Oslash
Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197
Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19
StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523
27
ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES
DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe
OpenUniversityofSriLanka
skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches
usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted
by the Faculty of Education of the Open University of Sri Lanka (OUSL)
PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE
programmeinTamilmediumatOUSLin20112012academicyearAmong
them104studentteacherswhofollowedPGDEprogrammeattheColombo
Regional Centrewere purposively sampled for this study A self-developed
questionnaire built up by reviewing related literature was used for data
collection The data obtained were tabulated and analyzed by applying
elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe
responses to the open ended questions were analyzed qualitatively The
indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch
moreinformationthemselvesfortheirownlearningandtheystatedthatthe
activities given in the PGDE havemotivated them to do self-learning and
searchmorerelevantinformationfortheirlearningFindingsclearlyshowed
thatactivitybased learningsessionshavedevelopedhigher levelcognitive
skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe
student teachers Further some problems that hindered the effective
participationinactivitybasedsessionsincludinglackofpreparationlackof
timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers
MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated
learningpractices
INTRODUCTION
Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage
students in the learning process including group discussions problem
solving case studies role plays journalwriting learning activities and
structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove
criticalthinkingskillsincreaseretentionandtransferofnewinformation
increasemotivationandimproveinterpersonalskillsStudentsshouldbe
28
29
encouragedtodothingsbythemselvesinordertoidentifyproblemstoill
gapsandindsolutionsinacollaborativewayTherewereexpressionsof
optimism that such independent approaches could lead to success and
teacherscouldbesurprisedbystudentsrsquoperformance
Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif
theycanrelyontheirownresourcesforcompletingassignmentsstudying
for tests and achieving success in school At the core of successful and
lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe
meta-cognitively motivationally and behaviourally active in regulating
hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals
and of strengths weaknesses and interests given instructional goals
environmentalexpectationsandconditionsoflearningandperformance
Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe
ultimate integration of neuro developmental abilities Self-regulated
learners are attentive focused and productive They set goals for
themselvesanduseaplannedapproachtolearningSelf-regulatedlearners
keep track of their understanding and their progress and reward
themselves for their successesTheyuseproblem-solving strategies and
memorytechniqueswhenappropriateTheylearntothinkcriticallyabout
thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn
shortself-regulatedlearnersareintentionalactiveandrelective
Pedagogy the science of teaching involves instructional methods
materials and learning activities directed by these Traditionally the
lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe
teacherwasconsideredastheproviderofinformationandstudentsasthe
passiverecipientsofinformationThemajorinstructionalmaterialswere
textbooksthatwerewrittenforspeciiedagegroupsandforparticular
subjectsThemajorlearningactivitywaslisteningandwritingfromthe
textbookorfromtheblackboardThisparadigmhasbeenchangedinthe
newer methodology of activity ndash based learning Here the teacher is
consideredasthefacilitatorandthestudentsareself-learningthroughthe
medium of a detailed array of learning cards (Anandalakshmi 2007)
Othermethodssuchascooperativelearninghavealsobeensuggestedas
alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping
brains learning processes and the growing childs learning needs
provides great potential to create effective pedagogical practices
Theprocessoflearningcomprisesofthreecomponentsndashinformationinput
information processing and expression of information or knowledge In
each of these components students show differences For example in
informationinputwhichalsomeansthewaystudentsreceiveinformation
tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe
auditoryorkinestheticlearnersIntermsofinformationprocessingsome
students may use top-down processing or bottoms-up processing This
dependsbothonthelearneraswellasthenatureofskillorknowledgetobe
learnedWith respect toexpressionofknowledgeor skill learned some
studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose
MeyerStrangmanampDalton2002) It is important that the instructional
methodologyproactivelyplansforsuchdifferencestoachievehighquality
educationalexperiencesandlearningoutcomesforallstudents
Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses
theeducationandprofessionaldevelopmentofeveryteacherneedstobe
seenas a lifelong task andbe structuredand resourcedaccordinglyTo
equiptheteachingbodywiththeskillsandcompetencesneededforitsever
changingrolesitisnecessarytohavebothqualityinitialteachereducation
andacoherentprocessof continuousprofessionaldevelopment tokeep
teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety
(BarberandMourshed2007)
30
Lecturers who use activity based learning strategies pause frequently
duringtheperiodonceeveryifteenminutesorsotogivestudentsafew
minutes toworkwith the information theyareprovidingTheymayask
students to respond to a question to summarize important concepts in
writingortocomparenoteswithapartnerForsomelecture-basedclasses
usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor
roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder
these circumstances may not be possible but other strategies such as
individualwritingorbalancingactivitiesarequitepossibleandleadtogood
results
TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational
universityinSriLankawherestudentsareabletofollowfurthereducation
byopendistancemode Thestudent-centeredstudysystemisdesignedto
support a distance learner throughmultiplemodes including self-study
printandAudioVisual(AV)materialscontactsessionse-mailandinternet
TheFacultyofEducationof theOUSLrealizes the importanceofquality
teachers for quality education Therefore the faculty has introduced
several teacher education programmes using innovative approaches to
increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe
studentteachersPostGraduateDiplomainEducation(PGDE)programme
isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich
providesthebasicprofessionalqualiicationforgraduateteachersworking
intheschoolsystem
31
Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity
basedlearningapproachesusedforPostGraduateDiplomainEducation
(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows
1 ToexaminetowhatextenttheActivityBasedLearningapproaches
increaseself-learningpracticesamongstudentteachers
2 ToIdentifythehigherordercognitiveskillsachievedbythestudent
teachersthroughtheactivitybasedlearningapproaches
3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto
engageeffectivelyintheactivitybasedlearningsessionsand
4 Tomakeappropriatesuggestionsandrecommendationstoimprove
theeffectivenessoftheactivitybasedlearningapproach
LITERATUREREVIEW
Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart
ActivityBasedLearning
Learningisacquiringnewknowledgebehaviourskillsvaluespreferences
or understanding and may involve synthesizing different types of
information Further it is a process that brings together cognitive
emotional and environmental inluences and experiences for acquiring
enhancingormakingchangestoonesknowledgeskillsandworldview
(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent
understands and engages with the information to be learnt It is also
important that the studentprocesses the informationwithhigherorder
thinking such as comprehension analysis synthesis application and
metacognition When this happens the student is able to relate the
informationtoanylifesituationconnectitwithpastlearningbuildhisor
her own knowledge (Garner 1987) and become a knowledgeable and
contributingcitizenasanadultOneimportantmethodoffacilitatingsuch
engagementwithinformationisthroughactivity
32
The dictionary deinition of activity is work that involves direct
experiencebythestudentratherthantextbookstudyThusactivity-based
learningshouldallowstudentstoengagewithandprocessinformationin
suchawaythathesheunderstandsandbuildshisherknowledgeabouta
particular subjectAnoutcomeof successful learningwould be that the
student has acquired the basic literacy skills and is able to apply this
knowledgeorskilllearntinarelevantsituationTheideaofactivity-based
learningfollowstheconstructivisteducationaltheoryandischild-centered
pedagogy Activity-based learning may be deined as a method of
instruction where activities of different types suitable and relevant to
speciic subjects are integratedseamlessly into the regular instructional
materials andmethods to involvestudents in the teachingndash learningor
instructional processes and engage them fruitfully (Suydam amp Higgins
1977) Themain purpose of themethod ismaking the classroommore
student-friendlyandreducetheintimidationanddominationoftheteacher
Activelearningisacrucialelementofthenewthrusttowardwhatisnow
commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching
(Weimer 2002) Most deinitions of active learning focus on two key
componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition
of active learning comes from Bonwell and Eison (1991) ldquoInvolving
students in doing things and thinking aboutwhat they aredoingrdquo The
overallqualityofteachingandlearningis improvedwhenstudentshave
ample opportunities to clarify question apply and consolidate new
knowledge In this case instructors createopportunities for students to
engagenewmaterialservingasguidestohelpthemunderstandandapply
information
33
High-ordercognitiveskills
Developmentofhigherordercognitiveskill isacomponentofeducation
reforms based on the learning taxonomies of Blooms Taxonomy This
includescriticallogicalrelectivemetacognitiveandcreativethinkingetc
Adominantcomponentincurrentreformsineducationistheefforttotrain
studentstodevelophigherordercognitiveskillsThisrequireschangesin
teaching-learning processes encouraging students to acquire analytical
Self-RegulatedLearning
Self-directedstudy isapurposefulmentalprocessusuallyaccompanied
andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying
informationThe student accepts the responsibilityofmakingdecisions
about thegoals and theeffort tobedonebecoming thereforehisown
change agent for learning (Long 1990) Self-directed study is critical
accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof
peopleslivesbasedonthedesireandneedtounderstandsomethingorto
performsomeactivityButLong(1990)commentsthatitisnotreasonable
to expect that people who have been used to receive ready-made and
formatted information during all their years of school life nowwill be
instantlytransformedintoindependentlearnersIfwewantstudentstobe
empowered teachers need to be empowered aswell (Wehmeyer et al
2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto
deliberately create an environment and structure inwhich teachers are
encouraged to relect on and take responsibility for their learning and
teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van
Eekelenetal2005)
34
Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills
whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland
relectivewayshowtoaskquestionsmakedecisionssolveproblemsand
knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso
skillsforlifelonglearningInordertomeetthemarketdemandthefocusof
educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof
autonomousandorganizedstudyTheseskillswillbeusefultoindividuals
becausesuccessinuniversitycoursesandinalsomostprofessionsrequire
suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis
consensusontheneedtodeveloptheseskillswhatisnotsoclearishow
they can be developed in students in university courses (McLoughlinamp
Luca 2003) and this is much more dificult in the Open and Distance
Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe
main characteristics that differentiates distance education from other
forms of education is the central focus on the student and on their
independenceinthelearningprocessHefurtherargueswhetherdistance
learning successfullyhelps todevelopautonomousandorganized study
skillsandotherhigherordercognitiveskillslearningatdistance
RESEARCHMETHODOLOGY
ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign
critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual
PopulationandSampleThe study was conducted on the student teachers who followed PGDE
programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin
the20112012academicyearThetotalnumberofTamilmediumstudent
teachersenrolledfortheprogrammewas1054Amongthem104student
teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre
35
(ii) the higher order cognitive skills achieved by the student teachers
throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage
effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber
ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems
there were several sub items which were included to get a wider
understanding on the aspects related to the main items Rating scales
selectionofthemostappropriateanswerstructuredtypequestionsaswell
asafewopen-endedquestionswereincludedinthesubitemsThedata
obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative
techniques such as frequencies and percentages Open ended questions
wereanalyzedqualitatively
RESULTSANDDISCUSSION
Increaseself-learningpractices
Alltherespondentswereadultlearnersbetweentheages30to45years
The majority (86) of the student teachers expressed that as adult
learnerstheydidnotexpectalltheinformationneedtobegivenbytheir
lecturersNinetysix(96)percentofthestudentteachersmentionedthat
theylikedtosearchmoreinformationthemselvesfortheirownlearning
Thisclearlyshows that the lecturersshouldnotgiveall the information
relatedtothelessonsbutatthesametimethelecturersshouldgivemore
werepurposivelysampled for thisstudyDataweregatheredonly from
student teacherswhowere physically present at the Colombo Regional
Centre for the activity based contact session on the day of visit by the
researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was
structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas
namely
(I) the extent to which activity based learning approaches facilitate to
increaseself-learningpractices
Table1StudentsRatingonInvolvementofSelfLearningPractices
36
activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices
AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent
teachershaveacceptedthatactivitybasedlearningcontactsessionshave
increasedtheirinvolvementforselflearningpracticesMorethan90of
theteachersexpressedthatactivitybasedlearningcontactsessionshave
motivated and increased their participation in group learning and
group activities Further they stated these sessions enabled them to
respectthevaluablepresentationsofpeersFromtheindingsitisclearly
shown that activity based learning approaches have improved the self-
learning andpeer learningpracticesamongthePGDEstudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywere
askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe
activitybasedlearningapproaches
Table2-StudentsRatingsonSkillsDevelopment
AccordingtoTable2theindingsrevealedthatactivitybased learning
contactsessionshave facilitatedthestudentteachersto improvetheir
higher order cognitive skills in a positive manner More than twenty
percentage of the teachers expressed that they have achieved higher
order cognitive skills such as critical thinking evaluation skills and
analytical skills to a great extent through the activity based learning
contact sessions They also agreed activity based learning contact
sessions have improved their self-learning presentation skills
leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat
activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic
skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches
37
Openendedquestionsinthequestionnaireallowedthestudentteachersto
mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact
sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe
studentteachers
Amongtherespondents36ofthestudentteachersexpressedthatthey
wereunabletoinvolveeffectivelyduetolackofprepreparationand56
indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame
time42ofthempointedoutthattheclassroomfacilitiestoformulatethe
groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge
numbersinthegroupswasaproblemforthem24ofthestudentteachers
reported that theydidnot receive support fromall thegroupmembers
Majority of the student teachers stated that the time allocated for
instructors feedbackwasnotenough(68)and49ofthemindicated
that the questions raised by the peers after the presentation were not
enoughTheresultsrevealedthereareproblemsthatexistintheplanning
and implementation of activity based learning contact sessions and the
Faculty of Education need to give more attention to address the above
problems
CONCLUSIONSANDRECOMMENDATIONS
Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof
38
ProblemsandIssuesFacedbytheStudentTeachers
Educationof theOUSLandotherrelevantteachereducation institutions
should adopt activity based learning strategies These activities based
learning strategies help to increase the self-learning practices and to
develophigherordercognitiveskillsamongthestudentteachersFurther
facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate
facilitiesandtoallocateenoughtimefortheactivities
References
AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf
BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity
ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455
CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan
FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)
GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing
Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer
Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress
LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK
39
McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills
be fostered online In GCrispDThiele IScholten SBarker and JBaron
(Eds) Interact Integrate Impact Proceedings of the 20th Annual
Conference of the Australasian Society for Computers in Learning in
TertiaryEducation7-10December2003Adelaide
Murphy J (1993) Restructuring schooling The equity infrastructure
SchoolEffectivenessandSchoolImprovement4(2)111-130
40
PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional
andnurturingeffectsofactivity-based-learning-animpactstudyinselected
districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD
SSA-TN
RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent
ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness
researchPapercommissionedfortheEFAGlobalMonitoringReport
2005TheQualityImperative
httpunesdocunescoorgimages0014001466146695epdf
SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17
SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary
school mathematics recommendations from research Mathematics
Education Reports ERIC Center for science math and environmental
educationOhioStateUniversityED144840
VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471
Wehmeyer M L Agran M amp Hughes C (2000) A national survey of
teacherspromotionofself-determinationandstudent-directedlearning
TheJournalofSpecialEducation34(2)58-68
41
Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass
Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120
SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM
NORTHERNUGANDA
Abstract
Littleisknownabouttheroleoftheschoolcurriculuminpeace-building
aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation
humanrightseducationandcitizenshipeducation isproposedand then
examinedthroughaqualitativecasestudyofeighteducationalinstitutions
inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe
schools promote reconciliation values develop problem-solving and
communication skills and reveal some knowledge of human rights
Howeverthereislittleunderstandingofhistoryoroflocalnationaland
international politicallegal systems and minimal development of
discussionandcriticalthinkingskills
Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe
designofacurriculumthatcancontributetosustainablepeaceandreduce
theriskofcivilwarre-eruption
KeywordsEducationSchoolCurriculumPeace-buildingCivilWar
Truth-seekingReconciliationInclusiveCitizenship
Civilwarandpeace-building
Civilwars have caused huge economic and social damage and impeded
progress towards the Millennium Development Goals (Collier 2007)
Understanding the root causes of civil wars and preventing their re-
eruption would help meet the new Sustainable Development Goals
Education is implicated in civilwar causation throughdiscrimination in
accessandthroughculturalrepressionconveyedthroughthecurriculum
Improvingeducationalaccessandcurriculumqualitymaycontributetowar
preventionandpeace-building(BushampSaltarelli2000Thyne2006)
JeremyCunninghamMPhilPhD
AssociateresearcherCentreforInternationalStudiesOxfordUniversity
86HamiltonRoadOxfordOX27QA
cunninghamjeremygmailcom
42
The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool
The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar
43
curriculum playsanimportant role in imparting such knowledgevaluesandskills
CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended
curriculumthatiswhateducationplannersmapouttobetaughtinschool
theimplementedcurriculumthatiswhattheteacherscarryoutandthe
receivedcurriculumnamelythewholeexperienceofthestudentinschool
notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere
ishiddenlearningthatoccursasaby-productoftheorganizationofthe
schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe
totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade
(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners
viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian
governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat
ignoresculturalandethnicdiversity therebysowing theseedsof future
conlictsWherethewarhasendedthroughnegotiationtheremaybean
opportunitytosocializevaluesofequalrespecttoleranceandforgiveness
butalsostrugglesovercurriculumcontentandapproachHoweveracivil
warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict
needtoconsider the impactof theschoolcurriculumonsocialcohesion
(Cardozo2008Paulson2010)
Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter
civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights
Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey
2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-
conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace
butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights
educationdealswithglobalrightsnormsandparticipationskillsforpolitical
activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay
bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation
emphasizesparticipationproposingacombinationofknowledgeskills
andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused
onnationalunityandthestatusofcitizenshipratherthanthefeelingof
belongingit maynot adequately recognizetheinterestsofminority
identitygroupsand is likely to relect the agendasofpolitical elites
(Levine amp Bishai 2010) No one approach is suficient for a peace -
buildingcurriculumandnoneincorporateshistory andmemoryof the
recentpastFurthermoretheymaybetreatedasmarginal withlittle
impactonthewholeethosoftheschool
Featuresofeachof theseapproachesarecombined inanewconceptual
frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-
conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto
daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa
historyteacherandschoolleaderandonmypreviousresearchonhuman
rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict
transformationcurriculum truth-seeking reconciliationand inclusive
citizenship
Truth-seekingaddressestheneedtounderstandtherootcausesofviolent
conlict and ones personal and collective history Buckley-Zistel
(2008p142)saysthatthewaytheviolentpastisrememberediscentralto
everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe
questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot
deal with forensic truth directed towards accountability they may
contributetounderstandingthecausesofcivilwarandprovideaplatform
fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation
isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake
revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose
divided by conlict and enmity (Rigby 2006) Schools can promote
reconciliation throughhelpingyoungpeopledevelopa senseofpositive
identityinrelationtoothersandthroughincreasesinunderstandingand
mutualrespectinrelationships(Lederach2003)
Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand
identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe
localnationalandinternationalboundariesItisasmuchaboutrecognition
as about access to formal rights The development of knowledge and
understandingofpoliticalandlegalinstitutionsatlocalandnationallevel
44
45
andthefosteringofparticipationskillsandvaluesisanimportantwayfor
schoolstocontributetopeace-building(Dupuy2008)
Methodology
An exploratory visit to Gulu district in northern Uganda which had
sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive
readingofacademicandgreyliteratureandthenathreemonthieldwork
visit to collect empirical data through the following methods (i)
participantobservationinthecommunityandinarepresentativegroupof
eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews
aimed at uncovering the knowledge skills and values of teachers
education oficials and NGO oficers (iii) two student focus group
interviewsineachschool inthelocallanguage(Luo)withthehelpofa
local research assistant aimed at exploring students values and
knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights
(v)documentarystudyoftextbookssyllabischoolandNGOpolicies
Iobservedrelationshipsbetweenteachersandstudentsandamongthe
studentsthemselvesbothinformallessoncontextsandinotherelements
of school life assemblies sports social timemusic performance and
clubs Notices and lists of rules some of them devised by classes
themselvesshowedevidenceofeffortsmadetowardsapeacefulschool
culture and complemented the interviews data Teacher and head
teacherinterviewsformthebulkofthedataandstudentsgovernment
and NGO oficers provided valuable triangulation A Luo-speaking
researchassistantdiscoveredwhatstudentsknewabouthumanrights
historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed
primary curriculum was checked against test questions in Primary
Leaving Examinations and with chapters in textbooks and revision
books The research limitations include the chance that this group of
schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe
districtcentre
Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork
and modiied in the light of the evidence collected For example the
inclusionof forgiveness asakeyvalue for reconciliationwasderived
directly from the interviews where the termwas used by all parties
46
On the vertical axis are three core sustainable peace concepts On the
horizontalaxisisthemethodofarticulatingtheminthewholecurriculum
TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace
Knowledgeandunderstanding
Skills
Values
TruthSeeking
RecentHistory
Narrativeskills
Criticalthinking
Valueofhistory
Toleranceof
divergent
interpretations
Reconciliation
Contemporaryevents
andissues
Problem-solving
Cooperationand
teamwork
Equalrespect
Sympathy
Forgiveness
Inclusive
Citizenship
Localnationaland
international
politicallegalsystems
Humanrightsarticles
andconventions
Deliberative
discussion
Debate
Sensitization
Procedural
fairness
Humanrights
sensitivity
TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords
ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state
power where ethnic and economic factors were intertwined Under
colonialism theAcholipeopleofnorthernUgandawerepoorer than the
ethnic groups of the south They were preponderant in armed forces
implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986
Joseph Kony and the LRA inluenced by traditional ethnic spirit and
Christianbeliefsledanassaultonthenorthern districtsEarlysupportby
someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led
toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA
relocated to central Africa where it still carries out abductions and
massacres albeit on a smaller scale (Gersony 1997 Schomerus amp
Tumutegyereize2009)
47
Theimpactofthewarwasdevastatingthereweresome70000deathsand
75000peopleabductedofwhom30000were children (PhamVinckamp
Stover 2008)Most experienced horriic induction trials such as killing
fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-
called bushmarriage(World Vision 2004) 90 of the population was
moved into internally displaced peoples (IDP) camps supposedly to
protect them from the LRA Detachments of the army behaved like an
occupyingforceinhostileterritoryperpetratinghumanrightsviolations
withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition
in the camps led to an estimate of 120000 extra non-violent deaths
(CSOPNU 2006) Traditional communal life was damaged by the
underminingof theauthorityofeldersandawholegenerationsuffered
hugedisruptiontotheirschooling
ThroughoutthewartherewasatensionbetweenPresidentMusevenis
goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated
peace settlement It was feared that an all-outmilitary assault would
resultinthedeathsofabductedfamilymembersSomeAcholibelieveit
suited the government to keep thenorthweakby allowing thewar to
continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe
InternationalCriminalcourtbutmanypeopleinUgandastronglysupport
theideaofatruthcommissiontoaddressLRAandgovernmentviolations
Meanwhile schoolshave theopportunity to address some truth issues
through history teaching and the treatment of contemporary events
48
Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar
victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir
owngroup
Reconciliation is needed between the abducted and their families and
communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay
become frustrated and commit violence on themselves or others (Murphy
StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute
resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic
valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand
forgivenessbackedupbyproblemsolvingandcooperationskills
Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout
the legal and political system and the global human rights architecture and
throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue
ofproceduralfairness
Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis
studyarecontributingtopeace-buildinginthisverychallengingcontextThe
illustrative remarks from participants in the study were chosen for their
typicality
Truth-Seeking
Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany
incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut
hereweareinasituationwherewhenthelionsightthegrasssuffers
Urbanprimaryhead
Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor
sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe
chances of renewed violence (Hayner 2002) School history teachingwas
suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted
Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge
questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant
fornorthernUgandawherethereisastrongperceptionofbeingrepressed
throughthegovernmentsstrategyfordefeatingtheLRAThereispotential
spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand
forthestudyofavarietyofinterpretationsandperspectivesHoweverthis
type of history in schools requires amore complex approach than rote
learningofprescribedfacts(Cole2007)
49
the narrative that would be taught (Freedman Weinstein Murphy amp
Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible
forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted
thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer
Rougemembers or perhaps because of a psychological need to bury the
trauma for the time being (Kiernan 2004) However victor-governments
effortstocontroltheoficialstoryseldomcompletelysuppressalternative
narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea
strong oral memory cultivated through the family rather than through
educationalorreligiousinstitutions
The empirical study sought to discover to what extent participants are
familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis
importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy
throughtheprescribedcurriculumandtheimportanceattachedtoitfor
example by its position in national tests Some headteachers claimed
knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand
Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid
notknowitshistory
ActuallythestoryofthewarIknownotallThewarstartedwhenthe
governmenthellipwasoverthrownandthearmypeopleranawayand
toldpeopleherethatbadpeoplearecomingandwewillhavetoight
soverymanypeoplewereaffectedbypropagandahellip
Specialschoolteacher
Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor
sustainablerecoveryandpeace Itwasclearthatthememoryofalleged
governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA
violencewasonamuchgreaterscale
We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda
Secondaryteacher
Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory
tellingandcriticalthinkingAnumberofrespondentswereabletomake
aconvincingnarrativeandayouthgroupofformerlyabductedpeople
developedadramaperformancetocommunicatetheirexperiencesand
sufferingstoothersAmajorityofteachersandoficialsinthisstudy
thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe
wararewaysinwhichschoolscancontributetothetruth
50
Myownchildrenwereallbornduringthiswarperiodtheywillneedto
knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics
hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip
MunicipalEducationOficer
Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge
ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere
are somanywho have been involved in the atrocities itwill really
provokethecommunitySpecialschoolteacher
Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived
facts or uncontested truth Many teachers are aware of strongly contested
interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot
possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives
The impression was that people are wary about expressing their views
51
Urbanprimaryhead
SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians
Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle
Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis
taught at secondary level currently attended by a small minority of the
populationbut inneitherstage is thereany treatmentof theLRAcivilwar
Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto
teach it at all Several respondents explained that the history was not yet
writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed
to emerge without an oficial truth and reconciliation process So the
conclusionisthatthetruth-searchingandtellingelementintheframeworkis
nothappeningintheschoolsinthisstudy
ReconciliationThe rotten ibres of justice in these two regimes- we are facing the
consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend
thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow
whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes
aviciouscircleofwarandanarchyRuralsecondaryhead
TheinterestshownbythepeopleofnorthernUgandainbringingthecivil
wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf
reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe
immediate need is reconciliation between the communities of northern
Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims
(Angucia2010)
One view is that the knowledge and understanding necessary for
reconciliationisthatofcontemporaryeventsandissuesThecounter-view
isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress
current or controversial issues until there is some reconciliation and a
52
PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend
the war when we say peace it means we must begin where we
arehellipWe teach the learner that peace begins within yourself They
shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall
problemscanbesolvedbyighting
SpecialschoolTeacher
Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility
whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school
clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby
UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills
The school-level skills suitable for reconciliation after civil war fall are
relatedtointra-personalandtheinter-personalintelligencesTheformer
refers to self-knowledge and understanding and the latter to peoples
relationships with others (Gardner 1993) Conlict resolution problem-
solvingandcooperationskillscanbedevelopedthroughrepeatedactionand
have applicability beyond the school (Coleman amp Deutsch 2001 Davies
2004b) There is evidence of efforts for skills development related to
reconciliation
degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool
curriculum and peoples increasing access to broadcast andweb-based
mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent
eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto
the knowledge and understanding of contemporary issues through
occasionalcontributionsofteachersactingundertheirowninitiativeand
throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral
debatesatprimaryandsecondarylevelwereobservedinwhichthepeace
process the international criminal court and traditional justice were
discussed Naturally thiswasmore extensive at secondary level than at
primarylevel
53
UrbanPrimaryHead
IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee
lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in
schoolWedidanumberofworkshopsand seminarswith themWewere
gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful
wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo
Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal
respect is of crucial importance Equal respectmeans the value inwhich
humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman
eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality
but acknowledgement and recognition There is still considerablemistrust
betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto
stereotypenorthernersaswarlikeandresponsiblefortheLRAwar
IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas
SecondaryTeacher
TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment
of skills and values but the training and preparation of school prefects
appearstobequiterudimentarysofar
PrimaryPrefect
Theactivepromotionofequalrespectfordifferentethnicgroupsislittle
evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant
Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot
intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust
istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum
SecondaryTeacher
Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto
teachersandolderstudentsandisemerginginprimaryschoolsespecially
where there are Girls Education Movement clubs Although the term
disability is not common there is evidence that schools are promoting
equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof
themobvioussuchasavisualhandicapbutmorepervasivelythemental
traumaofhavingbeenabductedorhavinglostfamilymembers
IhavestrongfeelingsaboutwomensequalityIcomefromthevillages
andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage
[thegirls]toworkharderandtobecomeindependentpeoplebecause
withouteducationinUgandathepossibilityofhavingagoodjobisnot
there
Aclosely-relatedvalueforreconciliationeducationissympathySympathy
isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto
bedisturbedby injustice to intrinsically care for another (Yarnall 2001)
Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith
onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave
an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa
learned value from early infancy socialized through child rearing and
education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin
thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand
there is some evidence from the students This sympathy is applied to the
formerlyabductedpeopleandtoothervictimsofthecivilwar
LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers
SecondaryTeacher
54
Thelanguageofreconciliationfrequentlyincludesthetermforgiveness
Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa
renunciation of any need for personal revenge This value emerged
stronglyfromtheempiricalinvestigationThetraditionalcultureofthe
districtseemstohavebeencombinedwithreligioustraditionstosupport
this value and schools are playing their part in reinforcing it
SecondaryTeacher
UrbanSecondaryHead
How do we sustain the right to life for a peaceful community co-
existenceforgivenessandreconciliationWehavethoseinourculture
whenthingsgooutofhandsustainitbysittingdowntalkingtoother
peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken
heartscanbemendedandpeoplebeginwalkingonthesamepath
Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)
InclusiveCitizenship
Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic
theyinallywillcomebacktoliveinoursocietysowearetransforming
themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens
andwearegraduallytransformingthesociety
Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe
perceived marginalization of northern Uganda from the more
prosperousandbetter-educatedsoutherndistrictspopulatedlargely
by different ethnic groups and the history of different attempts to
capturestatepowerSustainablepeacewilldependonthegovernmentrsquos
successinbuildingsocialcohesionandforachievingafairdistribution
oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin
this process Membership of a political community depends on a
knowledgeandunderstandingoflocalandnationallegalsystemsand
humanrightsIfordinarypeopleunderstandtheboundariesandscope
of their own systems they are less easilymanipulated by dominant
groupsandbetterabletoachievetheirobjectiveswithoutrecourseto
armedviolence
55
Headteachers and secondary teachers are more knowledgeable than
primary teachers This is hardly surprising as the former have higher
educationalqualiicationsSomesecondarystudentsparticularlythosein
theUgandaNationalStudentsAssociationshowlocalandnationalpolitical
awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis
averysmallplaceinthecurriculumforciviceducationaimedatdeveloping
some basic understanding of local and national institutions The term
In1998wehadatrainingworkshopatourformerschoolThetopic
washumanrightsinschoolsItwasorganizedbytheschoolBefore
thatdayIhadnotlearntabouthumanrightsSecondaryTeacher
FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe
national system and those best known are economic and social rights -
especiallytherightsofwomenandchildrenTherighttoeducationwasthe
mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including
democraticrights-are far lessprominentThereareproblemsaboutthe
understandingofhumanrightsinthatthetranslationinthelocallanguage
suggestspowerandhaslittlesenseofentitlementorreciprocity
lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems
especially[theword]tweroissostronglikehavingacertainkindof
power and authority that is not lexible and if you need peace
somethingshouldbe lexible that is liable tochange if there isany
mutualunderstandingrsquo PrimaryTeacher
Scholarsandpractitionersagreeontheimportanceofcommunicationskills
forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult
infrustrationandviolenceIexploredthreegroupsofcommunicationskills
lsquoDeliberative discussionrsquo which means open-minded efforts to achieve
consensus requires concentrated listening clear speaking and logical
thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing
controversial issues using adversarial argument and decision by simple
majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto
frustration on the part of the minority lsquoSensitizationrsquo means publicizing
issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem
to think or act differently Groups seeking to achieve their purposes
peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto
gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence
(Halpern2005)
56
humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland
internationalNGOs
Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome
maybe takingplace inclubswhich tend to involve theyoungpeople in
lsquoTheneveryFridaywemakethemholddebatesontopics theyhave
chosenWefeelthatthroughthatwecanpromotehumanrightsWe
are trying to make this a democratic society where the rights of
individuals are respected and the views of individuals are also
respectedrsquoUrbanPrimaryHead
Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs
Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand
girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea
ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip
SecondaryTeacher
As it is dificult to assess values through answers to direct questions the
indings here are derived from responses to indirect questions about life
choices and dilemmas and from participant observation of behaviour The
development of procedural fairness through simpliied versions of legal
processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary
authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe
worldThereisevidencethatschoolsareusingfairprocedureinestablishing
rulesandincarryingoutdisciplinaryactions
SecondaryTeacher
Wegiveaveryclearhearinghellipwhena studenthasdone something
wrongwedontjustsubjectthemtopunishmentbeforeweheartheir
sideofthestory
57
planningandactivitiesundertheguidanceofateacherpatronormatron
Secondary schoolsprovideameans for students to contribute to school
improvement through the Uganda National Students Union which may
fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas
any such form of representative student involvement Debating is well
established in thedistrictbut theadversarialandcompetitiveapproach
appearstofavoursupericialconclusionsandaconcentrationontheforms
ratherthanontherealityofissues
Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough
not entirely disappeared Students have strong notions of procedural
fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings
Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember
There is evidence too of some democratic process in prefect selection
althoughteachersretainaveto
After thecampaignall the teacherswillbe there tohelpcounting
controllingthelineandoneteacherrecordsthevotesTheelections
arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe
electionwehaveastaffmeetingandwhenweseethatachildisnotit
weputhiminanotherpostPrimaryTeacher
Thereisnowacommonhabitwhentheycatchathieftheytrytolynch
himmobrulebecausetheysaythatwhenyouarrestathief inthe
evening you see the fellowwalking on the streets and so they take
actionintotheirhandshellipsoherewasayoungmanhewascaughtwith
somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]
youtakethistothepoliceandtheywillhelpyousortoutthisissuethe
truth will come out[hellip] He may be innocent let it be proved
elsewhererdquorsquoSecondaryTeacher
Generalsupportforhumanrightsisimportantforinclusivecitizenship
as it indicates a belief in their applicability to different groups and
contexts It isquitepossible toknowagreatdealabouthumanrights
without subscribing to their underpinning values Most heads and
teachersthinkitisimportanttoteachandlearnabouthumanrightsboth
for creating a better learning atmosphere in school and for personal
conidence about job security and relationships with superiors
58
Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis
evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers
reportsof interventions in thecommunity topreventmob-justiceshows
theirownvalueoffairprocessandtheirsenseoftheteacherasanexample
tothecommunity
Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas
NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa
universalcontextThereisawidespreadconcernthatthelanguagehasbeen
allaboutrightsandlittleaboutresponsibilities
lsquoChild labour rightshellipwhen you tell them to help you doing small
workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey
donrsquot know enoughhellipthey mix up responsibilities with the
rightshellipchildren have a little knowledge and they need a better
knowledgersquoPrimaryTeacher
ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace
Conclusion
ThepictureismixedAlthoughmostteachersthinkthatitisimportantto
teachthehistoryofthewarasyettheschoolsarenoteventeachingthe
historyofUgandaleadinguptothewarThereisnocoverageofpolitical
and legalsystemsorcontemporary issuesThere issomeknowledgeof
humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon
UNconventionsThereislittlecriticalthinkingordeliberativediscussion
asmostoftheteachingistop-downtransmissionofinformationusuallyby
rote However the schools are fostering problem solving teamwork
debate and sensitization thereby supporting reconciliation and
inclusive citizenship skills They are making positive efforts to foster
valuesof equal respect sympathy forgivenessandprocedural fairness
59
lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe
teachersherehellipandprotecttherightsofall(participantrsquosemphasis)
thechildrenandalltheparentsandalsomakesuretheyimplement
theirrolesandresponsibilitiesrsquoUrbanPrimaryHead
ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing
Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan
Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre
CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda
Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield
Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks
CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress
60
Oneof theparticipants said Bad thingsareanagent of transformation
destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted
from conditions of structural violence the development of an equitable
society requires a transformational process Through its contribution to
truth-seeking reconciliation and inclusive citizenship the school
curriculum can help heal oldwounds and provide the foundations of a
collectiveeffort forabetter future assisting in theglobal challengeof a
decent quality of life for all humans as expressed in the Sustainable
DevelopmentGoals
Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the
Effects of Young Peoples War Experiences on Teaching and Learning in
Northern Uganda in JPaulson (Ed) Education Conlict and Development
OxfordSymposiumBooks
FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries
FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92
FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress
Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191
GardnerH(1993)FramesofMindLondonFontana
GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury
DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress
DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute
61
Davies L (2004a) Schools and war urgent agendas for comparative and
internationaleducationPresidentialaddressinBritishAssociationforInternational
andComparativeEducationConferenceEducationinthe21stCenturyConlict
ReconciliationandReconstructionBrightonUniversityofSussex
Kiernan B (2004) Recovering History and Justice in Cambodia Yale
UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch
olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed
13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress
LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation
LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan
LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace
62
HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge
Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge
HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress
Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman
GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner
HalpernD(2005)SocialCapitalCambridgePolity
PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein
historyanditscausesLondonAllenLane
ReardonBA (2000)PeaceEducationA reviewandaprojection inB
MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion
toEducationLondonRoutledge
Richmond O P amp Franks J (2009) Liberal Peace Transitions between
statebuildingandpeacebuildingEdinburghEdinburghUniversityPress
RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo
LynneRienner
RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin
Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot
Ashgate
63
MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium
OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress
OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham
PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress
ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress
PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146
PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411
LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35
Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge
Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources
Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID
Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754
Tint B (2010) History memory and conlict resolution research andapplicationConlictResolutionQuarterly27(4)369-399WeeksW(2002)PushingtheEnvelopemovingbeyondProtectedVillagesinNorthernUgandaNewYorkONOCHA
WilsonR(2001)ThePoliticsofTruthandReconciliationinSouthAfricaLegitimising the post-apartheid state Cambridge Cambridge UniversityPressWorld Vision (2004) Pawns of Politics Children conlict and peace inNorthernUgandaLondonWorldVisionYarnallPH(2001)TheIntrinsicGoodnessofPainAnguishandtheLossofPleasureTheJournalofValueInquiry35449-454
64
Ryan S (2007) The Transformation of Violent Intercommunal Conlict
AldershotAshgate
Timetoassessourassessmentprocess
RNAdeSilva
OverseasSchoolofColombo
ndesilvaosclk01128208690777834523
Abstract
AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost
aspects of education have undergone change over time assessment
practiceshaveremainedmuchthesameNewdevelopmentsineducation
havemadeitcompellingthatwegiveseriousattentiontowardstheissueof
assessmenttoenableallstudentstolearnwellandtherebygainthemany
positivebeneitsofthatsuccess
Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe
mostappropriateandrecognizedtoolsinitsmeasurementThetwomain
assessmentcategoriesareknownas normativeandcriterionbasedIn
normativegradingstudentsarecomparedandrankedinrelationtoone
anotherInthecriterionbasedassessmentmodelstudentsareassessed
accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand
parents the opportunity to identify strengths and weaknesses and act
accordingly
International Baccalaureate is an educational programme that has
successfully implemented the criterion based assessment model in the
delivery of their curriculum Grade descriptors are identiied for each
subjectandthegradingisalignedtoapre-determinedachievementlevel
This system is better suited tomeasure learning progress and it offers
helpfulinformationforfuturedevelopmentofeachchild
Assessmentprocess
ldquoExaminationsareformidableeventothebestpreparedforthegreatest
foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb
ColtonMoststudentsdreadthewordexaminationandmanyareofthe
view that examinations are a necessary evil However summative
65
assessment has become an integral part of instructional education
Summative assessments are generally used to assign students a course
gradewiththeideaofsummarizingwhatthestudentshavelearntandto
knowwhetherthematerialhasbeenunderstoodwellInshortitismeant
to determine whether or not the goals of education are being met
In Sri Lanka the secondary education culminates with the General
CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations
InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted
afterclass10whichdeterminesthepursuingofhighereducationInChina
theNationalHigherEducationEntranceExaminationcommonlyknownas
GAOKAO is a prerequisite for entrance into most higher education
institutionsAgoodproportionofsuchexaminationsindifferentcountries
in the world are standardized tests which are norm referenced Norm
referenced tests are designed to compare and rank the candidates in
relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans
andeachcandidatesperformanceiscomparedwiththisaveragethereby
awardinga lettergradesuchasABCDampEaccordingtothesetgrade
boundaries
Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand
criterionbasedNormativegradingcomesfromthebeliefthatintelligence
tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage
intelligence and there will be a few who are below or above what is
considered average In criterion based grading students are assessed
accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis
thatthestudentachievementismeasuredagainststandardsundercriterion
basedgradingratherthanagainstotherwhoarebeingassessedAccording
toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure
menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise
inprofessionaljudgementandthereforeisasubjectiveprocessTherefore
itisimportanttousethemostrecognizedandappropriatetoolstocollect
evaluate and communicate students achievement or performance As
VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot
knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo
The modern educational trend is to move away from norm-referenced
66
assessment and to introduce criteria-based assessment models where
assessment is based upon pre-established learning objectives In a
criterion-referenced test the purpose is not to rank each student with
respecttotheachievementofothersbuttodeterminewhethereachstudent
hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors
indicating the level of achievement in meeting the learning objectives
withoutdiscriminatingbetweenthehighandlowachieversAccordingto
theassessmentexpertGrantWiggins thecriteria-basedassessment isa
superior model as it requires greater student involvement with the
intention of developing student processes in critical thinking
metacognitionandrelection
The International Baccalaureate (IB) is an example of a recognized
educationalprogrammewhichfollowsthecriterion-referencedassessment
modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears
Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal
twoyearsofsecondaryeducationRightthroughthestudentresultsare
determinedbyperformanceagainstsetstandardsnotbyeachstudents
positionintheoverallrankorderIntheDPstudentsfollow6subjects3at
higherleveland3atstandardlevelThisallowsstudentstogointomore
depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto
studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson
futureareasofstudyInadditionthestudentsalsofollowacourseoftheory
ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand
what they believe to be facts or truth Each student also completes an
extendedessaywhichoffersthemanopportunitytoconductanin-depth
studyofatopicofspecialinterestThisprovidesexcellentpreparationfor
independentstudyatuniversitylevelAllDPstudentsarealsorequiredto
takepartinsomeartisticactivitysportactivityandacommunityservice
project
Theassessmentiscarriedoutthroughexternalandinternalcomponents
ExaminationsformthebasisofexternalassessmentInternalassessment
consists of in-school assessment tasks marked by their teachers and
moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion
basedmodelareasfollows
middot Assessmentisholisticandlexibletakingintoaccountdifferent
67
IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-
referenceddescriptors Students receive grades for each subject ranging
from 1 to 7 with 7 being the highest The highest score for 6 subjects
therefore is 42 Theory of knowledge and extended essay components
contribute3 additionalpoints bringing the total to45A students inal
Diplomaresultismadeofthecombinedscoresanditisawardedtostudents
whogainatleast24pointsAsanexamplethetopgradeachievableinGrade
12formathematicshasthefollowingdescriptors
68
learningstylesabilitiesandaptitudes
middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand
methodsandformativeandsummativeapproaches
middot Assessmentisfairandreliableindrawingconclusionsbasedupona
rangeofevidencefromawiderangeoftasksandactivities
middot Assessmentistransparentbaseduponobjectivecriteriawhichare
madecleartostudentsinadvance
- Demonstratesathoroughknowledgeandunderstandingofthesyllabus
- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin
awidevarietyofcontexts
- Successfullyusesproblem-solvingtechniquesinchallenging
situations
- Recognizespatternsandstructuresmakesgeneralizationsand
justiiesconclusions
- Understandsandexplainsthesigniicanceandreasonablenessof
resultsanddrawsfullandrelevantconclusions
- Communicatesmathematicsinacleareffectiveandconcisemanner
usingcorrecttechniquesnotationandterminology
- Demonstratestheabilitytointegrateknowledgeunderstandingand
skillsfromdifferentareasofthecourse
- Usestechnologyproiciently
Assessment formathematics courses in all years of the programme is
criterion-related based on four equally weighted assessment criteria
HowitisappliedwithGrade10mathematicsisshownbelow
69
AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach
strandfromthemathematicscurriculumhasacorrespondingstrandinthe
assessment criteria Figure below illustrates this alignment and the
increasingly complex demands for student performance at higher
Achievement level Level descriptor
The student does not reach a standard described byany of the descriptorsbelow
The student is able to
The student is able to
The student is able to
The student is able to
select appropriate mathematics when solvingsimple problems in familiar situations
select appropriate mathematics when solvingmore complex problems in familiar situations
select appropriate mathematics when solvingchallenging problems in familiar situations
select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations
apply the selectedmathematics successfullywhen solving problems
solve these problems correctly in avariety of contexts
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
0
1-2
3-4
5-6
7-8
A Knowing andunderstanding
At the end of year 5students should be able to
70
achievementlevelsconsideringGrade10mathematicsasanexampleFor
each criterion the descriptors are identiied that matches with the
achievablegradelevel
More than4000schools in theworldhavechosen to teach International
Baccalaureate programmes with their unique academic rigor excellent
preparationforuniversitystudiesandtheemphasisonstudentspersonal
developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe
OverseasSchoolofColombo
Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment
inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress
thannorm-referencedexams Furthertheycanprovideinformationthat
canbeusedtoimproveteachingandschoolperformanceTheyarefairerto
students too as relative performances are not considered and the
achievement is evaluated against an established set of criteria Albert
EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto
climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo
Bibliography
1 GuskeyTRampBaileyJM(2001)DevelopingGradingand
ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International
BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate
Organization
AbouttheAuthor
HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof
timetheauthorisnowemployedattheOverseasSchoolofColomboasthe
Head of the Mathematics Department He is a senior examiner of the
InternationalBaccalaureateOrganizationandhasabout40yearsofteaching
experience He is also a co-author of two books on IBmathematics Sri
Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy
underhisdirection
71
CharacteristicsofanEffectiveTeacherLakshmanWedikkarage
SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo
0718-052612RSKKDharmasiri
MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028
kumaridharmasirigmailcom
Abstract
The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished
KeywordsEffectiveteacherCharacteristics
72
ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa
fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh
wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp
wOHdmk mGS h fldltU uacuteYja uacuteoHdh
ixlaIsmah
rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug
wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk
moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj
wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd
fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska
hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=
=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS
bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal
folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha
oa ia lsIacuteu i`oyd fdard kakd oS =Kdaul mfotildeYh wkqukh llt
mfrac34fhaIKfha ksheosh =rejreka 40 fofkl=fka yd uacuteyumlyamsjreka 08 fofkl=fka
iukauacute uacuteh ksheosfha =rejreka 40 fokd bfkqiuml bekaugraveiuml lshdjsfha fhoS isaacuteh oS
ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK
lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re
fmreIh ldreKsl nj ksrjqa ikaksfotildeokh hk ldrKd ydividekd kakd os =rejreka
uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas
ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg
lshdldrliumlj oS =rejreka yd isiqka wr hyma mcd in`od mjsk nj fuka u
hyma mcd in`od bfkqiuml bekaugraveiuml lshdjsh idfrac34l lr ekSug yelshdj mjS
fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta i`oyd jDaSh iqyumliqliuml yd =re mqyqKqj iys
bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska
msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk
ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia
uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u
jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsn`o mqiquesta oelaulska hq= j
tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu
=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka
Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h
73
ye|skaugraveu
fdalh jvd hyma iadkhla njg ma lsIacuteu i|yd jk wHjYH idOlh
jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula
hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j
fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)
=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o
Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp
olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd
iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia
wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk
=rejrhd h
=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid
isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu
=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we
frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk
=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu
fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp
bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska
YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we
u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja
=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq
fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja
bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla
(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd
uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha
isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)
fmkajd fos
Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk
moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah
msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq
miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u
wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha
isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha
msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h
74
uqLH mo ( ModhS =rejrhd =Kdx
fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi
Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS
r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we
r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd
K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS
r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o
wkdjrKh lr fk we
uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS
r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla
fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd
Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd
ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj
cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq
hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=
udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks
nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml
jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd
khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh
oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka
r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh
oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr
we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a
75
yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven
Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes
leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj
udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde
fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we
yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia
N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh
hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh
msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=
i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr
kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska
udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o
=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch
mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj
yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa
=Kdx fidhd neSu h
76
mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=
fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau
udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH
mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh
bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia
wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL
mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia
=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys
h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk
miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
msltsn`oj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute
fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek
jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd
fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd
jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj
nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj
yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d
mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq
fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh
lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd
n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh
(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd
ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd
ekSuga fuu mfrac34fhaIKh bjya fuacute
lufotildeoh
iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia
fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug
ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk
nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk
nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs
wOHhkfha wruqK
Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY
meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild
neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)
iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa
waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj
celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul
mfotildeYfhka lsrSug ufmkajk os
mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS
=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska
=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd
nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh
Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK
bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml
l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=
i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha
=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml
lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os
=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk
aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq
nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j
ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute
lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS
=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh
wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re
Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40
fofkl= odhl lr kakd os 1 jk j=jamp
ksheEgraveh
ldmh mdia ixLHdj =rejreka ixLHdj
1AB 1C 1AB 1Cmqau
l=shdmsaacuteh
ksljeraacuteh
uyj
01
01
01
01
01
01
01
01
05
05
05
05
05
05
05
05 tl=j 04 04 20 20
1 jk j=j ( ksheosh
77
wOHhkfha iSud
YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka
jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla
ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la
muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar
^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua
uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr
mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY
mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h
oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa
ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja
lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk
ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re
fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss
lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas
ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi
fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=
njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug
ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS
=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml
wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os
oa ialsrSu yd uacuteYafaIKh
11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml
lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S
mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia
05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd
wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa
lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug
fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla
welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d
fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os
ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
78
bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ
=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq
ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os
Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=
=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi
mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp
79
=re pfrac34hd laIK
2 jk j=j( =re pfrac34hd
Okdaul laIK RKdaul laIK
middot ukd =re fmreIh middot mshukdm nj
middot ldreKslnj middot ye`Siuml mldY fkdugraveu ^iskdj flakash fyda fjka wdldrhl ye`Siumlamp
middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp
middot wecircldIacuteuh iajrEmh
middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd
middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd
middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd
middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j
middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu
middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu
middot Nduacute NdIdfotilde Wiia nj
middot mkas ldur lltukdlrKfha yumlfrac34jd
middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh
middot iskduqiq nj
middot wdofrac34Yja nj
middot =Kdaul nj middot fmr iQodkiuml iys nj
mshukdm fkdjknj
=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk
wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd
laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh
jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h
ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd
laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa
ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH
slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs
ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska
neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu
hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud
=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h
mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes
lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK
bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg
lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml
wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o
=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h
=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj
ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul
=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute
flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml
th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu
meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re
pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml
isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug
YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels
uacuteh
tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o
kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj
Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch
mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld
mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh
mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml
u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka
iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda ye`uS la ns Q
80
njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp
=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda
isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh
lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde
=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h
WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh
wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues
mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla
fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid
nk os 3 jk j=jamp
3 jk j=j ( WNtilde bekaugraveiuml lu
middot iyNds lKavdhiuml luh
middot foaYk idlEacutePd luh
middot bfkqiuml wdOdrl Nduacuteh
middot mYaklrKh
middot idrdxYlrKh
middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu
middot jvd WNtilde ksoiqka Nduacuteh
middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu
middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu
middot mejreiuml nd sectu
middot lafiarelrKh
middot kugravek dlaIKh Nduacuteh
middot =re flakaoslashSh iajNdjh
middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd
middot ukaodoacute bekaugraveiuml ffYSka
middot mdvug wHjYH bfkqiuml wdOdrlja
Nduacute fkdlsIacuteu
Okdaul laIK RKdaul laIK
81
YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq
lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka
mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr
ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g
r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla
jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g
r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul
ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg
mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh
wHjYH u fotilde
82
jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml
lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls
uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh
jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr
mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla
nj ksIacutelaIKh llt yels uacuteh
tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave
lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu
wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu
wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml
luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska
ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh
yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu
u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka
u llt hq= jeoa ldfrac34hhls
r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi
wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e
wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o
kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H
flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml
lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd
foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla
mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute
bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls
mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh
83
i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla
fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la
fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa
yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa
kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo
r= e iis q wka frac34 in|d
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u
Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh
iiumlnkOa fhks
r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34
in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml
igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj
krs EmKh uacuteh 4 jk jj= amp
84
middot hyma =re-isiq iiumlnkaOd
middot YsIHhdfa kntildeka wdukaKh lsIacuteu
middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu
middot ishuml isiqka mdvug odhl lr ekSu
middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu
middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu
middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu
middot Waidyfhka fdr ukd mkas ldur lltukdlrKh
middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu
middot fkdmentildeKs isiqka flfrys o wjOdkh
middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu
middot YsIH woyia uacuteuid isagraveu
middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu
middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu
middot isiqkag bEgraveszligma ugraveug wjiad nd sectu
middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu
middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu
middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu
middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu
middot YsIH wjYHd =rejrhd fareiuml fkdekSu
middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu
middot YsIHhd =rejrhd fj plusmnauml
igravehuqiq mlaImdSajhla plusmnlaugraveu
middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml
middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu
middot olaI yd mltuq fmlt isiq msszligi
fj muKla wjOdkh fhduq lsIacuteu
middot mkas ldur lltukdlrKfha yumlfrac34jd
Okdaul laIK RKdaul laIK
4 jk j=j (=re-isiq iiumlnkaOd
85
weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh
uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh
tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh
tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh
jDaSh l=id mofrac34Ykh
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=
tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx
mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl
mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk
ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx
fi ksIacutelaIKh uacuteh 5 jk j=jamp
middot jDaSh mugraveKajh mofrac34Ykh ugraveu
middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu
middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu
middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu
middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu
middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu
Okdaul laIK RKdaul laIK
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp
5 jk j=j (jDaSh l=id
YdiaSh oekqu Nduacuteh
86
ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h
Okdaul laIK RKdaul laIK
middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu
middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu
middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu
middot myiq bfkqiuml wjiadjka nd sectu
middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu
middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu
middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu
middot =re uacuteNjHd mofrac34Ykh ugraveu
middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu
middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu
middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu
middot dlaIKh Nduacute fkdugraveu
middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu
middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu
middot mdvfuys wkafrac34hka muKla bekaugraveu
6 jk j=j (YdiaSh l=id
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=
=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd
RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh
ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd
tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh
iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi
zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla
fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml
wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar
uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt
mofrac34Ykh ugraveu jeoa fldg ielsh yels h
mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy
plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi
zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd
weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska
mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd
tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla
87
tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt
wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh
iiumlnkaOfhks
l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h
ksoiqkla fi
jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd
mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt
=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu
muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy
plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd
yels uacuteh tfiau weeiuml =rejreka ^uacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr
igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg
mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh
kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq
mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh
tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40
fokd wszligka kugravek dlaIKsl plusmnkqu Nduacute lflta fofofkl= ^02amp muKs Tjqyq bd
leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty
luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms
fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys
NtildeKh lrkakg ksfrac34udKlre iuafjd sfhkjd lshZZ hkak plusmnlauacuteh yels h fuh
zisfys rEm ueugraveuZ fi plusmnlajQfha kiuml th jgyd ekSug YsIHhdg wes wjiadj ssyS
hkq we tfya =rejszligh ish olaIdjh u iqyumliq fi jvd fhdaH ksoiqkla iys j
th meyeEgraves lr sectug iua jQjd h
SrK ekSfiuml l=id
SrK ekSfiuml l=id iys Modhs =rejrfhl= kiuml bekaugraveug kshntilde
uacuteIh mh uacuteIh fldgi msltsn| j lska ieiqiuml fldg SrKh lr eicircu llt hq=
h ta nj ksIacutelaIKfhka yjqre lr ekSug yels uacuteh kshntilde Egravekfha sect wodlt
ldEacutefthornoh =lt wdjrKhg wfmalaIs uacuteIh fldgi fmr isg u SrKh lr ekSu
bd jeoa fldg ielsh yels =Kdxhls
88
plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt
=rejrhd flfrys yd =rejrhd nd fok plusmnkqu iiumlnkaOfhka uacuteYajdihla wes lsIacuteu
flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg
isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg
ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka
flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju
mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh
7 jk j=j ( SrK ekSiuml
Okdaul laIK RKdaul laIK
middot iaOacuter Ndjhlska hq= woyia mldYkh
middot bekaugraveug kshntilde uacuteIh mh msltsn| SrKh lr isagraveu
middot ksjerEgrave mslts=re yjqre lsIacuteu
middot YsIHhd ksjerEgravej wiqka lsIacuteu
middot YsIH jerEgrave pfrac34hd uacutelrKh
middot mlaIdyS nj yd mqoanoaO nj wju ugraveu
middot mlaIdyS nj
middot u plusmnkqu msltsn| wuacuteYajdih
middot bekaugraveu i|yd iQodkula fkdugraveu
middot wjiadkql+ j SrK ekSfiuml fkdyelshdj
middot isiqka ksis mszligEgrave wiqka fkdlsIacuteu
tfya =rejreka weeiuml uacuteg mlaIdyS nuacuteka lghq= lsIacuteu isiqka ksis mszligEgrave
wiqka fkdlsIacuteu jeks ajh =rejrekafa SrK ekSfiuml l=id rys nj
mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt
nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel
uUumlgfiuml yumlfrac34jd o weeiuml =rejreka flfrka mofrac34Ykh uacuteh fuu ajh
wjiadkql+ j SrK ekSfiuml fkdyelshdj u wes jk ajhls bekaugraveu i|yd
iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka
mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka
flfrka mofrac34Ykh jQfha Tjqka i= plusmnkqu wuacuteYajdifhka msszlig tlla njhs ud i=j uacuteIh
lafIah yd idudkH plusmnkqu iiumlnkaOfhka mjsk wvq plusmnkqu thg fya=jla fi i|yka
llt yels h
wdYs ka
w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda
cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU
89
90
AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013
Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity
ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors
FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013
HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html
JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall
RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on
TeachingChicagoMcNally
ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan
Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc
ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS
LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit
NationalInstituteofEducationMaharagama
Abstract
SupersedingallthepreviouscircularstheCircular201306hasstrongly
emphasizedtheneedofGuidanceandCounselingfortheschoolsystem
ThishaspavedwaytoofferthepostsofCounselorteachertogivethem
professional acceptance The speciic objectives of the study were to
investigate theprofessionalcompetenceoftheteacherCounselorstheir
modeofinterventionforCounselingtheproblemsandchallengestheyface
in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate
effectivelytheroleofateacherCounselorproductivelyForthestudy138
teachers from several provinces were purposively selected and
quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis
revealedthatdeinitionofthesubjectCounselingincompliancewithclear
indicatorsistheestablishmentofthelegalidentityandframeworkofthe
subjectgivingalicensetoteachersselectedoncoherentcriteriamaking
compulsory the completion of professional qualiication of Counselor
Teachers and releasing them full-time for Counseling activities are the
perceivedsolutionsfortheproblemsinthisield
MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention
91
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ksid udkisl wdsh lauh yd ta wdYs Ntildeafotildes mSvkjg ndivideka jk isiqka
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tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc
jk reK mrmqr =lt iunr fmreI laIK neyer fjntildeka mjsk njg o woyia mlt
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YS xldfotilde wOHdmk moaOsh wdYfhka udfrac34fdamfoaY yd WmfoaYk jevigyka
lshdlaul lsIacuteu 1957 plfaL wxl 10 uska iadms ugrave we ^uacutelurak 2010amp 1983
jk uacuteg wOHdmk wudHdxYfha udfrac34fdamfoaY yd WmfoaYk wxYhla wdriumlN jQj o th
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miqldSk j iqkdntilde jHikha iuu 2014 sect mdia moaOshg ufkda iudOcirch ueEgraveya
ugraveul wjYHdj mokiuml fldg fk 2006 jiffrac34 sect udfrac34fdamfoaY yd WmfoaYk wxYh
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tuska fufla mejes egumljg uacuteidivideiuml nd fontildeka WmfoaYk =rejrhdg
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94
iiumlmdolhka uacuteiska plusmnauml j wjOdrKh fldg we ^reKhka msltsn`o ckdecircms
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fldntildeIka iNdj 2003brvbar idudkH wOHdmkh i`oyd kj wOHdmk mkla iiumlmdokh
lsIacutefiuml cdsl lntildegqj 2009brvbar uacutelurak 2010brvbar msrK 2016amp cdsl wOHdmk fldntildeika
iNdj ^1992amp wjOdrKh fldg weafa yqfola YsIH fmreIh jfrac34Okh flfrys
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2016amp
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2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk
eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS
xldfotilde kj fhdjqka uacutefha mdia orejka i`oyd WmfoaYkhl wjYHdj o fyajfa
^1999amp kj fhdjqkauacutefha orejka mdia iudch =lt uqyqK fok eguml msltsn`o j o
wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka
WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok
eguml wju lr ekSu i`oyd mdia WmfoaYkh i= j uacuteYd ldfrac34hNdrhla mjsk
nj fmkajd fok wr u tjlg mdia moaOshg wes uacutefotildepk wr wOHdmkh
uska isiq wjYHd Dma fkdugraveu wdau Ylash fyda fmreI ixjfrac34Okh flfrys
wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha
orejkafa eguml wNsfhda mdi uska uacutei`okjd fjkqjg wOHdmk yumlIalrd o tl=
96
fujeks jq miqigraveul mdia udfrac34fdamfoaYh yd WmfoaYk ldfrac34hNdrh jvd
uacuteecircua yd wHjYH fiajdjla lsIacutefiuml wruqKska wOHdmk wudHdxY 2013$6
plfaLh uska udfrac34fdamfoaY yd WmfoaYk =re ldfrac34hNdrh iquacutefYaI j wfrac34 olajd
ffksl miqigraveula nd oSug ea fldg we fun`yuml ffksl yd uacutefotildepkdaul
jgmsgdjl mdia WmfoaYk =rejrekafa N+ntildeldj uska isyumllrkq nk ldfrac34hNdrh
msltsn`o meyeEgraves wjfndaOhla nd hq= ugraveu jeoa jkafka jfrac34udk mdia YsIH
mcdj i`oyd mdia WmfoaYkh plusmnauml j wjYH j mejSu u h ^uacutelurak 2010brvbar
msrK 2016amp msrK 2016 fmkajd fok mszligEgrave u mdig udfrac34fdamfoaYh yd
WmfoaYkfha wjYHdj rug u th mdia moaOsh =lt iaOacuteridr j iadms
lrSug kiuml tys plusmnkg ksr j isaacutek =rejrekafa ldfrac34hNdrh msltsn`o j uacutemriuml
lsIacuteu wjYH lreKla j mjs tneuacuteka ta i`oyd miqigraveula fi WmfoAYk =re
N+ntildeldfotilde jfrac34udk miqigraveu wOHhkh i`oyd mfrac34fhaIKhl wjYHdj mjS
ugrave th j yumlrga yumlIalr jljdkqjla njg ma fldg wes nj mjihs ueKsfla 2004amp
fmkajd fokqfha mdia udfrac34fdamfoaY yd WmfoaYk N+ntildeldj msltsn`o meyeEgraves Ntildehla
fkdues nj yd mdia udfrac34fdamfoaY yd WmfoaYk jev igyka jvda mltodhs whqszligka
lshdaul lsIacutefiuml wNsfhdahg mdi uqyqK Egraveh hq= j wes njhs
msrK ^2015amp mdia WmfoaYk =rejrekafa uacuteNjHd fidhd neSu
iiumlnkaOfhka wes wOHhkfhka wkdjrKh fldg weafa WmfoaYk uacuteIhh
iiumlnkaOfhka WmfoaYk =rejreka iiumlnkaOfhka wes wju plusmnkqjaNdjh fya=fjka
WmfoaYk ldfrac34hfhka ndfmdfrda= jk wruqKq bgq ugrave fkdues njhs tfya fuu
wOHhk mdia WmfoaYk =re ldfrac34hNdrh iiumlnkaOfhka Rcq wOHhk fkdfotilde p=szligld
^2015amp mdia WmfoaYkh msltsn`o isiqka olajk wdlam wOHhkh fldg we tuska
wkjrKh jkafka mdia isiqka =lt mdia WmfoaYk ldfrac34hNdrh fyda tys ksr
=rejreka iiumlnkaOfhka Okdaul wdlam fkdues njhs msrK ^2016amp YS xldfotilde
mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir
jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg
idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja
h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks
wsuacuteYd mudKhlska hqla jk njhs fuu miqigraveu u mdia WmfoaYk wNsudfrac34
^AmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j
wes nj jeaumlyumlrga fmkajd foa tfia jQ udfrac34damfoaY yd WmfoaYk =rejreka fi ma
lrk o =rejreka i`oyd luja jev msltsfjltla mdi =lt fdvkd fkdues ugraveu
yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd
wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja
jeaumlyumlrga fmkajd foa
20 wNsudfrac34h iy iquacutefYaIS wruqKq
wOHhkfha wNsudfrac34h mdia WmfoaYk lafIafha ksr ugrave isaacutek =rejrekafa
mdia WmfoaYk ldfrac34hNdrh yd Tjqka ta i|yd ueEgraveya jk wdldrh fidhd neSuhs
iquacutefYaIS wruqKq jQfha
wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd
wes jDaSuh fhdaHdj fidhd neSu
wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk
wdldrh uacuteufrac34Ykh lsIacuteu
weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk
eguml iy wNsfhda ydividekd ekSu
wEamp WmfoaYk =re N=ntildeldj Modhs fi mjajd fk hdu i|yd
ixjfrac34Okh llt hq= lafIa ksfrac34Kh lsIacuteu
97
30 lufotildeoh
mudKdaul mfrac34fhaIK mfotildeYfha ioacutelaIK mfrac34fhaIK lufotildeoh fhdod kakd
oS WmfoaYk =rejrekafa lshdldIacuteajhg wodlt msmash ksrEmKh lrk
plfaL lshd llt iajNdjh wOHhkh lrk ksid msmas mfrac34fhaIK laIK o Nduacute
lrk sect ioacutelaIK mfrac34fhaIK Khg wha mYakdjshla uska WmfoaYk
=rejrekafa oa ia lrk sect mYakdjsh ilia lsIacutefiuml sect iyNdslhkafa
wOHdmk yd WmfoaYkh i|yd wes iqyumliqliuml mdia WmfoaYk fiajd ldh hk uQsl
fdr=re nd ekSuga fojkqj WmfoaYk =rejrhl= jYfhka oekg mdifa lrkq
nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect
uqyqKmdk eguml yd tajd wju lsIacuteug a lshdudfrac34 o fjkqj jyumlrga WmfoaYk
=re N=ntildeldj =lt iadjr ugraveug Tjqkafa uQsl wjYHd fudkjd o hkak wjOdrKh
flrsKs
YS xldfotilde wOHdmk ldm 94ka mltda 07lska ^niakdysr jhU uOHu
kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk
=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh
ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa
yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34
^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard
kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j
msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect
1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m
sr y d ak i n
U h j
u H O u
k
sr y k f e
j W
qj u r n i
=K l o
h m d l
qj u oacute
v d af k qj k ntilde
sh K e l
h aacute r e j ssl k
h saacute m d sh == l
r qj k y u
sh lt t r qj k
r d m iuml w
v su e j
v d f x n
a e l
g d af k n iuml y
a e aj l Egrave
h K d u m
10 10 10 10 20 10 10 10 10 06 12 10 10
wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh
i`oyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH
udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa
yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh
lIacutes ua h
40 oa uacuteyh iy idlEacutePdj
41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj
411 wOHdmksl iy jDaSh iqyumliqliuml
wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka
5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk
rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ
29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr
kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia
Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu
yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha
jhU Wj yd kefkysr h
iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd
ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc
jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha
jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls
bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl
98
454035302520151050
wfm
diW
fmlt
aumlmaf
daud
mqyqKq
=re
cdY
suacute
wOHdmk
fotildesect
Ydiafotilde
sect
Ydiam
s
mYa W
mdecirc
1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml
WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs
mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka
sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi
yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju
iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re
lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg
o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch
412 WmfoaYkh iiumlnkaO iqyumliqliuml
WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml
yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh
lafIahls
WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ
kHdhdaul yd mdfhdasl ksmqKd wHjYH h ^American School Counselor
wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk
uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml
u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg
wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy
99
Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes
jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka
WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt
cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks
=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes
iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch
ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia
aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj
aumlmafdaud jQy 2 jk rEmhamp
2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml
01 WmfoaYkh msltsn`o mYapda Wmdecirc aumlmafdaudj
02 ufkdauacuteoHdj Wmdecirch
0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj
0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj
0 5 ufkda msldrh msltsn`o Wiia aumlmafdaudj
0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn`o Wiia aumlmafdaudj
=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd
snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc
aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu
Wmdecirch i`oyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla
jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl
WmfoaYkfha sect jeoa ufkda msldr msltsn`o yodrd isaacutefha tla whl= muKs fudjqka
fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh
100
reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl
fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk
uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh
jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs
413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml
=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid
mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk
ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl
ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave
snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd
snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds
ugrave fkdsigraveKs ja 39]la fiuml i`oyd mslts=re sect fkdsigraveK
414 mdia WmfoaYk fiajd ldh
flIa a h mlts ns `o mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq
yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d
ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu
r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld
mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh i`oyka fkdllt 9]la
o uacuteh
2 jk jj= ( mdia WmfoYa k fiajd ldh
jir Kk mudKh ^]amp
16 g jeauml
9
13 -
15
2
10 -
12
7
7
-
9
9
4 -
6
17
1 -
3
26
jir 1 g wvq
20
i`oyka kes
9
101
42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre
jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka
plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis
oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka
ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml i`oyd
uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu
mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u
Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml
ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh
udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh
WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu
fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml
iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la i`oyka fldg we
lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd
mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj
wkdjrKh uacuteh
421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml
ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a
WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a
WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k
r= ejrhd iis kq a iiumlnkOa fhka fyd`o kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect
Rcq j ueEgraveyugravea fiuml wjia dj mjs
fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o
fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO
jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh
422 isiq egumlj iajNdjh
isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect
mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la
wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj
msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl
eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY
iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO
ldhsl wdndO uacutefYaIfhka i`oyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la
fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt
egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK
102
mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u
fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk
fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk
=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh
foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd
orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi
fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka
dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml
ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute
yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect
=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $
foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg
wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd
uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg
la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=
j we
103
mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg
uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels
wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh
^wfiacutemd 2010amp fotilde
ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj
wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|
eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK
fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml
fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu
bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld
mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka
wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde
=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka
lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu
ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg
iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la
olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]
bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re
fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH
Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs
iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj
wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc
uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka
ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp
kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml
lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml
eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO
sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa i`oyd Nduacutehg ekSu
=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh
104
=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska
iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la
mdig mentildeKsfiuml yumlIalrdjg uqyqKmds
bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml
eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus
lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka
mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk
egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE
wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a
oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka
fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka
tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave
nika dyrs mltd wdYf hka we``umliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl
lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu
miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls
wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka
uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls
lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh
fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde
fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes
jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks
423 wehSiuml jdfrac34d nd ekSu
jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool
CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu
uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh
whsu lsysmhla Tiafia fla lrk sect
jdfrac34d nd kakd wdldrh mudKh ^]amp
1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64
2 fda igyka 12
3 ffokls jdfrac34d 3
4 mentildeKsfiuml faLk 2
5 fkdkS$ j u ke 1
6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9
WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd
mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula
lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu
ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs
3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu
105
424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka
eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak
ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs
WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu
^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh
hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha
uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq
nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig
wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt
hq= h
wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO
mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M
mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh
msldfrac34h ^Theraphyamp i`oyd fhduq lrk mudKh jeltelaugraveug yd
ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka
fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt
iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula
lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka i`oyd
lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs
ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok
ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde ^American School Counselor
Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls
flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk
mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK
425 WmfoaYk =re WmfoaYljrhdfka efnk iydh
WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt
odhlajhla ysntilde uacuteh hq= h
106
wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq
ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI
ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO
mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh
ksheEgravefha jQ =rejreka 29]la efnk iydh msltsn`o ieySulg ma uacuteh fkdyels nj
mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsn`o
ieySulg ma jk mudKh 21]ls
mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml
rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd
wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect
isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk
wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute
fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd
uqyqKmdk eguml fotilde bka 42]la i`oyka fldg snqfka isiqka mdig fkdmentildeKSu iy
Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg
uqyqKmdk njls
4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah
bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke
01]
06]
14]
28]
01]
50]
fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka
WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk
=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa
u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh
43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda
107
fkdeicircu iudc wdlam WmfoaYkh msltsn`o wkjfndaOh iadkhla fkduesugraveu
ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg
ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt
ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh
ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu
foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu
foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk
ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh
lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|
fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk
ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys
wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American
School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj
WmfoaYkh i`oyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj
fkdmentildeKsug fuh o fya=jls
tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels
neuacuteka WmfoaYk k=r msltsn`o j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka
48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a
=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla
njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh
fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls
fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka
36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma
fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect
egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml
khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS
kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml
uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h
WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh
lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs
mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh i`oyd u
ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma
llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues
njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos
uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs
431 eguml wNsfhda wju lr ekSug a lshdudfrac34
WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj
WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug
a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh
mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia
ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka
yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam
fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj
fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO
wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute
fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk
=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk
ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j
N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod
ekSu ^uacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu
mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu
wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j
lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi
uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh
wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd
wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul
miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute
lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl
wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj
fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka
uacuteiska wjOdrKh lr snqKs
108
middot 2013$6 plfaLh uska mdia WmfoaYkh i`oyd ksYaNtildej u kiuml llt
=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh
jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia
ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug
miqigraveula fdvkes fkdues nja h
middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u
mdi i`oyd WmfoaYk =rejreka n`ojd kakd fi wjOdrKh llt o
ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh i`oyd jDaSh iqyumliqliuml nd
weafa 14]l mudKhls
50 ksuk
109
middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka
ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we
middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq
egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid
isiqka uqyqK fok eguml mOdk uacuteh
middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|
wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo
u nd fkd ks
middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI
j msldfrac34h i`oyd jeauml fhduq ugraveula wkdjrKh uacuteh
middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re
WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu
i`oyd fkd efnhs
middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes
wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk
hug fkdyels ugrave we
middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect
we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu
mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla
fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka
wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk
=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk
uacuteIhh i`oyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk
=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg
jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh
msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju
ugraveu ta wr mOdk fotilde
middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka
iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o
fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd
Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka
lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys
lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h
middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt
uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk
=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect
mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml
60 fhdca kd
middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=
WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =
h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu
uacuteIfhys wes eTrq jgyd fk lghq = llt yels h
middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k
r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula
jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt
hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh
hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys
khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a
llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g
Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs
lt= ia dms uacuteh hq = h
middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka
WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh
iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =
j wefa a fiuml i`oyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg
a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq
mlts ns `o j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu
nmh nd Egraveh hq = h
middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a
ld mrdihla welt= hdjla dkS llt hq = h
middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e
Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu
yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a
plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h
110
middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia
WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh
ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u
eigraveh hq= ksis ek o egumljg la j we
wjOdkhla fhduq fldg ke
middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsn`o j uacuteuiSfiuml sect fmkS sfha
Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska
weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u
mdia mszligmdkh o fuys wes jeoalu fkdild we
111
middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh
uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk
hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ
WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg
iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml
msltsn`o lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska
u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka
n`ojd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt
hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk
weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg
jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk
mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc
wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga
mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr
mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu
mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud
^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd
iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda
iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd
WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu
wjOdkh llt hq= h
middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u
moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok
wdpdrOfrac34u moaOsh WmfoaYk =rejre n`ojd ekSug wodlt
plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia
WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga
WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq
wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j
ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd
lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu i`oyd
uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug
mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh
hq= h
middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg
fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls
tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk
wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u
wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd
wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk
jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd
2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh
iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu
hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg
wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu
ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka
foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h
middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg
WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula
fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk
ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml
wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj
fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula
lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia
wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h
middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave
weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsn`o lshdldIacute ksis
weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua
wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej
u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl
Tiafia wecirclaIKh llt hq=h
112
middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev
ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr
ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves
plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd
ksis weumllaIKhla o isyuml llt hq=h
middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY
msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska
ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh
113
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- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk
- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsn`o wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp
- chisxytEacuteagravetiatiuml^1994ampmdil fhdjqkauacutefha isiqka i`oyd kHdhdaul WmfoaYk kHdhla mjajd fkhdu wfkl=a bfkqiuml ldfrac34hhka wr jvda jeoa fkdjkafka o wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh^wmldYsamp
- ckdecircms ldfrac34h idOk nldh ^1997amp idudkH wOHdmkfha msixialrK jdfrac34dj YS xldj
- cdsl wOHdmk wdhkh 2011amp wOHdmk mfrac34fhaIK ka kdudjsh mfrac34fhaIK iy ixjfrac34Ok fomdfrac34fiumlka=j cdsl wOHdmk wdhkh uyru
- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
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- ueKsflaiStiumlwdfrac34^2004ampYs xldfotilde kj fhdjqkA mdia YsIHhd uqyqKmdk eguml iy plusmnkg lshdaul jk udfrac34fdamfoaY yd WmfoaYk jev msltsfjlt msltsn`o j uacuteufrac34Ykdaul wOHhkhla wOHdmk lltuKdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- uacutelurak ugrave 2010amp WmfoaYkfha uQsl ixlam lD mldYkhls- uacuteluisxyviacuteOcirc^1990ampmdia jdaSh udfrac34fdamfoaYh msltsn`o uacuteufrac34Ykdaul
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- fiLH wudHdxYh ^2016amp cdsl sxdYs frda yd tacircia ufrac34ok jHdmDsh fiLH wudHdxYh
- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia
jordosh
Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States
For further details visit wwwvarkeyfoundaonorg
Strength of a Teacher amp the Global Teacher Prize
Im privileged to have had an education that
taught me to approach the world with openness
curiosity and flexibility I was surrounded by
great teachers that modeled the rigorous
intellectual discipline needed to disrupt
culturally constructed ways of knowing to
bypass static habitual perspectives and to greet
the world with empathy authenticity and a
playful sense of humor The Global Teacher Prize
is exciting because it acknowledges the
importance o f teachers and the enormous
impact they have The future is in the hands of
our children the spirit they encounter in todays
classrooms will provide the foundation for
tomorrows world Jordan Shapiro
115
- 2017 Coverpdf (p1)
- cover2pdf (p2-6)
-
- newpdf (p1-4)
- Untitled1pdf (p5)
-
- 8-1Executive summary (61)pdf (p7-10)
- 1 Teaching physicspdf (p11-33)
- 2 Activity based (61)pdf (p34-47)
- 3 School curriculum for sustainable peace(JC)doc(61)pdf (p48-70)
- 4 Assessment article(61)pdf (p71-77)
- 5 Characteristics of an ET(61)pdf (p78-96)
- 6 Guidance 2-2-3(61)pdf (p97-120)
- 7 Strength of a Teacherpdf (p121)
-
ii
Guidance
MrSunilHettiarachchi
SecretaryMinistryofEducation
AdvisoryReviewBoard
ProfUpulSonnadaraSeniorProfessorampChairofPhysicsDepartmentofPhysicsUniversityofColombo
ProfMariePereraDirectorNERECFacultyofEducationUniversityofColombo
ProfSHettigeEmeritusProfofSociologyUniversityofColombo
ProfCWannigamaFacultyofEducationUniversityofColombo
DrBloomeirGIZMinistryofEducation
DrTKalamanySeniorLecturerFacultyofEducationUniversityofJaffnaJaffna
DrGKodituwakkuFmrDeputyDirectorGeneralNationalInstituteofEducation
EducationPerspectivesisabi-annualpublicationandpublisharticlesinEnglishSinhalaamp
Tamil It is published by the Research and Development Branch of the Ministry of
Education Sri Lanka The views expressed by the authors are their own and do not
necessarilyrelectthepoliciesoftheMinistryofEducation
CopyrightMinistryofEducationIsurupayaBattaramulla
ISSN2279-1450
Itisaconditionofpublicationthatresearcharticlessubmittedtothisjournalhavenotbeen
publishedandwillnotbesimultaneouslysubmittedorpublishedelsewhereCopyrightin
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theexclusiverighttoreproduceanddistributethearticleincludingreprintsphotographic
microformsoranyotherreproductionswithoutpermissioninwritingfromthecopyright
holder The feedback on papers published in this journal should be addressed to the
followinge-mailaddress andacopyto jtillakaratnemoegovlk jtillakaratnegmailcom
EducationPerspectives
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Researcharticlescannowbesubmitted
TheEducationPerspectivesinvitesresearcharticlesandspecialissuesonspeciictopicsof
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HowarearticlesassessedArticles are subject to a reviewprocess by awell-knownpanel of academicswho are
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making necessary amendments Recommendation of the reviewers is a must for
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Howshouldarticlesorpapersbesubmitted
All submissions should be made via and a copy tojllakaratnemoegovlkjllakaratnegmailcomorthroughregisteredposttothefollowingaddress
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middot Abstractshouldbeabout150ndash200words Thereshouldbeminorampmajorkey
words
middot Thearticleshouldincludethefollowing
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NotesforContributors
iv
Education Perspectives
C o n tents Page No
1 Executive summary
2 Teaching physics at GCE(AL) and problems encountered by science teachers The case of the Jaffna Education Zone
S Ahilan Teacher Jaffna Hindu College Jaffna Dr Seetha Wickramasinghe Fmr Additional Director National Science foundation
Colombo7
3 Activity Based learning an effective approach for self-regulated learning practices
Dr Sasikala Kugamoorthy HeadDepartment of Secondary amp Tertiary Education
Faculty of Education The Open University of Sri Lanka Nawala
4 School curriculum for sustainable peace A case study from northern Uganda Dr J Cunnigham Researcher University of Oxford United Kingdom
5 Time to asses our assessment process RNASilva Overseas School Colombo
6 ModhS =rejrfhl= i= =Kdx
wdfrac34tiaflaflaOfrac34uisrs wOHdmk mSGh fldltU uacuteYajuacuteoHdh
wdpdfrac34h laIauka fjaumllaldrfa fcHIaG lOacuteldpdfrac34h iudc uacuteoHd wxYh wOHdmk
mSGh fldltU uacuteYajuacuteoHdh
7 mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla
ikas Sdks llafdv wdrEacuteNtilde lOacuteldpdfrac34h udfrac34fdamfoaYk yd WmfoaYk wxYh
cdsl wOHdmk wdhkh uyru
8 Strength of a Teacher and the Global Teacher Prize
1
5
28
42
65
72
91
115
v
1
ExecutiveSummary
This volume contains articles on different themes related to educationEducationisfundamentalforthesocio-economictransformationandfortheupliftmentofthelivelihoodofthegeneralpublicandtheadvancementofacountry
The irst article discusses teaching physics at GCE OL amp problemsencounteredbyscienceteachersintheJaffnazoneArandomsampleof82scienceteachersintheJaffnaeducationzonewereselectedforthestudyThemethodologyusedwerequestionnairesurveysanddirectinterviewsandcomparedpreandpost-testknowledgeonscienceThewritersfoundasigniicantdifferencebetweentheexperimentalandthecontrolgroupofteachersTheteachersoftheexperimentalgroupwerenotabletoteachconceptsofphysicsatGCE(OL)andthisresultedinthestudents lowperformance at the OL examination Writers recommended to updateteachersknowledgeinphysicsthroughperiodicalseminarsampworkshopsOn the other hand theMinistry of Science Technology amp Research hasforwarded a cabinetmemorandumon reforming STEM educationwhileidentifying examples from other developed countries (USA Hong KongAustralia Canada Finland India Malaysia amp Singapore) to popularizesciencetechnologyengineeringampmathematics(STEM)educationinSriLanka Further stated in this memorandum the lack of STEM literateprofessionalsmeansthegovernmentwontbeabletoachievethetargetfora knowledge based economy Thus attracting students towards STEMeducationisadireneedInUSAautomationandartiicialintelligencearestatedasdisruptingthelabormarketandthemarketforrichlyrewardedpositionsrequiringadvancedtechnicalamppersonalskillsNeverthelessonething is clear that the jobs of tomorrow will require creativity andinnovationDanielHPinkquotethatldquoThefuturebelongstoadifferentkindof person with a different kind of mind designers inventors teachersstorytellerscreativeandempathicright-brainthinkerswhoseabilitiesmarkthe fault line between who gets ahead and who doesntrdquoWith thisbackgrounditisatimelyrequirementtoelevatethestudiesofSTEMasanationalprioritytoenhancethequalityofscienceeducationofSriLankanstudents
Thesecondarticledescribedactivitybasedlearningasaneffectiveapproachfor self-regulated learning practices The sample consisted of studentteacherswhohavebeen followedPGDEprogram inTamilmediumat theOpenUniversityofSLin20112012Thestudyrevealedthat96ofstudentteachersprefertosearchformoreinformationfortheirownself-learningandtheactivitiesgivenatthePGDEhaveencouragedthemtodoself-learning
The writer further says that activity based learning methods havedevelopedtheircognitiveskillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthestudentteachers
ThenextinvitedarticleisacasestudyfromnorthernUgandawhichlooksat
theroleoftheschoolcurriculuminpeacebuildingafterthetwentyyearcivil
warTheconceptualframeworkhasbeendevelopedbythewriter(three
concepts for a conlict transformation curriculum truth seeking
reconciliation and inclusive citizenship) with his own experience as a
historyteacherschoolleaderandinallythroughhispreviousresearchon
humanrightsanddemocracyHencethiscouldbeadoptableandcanbe
usedtoinvestigateschoolsinSriLankaforsustainablepeaceandtherebyto
reducetheriskofcivilwareruptionInSriLankabeforeendingthecivilwar
in2014theopportunitycost(forgoneincomeatmicroampmacrolevels)and
the economic impact of thewarwas enormous In the1999 iscal year
486ofGrossDomesticProduct(GDP)wasspentonwarWarreducedthe
development expenditure of the government and also reduced foreign
directinvestment(FDI)byreducinginvestorsconidence(USAID2000)
Thus Sri Lankan education has failed to promote nation building by
fosteringmutualunderstandingtoleranceandrespectforeachother(NEC
Report2003)whichisparamountifaheterogeneoussocietyistoachieve
economicdevelopmentThecountrieslikeSingaporewereabletopromote
meritocracyandequalityofopportunityandcontributetosocialcohesion
through education policies Thus its worthwhile to adopt a conceptual
frameworktoencouragesocialcohesionpoliciesforsustainablepeaceinSri
Lanka
Thefollowinginvitedarticleistitledldquotimetoassessourassessmentprocessrdquo
Itgivesanoverviewofthecriterionbasedassessmentwhichispracticingin
OverseasSchoolinColomboThewriterelaboratesthetwomainassessment
categories known as normative and criterion based In normative
gradingsstudentscompareoneanotherwhilecriterionbasedassessment
model assesses according to speciic learning criteria According to
assessmentexpertGrantWigginsthecriteriabasedassessmentisasuperior
model as it requires greater student involvement with the intention of
developingstudentprocessincriticalthinkingmetacognitionandrelection
The writer says the international baccalaureate (IB) is a recognized
2
educational programwhich follows the criterion referenced assessment
modelItcontainsaprimaryyearsprogram(grade1to5)middleyears
program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn
theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at
standardlevelInadditionstudentsfollowacourseoftheoryofknowledge
which guide them to relect critically onhow theyknowandwhat they
believetobefactsortruthEachstudentcompletesanextendedessayona
topicofspecialinterestwhichpreparesstudentsforanindependentstudy
Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities
andacommunityserviceprojectTheassessmentsarecarriedoutthrough
externalampinternalcomponentsIntheIBprogramnumericalgradesare
offeredbasedonthecriterion-referencedescriptors
ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat
makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers
have long lasting impact on the lives of their students and the greatest
teachers inspire students towards greatnessrdquo (Sunday Times
30072017)
TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto
conductthisresearchbyformulatingtheframeworkrequiredThismodel
inquires personal behavior relevant teachingmethods amp teaching aids
student-teacherrelationshipprofessionalskillstechnicalskillsampdecision
making skillsof a teacherand identiiedpositiveandnegativepoints to
differentiateeffectivecharacteristicsThesampleconsistedof40teachers
fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers
who enters the professions should have a broad knowledge about the
profession and they should develop required characteristics to be an
effectiveteacher
This situation highlighted by the recommendation from the National
CommissiononteachingAmericasfutureThepanelmaderecommendations
for ensuring that every classroom has a qualiied teacher Further
recommendationsinclude
raisingtheprofessionalstandardsofteachers
improvesalariesampworkingconditions
3
reinventingteacherpreparationandprofessionaldevelopment
encourageandrewardteacherknowledgeampskills
InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo
AmandaRipleysaysothercountriesaremoreseriousabouteducationand
thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside
KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit
topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband
making sure vulnerable students have strong teachers BothUSampKorea
believe that the caliber of the teacher matters tremendously and great
teachersmakeahugedifferenceinchildrenslives
The inal article is a study of the role of school counsellor teacher and
investigatedprofessionalcompetenceofthecounsellorteachertheirmode
of intervention challenges faced by the counsellors and the areas that
should be developed to perform productively The study suggested the
followingThedeinitionofthesubjectcounsellingincompliancewithclear
indicatorsestablishalegalidentityampframeworkforthesubjectgivinga
license to teachers selectedoncoherent criteriamakingcompulsory the
completionofprofessionalqualiicationforteachersandreleaseteachers
fulltimeforcounsellingactivities
TheResearchampDevelopmentBranchoftheMinistryofEducationisvery
gratefultothewritersfortheirvaluableinsightsandcontributionsand
wouldliketothankthemaccordingly
4
TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE
Abstract
Scienceeducationhasundergonemanyreformsinthepastwiththepurpose
ofchanginganddevelopingtheteachingandlearningprocesstoimprove
theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis
theknowledgeandkeennessofteachersthatdeterminehowtheyrespond
toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto
accountwhen implementing educational changes or reforms Therefore
this study was undertaken to identify the status of science teachers
knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor
successful implementation of the science education reforms A random
sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas
selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas
investigatedthroughmodesofaquestionnairesurveyanddirectinterviews
based on pre-test and post-test knowledge on science The data were
quantitatively analyzed and interpreted with qualitative inputs which
revealedasigniicantdifferencebetweentheexperimentalgroupandthe
controlledgroupofteachersThestudyresultsshowedthatmostscience
teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs
suchtheteachershavefailedtoteachphysicstostudentseficientlyand
effectivelyandthusstudentsperformpoorlyattheGCEOLexamination
Therefore science teachers should be providedwith proper training to
update their knowledge in physics through periodical seminars and
workshopstoachievethegoalsofScienceEducationinschools
KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts
Introduction
InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital
roleintheschooleducationsystemsinceitisessentialthatstudentspas
5
SAhilan
TeacherJJaffnaHinduCollegeJaffnaamp
DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07
ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools
comprises threemajorsubjectcomponentsnamelybiologyphysicsand
chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe
abilityofteachersinteachingthosesubjectcomponentsitisobviousthat
teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience
subject
Thegreat educationistAnagarikaDharmapala observed that the
present and the future life of youth lie in the classroomswhich exactly
meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring
aboutthescientiicandtechnologicalabilityforfuturegenerationtowards
humanresourcedevelopmentIntheGCE (OL)curriculumthesubject
physicsincludesthesectionsofElectronicsLightElectricityandMechanics
andbasedonthesesectionsrelevantquestionsareincludedinthequestion
papergivenattheGCE(OL)examinationIfthestudentsunderstandthe
principlesbehindthesesubjectcomponentsveryclearlyandthoroughly
theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid
examinationThisfactrequireschangesinteachingandlearningprocessin
physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe
EducationCurriculumReformsof2007thusaimsatachievingthetargetof
improvingtheteachingandlearningprocessinschoolsThereforeitwillbe
useful to investigate the feasibility of teaching the science subject in
achievingthegoaloftheEducationCurriculumReformsof2007
ReviewofLiterature
Conceptualizationdependsonseveral factorsFrequentexperiencesand
relationships among such experiences lead to create concepts while
hereditary or human development related pattern also inluences
conceptualization(Balachandranetal2010)Thisresearchinvestigation
wasundertakentostudythephysicseducationinschoolandunderstanding
thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof
studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof
studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife
6
1)Whatisinvolvedinunderstandingandusingphysics
Whilethismightseemobviousorevensimpletotheprofessionals
manyofthecomponentsofourunderstandingarenormallyinvisible
tousCarefulobservationandanalysisoftheconceptsofphysicsand
ofthebehaviorofexpertsisrequired
2) Whatdoourstudentsbringtoourphysicsclasses
Howstudentshearandinterpretthematerialpresentedtothemina
physicsclassisheavilydependentontheexperiencestheygetinthe
classEveryonehassomesensethataforceisnecessarytomaintaina
velocitywhenwalkingdrivingorpushingsomethingalongtheloor
NewtonsSecondLawisinconsistentwiththewaythatmanyofour
studentshavemadesenseoftheirexperiencesintheworld
3) Howdostudentsrelectonourphysicsinstructions
Teachersoftenassumethatstudentswouldrespondonbehalfofthe
knowledgeofconceptsofthesubjectphysicsTeacherscouldalso
designeffectiveinstructionsandthenitisuptoteacherstolearnhow
studentsrespond
itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto
createmoreeffectiveinstructionstowardsbetterlearningandimproving
skillssuchascriticalanddivergentthinkingcreativity initializationand
collective responsibility which are products of totality of the education
process(Baskaran2001)ManyteacherswhoteachscienceattheGCE
(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof
scienceduetotheproblemofunderstandingtheconceptsofsameandare
less troubledwith how little the students learn Tomake the case even
worsethegrowingimportanceoftechnologicalliteracyintheworkplaces
makes it increasingly important foronetoprovidevalue tomanyofour
studentswithgoodunderstandingofconceptsofphysicsintheclassroom
Intheprocessofteachingandlearningtheteachersneedtounderstanda
fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie
2007)
7
processesOntheother
handscientiicmodelsareoneofthemainproductsofsciencethatplaya
crucialroleinreducingthecomplexityofphenomenabyallowingamore
visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan
bemadeandtested(Gilbertetal1995)Thissituationassumesimportance
ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe
physicscomponentof thesciencesubjectTherefore the followingmain
objective and the speciic objectives arising out of it are drawn for
investigation
MainObjectiveoftheStudy-
Toinvestigatetheproblemsandconstraintsfacedbytheteachersin
teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents
SpeciicObjectives
Toindouttheviewsofteachersabouttheirknowledgeofphysicsin
relationtotheconceptstaughtintheGCE(OL)syllabus
Toindouttheeffectivenessofthephysicspracticalclassesconductedin
schoolinunderstandingtheconcepts
ResearchMethodology
a)Sampledesign
Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing
together an analysis of the components and structure of knowledge of
physicswiththeobservationandanalysisofstudentbehaviorduringthe
teachingandlearningprocessInthiscontexttheieldofPhysicsEducation
Research (PER) seems as a growing sub-discipline of physics (Edward
Redish and Richard 2001) Further Mathusuthanan et al (2007) have
pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare
nowbeinginprocessinSriLankaSucheducationalreformstakeplacein
everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel
processesTheeducationalreformsandthequalityofeducationshouldbe
checked frequently by conducting research studies to ind out their
successes and failures By research it is possible to ind out that the
secondary level of education system has not brought about the target
achievementswhich has been one objective of theNational Institute of
Education (NIE) The NIE hasmade curriculum changes in 2007 in the
secondary education level On one hand the models of science are
representationsofobjectseventsideassystemsor
8
The Jaffna Educational Zone consists of many resource persons many
scienceteachersandadequatephysicalfacilitieswhencomparedwiththe
otherEducationalZonesinthePeninsularInthepresentstudytheschool
teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone
Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting
the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna
NallurandKopaywereidentiiedandtheteachersineachstratumwere
selectedbyusingthestratiiedrandomsamplingmethodduetothereason
thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove
EducationalDivisionshaveadequatephysicalresourceswhilecomprising
thehighestnumberofteachersofscienceThiswasthemainreasontoselect
the Jaffna zone for a representative sample of teachers The following
conceptsofphysicswereconsideredforthestudy
b)PhysicsConceptsselectedfortheStudy
A) The formation of various images from lenses to design optical
instrument(Lenses)
D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)
E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd
irstobject(Newtons3 Law)
The questionnaire designed for the pre-test to be done by teachers
comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach
questioncontainedafewpartswhichcovervariousconceptsofphysicsthat
areincludedintheGCEOLSyllabus
B) The phenomena of refraction of light in human activities (lightrefraction)
C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)
c)Formulatinghypotheses
Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor
statisticaltesting
1) H ThereisnodifferencebetweenthemeanoftheExperimental01
groupandthe
9
Controlgroupinthepre-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11
Controlgroupinthepre-test
2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe12
Controlgroupinthepost-test
3) H Themean difference of the pre-test and the post-test on the03
experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13
experimentalgroupisgreaterthanzero
d)Statisticaltoolsusedinthestudy
The t- test wasused to indout thewhether therewasa signiicant
differenceintheknowledgeofphysicsconceptsbetweentheexperimental
groupandthe controlgroupofscienceteachersForidentiication of
theproblemsfacedbythescienceteachersapre-testwasconducted
Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent
concepts ofphysics in the GC EOL syllabusas mentioned
previouslywhichwereidentiied duringthe teachingand learning
processofphysics Direct interviews werealsoconductedwiththe
stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter
thepre-testtheconceptsbehindthequestionswereexplainedtothe
teachersandapost-testwas againconducted amongtheteacher
sample to see whether they would answer the questions correctly
10
As mentioned previously this study was carried out to investigate the
knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE
OLexaminationThesamplecomprisedeighty-two(82)scienceteachers
whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation
ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay
Theresearchinstrumentsusedfordatacollectionfromthescienceteachers
were questionnaires interviews and direct observations that were
analyzedalongwiththescoresofthepre-testandthepost-testconducted
withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)
The data were analyzed statistically and t-test was conducted to see
ResultsandDiscussion
whetherthereissigniicantknowledgegapinthescienceteachersandthe
resultsarepresentedbelow
i EducationalQualiicationsoftheteachersample
IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder
thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix
(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11
Others were trained at the Colleges of Education or Teacher Training
Colleges who had also obtained different types of training programs
organized by the Ministry of Education and the National Institute of
Education
ii Questionnairesurveyconductedonthephysicsconcepts
Thefollowingweretheresultsof thequestionnairesurveyconductedto
investigate whether science teachers have a sound knowledge on the
conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL
examinationFiveconceptsABCDandEmentionedpreviouslywereused
forthispurposeandtheresultsarediscussedbelow
a)Concept-wisecomparisonasawhole
Percentage
()
9090
80
70
60
50
40
30
20
10
0
5154
60
50
Variousimages(A)
Refraction oflight(B)
Cange ofbrightness(D)
Newtonrsquos 3rdlaw(E)
Transistorand
resistor cConcept
Fig1Achievementsofteachersonvariousphysicsconcepts
Theconcept-wisecomparisonisshowninFig1FortheConceptA
806 of the teacher sample correctly answered the questions
relatedtofunctionsofthelensesHoweverthesampleteacherscould
answerthe Concepts BCD andEat an averagelevel (50-60)
11
b)Question-wisecomparisonundereachconcept
ConceptA-Theformationofvariousimagesfromlensestodesign
opticalinstrument
Fig2UnderstandingofConceptA
50
120
100
80
60
40
20
0
733
90 90
100
1 2 3 4 5
Questions
Percentage
()
TheConceptAwastestedontheprocessofformationofvariousimagesby
the convex lens As shown in Fig2 only 50 of the teachers correctly
answeredtheirstquestionrelatedtoimageoflensrevealingthatother50
oftheteachersdidnothavethepracticalknowledgeonthelensperformance
Mostoftheteachersansweredsatisfactorilytothequestions234and5
undertheConceptA(70-100)butthisachievementmaynotbeadequate
forteachingphysicssatisfactorilytothestudentsattheGCE(OL)
ConceptB-Thephenomenaofrefractionoflightinhumanactivities
Fig3UnderstandingofConceptB
80
70
60
50
40
30
20
10
0
7333
4333
6333
2333
5333
6 7 8 9 1 0
Questions
Percentage
()
TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The
lowest number of teachers correctly answered the question number 9
12
followedbythequestionnumber7Thesequestionswererelatedto the
rainbowandpropertiesoflightforwhichbelow50ofteachersanswered
correctly indicating that the sample teachers have poor knowledge on
refractionrelectionandlightwavemotion
ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds
Fig4UnderstandingofConceptC
Questions
100
90
80
70
60
50
40
30
20
10
0
1333
60
3666
7666
8666
Percentage(
)
11 12 13 14 15
13
The Concept C tested was in relation to the process of transistors and
resistersThelowestnumberofteachersansweredthequestionnumber11
followedbythequestionnumber13Thesequestionswererelatedtothe
transistorandLDRactivity Asteachershadapoorunderstandingonthe
functionofNPN transistor and the functionof LDR86of themwere
unabletogivethecorrectanswertothequestion11indicatingthatteachers
didnotunderstandtheactivitiespertainingtothequestionwiththegiven
data
ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit
Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin
bulbsOnly30ofteachersansweredthequestionnumber16
correctly followed by the question number 18 (50)
ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany
teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere
unabletoanswercorrectly
ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst
object
Fig5 understanding of Concept D
Questions
6066 6333
30
90
50
16 17 18 19 20
100
90
80
70
60
50
40
30
20
10
0
Percentage(
)
Fig6 understanding of Concept E
7666
3666
2333
8333
30
Questions21 22 23 24 25
90
80
70
60
50
40
30
20
10
0
Percentage(
)
rdTheConceptEwas testedon the forces related to theNewtons3 Law
(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223
and 24 correctly One reason could be that the diagram related to this
ConceptgivenintheSciencetextbookwasnotclearThereforethesample
teachers were not familiar to this subject component of physics
14
iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted
Apre-testwithivequestionswasconductedamongtheteachersofscience
Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped
asfollows
a)ExperimentalgroupndashGroupE
b)Controlledgroup-GroupC
Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore
rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot
very low scores (below 40)for answering the questions given under
variousconceptsofphysics
Table1presentsthepre-testscoreoftheteachersofscienceAmajority
oftheteachersgotverylowmarksMostofthescienceteachers(377)
areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe
scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin
betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It
isimportanttonotethatcumulativenumberofseventy-ive(75)science
teachersscoredbelowforty-onemarksindicatingaverylowknowledge
Table1Scoreofthepre-test(Questionnaire)
15
ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were
alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test
butthevalueswereverylowandapproximatelyequal
Table2summarizestheresponsesgivenbytheteachersampleundereach
concept of physics Accordingly many respondent teachers could not
understand theelectronic concepts ie functionof the transistors Some
respondentshowevercouldnotansweranyofthequestionsandtheyfailed
tocompletethequestionnaire
Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test
Table2also indicates that ingeneral a lownumberof science teachers
understooddifferentconceptsofPhysicswhichareABCDandEThe
conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent
(50)Fifty-fourpointnine(549)percentofthescienceteachersmade
mistakesonconceptERegardingtheconceptsrelevanttoLenses122of
scienceteachersknowledgeofPhysicswasveryweak
iv Analysisofthescoreofquestionnaireatthepost-testconducted
Thepre-testquestionnairewasdiscussedandexplainedonlytothe
experimentalgroupEThepost-testquestionnairewasdesignedwith
the same concepts of physics and tested with the teacher sample
16
Thepost-testmarksrecordedaregiveninTable3
Table3Scoresofthepost-test
Total 41 41
Theresponsesofthetwogroups(experimentalandcontrol)accordingthe
aboveTable3indicatethatthereisanimprovementofknowledgeinthe
experimental group as compared to the control group because the
experimentalgroupwasprovidedwithremediesanddiscussionson the
conceptsABCDandE
Descriptive statistics was performed to identify the effectiveness and
eficiency of remedies and discussion Science teachers in the
experimentalgroupbasedonmeanvalueperformedwellatthepost-test
thanthatofthecontrolgroupStandarddeviationalsorevealedthesame
result Further a t-testwas conducted between the two groups to see
whetherthereisasigniicanteffectinperformanceafterexplainingthe
concepts to the experimental group of teachers Therefore it can be
summarizedthatwhencomparingthescoreofthepre-testwiththepost-
testmarksoftherespondentsitwasobservedthatthepost-testscoresof
therespondentsintheexperimentalgroupwerehigherafterexplaining
the physics concepts to them through workshops and discussions
17
vHypothesesTesting
(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01
ExperimentalgroupandtheControlgroupinthepre-test
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
pre-test
isthemeanvalueofthepopulationfortheControlgroupinthepre-test
H 01 =mE mc
H 11 gtmE mc
mE
mc
UnderH thecalculatedvalue=-07201
Butthetablevalueat5signiicancelevel164
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
post-test
isthemeanvalueofthepopulationfortheControlgroupinthepost-test
H 02 =mE mc
H 12 gtmE mc
mE
mc
UnderH thecalculatedvalue=66202
Butthetablevalueat5signiicancelevel164
18
(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01
meansthe5signiicancelevelthereisnodifferencebetweenthemeanof
theExperimentalgroupandtheControlgroupinthepre-test
SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02
at 5 signiicance level there is a difference between themean of the
ExperimentalgroupandtheControlgroupinthepost-testThereforethe
meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue
of the Control group in the post test Thus we could infer that the
ExperimentalgroupperformedsigniicantlybetterthantheControlgroup
intheposttestThereforeitwasclearthattheunderstandingofconceptsof
physicswasverylowinthescienceteachers
013 gt-= prpoDH mmm003 =-= prpoDH mmm
(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03
ontheexperimentalgroupiszero
Where
D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup
UnderH thecalculatedvalue=31903
Butthetablevalueat5signiicancelevel1684
SincethecalculatedvaluegtthetablevalueH isrejected03
Hence at the 5 level of signiicance the post-testmean value of the
Experimental group was higher than the pre-test mean value of the
ExperimentalgroupindicatingthattheperformanceoftheExperimental
groupwasbetterinthepost-testthanthatofthepre-testThissituationalso
provesthatthescienceteachershavepoororverylowunderstandingofthe
physicsconceptstaughtattheGCEOLsciencesyllabus
Directinterviewswithstakeholders
The following observations were made during the direct interviews
conductedwiththestakeholders
AlecturerattachedtoaCollegeofEducationsaid
ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin
othersubjectsareappointedtoteachmathematicsandscienceThereforeitis
doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience
subjectsrdquo (interviewconductedduringthestudy)
19
AlecturerinattachedtoaTeacherTrainingCollegesaid
ldquoTrainee teachers do not have adequate knowledge in basic concepts of
sciencethataretobetaughtintheseniorsecondarygradesThereasonfor
thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto
teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid
ldquoI found that most science teachers had studied in the biological science
streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad
theirtrainingeitherattheCollegesofEducationorattheTeacherTraining
Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis
thereasonforthesetbackinproducinggoodphysicsresultsrdquo
(interviewconductedduringthestudy) ScienceTeachersOpinion
The information collected from the teachers by direct interviews are
tabulatedinTable4Whentheteachersopiniononthesubjectcomponents
ofsciencewasconsidereditindicatedthat914teachershaveproblems
inteachingphysicsThereasonwasthatmostteachersinthesampledidnot
haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat
theGCEOLsciencesyllabus
20
SubjectcomponentinScience
Percentageofteachers()
Difficult Normal Easy
Physics 914 61 24
Biology 24 12 963
Chemistry 06 634 305
Table4Teachersopinioninteachingsubjectcomponentsinscience
Impactofthequaliicationsofscienceteachersample
Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)
IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching
at theGCE(OL)classesat the timeof thestudyMostof the trained
teachersfromCollegesofEducationandtheTeacherTrainingColleges
teach science toGCE (OL) students Though theirmain subjectwas
sciencemanyofthemdidnothaveadequateknowledgeinmathematics
tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion
and Tamil etc as their optional subjects Thus they face many
challengesanddificultiesinteachingthephysicscomponentinScience
21
Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)
Discussiononthesecondspeciicobjectivetoindouttheeffectiveness
ofthephysicspracticalclassesconductedinschools
In this regard facilities such as laboratory facilities Internet facilities
libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing
the questionnaire The responses given by the sample teachers in the
questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas
school principals students technical persons and laboratory assistants
were also inquired about the facilities available for conducting physics
practicalclassesandtheyagreedwiththeobservationoftheteachers
Table6Facilitiesavailableforteachingandpracticalwork
22
Facilitiesavailableinschoolsfortheteachingandpracticalwork
IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-
mentioned facilitiesButschools inruralareashave less facilitiesWhen
schoolshave less facilitiestheteachersinditdificultto developtheir
ownknowledgeorexplaintheconceptsofphysicstothestudents
Fig 7 indicates the teachers opinion on the physics teaching methods
gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe
bestToenhancetheknowledgeinthephysicscomponentofscienceitis
essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp
boththeteachersandthestudentstodeveloptheirteachingandlearning
skillsthroughhandsonexperience
Groupdiscussion(P)
Experiment(Q) Any othermathod(S)
Suggestions
80
70
60
50
40
30
20
10
0
71
20
9
Pe
rce
nta
ge
()
Fig7-Bestteachingmethod
P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents
Q-Experimentalactivity(demonstratetheexperimentswhichare
inthetextbook)
S-Anyothermethod(GroupworkindividualworkChalkandtalk)
Interviewsconductedregardingfacilitiesavailability
AninterviewwasconductedwithalecturerofCollegeofEducation
ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo
(interviewconductedduringthestudy)
ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo
(interviewconductedduringthestudy)
AnotheroficeroftheJaffnaEducationexpressedthefollowingview
23
AnAdditionalDirectorofSciencecommentedasfollows
ldquoIt is essential that all teachers know the fundamentals of
ScienceThenonly they can teachScience Science is a ield
which can elaborate our knowledge This is related to two
important things The irst one is observing an event that
happensinourenvironmentandtheotheroneisconstructing
principles to explain those observances Therefore doing
experiments and research to explain the concepts inPhysics
section will help the teachers to enhance the practical
knowledgeofScienceandgavedetails
(interviewconductedduringthestudy)
During the informal discussions held with Laboratory Assistants the
followingdrawbackswerementionedthatwouldaffecttheteachingand
learningprocess
a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades
b) Manyequipmentrequiredarenotinworkingcondition
c) Nowaterfacilitiesavailableinthelaboratories
d) Teachersarealsoreluctanttodopracticalwork
24
Thisstudy investigated the levelofcomprehension in teaching thebasic
conceptsofthephysicscomponentofthesciencesubjectrelevanttothe
GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended
questionsthatweremainlyfocusedona)refractionoflightb)relectionof
light c) transistor and resister d) changing brightness of bulbs in the
circuitande)NewtonsThirdLawBycombiningthequestionswiththe
focusedfactorsandthescoresachievedbyteachersfortheanswersgiven
for each question it was possible to analyze the data relevant to each
concept It was found that the science teacher sample had a poor
understandingoftheconceptsofphysicstestedThestudyrevealedthatthe
knowledgeofthescienceteachersampleonthecomponentofphysicsinthe
GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand
thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers
showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts
tested due to insuficient experience in doing practical relevant to the
physics component of the OL Science Syllabus (direct interviews with
teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat
morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat
the Colleges of Education were from the Biological Science stream and
hence they had insuficient knowledge in the physics concepts
Conclusions
There were only a few science graduate teachers in the Jaffna
EducationZonewhoareteachingScienceattheGCE(OL)classesMany
teacherswhoteachsciencewerefromtheNationalCollegeofEducation
ButattheinterviewwithalecturerintheNationalCollegeofEducationit
wasrevealedthattherewasnolecturerappointedtoteachscienceforthe
last11yearsThismightbeonereasonformanytrainedteachershavingan
insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso
revealedatthedirectinterviewsthebiologyandchemistrycomponentsof
thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto
physicsarecoveredrarely
Itmustbeemphasizedthatasoundknowledgeinmathematics is
also essential to teach physics eficiently Therewere 292of science
teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher
Training Collegeswho had opted for various other subjects but not for
Mathematics Thissituationingeneralhasalsocausedforhavingapoor
understanding of the physics concepts Inadequacy of resources in the
generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad
obstructed conducting the OL physics practical sessions to the trainee
teachersintheNationalCollegesofEducationJaffna
Manyteachers(707)didnotunderstandtheconceptsofthephysics
component and the interviews conducted with the stakeholders also
revealed the importance of doing proper practical sessions in physics
towards better student performance in science at the G C E (OL)
examinationTheteacherswereoftheviewthatteachingofphysicsthrough
practicalsessionscouldnotbeconductedbecausetheteacherguidanceand
the teaching materials were insuficient Thus the science teachers had
dificultiesinteachingandguidingscienceforstudentstoperformbetterAs
per the direct interviews with the educational authorities principals
teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers
werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience
25
ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation
Zone the science teachers do not have suficient knowledge in science
especiallyinthephysicscomponenttoteachscienceeffectivelytoschool
26
childrenwhichcouldbethereasonforthepoorperformancebystudentsin
scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave
beensimilarornotintheothereducationzonesofthecountryHenceitis
suggestedthatasimilarstudybeconductedinalleducationzonesinthe
country to arrive at a irm conclusion and make recommendations to
improveperformanceinthesciencesubjectattheGCE(OL)examination
Recommendations
Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand
theconceptsofthephysicscomponentrelevanttotheGCE(OL)
Sciencesyllabus
Oslash Qualiied lecturers in the relevant ields of science should be
appointedtotheNationalCollegesofEducationtoproduceeficient
andknowledgeablescienceteachers
Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant
schoolsandtotheNationalCollegesofEducationshouldbeensured
whilegivingprioritytopracticalassessmentsattheschoollevel
Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon
thetextbooksontheschoolswebsitesaswellasintheformofa
compactdiscforeasyreferencebystudentsandteachers
Oslash
Oslash
Oslash
References
Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka
BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka
EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3
Oslash
Oslash
Oslash
Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197
Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19
StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523
27
ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES
DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe
OpenUniversityofSriLanka
skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches
usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted
by the Faculty of Education of the Open University of Sri Lanka (OUSL)
PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE
programmeinTamilmediumatOUSLin20112012academicyearAmong
them104studentteacherswhofollowedPGDEprogrammeattheColombo
Regional Centrewere purposively sampled for this study A self-developed
questionnaire built up by reviewing related literature was used for data
collection The data obtained were tabulated and analyzed by applying
elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe
responses to the open ended questions were analyzed qualitatively The
indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch
moreinformationthemselvesfortheirownlearningandtheystatedthatthe
activities given in the PGDE havemotivated them to do self-learning and
searchmorerelevantinformationfortheirlearningFindingsclearlyshowed
thatactivitybased learningsessionshavedevelopedhigher levelcognitive
skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe
student teachers Further some problems that hindered the effective
participationinactivitybasedsessionsincludinglackofpreparationlackof
timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers
MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated
learningpractices
INTRODUCTION
Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage
students in the learning process including group discussions problem
solving case studies role plays journalwriting learning activities and
structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove
criticalthinkingskillsincreaseretentionandtransferofnewinformation
increasemotivationandimproveinterpersonalskillsStudentsshouldbe
28
29
encouragedtodothingsbythemselvesinordertoidentifyproblemstoill
gapsandindsolutionsinacollaborativewayTherewereexpressionsof
optimism that such independent approaches could lead to success and
teacherscouldbesurprisedbystudentsrsquoperformance
Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif
theycanrelyontheirownresourcesforcompletingassignmentsstudying
for tests and achieving success in school At the core of successful and
lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe
meta-cognitively motivationally and behaviourally active in regulating
hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals
and of strengths weaknesses and interests given instructional goals
environmentalexpectationsandconditionsoflearningandperformance
Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe
ultimate integration of neuro developmental abilities Self-regulated
learners are attentive focused and productive They set goals for
themselvesanduseaplannedapproachtolearningSelf-regulatedlearners
keep track of their understanding and their progress and reward
themselves for their successesTheyuseproblem-solving strategies and
memorytechniqueswhenappropriateTheylearntothinkcriticallyabout
thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn
shortself-regulatedlearnersareintentionalactiveandrelective
Pedagogy the science of teaching involves instructional methods
materials and learning activities directed by these Traditionally the
lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe
teacherwasconsideredastheproviderofinformationandstudentsasthe
passiverecipientsofinformationThemajorinstructionalmaterialswere
textbooksthatwerewrittenforspeciiedagegroupsandforparticular
subjectsThemajorlearningactivitywaslisteningandwritingfromthe
textbookorfromtheblackboardThisparadigmhasbeenchangedinthe
newer methodology of activity ndash based learning Here the teacher is
consideredasthefacilitatorandthestudentsareself-learningthroughthe
medium of a detailed array of learning cards (Anandalakshmi 2007)
Othermethodssuchascooperativelearninghavealsobeensuggestedas
alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping
brains learning processes and the growing childs learning needs
provides great potential to create effective pedagogical practices
Theprocessoflearningcomprisesofthreecomponentsndashinformationinput
information processing and expression of information or knowledge In
each of these components students show differences For example in
informationinputwhichalsomeansthewaystudentsreceiveinformation
tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe
auditoryorkinestheticlearnersIntermsofinformationprocessingsome
students may use top-down processing or bottoms-up processing This
dependsbothonthelearneraswellasthenatureofskillorknowledgetobe
learnedWith respect toexpressionofknowledgeor skill learned some
studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose
MeyerStrangmanampDalton2002) It is important that the instructional
methodologyproactivelyplansforsuchdifferencestoachievehighquality
educationalexperiencesandlearningoutcomesforallstudents
Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses
theeducationandprofessionaldevelopmentofeveryteacherneedstobe
seenas a lifelong task andbe structuredand resourcedaccordinglyTo
equiptheteachingbodywiththeskillsandcompetencesneededforitsever
changingrolesitisnecessarytohavebothqualityinitialteachereducation
andacoherentprocessof continuousprofessionaldevelopment tokeep
teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety
(BarberandMourshed2007)
30
Lecturers who use activity based learning strategies pause frequently
duringtheperiodonceeveryifteenminutesorsotogivestudentsafew
minutes toworkwith the information theyareprovidingTheymayask
students to respond to a question to summarize important concepts in
writingortocomparenoteswithapartnerForsomelecture-basedclasses
usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor
roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder
these circumstances may not be possible but other strategies such as
individualwritingorbalancingactivitiesarequitepossibleandleadtogood
results
TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational
universityinSriLankawherestudentsareabletofollowfurthereducation
byopendistancemode Thestudent-centeredstudysystemisdesignedto
support a distance learner throughmultiplemodes including self-study
printandAudioVisual(AV)materialscontactsessionse-mailandinternet
TheFacultyofEducationof theOUSLrealizes the importanceofquality
teachers for quality education Therefore the faculty has introduced
several teacher education programmes using innovative approaches to
increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe
studentteachersPostGraduateDiplomainEducation(PGDE)programme
isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich
providesthebasicprofessionalqualiicationforgraduateteachersworking
intheschoolsystem
31
Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity
basedlearningapproachesusedforPostGraduateDiplomainEducation
(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows
1 ToexaminetowhatextenttheActivityBasedLearningapproaches
increaseself-learningpracticesamongstudentteachers
2 ToIdentifythehigherordercognitiveskillsachievedbythestudent
teachersthroughtheactivitybasedlearningapproaches
3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto
engageeffectivelyintheactivitybasedlearningsessionsand
4 Tomakeappropriatesuggestionsandrecommendationstoimprove
theeffectivenessoftheactivitybasedlearningapproach
LITERATUREREVIEW
Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart
ActivityBasedLearning
Learningisacquiringnewknowledgebehaviourskillsvaluespreferences
or understanding and may involve synthesizing different types of
information Further it is a process that brings together cognitive
emotional and environmental inluences and experiences for acquiring
enhancingormakingchangestoonesknowledgeskillsandworldview
(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent
understands and engages with the information to be learnt It is also
important that the studentprocesses the informationwithhigherorder
thinking such as comprehension analysis synthesis application and
metacognition When this happens the student is able to relate the
informationtoanylifesituationconnectitwithpastlearningbuildhisor
her own knowledge (Garner 1987) and become a knowledgeable and
contributingcitizenasanadultOneimportantmethodoffacilitatingsuch
engagementwithinformationisthroughactivity
32
The dictionary deinition of activity is work that involves direct
experiencebythestudentratherthantextbookstudyThusactivity-based
learningshouldallowstudentstoengagewithandprocessinformationin
suchawaythathesheunderstandsandbuildshisherknowledgeabouta
particular subjectAnoutcomeof successful learningwould be that the
student has acquired the basic literacy skills and is able to apply this
knowledgeorskilllearntinarelevantsituationTheideaofactivity-based
learningfollowstheconstructivisteducationaltheoryandischild-centered
pedagogy Activity-based learning may be deined as a method of
instruction where activities of different types suitable and relevant to
speciic subjects are integratedseamlessly into the regular instructional
materials andmethods to involvestudents in the teachingndash learningor
instructional processes and engage them fruitfully (Suydam amp Higgins
1977) Themain purpose of themethod ismaking the classroommore
student-friendlyandreducetheintimidationanddominationoftheteacher
Activelearningisacrucialelementofthenewthrusttowardwhatisnow
commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching
(Weimer 2002) Most deinitions of active learning focus on two key
componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition
of active learning comes from Bonwell and Eison (1991) ldquoInvolving
students in doing things and thinking aboutwhat they aredoingrdquo The
overallqualityofteachingandlearningis improvedwhenstudentshave
ample opportunities to clarify question apply and consolidate new
knowledge In this case instructors createopportunities for students to
engagenewmaterialservingasguidestohelpthemunderstandandapply
information
33
High-ordercognitiveskills
Developmentofhigherordercognitiveskill isacomponentofeducation
reforms based on the learning taxonomies of Blooms Taxonomy This
includescriticallogicalrelectivemetacognitiveandcreativethinkingetc
Adominantcomponentincurrentreformsineducationistheefforttotrain
studentstodevelophigherordercognitiveskillsThisrequireschangesin
teaching-learning processes encouraging students to acquire analytical
Self-RegulatedLearning
Self-directedstudy isapurposefulmentalprocessusuallyaccompanied
andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying
informationThe student accepts the responsibilityofmakingdecisions
about thegoals and theeffort tobedonebecoming thereforehisown
change agent for learning (Long 1990) Self-directed study is critical
accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof
peopleslivesbasedonthedesireandneedtounderstandsomethingorto
performsomeactivityButLong(1990)commentsthatitisnotreasonable
to expect that people who have been used to receive ready-made and
formatted information during all their years of school life nowwill be
instantlytransformedintoindependentlearnersIfwewantstudentstobe
empowered teachers need to be empowered aswell (Wehmeyer et al
2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto
deliberately create an environment and structure inwhich teachers are
encouraged to relect on and take responsibility for their learning and
teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van
Eekelenetal2005)
34
Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills
whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland
relectivewayshowtoaskquestionsmakedecisionssolveproblemsand
knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso
skillsforlifelonglearningInordertomeetthemarketdemandthefocusof
educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof
autonomousandorganizedstudyTheseskillswillbeusefultoindividuals
becausesuccessinuniversitycoursesandinalsomostprofessionsrequire
suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis
consensusontheneedtodeveloptheseskillswhatisnotsoclearishow
they can be developed in students in university courses (McLoughlinamp
Luca 2003) and this is much more dificult in the Open and Distance
Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe
main characteristics that differentiates distance education from other
forms of education is the central focus on the student and on their
independenceinthelearningprocessHefurtherargueswhetherdistance
learning successfullyhelps todevelopautonomousandorganized study
skillsandotherhigherordercognitiveskillslearningatdistance
RESEARCHMETHODOLOGY
ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign
critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual
PopulationandSampleThe study was conducted on the student teachers who followed PGDE
programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin
the20112012academicyearThetotalnumberofTamilmediumstudent
teachersenrolledfortheprogrammewas1054Amongthem104student
teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre
35
(ii) the higher order cognitive skills achieved by the student teachers
throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage
effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber
ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems
there were several sub items which were included to get a wider
understanding on the aspects related to the main items Rating scales
selectionofthemostappropriateanswerstructuredtypequestionsaswell
asafewopen-endedquestionswereincludedinthesubitemsThedata
obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative
techniques such as frequencies and percentages Open ended questions
wereanalyzedqualitatively
RESULTSANDDISCUSSION
Increaseself-learningpractices
Alltherespondentswereadultlearnersbetweentheages30to45years
The majority (86) of the student teachers expressed that as adult
learnerstheydidnotexpectalltheinformationneedtobegivenbytheir
lecturersNinetysix(96)percentofthestudentteachersmentionedthat
theylikedtosearchmoreinformationthemselvesfortheirownlearning
Thisclearlyshows that the lecturersshouldnotgiveall the information
relatedtothelessonsbutatthesametimethelecturersshouldgivemore
werepurposivelysampled for thisstudyDataweregatheredonly from
student teacherswhowere physically present at the Colombo Regional
Centre for the activity based contact session on the day of visit by the
researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was
structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas
namely
(I) the extent to which activity based learning approaches facilitate to
increaseself-learningpractices
Table1StudentsRatingonInvolvementofSelfLearningPractices
36
activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices
AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent
teachershaveacceptedthatactivitybasedlearningcontactsessionshave
increasedtheirinvolvementforselflearningpracticesMorethan90of
theteachersexpressedthatactivitybasedlearningcontactsessionshave
motivated and increased their participation in group learning and
group activities Further they stated these sessions enabled them to
respectthevaluablepresentationsofpeersFromtheindingsitisclearly
shown that activity based learning approaches have improved the self-
learning andpeer learningpracticesamongthePGDEstudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywere
askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe
activitybasedlearningapproaches
Table2-StudentsRatingsonSkillsDevelopment
AccordingtoTable2theindingsrevealedthatactivitybased learning
contactsessionshave facilitatedthestudentteachersto improvetheir
higher order cognitive skills in a positive manner More than twenty
percentage of the teachers expressed that they have achieved higher
order cognitive skills such as critical thinking evaluation skills and
analytical skills to a great extent through the activity based learning
contact sessions They also agreed activity based learning contact
sessions have improved their self-learning presentation skills
leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat
activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic
skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches
37
Openendedquestionsinthequestionnaireallowedthestudentteachersto
mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact
sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe
studentteachers
Amongtherespondents36ofthestudentteachersexpressedthatthey
wereunabletoinvolveeffectivelyduetolackofprepreparationand56
indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame
time42ofthempointedoutthattheclassroomfacilitiestoformulatethe
groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge
numbersinthegroupswasaproblemforthem24ofthestudentteachers
reported that theydidnot receive support fromall thegroupmembers
Majority of the student teachers stated that the time allocated for
instructors feedbackwasnotenough(68)and49ofthemindicated
that the questions raised by the peers after the presentation were not
enoughTheresultsrevealedthereareproblemsthatexistintheplanning
and implementation of activity based learning contact sessions and the
Faculty of Education need to give more attention to address the above
problems
CONCLUSIONSANDRECOMMENDATIONS
Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof
38
ProblemsandIssuesFacedbytheStudentTeachers
Educationof theOUSLandotherrelevantteachereducation institutions
should adopt activity based learning strategies These activities based
learning strategies help to increase the self-learning practices and to
develophigherordercognitiveskillsamongthestudentteachersFurther
facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate
facilitiesandtoallocateenoughtimefortheactivities
References
AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf
BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity
ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455
CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan
FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)
GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing
Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer
Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress
LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK
39
McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills
be fostered online In GCrispDThiele IScholten SBarker and JBaron
(Eds) Interact Integrate Impact Proceedings of the 20th Annual
Conference of the Australasian Society for Computers in Learning in
TertiaryEducation7-10December2003Adelaide
Murphy J (1993) Restructuring schooling The equity infrastructure
SchoolEffectivenessandSchoolImprovement4(2)111-130
40
PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional
andnurturingeffectsofactivity-based-learning-animpactstudyinselected
districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD
SSA-TN
RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent
ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness
researchPapercommissionedfortheEFAGlobalMonitoringReport
2005TheQualityImperative
httpunesdocunescoorgimages0014001466146695epdf
SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17
SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary
school mathematics recommendations from research Mathematics
Education Reports ERIC Center for science math and environmental
educationOhioStateUniversityED144840
VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471
Wehmeyer M L Agran M amp Hughes C (2000) A national survey of
teacherspromotionofself-determinationandstudent-directedlearning
TheJournalofSpecialEducation34(2)58-68
41
Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass
Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120
SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM
NORTHERNUGANDA
Abstract
Littleisknownabouttheroleoftheschoolcurriculuminpeace-building
aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation
humanrightseducationandcitizenshipeducation isproposedand then
examinedthroughaqualitativecasestudyofeighteducationalinstitutions
inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe
schools promote reconciliation values develop problem-solving and
communication skills and reveal some knowledge of human rights
Howeverthereislittleunderstandingofhistoryoroflocalnationaland
international politicallegal systems and minimal development of
discussionandcriticalthinkingskills
Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe
designofacurriculumthatcancontributetosustainablepeaceandreduce
theriskofcivilwarre-eruption
KeywordsEducationSchoolCurriculumPeace-buildingCivilWar
Truth-seekingReconciliationInclusiveCitizenship
Civilwarandpeace-building
Civilwars have caused huge economic and social damage and impeded
progress towards the Millennium Development Goals (Collier 2007)
Understanding the root causes of civil wars and preventing their re-
eruption would help meet the new Sustainable Development Goals
Education is implicated in civilwar causation throughdiscrimination in
accessandthroughculturalrepressionconveyedthroughthecurriculum
Improvingeducationalaccessandcurriculumqualitymaycontributetowar
preventionandpeace-building(BushampSaltarelli2000Thyne2006)
JeremyCunninghamMPhilPhD
AssociateresearcherCentreforInternationalStudiesOxfordUniversity
86HamiltonRoadOxfordOX27QA
cunninghamjeremygmailcom
42
The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool
The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar
43
curriculum playsanimportant role in imparting such knowledgevaluesandskills
CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended
curriculumthatiswhateducationplannersmapouttobetaughtinschool
theimplementedcurriculumthatiswhattheteacherscarryoutandthe
receivedcurriculumnamelythewholeexperienceofthestudentinschool
notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere
ishiddenlearningthatoccursasaby-productoftheorganizationofthe
schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe
totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade
(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners
viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian
governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat
ignoresculturalandethnicdiversity therebysowing theseedsof future
conlictsWherethewarhasendedthroughnegotiationtheremaybean
opportunitytosocializevaluesofequalrespecttoleranceandforgiveness
butalsostrugglesovercurriculumcontentandapproachHoweveracivil
warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict
needtoconsider the impactof theschoolcurriculumonsocialcohesion
(Cardozo2008Paulson2010)
Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter
civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights
Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey
2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-
conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace
butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights
educationdealswithglobalrightsnormsandparticipationskillsforpolitical
activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay
bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation
emphasizesparticipationproposingacombinationofknowledgeskills
andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused
onnationalunityandthestatusofcitizenshipratherthanthefeelingof
belongingit maynot adequately recognizetheinterestsofminority
identitygroupsand is likely to relect the agendasofpolitical elites
(Levine amp Bishai 2010) No one approach is suficient for a peace -
buildingcurriculumandnoneincorporateshistory andmemoryof the
recentpastFurthermoretheymaybetreatedasmarginal withlittle
impactonthewholeethosoftheschool
Featuresofeachof theseapproachesarecombined inanewconceptual
frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-
conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto
daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa
historyteacherandschoolleaderandonmypreviousresearchonhuman
rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict
transformationcurriculum truth-seeking reconciliationand inclusive
citizenship
Truth-seekingaddressestheneedtounderstandtherootcausesofviolent
conlict and ones personal and collective history Buckley-Zistel
(2008p142)saysthatthewaytheviolentpastisrememberediscentralto
everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe
questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot
deal with forensic truth directed towards accountability they may
contributetounderstandingthecausesofcivilwarandprovideaplatform
fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation
isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake
revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose
divided by conlict and enmity (Rigby 2006) Schools can promote
reconciliation throughhelpingyoungpeopledevelopa senseofpositive
identityinrelationtoothersandthroughincreasesinunderstandingand
mutualrespectinrelationships(Lederach2003)
Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand
identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe
localnationalandinternationalboundariesItisasmuchaboutrecognition
as about access to formal rights The development of knowledge and
understandingofpoliticalandlegalinstitutionsatlocalandnationallevel
44
45
andthefosteringofparticipationskillsandvaluesisanimportantwayfor
schoolstocontributetopeace-building(Dupuy2008)
Methodology
An exploratory visit to Gulu district in northern Uganda which had
sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive
readingofacademicandgreyliteratureandthenathreemonthieldwork
visit to collect empirical data through the following methods (i)
participantobservationinthecommunityandinarepresentativegroupof
eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews
aimed at uncovering the knowledge skills and values of teachers
education oficials and NGO oficers (iii) two student focus group
interviewsineachschool inthelocallanguage(Luo)withthehelpofa
local research assistant aimed at exploring students values and
knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights
(v)documentarystudyoftextbookssyllabischoolandNGOpolicies
Iobservedrelationshipsbetweenteachersandstudentsandamongthe
studentsthemselvesbothinformallessoncontextsandinotherelements
of school life assemblies sports social timemusic performance and
clubs Notices and lists of rules some of them devised by classes
themselvesshowedevidenceofeffortsmadetowardsapeacefulschool
culture and complemented the interviews data Teacher and head
teacherinterviewsformthebulkofthedataandstudentsgovernment
and NGO oficers provided valuable triangulation A Luo-speaking
researchassistantdiscoveredwhatstudentsknewabouthumanrights
historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed
primary curriculum was checked against test questions in Primary
Leaving Examinations and with chapters in textbooks and revision
books The research limitations include the chance that this group of
schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe
districtcentre
Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork
and modiied in the light of the evidence collected For example the
inclusionof forgiveness asakeyvalue for reconciliationwasderived
directly from the interviews where the termwas used by all parties
46
On the vertical axis are three core sustainable peace concepts On the
horizontalaxisisthemethodofarticulatingtheminthewholecurriculum
TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace
Knowledgeandunderstanding
Skills
Values
TruthSeeking
RecentHistory
Narrativeskills
Criticalthinking
Valueofhistory
Toleranceof
divergent
interpretations
Reconciliation
Contemporaryevents
andissues
Problem-solving
Cooperationand
teamwork
Equalrespect
Sympathy
Forgiveness
Inclusive
Citizenship
Localnationaland
international
politicallegalsystems
Humanrightsarticles
andconventions
Deliberative
discussion
Debate
Sensitization
Procedural
fairness
Humanrights
sensitivity
TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords
ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state
power where ethnic and economic factors were intertwined Under
colonialism theAcholipeopleofnorthernUgandawerepoorer than the
ethnic groups of the south They were preponderant in armed forces
implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986
Joseph Kony and the LRA inluenced by traditional ethnic spirit and
Christianbeliefsledanassaultonthenorthern districtsEarlysupportby
someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led
toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA
relocated to central Africa where it still carries out abductions and
massacres albeit on a smaller scale (Gersony 1997 Schomerus amp
Tumutegyereize2009)
47
Theimpactofthewarwasdevastatingthereweresome70000deathsand
75000peopleabductedofwhom30000were children (PhamVinckamp
Stover 2008)Most experienced horriic induction trials such as killing
fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-
called bushmarriage(World Vision 2004) 90 of the population was
moved into internally displaced peoples (IDP) camps supposedly to
protect them from the LRA Detachments of the army behaved like an
occupyingforceinhostileterritoryperpetratinghumanrightsviolations
withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition
in the camps led to an estimate of 120000 extra non-violent deaths
(CSOPNU 2006) Traditional communal life was damaged by the
underminingof theauthorityofeldersandawholegenerationsuffered
hugedisruptiontotheirschooling
ThroughoutthewartherewasatensionbetweenPresidentMusevenis
goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated
peace settlement It was feared that an all-outmilitary assault would
resultinthedeathsofabductedfamilymembersSomeAcholibelieveit
suited the government to keep thenorthweakby allowing thewar to
continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe
InternationalCriminalcourtbutmanypeopleinUgandastronglysupport
theideaofatruthcommissiontoaddressLRAandgovernmentviolations
Meanwhile schoolshave theopportunity to address some truth issues
through history teaching and the treatment of contemporary events
48
Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar
victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir
owngroup
Reconciliation is needed between the abducted and their families and
communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay
become frustrated and commit violence on themselves or others (Murphy
StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute
resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic
valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand
forgivenessbackedupbyproblemsolvingandcooperationskills
Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout
the legal and political system and the global human rights architecture and
throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue
ofproceduralfairness
Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis
studyarecontributingtopeace-buildinginthisverychallengingcontextThe
illustrative remarks from participants in the study were chosen for their
typicality
Truth-Seeking
Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany
incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut
hereweareinasituationwherewhenthelionsightthegrasssuffers
Urbanprimaryhead
Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor
sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe
chances of renewed violence (Hayner 2002) School history teachingwas
suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted
Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge
questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant
fornorthernUgandawherethereisastrongperceptionofbeingrepressed
throughthegovernmentsstrategyfordefeatingtheLRAThereispotential
spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand
forthestudyofavarietyofinterpretationsandperspectivesHoweverthis
type of history in schools requires amore complex approach than rote
learningofprescribedfacts(Cole2007)
49
the narrative that would be taught (Freedman Weinstein Murphy amp
Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible
forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted
thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer
Rougemembers or perhaps because of a psychological need to bury the
trauma for the time being (Kiernan 2004) However victor-governments
effortstocontroltheoficialstoryseldomcompletelysuppressalternative
narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea
strong oral memory cultivated through the family rather than through
educationalorreligiousinstitutions
The empirical study sought to discover to what extent participants are
familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis
importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy
throughtheprescribedcurriculumandtheimportanceattachedtoitfor
example by its position in national tests Some headteachers claimed
knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand
Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid
notknowitshistory
ActuallythestoryofthewarIknownotallThewarstartedwhenthe
governmenthellipwasoverthrownandthearmypeopleranawayand
toldpeopleherethatbadpeoplearecomingandwewillhavetoight
soverymanypeoplewereaffectedbypropagandahellip
Specialschoolteacher
Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor
sustainablerecoveryandpeace Itwasclearthatthememoryofalleged
governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA
violencewasonamuchgreaterscale
We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda
Secondaryteacher
Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory
tellingandcriticalthinkingAnumberofrespondentswereabletomake
aconvincingnarrativeandayouthgroupofformerlyabductedpeople
developedadramaperformancetocommunicatetheirexperiencesand
sufferingstoothersAmajorityofteachersandoficialsinthisstudy
thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe
wararewaysinwhichschoolscancontributetothetruth
50
Myownchildrenwereallbornduringthiswarperiodtheywillneedto
knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics
hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip
MunicipalEducationOficer
Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge
ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere
are somanywho have been involved in the atrocities itwill really
provokethecommunitySpecialschoolteacher
Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived
facts or uncontested truth Many teachers are aware of strongly contested
interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot
possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives
The impression was that people are wary about expressing their views
51
Urbanprimaryhead
SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians
Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle
Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis
taught at secondary level currently attended by a small minority of the
populationbut inneitherstage is thereany treatmentof theLRAcivilwar
Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto
teach it at all Several respondents explained that the history was not yet
writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed
to emerge without an oficial truth and reconciliation process So the
conclusionisthatthetruth-searchingandtellingelementintheframeworkis
nothappeningintheschoolsinthisstudy
ReconciliationThe rotten ibres of justice in these two regimes- we are facing the
consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend
thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow
whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes
aviciouscircleofwarandanarchyRuralsecondaryhead
TheinterestshownbythepeopleofnorthernUgandainbringingthecivil
wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf
reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe
immediate need is reconciliation between the communities of northern
Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims
(Angucia2010)
One view is that the knowledge and understanding necessary for
reconciliationisthatofcontemporaryeventsandissuesThecounter-view
isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress
current or controversial issues until there is some reconciliation and a
52
PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend
the war when we say peace it means we must begin where we
arehellipWe teach the learner that peace begins within yourself They
shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall
problemscanbesolvedbyighting
SpecialschoolTeacher
Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility
whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school
clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby
UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills
The school-level skills suitable for reconciliation after civil war fall are
relatedtointra-personalandtheinter-personalintelligencesTheformer
refers to self-knowledge and understanding and the latter to peoples
relationships with others (Gardner 1993) Conlict resolution problem-
solvingandcooperationskillscanbedevelopedthroughrepeatedactionand
have applicability beyond the school (Coleman amp Deutsch 2001 Davies
2004b) There is evidence of efforts for skills development related to
reconciliation
degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool
curriculum and peoples increasing access to broadcast andweb-based
mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent
eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto
the knowledge and understanding of contemporary issues through
occasionalcontributionsofteachersactingundertheirowninitiativeand
throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral
debatesatprimaryandsecondarylevelwereobservedinwhichthepeace
process the international criminal court and traditional justice were
discussed Naturally thiswasmore extensive at secondary level than at
primarylevel
53
UrbanPrimaryHead
IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee
lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in
schoolWedidanumberofworkshopsand seminarswith themWewere
gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful
wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo
Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal
respect is of crucial importance Equal respectmeans the value inwhich
humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman
eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality
but acknowledgement and recognition There is still considerablemistrust
betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto
stereotypenorthernersaswarlikeandresponsiblefortheLRAwar
IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas
SecondaryTeacher
TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment
of skills and values but the training and preparation of school prefects
appearstobequiterudimentarysofar
PrimaryPrefect
Theactivepromotionofequalrespectfordifferentethnicgroupsislittle
evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant
Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot
intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust
istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum
SecondaryTeacher
Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto
teachersandolderstudentsandisemerginginprimaryschoolsespecially
where there are Girls Education Movement clubs Although the term
disability is not common there is evidence that schools are promoting
equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof
themobvioussuchasavisualhandicapbutmorepervasivelythemental
traumaofhavingbeenabductedorhavinglostfamilymembers
IhavestrongfeelingsaboutwomensequalityIcomefromthevillages
andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage
[thegirls]toworkharderandtobecomeindependentpeoplebecause
withouteducationinUgandathepossibilityofhavingagoodjobisnot
there
Aclosely-relatedvalueforreconciliationeducationissympathySympathy
isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto
bedisturbedby injustice to intrinsically care for another (Yarnall 2001)
Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith
onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave
an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa
learned value from early infancy socialized through child rearing and
education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin
thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand
there is some evidence from the students This sympathy is applied to the
formerlyabductedpeopleandtoothervictimsofthecivilwar
LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers
SecondaryTeacher
54
Thelanguageofreconciliationfrequentlyincludesthetermforgiveness
Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa
renunciation of any need for personal revenge This value emerged
stronglyfromtheempiricalinvestigationThetraditionalcultureofthe
districtseemstohavebeencombinedwithreligioustraditionstosupport
this value and schools are playing their part in reinforcing it
SecondaryTeacher
UrbanSecondaryHead
How do we sustain the right to life for a peaceful community co-
existenceforgivenessandreconciliationWehavethoseinourculture
whenthingsgooutofhandsustainitbysittingdowntalkingtoother
peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken
heartscanbemendedandpeoplebeginwalkingonthesamepath
Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)
InclusiveCitizenship
Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic
theyinallywillcomebacktoliveinoursocietysowearetransforming
themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens
andwearegraduallytransformingthesociety
Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe
perceived marginalization of northern Uganda from the more
prosperousandbetter-educatedsoutherndistrictspopulatedlargely
by different ethnic groups and the history of different attempts to
capturestatepowerSustainablepeacewilldependonthegovernmentrsquos
successinbuildingsocialcohesionandforachievingafairdistribution
oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin
this process Membership of a political community depends on a
knowledgeandunderstandingoflocalandnationallegalsystemsand
humanrightsIfordinarypeopleunderstandtheboundariesandscope
of their own systems they are less easilymanipulated by dominant
groupsandbetterabletoachievetheirobjectiveswithoutrecourseto
armedviolence
55
Headteachers and secondary teachers are more knowledgeable than
primary teachers This is hardly surprising as the former have higher
educationalqualiicationsSomesecondarystudentsparticularlythosein
theUgandaNationalStudentsAssociationshowlocalandnationalpolitical
awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis
averysmallplaceinthecurriculumforciviceducationaimedatdeveloping
some basic understanding of local and national institutions The term
In1998wehadatrainingworkshopatourformerschoolThetopic
washumanrightsinschoolsItwasorganizedbytheschoolBefore
thatdayIhadnotlearntabouthumanrightsSecondaryTeacher
FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe
national system and those best known are economic and social rights -
especiallytherightsofwomenandchildrenTherighttoeducationwasthe
mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including
democraticrights-are far lessprominentThereareproblemsaboutthe
understandingofhumanrightsinthatthetranslationinthelocallanguage
suggestspowerandhaslittlesenseofentitlementorreciprocity
lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems
especially[theword]tweroissostronglikehavingacertainkindof
power and authority that is not lexible and if you need peace
somethingshouldbe lexible that is liable tochange if there isany
mutualunderstandingrsquo PrimaryTeacher
Scholarsandpractitionersagreeontheimportanceofcommunicationskills
forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult
infrustrationandviolenceIexploredthreegroupsofcommunicationskills
lsquoDeliberative discussionrsquo which means open-minded efforts to achieve
consensus requires concentrated listening clear speaking and logical
thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing
controversial issues using adversarial argument and decision by simple
majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto
frustration on the part of the minority lsquoSensitizationrsquo means publicizing
issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem
to think or act differently Groups seeking to achieve their purposes
peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto
gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence
(Halpern2005)
56
humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland
internationalNGOs
Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome
maybe takingplace inclubswhich tend to involve theyoungpeople in
lsquoTheneveryFridaywemakethemholddebatesontopics theyhave
chosenWefeelthatthroughthatwecanpromotehumanrightsWe
are trying to make this a democratic society where the rights of
individuals are respected and the views of individuals are also
respectedrsquoUrbanPrimaryHead
Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs
Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand
girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea
ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip
SecondaryTeacher
As it is dificult to assess values through answers to direct questions the
indings here are derived from responses to indirect questions about life
choices and dilemmas and from participant observation of behaviour The
development of procedural fairness through simpliied versions of legal
processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary
authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe
worldThereisevidencethatschoolsareusingfairprocedureinestablishing
rulesandincarryingoutdisciplinaryactions
SecondaryTeacher
Wegiveaveryclearhearinghellipwhena studenthasdone something
wrongwedontjustsubjectthemtopunishmentbeforeweheartheir
sideofthestory
57
planningandactivitiesundertheguidanceofateacherpatronormatron
Secondary schoolsprovideameans for students to contribute to school
improvement through the Uganda National Students Union which may
fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas
any such form of representative student involvement Debating is well
established in thedistrictbut theadversarialandcompetitiveapproach
appearstofavoursupericialconclusionsandaconcentrationontheforms
ratherthanontherealityofissues
Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough
not entirely disappeared Students have strong notions of procedural
fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings
Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember
There is evidence too of some democratic process in prefect selection
althoughteachersretainaveto
After thecampaignall the teacherswillbe there tohelpcounting
controllingthelineandoneteacherrecordsthevotesTheelections
arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe
electionwehaveastaffmeetingandwhenweseethatachildisnotit
weputhiminanotherpostPrimaryTeacher
Thereisnowacommonhabitwhentheycatchathieftheytrytolynch
himmobrulebecausetheysaythatwhenyouarrestathief inthe
evening you see the fellowwalking on the streets and so they take
actionintotheirhandshellipsoherewasayoungmanhewascaughtwith
somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]
youtakethistothepoliceandtheywillhelpyousortoutthisissuethe
truth will come out[hellip] He may be innocent let it be proved
elsewhererdquorsquoSecondaryTeacher
Generalsupportforhumanrightsisimportantforinclusivecitizenship
as it indicates a belief in their applicability to different groups and
contexts It isquitepossible toknowagreatdealabouthumanrights
without subscribing to their underpinning values Most heads and
teachersthinkitisimportanttoteachandlearnabouthumanrightsboth
for creating a better learning atmosphere in school and for personal
conidence about job security and relationships with superiors
58
Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis
evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers
reportsof interventions in thecommunity topreventmob-justiceshows
theirownvalueoffairprocessandtheirsenseoftheteacherasanexample
tothecommunity
Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas
NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa
universalcontextThereisawidespreadconcernthatthelanguagehasbeen
allaboutrightsandlittleaboutresponsibilities
lsquoChild labour rightshellipwhen you tell them to help you doing small
workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey
donrsquot know enoughhellipthey mix up responsibilities with the
rightshellipchildren have a little knowledge and they need a better
knowledgersquoPrimaryTeacher
ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace
Conclusion
ThepictureismixedAlthoughmostteachersthinkthatitisimportantto
teachthehistoryofthewarasyettheschoolsarenoteventeachingthe
historyofUgandaleadinguptothewarThereisnocoverageofpolitical
and legalsystemsorcontemporary issuesThere issomeknowledgeof
humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon
UNconventionsThereislittlecriticalthinkingordeliberativediscussion
asmostoftheteachingistop-downtransmissionofinformationusuallyby
rote However the schools are fostering problem solving teamwork
debate and sensitization thereby supporting reconciliation and
inclusive citizenship skills They are making positive efforts to foster
valuesof equal respect sympathy forgivenessandprocedural fairness
59
lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe
teachersherehellipandprotecttherightsofall(participantrsquosemphasis)
thechildrenandalltheparentsandalsomakesuretheyimplement
theirrolesandresponsibilitiesrsquoUrbanPrimaryHead
ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing
Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan
Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre
CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda
Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield
Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks
CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress
60
Oneof theparticipants said Bad thingsareanagent of transformation
destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted
from conditions of structural violence the development of an equitable
society requires a transformational process Through its contribution to
truth-seeking reconciliation and inclusive citizenship the school
curriculum can help heal oldwounds and provide the foundations of a
collectiveeffort forabetter future assisting in theglobal challengeof a
decent quality of life for all humans as expressed in the Sustainable
DevelopmentGoals
Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the
Effects of Young Peoples War Experiences on Teaching and Learning in
Northern Uganda in JPaulson (Ed) Education Conlict and Development
OxfordSymposiumBooks
FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries
FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92
FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress
Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191
GardnerH(1993)FramesofMindLondonFontana
GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury
DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress
DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute
61
Davies L (2004a) Schools and war urgent agendas for comparative and
internationaleducationPresidentialaddressinBritishAssociationforInternational
andComparativeEducationConferenceEducationinthe21stCenturyConlict
ReconciliationandReconstructionBrightonUniversityofSussex
Kiernan B (2004) Recovering History and Justice in Cambodia Yale
UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch
olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed
13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress
LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation
LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan
LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace
62
HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge
Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge
HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress
Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman
GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner
HalpernD(2005)SocialCapitalCambridgePolity
PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein
historyanditscausesLondonAllenLane
ReardonBA (2000)PeaceEducationA reviewandaprojection inB
MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion
toEducationLondonRoutledge
Richmond O P amp Franks J (2009) Liberal Peace Transitions between
statebuildingandpeacebuildingEdinburghEdinburghUniversityPress
RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo
LynneRienner
RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin
Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot
Ashgate
63
MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium
OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress
OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham
PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress
ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress
PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146
PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411
LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35
Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge
Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources
Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID
Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754
Tint B (2010) History memory and conlict resolution research andapplicationConlictResolutionQuarterly27(4)369-399WeeksW(2002)PushingtheEnvelopemovingbeyondProtectedVillagesinNorthernUgandaNewYorkONOCHA
WilsonR(2001)ThePoliticsofTruthandReconciliationinSouthAfricaLegitimising the post-apartheid state Cambridge Cambridge UniversityPressWorld Vision (2004) Pawns of Politics Children conlict and peace inNorthernUgandaLondonWorldVisionYarnallPH(2001)TheIntrinsicGoodnessofPainAnguishandtheLossofPleasureTheJournalofValueInquiry35449-454
64
Ryan S (2007) The Transformation of Violent Intercommunal Conlict
AldershotAshgate
Timetoassessourassessmentprocess
RNAdeSilva
OverseasSchoolofColombo
ndesilvaosclk01128208690777834523
Abstract
AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost
aspects of education have undergone change over time assessment
practiceshaveremainedmuchthesameNewdevelopmentsineducation
havemadeitcompellingthatwegiveseriousattentiontowardstheissueof
assessmenttoenableallstudentstolearnwellandtherebygainthemany
positivebeneitsofthatsuccess
Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe
mostappropriateandrecognizedtoolsinitsmeasurementThetwomain
assessmentcategoriesareknownas normativeandcriterionbasedIn
normativegradingstudentsarecomparedandrankedinrelationtoone
anotherInthecriterionbasedassessmentmodelstudentsareassessed
accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand
parents the opportunity to identify strengths and weaknesses and act
accordingly
International Baccalaureate is an educational programme that has
successfully implemented the criterion based assessment model in the
delivery of their curriculum Grade descriptors are identiied for each
subjectandthegradingisalignedtoapre-determinedachievementlevel
This system is better suited tomeasure learning progress and it offers
helpfulinformationforfuturedevelopmentofeachchild
Assessmentprocess
ldquoExaminationsareformidableeventothebestpreparedforthegreatest
foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb
ColtonMoststudentsdreadthewordexaminationandmanyareofthe
view that examinations are a necessary evil However summative
65
assessment has become an integral part of instructional education
Summative assessments are generally used to assign students a course
gradewiththeideaofsummarizingwhatthestudentshavelearntandto
knowwhetherthematerialhasbeenunderstoodwellInshortitismeant
to determine whether or not the goals of education are being met
In Sri Lanka the secondary education culminates with the General
CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations
InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted
afterclass10whichdeterminesthepursuingofhighereducationInChina
theNationalHigherEducationEntranceExaminationcommonlyknownas
GAOKAO is a prerequisite for entrance into most higher education
institutionsAgoodproportionofsuchexaminationsindifferentcountries
in the world are standardized tests which are norm referenced Norm
referenced tests are designed to compare and rank the candidates in
relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans
andeachcandidatesperformanceiscomparedwiththisaveragethereby
awardinga lettergradesuchasABCDampEaccordingtothesetgrade
boundaries
Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand
criterionbasedNormativegradingcomesfromthebeliefthatintelligence
tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage
intelligence and there will be a few who are below or above what is
considered average In criterion based grading students are assessed
accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis
thatthestudentachievementismeasuredagainststandardsundercriterion
basedgradingratherthanagainstotherwhoarebeingassessedAccording
toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure
menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise
inprofessionaljudgementandthereforeisasubjectiveprocessTherefore
itisimportanttousethemostrecognizedandappropriatetoolstocollect
evaluate and communicate students achievement or performance As
VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot
knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo
The modern educational trend is to move away from norm-referenced
66
assessment and to introduce criteria-based assessment models where
assessment is based upon pre-established learning objectives In a
criterion-referenced test the purpose is not to rank each student with
respecttotheachievementofothersbuttodeterminewhethereachstudent
hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors
indicating the level of achievement in meeting the learning objectives
withoutdiscriminatingbetweenthehighandlowachieversAccordingto
theassessmentexpertGrantWiggins thecriteria-basedassessment isa
superior model as it requires greater student involvement with the
intention of developing student processes in critical thinking
metacognitionandrelection
The International Baccalaureate (IB) is an example of a recognized
educationalprogrammewhichfollowsthecriterion-referencedassessment
modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears
Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal
twoyearsofsecondaryeducationRightthroughthestudentresultsare
determinedbyperformanceagainstsetstandardsnotbyeachstudents
positionintheoverallrankorderIntheDPstudentsfollow6subjects3at
higherleveland3atstandardlevelThisallowsstudentstogointomore
depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto
studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson
futureareasofstudyInadditionthestudentsalsofollowacourseoftheory
ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand
what they believe to be facts or truth Each student also completes an
extendedessaywhichoffersthemanopportunitytoconductanin-depth
studyofatopicofspecialinterestThisprovidesexcellentpreparationfor
independentstudyatuniversitylevelAllDPstudentsarealsorequiredto
takepartinsomeartisticactivitysportactivityandacommunityservice
project
Theassessmentiscarriedoutthroughexternalandinternalcomponents
ExaminationsformthebasisofexternalassessmentInternalassessment
consists of in-school assessment tasks marked by their teachers and
moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion
basedmodelareasfollows
middot Assessmentisholisticandlexibletakingintoaccountdifferent
67
IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-
referenceddescriptors Students receive grades for each subject ranging
from 1 to 7 with 7 being the highest The highest score for 6 subjects
therefore is 42 Theory of knowledge and extended essay components
contribute3 additionalpoints bringing the total to45A students inal
Diplomaresultismadeofthecombinedscoresanditisawardedtostudents
whogainatleast24pointsAsanexamplethetopgradeachievableinGrade
12formathematicshasthefollowingdescriptors
68
learningstylesabilitiesandaptitudes
middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand
methodsandformativeandsummativeapproaches
middot Assessmentisfairandreliableindrawingconclusionsbasedupona
rangeofevidencefromawiderangeoftasksandactivities
middot Assessmentistransparentbaseduponobjectivecriteriawhichare
madecleartostudentsinadvance
- Demonstratesathoroughknowledgeandunderstandingofthesyllabus
- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin
awidevarietyofcontexts
- Successfullyusesproblem-solvingtechniquesinchallenging
situations
- Recognizespatternsandstructuresmakesgeneralizationsand
justiiesconclusions
- Understandsandexplainsthesigniicanceandreasonablenessof
resultsanddrawsfullandrelevantconclusions
- Communicatesmathematicsinacleareffectiveandconcisemanner
usingcorrecttechniquesnotationandterminology
- Demonstratestheabilitytointegrateknowledgeunderstandingand
skillsfromdifferentareasofthecourse
- Usestechnologyproiciently
Assessment formathematics courses in all years of the programme is
criterion-related based on four equally weighted assessment criteria
HowitisappliedwithGrade10mathematicsisshownbelow
69
AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach
strandfromthemathematicscurriculumhasacorrespondingstrandinthe
assessment criteria Figure below illustrates this alignment and the
increasingly complex demands for student performance at higher
Achievement level Level descriptor
The student does not reach a standard described byany of the descriptorsbelow
The student is able to
The student is able to
The student is able to
The student is able to
select appropriate mathematics when solvingsimple problems in familiar situations
select appropriate mathematics when solvingmore complex problems in familiar situations
select appropriate mathematics when solvingchallenging problems in familiar situations
select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations
apply the selectedmathematics successfullywhen solving problems
solve these problems correctly in avariety of contexts
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
0
1-2
3-4
5-6
7-8
A Knowing andunderstanding
At the end of year 5students should be able to
70
achievementlevelsconsideringGrade10mathematicsasanexampleFor
each criterion the descriptors are identiied that matches with the
achievablegradelevel
More than4000schools in theworldhavechosen to teach International
Baccalaureate programmes with their unique academic rigor excellent
preparationforuniversitystudiesandtheemphasisonstudentspersonal
developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe
OverseasSchoolofColombo
Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment
inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress
thannorm-referencedexams Furthertheycanprovideinformationthat
canbeusedtoimproveteachingandschoolperformanceTheyarefairerto
students too as relative performances are not considered and the
achievement is evaluated against an established set of criteria Albert
EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto
climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo
Bibliography
1 GuskeyTRampBaileyJM(2001)DevelopingGradingand
ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International
BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate
Organization
AbouttheAuthor
HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof
timetheauthorisnowemployedattheOverseasSchoolofColomboasthe
Head of the Mathematics Department He is a senior examiner of the
InternationalBaccalaureateOrganizationandhasabout40yearsofteaching
experience He is also a co-author of two books on IBmathematics Sri
Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy
underhisdirection
71
CharacteristicsofanEffectiveTeacherLakshmanWedikkarage
SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo
0718-052612RSKKDharmasiri
MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028
kumaridharmasirigmailcom
Abstract
The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished
KeywordsEffectiveteacherCharacteristics
72
ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa
fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh
wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp
wOHdmk mGS h fldltU uacuteYja uacuteoHdh
ixlaIsmah
rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug
wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk
moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj
wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd
fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska
hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=
=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS
bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal
folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha
oa ia lsIacuteu i`oyd fdard kakd oS =Kdaul mfotildeYh wkqukh llt
mfrac34fhaIKfha ksheosh =rejreka 40 fofkl=fka yd uacuteyumlyamsjreka 08 fofkl=fka
iukauacute uacuteh ksheosfha =rejreka 40 fokd bfkqiuml bekaugraveiuml lshdjsfha fhoS isaacuteh oS
ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK
lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re
fmreIh ldreKsl nj ksrjqa ikaksfotildeokh hk ldrKd ydividekd kakd os =rejreka
uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas
ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg
lshdldrliumlj oS =rejreka yd isiqka wr hyma mcd in`od mjsk nj fuka u
hyma mcd in`od bfkqiuml bekaugraveiuml lshdjsh idfrac34l lr ekSug yelshdj mjS
fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta i`oyd jDaSh iqyumliqliuml yd =re mqyqKqj iys
bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska
msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk
ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia
uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u
jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsn`o mqiquesta oelaulska hq= j
tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu
=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka
Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h
73
ye|skaugraveu
fdalh jvd hyma iadkhla njg ma lsIacuteu i|yd jk wHjYH idOlh
jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula
hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j
fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)
=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o
Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp
olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd
iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia
wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk
=rejrhd h
=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid
isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu
=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we
frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk
=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu
fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp
bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska
YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we
u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja
=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq
fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja
bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla
(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd
uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha
isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)
fmkajd fos
Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk
moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah
msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq
miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u
wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha
isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha
msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h
74
uqLH mo ( ModhS =rejrhd =Kdx
fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi
Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS
r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we
r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd
K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS
r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o
wkdjrKh lr fk we
uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS
r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla
fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd
Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd
ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj
cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq
hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=
udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks
nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml
jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd
khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh
oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka
r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh
oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr
we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a
75
yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven
Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes
leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj
udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde
fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we
yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia
N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh
hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh
msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=
i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr
kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska
udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o
=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch
mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj
yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa
=Kdx fidhd neSu h
76
mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=
fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau
udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH
mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh
bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia
wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL
mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia
=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys
h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk
miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
msltsn`oj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute
fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek
jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd
fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd
jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj
nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj
yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d
mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq
fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh
lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd
n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh
(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd
ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd
ekSuga fuu mfrac34fhaIKh bjya fuacute
lufotildeoh
iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia
fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug
ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk
nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk
nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs
wOHhkfha wruqK
Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY
meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild
neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)
iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa
waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj
celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul
mfotildeYfhka lsrSug ufmkajk os
mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS
=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska
=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd
nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh
Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK
bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml
l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=
i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha
=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml
lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os
=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk
aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq
nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j
ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute
lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS
=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh
wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re
Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40
fofkl= odhl lr kakd os 1 jk j=jamp
ksheEgraveh
ldmh mdia ixLHdj =rejreka ixLHdj
1AB 1C 1AB 1Cmqau
l=shdmsaacuteh
ksljeraacuteh
uyj
01
01
01
01
01
01
01
01
05
05
05
05
05
05
05
05 tl=j 04 04 20 20
1 jk j=j ( ksheosh
77
wOHhkfha iSud
YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka
jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla
ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la
muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar
^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua
uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr
mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY
mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h
oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa
ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja
lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk
ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re
fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss
lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas
ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi
fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=
njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug
ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS
=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml
wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os
oa ialsrSu yd uacuteYafaIKh
11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml
lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S
mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia
05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd
wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa
lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug
fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla
welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d
fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os
ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
78
bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ
=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq
ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os
Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=
=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi
mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp
79
=re pfrac34hd laIK
2 jk j=j( =re pfrac34hd
Okdaul laIK RKdaul laIK
middot ukd =re fmreIh middot mshukdm nj
middot ldreKslnj middot ye`Siuml mldY fkdugraveu ^iskdj flakash fyda fjka wdldrhl ye`Siumlamp
middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp
middot wecircldIacuteuh iajrEmh
middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd
middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd
middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd
middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j
middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu
middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu
middot Nduacute NdIdfotilde Wiia nj
middot mkas ldur lltukdlrKfha yumlfrac34jd
middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh
middot iskduqiq nj
middot wdofrac34Yja nj
middot =Kdaul nj middot fmr iQodkiuml iys nj
mshukdm fkdjknj
=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk
wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd
laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh
jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h
ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd
laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa
ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH
slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs
ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska
neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu
hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud
=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h
mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes
lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK
bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg
lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml
wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o
=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h
=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj
ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul
=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute
flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml
th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu
meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re
pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml
isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug
YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels
uacuteh
tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o
kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj
Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch
mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld
mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh
mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml
u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka
iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda ye`uS la ns Q
80
njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp
=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda
isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh
lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde
=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h
WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh
wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues
mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla
fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid
nk os 3 jk j=jamp
3 jk j=j ( WNtilde bekaugraveiuml lu
middot iyNds lKavdhiuml luh
middot foaYk idlEacutePd luh
middot bfkqiuml wdOdrl Nduacuteh
middot mYaklrKh
middot idrdxYlrKh
middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu
middot jvd WNtilde ksoiqka Nduacuteh
middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu
middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu
middot mejreiuml nd sectu
middot lafiarelrKh
middot kugravek dlaIKh Nduacuteh
middot =re flakaoslashSh iajNdjh
middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd
middot ukaodoacute bekaugraveiuml ffYSka
middot mdvug wHjYH bfkqiuml wdOdrlja
Nduacute fkdlsIacuteu
Okdaul laIK RKdaul laIK
81
YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq
lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka
mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr
ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g
r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla
jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g
r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul
ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg
mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh
wHjYH u fotilde
82
jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml
lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls
uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh
jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr
mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla
nj ksIacutelaIKh llt yels uacuteh
tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave
lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu
wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu
wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml
luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska
ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh
yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu
u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka
u llt hq= jeoa ldfrac34hhls
r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi
wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e
wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o
kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H
flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml
lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd
foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla
mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute
bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls
mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh
83
i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla
fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la
fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa
yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa
kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo
r= e iis q wka frac34 in|d
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u
Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh
iiumlnkOa fhks
r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34
in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml
igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj
krs EmKh uacuteh 4 jk jj= amp
84
middot hyma =re-isiq iiumlnkaOd
middot YsIHhdfa kntildeka wdukaKh lsIacuteu
middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu
middot ishuml isiqka mdvug odhl lr ekSu
middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu
middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu
middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu
middot Waidyfhka fdr ukd mkas ldur lltukdlrKh
middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu
middot fkdmentildeKs isiqka flfrys o wjOdkh
middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu
middot YsIH woyia uacuteuid isagraveu
middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu
middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu
middot isiqkag bEgraveszligma ugraveug wjiad nd sectu
middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu
middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu
middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu
middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu
middot YsIH wjYHd =rejrhd fareiuml fkdekSu
middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu
middot YsIHhd =rejrhd fj plusmnauml
igravehuqiq mlaImdSajhla plusmnlaugraveu
middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml
middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu
middot olaI yd mltuq fmlt isiq msszligi
fj muKla wjOdkh fhduq lsIacuteu
middot mkas ldur lltukdlrKfha yumlfrac34jd
Okdaul laIK RKdaul laIK
4 jk j=j (=re-isiq iiumlnkaOd
85
weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh
uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh
tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh
tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh
jDaSh l=id mofrac34Ykh
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=
tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx
mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl
mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk
ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx
fi ksIacutelaIKh uacuteh 5 jk j=jamp
middot jDaSh mugraveKajh mofrac34Ykh ugraveu
middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu
middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu
middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu
middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu
middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu
Okdaul laIK RKdaul laIK
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp
5 jk j=j (jDaSh l=id
YdiaSh oekqu Nduacuteh
86
ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h
Okdaul laIK RKdaul laIK
middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu
middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu
middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu
middot myiq bfkqiuml wjiadjka nd sectu
middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu
middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu
middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu
middot =re uacuteNjHd mofrac34Ykh ugraveu
middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu
middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu
middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu
middot dlaIKh Nduacute fkdugraveu
middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu
middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu
middot mdvfuys wkafrac34hka muKla bekaugraveu
6 jk j=j (YdiaSh l=id
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=
=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd
RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh
ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd
tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh
iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi
zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla
fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml
wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar
uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt
mofrac34Ykh ugraveu jeoa fldg ielsh yels h
mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy
plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi
zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd
weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska
mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd
tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla
87
tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt
wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh
iiumlnkaOfhks
l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h
ksoiqkla fi
jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd
mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt
=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu
muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy
plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd
yels uacuteh tfiau weeiuml =rejreka ^uacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr
igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg
mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh
kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq
mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh
tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40
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leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty
luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms
fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys
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th meyeEgraves lr sectug iua jQjd h
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88
plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt
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flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg
isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg
ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka
flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju
mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh
7 jk j=j ( SrK ekSiuml
Okdaul laIK RKdaul laIK
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middot YsIHhd ksjerEgravej wiqka lsIacuteu
middot YsIH jerEgrave pfrac34hd uacutelrKh
middot mlaIdyS nj yd mqoanoaO nj wju ugraveu
middot mlaIdyS nj
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mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt
nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel
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iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka
mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka
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llt yels h
wdYs ka
w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda
cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU
89
90
AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013
Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity
ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors
FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013
HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html
JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall
RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on
TeachingChicagoMcNally
ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan
Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc
ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS
LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit
NationalInstituteofEducationMaharagama
Abstract
SupersedingallthepreviouscircularstheCircular201306hasstrongly
emphasizedtheneedofGuidanceandCounselingfortheschoolsystem
ThishaspavedwaytoofferthepostsofCounselorteachertogivethem
professional acceptance The speciic objectives of the study were to
investigate theprofessionalcompetenceoftheteacherCounselorstheir
modeofinterventionforCounselingtheproblemsandchallengestheyface
in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate
effectivelytheroleofateacherCounselorproductivelyForthestudy138
teachers from several provinces were purposively selected and
quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis
revealedthatdeinitionofthesubjectCounselingincompliancewithclear
indicatorsistheestablishmentofthelegalidentityandframeworkofthe
subjectgivingalicensetoteachersselectedoncoherentcriteriamaking
compulsory the completion of professional qualiication of Counselor
Teachers and releasing them full-time for Counseling activities are the
perceivedsolutionsfortheproblemsinthisield
MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention
91
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tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc
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YS xldfotilde wOHdmk moaOsh wdYfhka udfrac34fdamfoaY yd WmfoaYk jevigyka
lshdlaul lsIacuteu 1957 plfaL wxl 10 uska iadms ugrave we ^uacutelurak 2010amp 1983
jk uacuteg wOHdmk wudHdxYfha udfrac34fdamfoaY yd WmfoaYk wxYhla wdriumlN jQj o th
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fldntildeIka iNdj 2003brvbar idudkH wOHdmkh i`oyd kj wOHdmk mkla iiumlmdokh
lsIacutefiuml cdsl lntildegqj 2009brvbar uacutelurak 2010brvbar msrK 2016amp cdsl wOHdmk fldntildeika
iNdj ^1992amp wjOdrKh fldg weafa yqfola YsIH fmreIh jfrac34Okh flfrys
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weafa iudcfha sect Woa jk eguml iys aaj ksid fmoasl mokul
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95
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2016amp
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fufla YS xldfotilde lrk o iDcq mfrac34fhaIK iSntilde wr cdsl wOHdmk wdhkh
2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk
eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS
xldfotilde kj fhdjqka uacutefha mdia orejka i`oyd WmfoaYkhl wjYHdj o fyajfa
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wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka
WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok
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wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha
orejkafa eguml wNsfhda mdi uska uacutei`okjd fjkqjg wOHdmk yumlIalrd o tl=
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wOHhk mdia WmfoaYk =re ldfrac34hNdrh iiumlnkaOfhka Rcq wOHhk fkdfotilde p=szligld
^2015amp mdia WmfoaYkh msltsn`o isiqka olajk wdlam wOHhkh fldg we tuska
wkjrKh jkafka mdia isiqka =lt mdia WmfoaYk ldfrac34hNdrh fyda tys ksr
=rejreka iiumlnkaOfhka Okdaul wdlam fkdues njhs msrK ^2016amp YS xldfotilde
mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir
jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg
idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja
h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks
wsuacuteYd mudKhlska hqla jk njhs fuu miqigraveu u mdia WmfoaYk wNsudfrac34
^AmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j
wes nj jeaumlyumlrga fmkajd foa tfia jQ udfrac34damfoaY yd WmfoaYk =rejreka fi ma
lrk o =rejreka i`oyd luja jev msltsfjltla mdi =lt fdvkd fkdues ugraveu
yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd
wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja
jeaumlyumlrga fmkajd foa
20 wNsudfrac34h iy iquacutefYaIS wruqKq
wOHhkfha wNsudfrac34h mdia WmfoaYk lafIafha ksr ugrave isaacutek =rejrekafa
mdia WmfoaYk ldfrac34hNdrh yd Tjqka ta i|yd ueEgraveya jk wdldrh fidhd neSuhs
iquacutefYaIS wruqKq jQfha
wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd
wes jDaSuh fhdaHdj fidhd neSu
wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk
wdldrh uacuteufrac34Ykh lsIacuteu
weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk
eguml iy wNsfhda ydividekd ekSu
wEamp WmfoaYk =re N=ntildeldj Modhs fi mjajd fk hdu i|yd
ixjfrac34Okh llt hq= lafIa ksfrac34Kh lsIacuteu
97
30 lufotildeoh
mudKdaul mfrac34fhaIK mfotildeYfha ioacutelaIK mfrac34fhaIK lufotildeoh fhdod kakd
oS WmfoaYk =rejrekafa lshdldIacuteajhg wodlt msmash ksrEmKh lrk
plfaL lshd llt iajNdjh wOHhkh lrk ksid msmas mfrac34fhaIK laIK o Nduacute
lrk sect ioacutelaIK mfrac34fhaIK Khg wha mYakdjshla uska WmfoaYk
=rejrekafa oa ia lrk sect mYakdjsh ilia lsIacutefiuml sect iyNdslhkafa
wOHdmk yd WmfoaYkh i|yd wes iqyumliqliuml mdia WmfoaYk fiajd ldh hk uQsl
fdr=re nd ekSuga fojkqj WmfoaYk =rejrhl= jYfhka oekg mdifa lrkq
nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect
uqyqKmdk eguml yd tajd wju lsIacuteug a lshdudfrac34 o fjkqj jyumlrga WmfoaYk
=re N=ntildeldj =lt iadjr ugraveug Tjqkafa uQsl wjYHd fudkjd o hkak wjOdrKh
flrsKs
YS xldfotilde wOHdmk ldm 94ka mltda 07lska ^niakdysr jhU uOHu
kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk
=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh
ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa
yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34
^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard
kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j
msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect
1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m
sr y d ak i n
U h j
u H O u
k
sr y k f e
j W
qj u r n i
=K l o
h m d l
qj u oacute
v d af k qj k ntilde
sh K e l
h aacute r e j ssl k
h saacute m d sh == l
r qj k y u
sh lt t r qj k
r d m iuml w
v su e j
v d f x n
a e l
g d af k n iuml y
a e aj l Egrave
h K d u m
10 10 10 10 20 10 10 10 10 06 12 10 10
wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh
i`oyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH
udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa
yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh
lIacutes ua h
40 oa uacuteyh iy idlEacutePdj
41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj
411 wOHdmksl iy jDaSh iqyumliqliuml
wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka
5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk
rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ
29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr
kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia
Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu
yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha
jhU Wj yd kefkysr h
iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd
ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc
jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha
jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls
bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl
98
454035302520151050
wfm
diW
fmlt
aumlmaf
daud
mqyqKq
=re
cdY
suacute
wOHdmk
fotildesect
Ydiafotilde
sect
Ydiam
s
mYa W
mdecirc
1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml
WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs
mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka
sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi
yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju
iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re
lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg
o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch
412 WmfoaYkh iiumlnkaO iqyumliqliuml
WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml
yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh
lafIahls
WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ
kHdhdaul yd mdfhdasl ksmqKd wHjYH h ^American School Counselor
wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk
uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml
u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg
wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy
99
Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes
jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka
WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt
cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks
=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes
iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch
ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia
aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj
aumlmafdaud jQy 2 jk rEmhamp
2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml
01 WmfoaYkh msltsn`o mYapda Wmdecirc aumlmafdaudj
02 ufkdauacuteoHdj Wmdecirch
0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj
0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj
0 5 ufkda msldrh msltsn`o Wiia aumlmafdaudj
0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn`o Wiia aumlmafdaudj
=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd
snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc
aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu
Wmdecirch i`oyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla
jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl
WmfoaYkfha sect jeoa ufkda msldr msltsn`o yodrd isaacutefha tla whl= muKs fudjqka
fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh
100
reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl
fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk
uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh
jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs
413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml
=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid
mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk
ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl
ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave
snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd
snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds
ugrave fkdsigraveKs ja 39]la fiuml i`oyd mslts=re sect fkdsigraveK
414 mdia WmfoaYk fiajd ldh
flIa a h mlts ns `o mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq
yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d
ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu
r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld
mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh i`oyka fkdllt 9]la
o uacuteh
2 jk jj= ( mdia WmfoYa k fiajd ldh
jir Kk mudKh ^]amp
16 g jeauml
9
13 -
15
2
10 -
12
7
7
-
9
9
4 -
6
17
1 -
3
26
jir 1 g wvq
20
i`oyka kes
9
101
42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre
jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka
plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis
oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka
ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml i`oyd
uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu
mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u
Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml
ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh
udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh
WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu
fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml
iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la i`oyka fldg we
lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd
mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj
wkdjrKh uacuteh
421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml
ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a
WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a
WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k
r= ejrhd iis kq a iiumlnkOa fhka fyd`o kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect
Rcq j ueEgraveyugravea fiuml wjia dj mjs
fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o
fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO
jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh
422 isiq egumlj iajNdjh
isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect
mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la
wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj
msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl
eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY
iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO
ldhsl wdndO uacutefYaIfhka i`oyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la
fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt
egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK
102
mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u
fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk
fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk
=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh
foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd
orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi
fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka
dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml
ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute
yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect
=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $
foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg
wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd
uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg
la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=
j we
103
mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg
uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels
wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh
^wfiacutemd 2010amp fotilde
ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj
wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|
eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK
fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml
fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu
bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld
mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka
wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde
=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka
lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu
ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg
iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la
olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]
bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re
fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH
Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs
iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj
wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc
uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka
ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp
kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml
lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml
eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO
sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa i`oyd Nduacutehg ekSu
=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh
104
=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska
iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la
mdig mentildeKsfiuml yumlIalrdjg uqyqKmds
bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml
eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus
lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka
mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk
egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE
wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a
oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka
fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka
tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave
nika dyrs mltd wdYf hka we``umliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl
lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu
miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls
wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka
uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls
lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh
fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde
fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes
jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks
423 wehSiuml jdfrac34d nd ekSu
jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool
CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu
uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh
whsu lsysmhla Tiafia fla lrk sect
jdfrac34d nd kakd wdldrh mudKh ^]amp
1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64
2 fda igyka 12
3 ffokls jdfrac34d 3
4 mentildeKsfiuml faLk 2
5 fkdkS$ j u ke 1
6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9
WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd
mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula
lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu
ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs
3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu
105
424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka
eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak
ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs
WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu
^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh
hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha
uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq
nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig
wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt
hq= h
wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO
mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M
mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh
msldfrac34h ^Theraphyamp i`oyd fhduq lrk mudKh jeltelaugraveug yd
ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka
fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt
iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula
lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka i`oyd
lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs
ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok
ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde ^American School Counselor
Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls
flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk
mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK
425 WmfoaYk =re WmfoaYljrhdfka efnk iydh
WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt
odhlajhla ysntilde uacuteh hq= h
106
wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq
ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI
ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO
mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh
ksheEgravefha jQ =rejreka 29]la efnk iydh msltsn`o ieySulg ma uacuteh fkdyels nj
mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsn`o
ieySulg ma jk mudKh 21]ls
mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml
rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd
wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect
isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk
wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute
fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd
uqyqKmdk eguml fotilde bka 42]la i`oyka fldg snqfka isiqka mdig fkdmentildeKSu iy
Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg
uqyqKmdk njls
4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah
bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke
01]
06]
14]
28]
01]
50]
fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka
WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk
=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa
u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh
43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda
107
fkdeicircu iudc wdlam WmfoaYkh msltsn`o wkjfndaOh iadkhla fkduesugraveu
ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg
ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt
ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh
ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu
foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu
foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk
ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh
lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|
fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk
ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys
wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American
School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj
WmfoaYkh i`oyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj
fkdmentildeKsug fuh o fya=jls
tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels
neuacuteka WmfoaYk k=r msltsn`o j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka
48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a
=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla
njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh
fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls
fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka
36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma
fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect
egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml
khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS
kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml
uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h
WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh
lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs
mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh i`oyd u
ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma
llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues
njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos
uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs
431 eguml wNsfhda wju lr ekSug a lshdudfrac34
WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj
WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug
a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh
mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia
ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka
yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam
fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj
fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO
wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute
fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk
=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk
ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j
N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod
ekSu ^uacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu
mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu
wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j
lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi
uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh
wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd
wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul
miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute
lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl
wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj
fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka
uacuteiska wjOdrKh lr snqKs
108
middot 2013$6 plfaLh uska mdia WmfoaYkh i`oyd ksYaNtildej u kiuml llt
=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh
jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia
ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug
miqigraveula fdvkes fkdues nja h
middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u
mdi i`oyd WmfoaYk =rejreka n`ojd kakd fi wjOdrKh llt o
ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh i`oyd jDaSh iqyumliqliuml nd
weafa 14]l mudKhls
50 ksuk
109
middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka
ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we
middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq
egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid
isiqka uqyqK fok eguml mOdk uacuteh
middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|
wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo
u nd fkd ks
middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI
j msldfrac34h i`oyd jeauml fhduq ugraveula wkdjrKh uacuteh
middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re
WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu
i`oyd fkd efnhs
middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes
wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk
hug fkdyels ugrave we
middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect
we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu
mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla
fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka
wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk
=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk
uacuteIhh i`oyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk
=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg
jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh
msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju
ugraveu ta wr mOdk fotilde
middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka
iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o
fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd
Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka
lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys
lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h
middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt
uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk
=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect
mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml
60 fhdca kd
middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=
WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =
h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu
uacuteIfhys wes eTrq jgyd fk lghq = llt yels h
middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k
r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula
jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt
hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh
hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys
khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a
llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g
Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs
lt= ia dms uacuteh hq = h
middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka
WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh
iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =
j wefa a fiuml i`oyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg
a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq
mlts ns `o j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu
nmh nd Egraveh hq = h
middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a
ld mrdihla welt= hdjla dkS llt hq = h
middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e
Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu
yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a
plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h
110
middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia
WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh
ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u
eigraveh hq= ksis ek o egumljg la j we
wjOdkhla fhduq fldg ke
middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsn`o j uacuteuiSfiuml sect fmkS sfha
Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska
weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u
mdia mszligmdkh o fuys wes jeoalu fkdild we
111
middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh
uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk
hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ
WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg
iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml
msltsn`o lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska
u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka
n`ojd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt
hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk
weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg
jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk
mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc
wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga
mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr
mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu
mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud
^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd
iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda
iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd
WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu
wjOdkh llt hq= h
middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u
moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok
wdpdrOfrac34u moaOsh WmfoaYk =rejre n`ojd ekSug wodlt
plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia
WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga
WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq
wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j
ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd
lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu i`oyd
uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug
mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh
hq= h
middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg
fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls
tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk
wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u
wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd
wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk
jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd
2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh
iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu
hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg
wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu
ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka
foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h
middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg
WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula
fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk
ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml
wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj
fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula
lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia
wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h
middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave
weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsn`o lshdldIacute ksis
weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua
wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej
u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl
Tiafia wecirclaIKh llt hq=h
112
middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev
ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr
ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves
plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd
ksis weumllaIKhla o isyuml llt hq=h
middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY
msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska
ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh
113
wdYs ka- AmericanSchoolCounselorAssociation (2008)The roleof theprofessional
s c h o o l c o u n s e l o r
httpwwwschoolcounselororgascahomerolestatementpdfth
-AryDJacobsampSorecenLC(2008)Introduotiontoresearchineducation(8
ed)BelmontCAThomsonWadsworth
- Bogdan R C Biklen S K (1992)Qualitative research for education Annd
introductiontotheoryandmethods(2 ed)BostonAllymandBacon
- ChathurikaPRD (2015)Studentperceptiononcurrentschoolcounseling
service in Sri Lanka (with reference to Anuradapura Zone)
httpnecgovlkwp-contentuploards20160408pdf
- De SilvaD (2004)Do schools promote violence in Sri LankaCeylon
MedicalJournal49(1)21-23
- DeZoysaPRajapakseLampNewcombePA(2004)Apersonalityproileofth
Sinhala speaking school childern in Sri Lanka The 60 Annual
conferenceintheSriLankaAssociatefortheAdvancementofScience
ColomboSriLanka
- NationalInstituteofEducation(2006)GuidanceandCounsellingUnitLealet
Guidance and Counselling Unit National Institute of Education
Maharagama
- PathiranaBDD(2015)MappingoutthepotentialroleforSriLankanschool
An counselor explratary study International Journal of Advanced
Research3(5)609-618
- PathiranaBDD(2016)SchoolcounselinginSriLankaAnalysisofthepast
recomending a way forward International Journal of Advanced
Research4(6)30-38
- WickramarathneV(1998)Counsellinginterventionsintheschoolsettingin
SriLankaItsneedsSriLankaJournalofScience11(1amp2)29-45
114
- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk
- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsn`o wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp
- chisxytEacuteagravetiatiuml^1994ampmdil fhdjqkauacutefha isiqka i`oyd kHdhdaul WmfoaYk kHdhla mjajd fkhdu wfkl=a bfkqiuml ldfrac34hhka wr jvda jeoa fkdjkafka o wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh^wmldYsamp
- ckdecircms ldfrac34h idOk nldh ^1997amp idudkH wOHdmkfha msixialrK jdfrac34dj YS xldj
- cdsl wOHdmk wdhkh 2011amp wOHdmk mfrac34fhaIK ka kdudjsh mfrac34fhaIK iy ixjfrac34Ok fomdfrac34fiumlka=j cdsl wOHdmk wdhkh uyru
- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- cdsl wOHdmk fldntildeika iNdj 2003amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- reKhka msltsn`o ckdecircms fldntildeika iNdj ^1990amp reKhka msltsn`o ckdecircms fldntildeika iNd jdfrac34dj YS xld rcfha uqoslashKdh
- ueKsflaiStiumlwdfrac34^2004ampYs xldfotilde kj fhdjqkA mdia YsIHhd uqyqKmdk eguml iy plusmnkg lshdaul jk udfrac34fdamfoaY yd WmfoaYk jev msltsfjlt msltsn`o j uacuteufrac34Ykdaul wOHhkhla wOHdmk lltuKdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- uacutelurak ugrave 2010amp WmfoaYkfha uQsl ixlam lD mldYkhls- uacuteluisxyviacuteOcirc^1990ampmdia jdaSh udfrac34fdamfoaYh msltsn`o uacuteufrac34Ykdaul
wOHhkhla wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- fotildeyea tiuml tiuml ^1996ampjDaSh udfrac34fdamfoaY fiajdjlg wodlt j mdifa ldfrac34hNdrh wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- iurisxytia^1981ampfhdjqka uacuteh yd wOHdmksl guml wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- wOHdmk wudHdxYh2001$06$20 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- wOHdmk wudHdxYh2013$01$15 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj^2009amp YS xldfotilde idudkH wOHdmkh i|yd kj wOHdmk mkla ikaofrac34Nh eguml iy fhdackd wha jdfrac34dj idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj
- fiLH wudHdxYh ^2016amp cdsl sxdYs frda yd tacircia ufrac34ok jHdmDsh fiLH wudHdxYh
- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia
jordosh
Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States
For further details visit wwwvarkeyfoundaonorg
Strength of a Teacher amp the Global Teacher Prize
Im privileged to have had an education that
taught me to approach the world with openness
curiosity and flexibility I was surrounded by
great teachers that modeled the rigorous
intellectual discipline needed to disrupt
culturally constructed ways of knowing to
bypass static habitual perspectives and to greet
the world with empathy authenticity and a
playful sense of humor The Global Teacher Prize
is exciting because it acknowledges the
importance o f teachers and the enormous
impact they have The future is in the hands of
our children the spirit they encounter in todays
classrooms will provide the foundation for
tomorrows world Jordan Shapiro
115
- 2017 Coverpdf (p1)
- cover2pdf (p2-6)
-
- newpdf (p1-4)
- Untitled1pdf (p5)
-
- 8-1Executive summary (61)pdf (p7-10)
- 1 Teaching physicspdf (p11-33)
- 2 Activity based (61)pdf (p34-47)
- 3 School curriculum for sustainable peace(JC)doc(61)pdf (p48-70)
- 4 Assessment article(61)pdf (p71-77)
- 5 Characteristics of an ET(61)pdf (p78-96)
- 6 Guidance 2-2-3(61)pdf (p97-120)
- 7 Strength of a Teacherpdf (p121)
-
Guidance
MrSunilHettiarachchi
SecretaryMinistryofEducation
AdvisoryReviewBoard
ProfUpulSonnadaraSeniorProfessorampChairofPhysicsDepartmentofPhysicsUniversityofColombo
ProfMariePereraDirectorNERECFacultyofEducationUniversityofColombo
ProfSHettigeEmeritusProfofSociologyUniversityofColombo
ProfCWannigamaFacultyofEducationUniversityofColombo
DrBloomeirGIZMinistryofEducation
DrTKalamanySeniorLecturerFacultyofEducationUniversityofJaffnaJaffna
DrGKodituwakkuFmrDeputyDirectorGeneralNationalInstituteofEducation
EducationPerspectivesisabi-annualpublicationandpublisharticlesinEnglishSinhalaamp
Tamil It is published by the Research and Development Branch of the Ministry of
Education Sri Lanka The views expressed by the authors are their own and do not
necessarilyrelectthepoliciesoftheMinistryofEducation
CopyrightMinistryofEducationIsurupayaBattaramulla
ISSN2279-1450
Itisaconditionofpublicationthatresearcharticlessubmittedtothisjournalhavenotbeen
publishedandwillnotbesimultaneouslysubmittedorpublishedelsewhereCopyrightin
individualchaptersbelongstotheirrespectiveauthorsandcopyrightinthevolumeasa
wholebelongstothepublishersExtractfromthispublicationmaybereproducedbyany
methodforresearchandteachingpurposesbutthesourcemustbeacknowledgedThe
ideasandopinionsexpressedinthispublicationarethoseoftheauthors
Bysubmittingamanuscriptauthorsagreethatthecopyrightfortheirarticleistransferred
tothepublishersifandwhenthearticleisacceptedforpublicationThecopyrightcovers
theexclusiverighttoreproduceanddistributethearticleincludingreprintsphotographic
microformsoranyotherreproductionswithoutpermissioninwritingfromthecopyright
holder The feedback on papers published in this journal should be addressed to the
followinge-mailaddress andacopyto jtillakaratnemoegovlk jtillakaratnegmailcom
EducationPerspectives
iii
Researcharticlescannowbesubmitted
TheEducationPerspectivesinvitesresearcharticlesandspecialissuesonspeciictopicsof
interesttonationalaudienceofeducationArticlesofhighqualityeducationalresearchwill
beaccepted
HowarearticlesassessedArticles are subject to a reviewprocess by awell-knownpanel of academicswho are
experts in their relevant ield of education Each manuscript will be reviewed by a
reviewerstoexaminewhetheritmeetsthescopeoftheissueandthestandardrequired
for publication and also for editing if necessary The comments and suggestions of
reviewerswill be fed back to the authors for resubmission of themanuscript after
making necessary amendments Recommendation of the reviewers is a must for
publicationofthearticle
Howshouldarticlesorpapersbesubmitted
All submissions should be made via and a copy tojllakaratnemoegovlkjllakaratnegmailcomorthroughregisteredposttothefollowingaddress
EducationPerspectives
ResearchandDevelopmentBranch
MinistryofEducation
Isurupaya
BattaramullaGuidelinesforauthors
middot Thearticleshouldnotexceed6000words
middot Abstractshouldbeabout150ndash200words Thereshouldbeminorampmajorkey
words
middot Thearticleshouldincludethefollowing
Oslash Introducingtheproblemresearchbackgroundnaturerationale
Oslash Literaturereviewtheoreticalandpracticalbackground
Oslash Abriefdescriptionofmethodology
Oslash Theresultofthestudysupportedbyrelevantdata
Oslash DiscussionofindingsRecommendations
middot Reference should be arranged in alphabetical order and conform to the style
recommendedbytheAmericanPsychologicalAssociation
middot AvoidfootnotesIfthereareanyitshouldbeseparatelynumberedandaddedto
theend
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tablesshouldbenumberedandgivenattheendasannexes
middot Fontstobeused
Sinhala-FMMalithi
Tamil-Baamini
English-Cambria
Callingarticlesfornextissue
Thedeadlineforarticlesfornextissue(January2018)willbenotiiedlater
NotesforContributors
iv
Education Perspectives
C o n tents Page No
1 Executive summary
2 Teaching physics at GCE(AL) and problems encountered by science teachers The case of the Jaffna Education Zone
S Ahilan Teacher Jaffna Hindu College Jaffna Dr Seetha Wickramasinghe Fmr Additional Director National Science foundation
Colombo7
3 Activity Based learning an effective approach for self-regulated learning practices
Dr Sasikala Kugamoorthy HeadDepartment of Secondary amp Tertiary Education
Faculty of Education The Open University of Sri Lanka Nawala
4 School curriculum for sustainable peace A case study from northern Uganda Dr J Cunnigham Researcher University of Oxford United Kingdom
5 Time to asses our assessment process RNASilva Overseas School Colombo
6 ModhS =rejrfhl= i= =Kdx
wdfrac34tiaflaflaOfrac34uisrs wOHdmk mSGh fldltU uacuteYajuacuteoHdh
wdpdfrac34h laIauka fjaumllaldrfa fcHIaG lOacuteldpdfrac34h iudc uacuteoHd wxYh wOHdmk
mSGh fldltU uacuteYajuacuteoHdh
7 mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla
ikas Sdks llafdv wdrEacuteNtilde lOacuteldpdfrac34h udfrac34fdamfoaYk yd WmfoaYk wxYh
cdsl wOHdmk wdhkh uyru
8 Strength of a Teacher and the Global Teacher Prize
1
5
28
42
65
72
91
115
v
1
ExecutiveSummary
This volume contains articles on different themes related to educationEducationisfundamentalforthesocio-economictransformationandfortheupliftmentofthelivelihoodofthegeneralpublicandtheadvancementofacountry
The irst article discusses teaching physics at GCE OL amp problemsencounteredbyscienceteachersintheJaffnazoneArandomsampleof82scienceteachersintheJaffnaeducationzonewereselectedforthestudyThemethodologyusedwerequestionnairesurveysanddirectinterviewsandcomparedpreandpost-testknowledgeonscienceThewritersfoundasigniicantdifferencebetweentheexperimentalandthecontrolgroupofteachersTheteachersoftheexperimentalgroupwerenotabletoteachconceptsofphysicsatGCE(OL)andthisresultedinthestudents lowperformance at the OL examination Writers recommended to updateteachersknowledgeinphysicsthroughperiodicalseminarsampworkshopsOn the other hand theMinistry of Science Technology amp Research hasforwarded a cabinetmemorandumon reforming STEM educationwhileidentifying examples from other developed countries (USA Hong KongAustralia Canada Finland India Malaysia amp Singapore) to popularizesciencetechnologyengineeringampmathematics(STEM)educationinSriLanka Further stated in this memorandum the lack of STEM literateprofessionalsmeansthegovernmentwontbeabletoachievethetargetfora knowledge based economy Thus attracting students towards STEMeducationisadireneedInUSAautomationandartiicialintelligencearestatedasdisruptingthelabormarketandthemarketforrichlyrewardedpositionsrequiringadvancedtechnicalamppersonalskillsNeverthelessonething is clear that the jobs of tomorrow will require creativity andinnovationDanielHPinkquotethatldquoThefuturebelongstoadifferentkindof person with a different kind of mind designers inventors teachersstorytellerscreativeandempathicright-brainthinkerswhoseabilitiesmarkthe fault line between who gets ahead and who doesntrdquoWith thisbackgrounditisatimelyrequirementtoelevatethestudiesofSTEMasanationalprioritytoenhancethequalityofscienceeducationofSriLankanstudents
Thesecondarticledescribedactivitybasedlearningasaneffectiveapproachfor self-regulated learning practices The sample consisted of studentteacherswhohavebeen followedPGDEprogram inTamilmediumat theOpenUniversityofSLin20112012Thestudyrevealedthat96ofstudentteachersprefertosearchformoreinformationfortheirownself-learningandtheactivitiesgivenatthePGDEhaveencouragedthemtodoself-learning
The writer further says that activity based learning methods havedevelopedtheircognitiveskillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthestudentteachers
ThenextinvitedarticleisacasestudyfromnorthernUgandawhichlooksat
theroleoftheschoolcurriculuminpeacebuildingafterthetwentyyearcivil
warTheconceptualframeworkhasbeendevelopedbythewriter(three
concepts for a conlict transformation curriculum truth seeking
reconciliation and inclusive citizenship) with his own experience as a
historyteacherschoolleaderandinallythroughhispreviousresearchon
humanrightsanddemocracyHencethiscouldbeadoptableandcanbe
usedtoinvestigateschoolsinSriLankaforsustainablepeaceandtherebyto
reducetheriskofcivilwareruptionInSriLankabeforeendingthecivilwar
in2014theopportunitycost(forgoneincomeatmicroampmacrolevels)and
the economic impact of thewarwas enormous In the1999 iscal year
486ofGrossDomesticProduct(GDP)wasspentonwarWarreducedthe
development expenditure of the government and also reduced foreign
directinvestment(FDI)byreducinginvestorsconidence(USAID2000)
Thus Sri Lankan education has failed to promote nation building by
fosteringmutualunderstandingtoleranceandrespectforeachother(NEC
Report2003)whichisparamountifaheterogeneoussocietyistoachieve
economicdevelopmentThecountrieslikeSingaporewereabletopromote
meritocracyandequalityofopportunityandcontributetosocialcohesion
through education policies Thus its worthwhile to adopt a conceptual
frameworktoencouragesocialcohesionpoliciesforsustainablepeaceinSri
Lanka
Thefollowinginvitedarticleistitledldquotimetoassessourassessmentprocessrdquo
Itgivesanoverviewofthecriterionbasedassessmentwhichispracticingin
OverseasSchoolinColomboThewriterelaboratesthetwomainassessment
categories known as normative and criterion based In normative
gradingsstudentscompareoneanotherwhilecriterionbasedassessment
model assesses according to speciic learning criteria According to
assessmentexpertGrantWigginsthecriteriabasedassessmentisasuperior
model as it requires greater student involvement with the intention of
developingstudentprocessincriticalthinkingmetacognitionandrelection
The writer says the international baccalaureate (IB) is a recognized
2
educational programwhich follows the criterion referenced assessment
modelItcontainsaprimaryyearsprogram(grade1to5)middleyears
program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn
theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at
standardlevelInadditionstudentsfollowacourseoftheoryofknowledge
which guide them to relect critically onhow theyknowandwhat they
believetobefactsortruthEachstudentcompletesanextendedessayona
topicofspecialinterestwhichpreparesstudentsforanindependentstudy
Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities
andacommunityserviceprojectTheassessmentsarecarriedoutthrough
externalampinternalcomponentsIntheIBprogramnumericalgradesare
offeredbasedonthecriterion-referencedescriptors
ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat
makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers
have long lasting impact on the lives of their students and the greatest
teachers inspire students towards greatnessrdquo (Sunday Times
30072017)
TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto
conductthisresearchbyformulatingtheframeworkrequiredThismodel
inquires personal behavior relevant teachingmethods amp teaching aids
student-teacherrelationshipprofessionalskillstechnicalskillsampdecision
making skillsof a teacherand identiiedpositiveandnegativepoints to
differentiateeffectivecharacteristicsThesampleconsistedof40teachers
fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers
who enters the professions should have a broad knowledge about the
profession and they should develop required characteristics to be an
effectiveteacher
This situation highlighted by the recommendation from the National
CommissiononteachingAmericasfutureThepanelmaderecommendations
for ensuring that every classroom has a qualiied teacher Further
recommendationsinclude
raisingtheprofessionalstandardsofteachers
improvesalariesampworkingconditions
3
reinventingteacherpreparationandprofessionaldevelopment
encourageandrewardteacherknowledgeampskills
InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo
AmandaRipleysaysothercountriesaremoreseriousabouteducationand
thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside
KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit
topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband
making sure vulnerable students have strong teachers BothUSampKorea
believe that the caliber of the teacher matters tremendously and great
teachersmakeahugedifferenceinchildrenslives
The inal article is a study of the role of school counsellor teacher and
investigatedprofessionalcompetenceofthecounsellorteachertheirmode
of intervention challenges faced by the counsellors and the areas that
should be developed to perform productively The study suggested the
followingThedeinitionofthesubjectcounsellingincompliancewithclear
indicatorsestablishalegalidentityampframeworkforthesubjectgivinga
license to teachers selectedoncoherent criteriamakingcompulsory the
completionofprofessionalqualiicationforteachersandreleaseteachers
fulltimeforcounsellingactivities
TheResearchampDevelopmentBranchoftheMinistryofEducationisvery
gratefultothewritersfortheirvaluableinsightsandcontributionsand
wouldliketothankthemaccordingly
4
TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE
Abstract
Scienceeducationhasundergonemanyreformsinthepastwiththepurpose
ofchanginganddevelopingtheteachingandlearningprocesstoimprove
theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis
theknowledgeandkeennessofteachersthatdeterminehowtheyrespond
toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto
accountwhen implementing educational changes or reforms Therefore
this study was undertaken to identify the status of science teachers
knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor
successful implementation of the science education reforms A random
sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas
selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas
investigatedthroughmodesofaquestionnairesurveyanddirectinterviews
based on pre-test and post-test knowledge on science The data were
quantitatively analyzed and interpreted with qualitative inputs which
revealedasigniicantdifferencebetweentheexperimentalgroupandthe
controlledgroupofteachersThestudyresultsshowedthatmostscience
teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs
suchtheteachershavefailedtoteachphysicstostudentseficientlyand
effectivelyandthusstudentsperformpoorlyattheGCEOLexamination
Therefore science teachers should be providedwith proper training to
update their knowledge in physics through periodical seminars and
workshopstoachievethegoalsofScienceEducationinschools
KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts
Introduction
InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital
roleintheschooleducationsystemsinceitisessentialthatstudentspas
5
SAhilan
TeacherJJaffnaHinduCollegeJaffnaamp
DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07
ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools
comprises threemajorsubjectcomponentsnamelybiologyphysicsand
chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe
abilityofteachersinteachingthosesubjectcomponentsitisobviousthat
teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience
subject
Thegreat educationistAnagarikaDharmapala observed that the
present and the future life of youth lie in the classroomswhich exactly
meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring
aboutthescientiicandtechnologicalabilityforfuturegenerationtowards
humanresourcedevelopmentIntheGCE (OL)curriculumthesubject
physicsincludesthesectionsofElectronicsLightElectricityandMechanics
andbasedonthesesectionsrelevantquestionsareincludedinthequestion
papergivenattheGCE(OL)examinationIfthestudentsunderstandthe
principlesbehindthesesubjectcomponentsveryclearlyandthoroughly
theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid
examinationThisfactrequireschangesinteachingandlearningprocessin
physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe
EducationCurriculumReformsof2007thusaimsatachievingthetargetof
improvingtheteachingandlearningprocessinschoolsThereforeitwillbe
useful to investigate the feasibility of teaching the science subject in
achievingthegoaloftheEducationCurriculumReformsof2007
ReviewofLiterature
Conceptualizationdependsonseveral factorsFrequentexperiencesand
relationships among such experiences lead to create concepts while
hereditary or human development related pattern also inluences
conceptualization(Balachandranetal2010)Thisresearchinvestigation
wasundertakentostudythephysicseducationinschoolandunderstanding
thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof
studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof
studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife
6
1)Whatisinvolvedinunderstandingandusingphysics
Whilethismightseemobviousorevensimpletotheprofessionals
manyofthecomponentsofourunderstandingarenormallyinvisible
tousCarefulobservationandanalysisoftheconceptsofphysicsand
ofthebehaviorofexpertsisrequired
2) Whatdoourstudentsbringtoourphysicsclasses
Howstudentshearandinterpretthematerialpresentedtothemina
physicsclassisheavilydependentontheexperiencestheygetinthe
classEveryonehassomesensethataforceisnecessarytomaintaina
velocitywhenwalkingdrivingorpushingsomethingalongtheloor
NewtonsSecondLawisinconsistentwiththewaythatmanyofour
studentshavemadesenseoftheirexperiencesintheworld
3) Howdostudentsrelectonourphysicsinstructions
Teachersoftenassumethatstudentswouldrespondonbehalfofthe
knowledgeofconceptsofthesubjectphysicsTeacherscouldalso
designeffectiveinstructionsandthenitisuptoteacherstolearnhow
studentsrespond
itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto
createmoreeffectiveinstructionstowardsbetterlearningandimproving
skillssuchascriticalanddivergentthinkingcreativity initializationand
collective responsibility which are products of totality of the education
process(Baskaran2001)ManyteacherswhoteachscienceattheGCE
(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof
scienceduetotheproblemofunderstandingtheconceptsofsameandare
less troubledwith how little the students learn Tomake the case even
worsethegrowingimportanceoftechnologicalliteracyintheworkplaces
makes it increasingly important foronetoprovidevalue tomanyofour
studentswithgoodunderstandingofconceptsofphysicsintheclassroom
Intheprocessofteachingandlearningtheteachersneedtounderstanda
fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie
2007)
7
processesOntheother
handscientiicmodelsareoneofthemainproductsofsciencethatplaya
crucialroleinreducingthecomplexityofphenomenabyallowingamore
visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan
bemadeandtested(Gilbertetal1995)Thissituationassumesimportance
ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe
physicscomponentof thesciencesubjectTherefore the followingmain
objective and the speciic objectives arising out of it are drawn for
investigation
MainObjectiveoftheStudy-
Toinvestigatetheproblemsandconstraintsfacedbytheteachersin
teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents
SpeciicObjectives
Toindouttheviewsofteachersabouttheirknowledgeofphysicsin
relationtotheconceptstaughtintheGCE(OL)syllabus
Toindouttheeffectivenessofthephysicspracticalclassesconductedin
schoolinunderstandingtheconcepts
ResearchMethodology
a)Sampledesign
Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing
together an analysis of the components and structure of knowledge of
physicswiththeobservationandanalysisofstudentbehaviorduringthe
teachingandlearningprocessInthiscontexttheieldofPhysicsEducation
Research (PER) seems as a growing sub-discipline of physics (Edward
Redish and Richard 2001) Further Mathusuthanan et al (2007) have
pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare
nowbeinginprocessinSriLankaSucheducationalreformstakeplacein
everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel
processesTheeducationalreformsandthequalityofeducationshouldbe
checked frequently by conducting research studies to ind out their
successes and failures By research it is possible to ind out that the
secondary level of education system has not brought about the target
achievementswhich has been one objective of theNational Institute of
Education (NIE) The NIE hasmade curriculum changes in 2007 in the
secondary education level On one hand the models of science are
representationsofobjectseventsideassystemsor
8
The Jaffna Educational Zone consists of many resource persons many
scienceteachersandadequatephysicalfacilitieswhencomparedwiththe
otherEducationalZonesinthePeninsularInthepresentstudytheschool
teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone
Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting
the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna
NallurandKopaywereidentiiedandtheteachersineachstratumwere
selectedbyusingthestratiiedrandomsamplingmethodduetothereason
thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove
EducationalDivisionshaveadequatephysicalresourceswhilecomprising
thehighestnumberofteachersofscienceThiswasthemainreasontoselect
the Jaffna zone for a representative sample of teachers The following
conceptsofphysicswereconsideredforthestudy
b)PhysicsConceptsselectedfortheStudy
A) The formation of various images from lenses to design optical
instrument(Lenses)
D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)
E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd
irstobject(Newtons3 Law)
The questionnaire designed for the pre-test to be done by teachers
comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach
questioncontainedafewpartswhichcovervariousconceptsofphysicsthat
areincludedintheGCEOLSyllabus
B) The phenomena of refraction of light in human activities (lightrefraction)
C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)
c)Formulatinghypotheses
Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor
statisticaltesting
1) H ThereisnodifferencebetweenthemeanoftheExperimental01
groupandthe
9
Controlgroupinthepre-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11
Controlgroupinthepre-test
2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe12
Controlgroupinthepost-test
3) H Themean difference of the pre-test and the post-test on the03
experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13
experimentalgroupisgreaterthanzero
d)Statisticaltoolsusedinthestudy
The t- test wasused to indout thewhether therewasa signiicant
differenceintheknowledgeofphysicsconceptsbetweentheexperimental
groupandthe controlgroupofscienceteachersForidentiication of
theproblemsfacedbythescienceteachersapre-testwasconducted
Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent
concepts ofphysics in the GC EOL syllabusas mentioned
previouslywhichwereidentiied duringthe teachingand learning
processofphysics Direct interviews werealsoconductedwiththe
stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter
thepre-testtheconceptsbehindthequestionswereexplainedtothe
teachersandapost-testwas againconducted amongtheteacher
sample to see whether they would answer the questions correctly
10
As mentioned previously this study was carried out to investigate the
knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE
OLexaminationThesamplecomprisedeighty-two(82)scienceteachers
whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation
ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay
Theresearchinstrumentsusedfordatacollectionfromthescienceteachers
were questionnaires interviews and direct observations that were
analyzedalongwiththescoresofthepre-testandthepost-testconducted
withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)
The data were analyzed statistically and t-test was conducted to see
ResultsandDiscussion
whetherthereissigniicantknowledgegapinthescienceteachersandthe
resultsarepresentedbelow
i EducationalQualiicationsoftheteachersample
IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder
thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix
(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11
Others were trained at the Colleges of Education or Teacher Training
Colleges who had also obtained different types of training programs
organized by the Ministry of Education and the National Institute of
Education
ii Questionnairesurveyconductedonthephysicsconcepts
Thefollowingweretheresultsof thequestionnairesurveyconductedto
investigate whether science teachers have a sound knowledge on the
conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL
examinationFiveconceptsABCDandEmentionedpreviouslywereused
forthispurposeandtheresultsarediscussedbelow
a)Concept-wisecomparisonasawhole
Percentage
()
9090
80
70
60
50
40
30
20
10
0
5154
60
50
Variousimages(A)
Refraction oflight(B)
Cange ofbrightness(D)
Newtonrsquos 3rdlaw(E)
Transistorand
resistor cConcept
Fig1Achievementsofteachersonvariousphysicsconcepts
Theconcept-wisecomparisonisshowninFig1FortheConceptA
806 of the teacher sample correctly answered the questions
relatedtofunctionsofthelensesHoweverthesampleteacherscould
answerthe Concepts BCD andEat an averagelevel (50-60)
11
b)Question-wisecomparisonundereachconcept
ConceptA-Theformationofvariousimagesfromlensestodesign
opticalinstrument
Fig2UnderstandingofConceptA
50
120
100
80
60
40
20
0
733
90 90
100
1 2 3 4 5
Questions
Percentage
()
TheConceptAwastestedontheprocessofformationofvariousimagesby
the convex lens As shown in Fig2 only 50 of the teachers correctly
answeredtheirstquestionrelatedtoimageoflensrevealingthatother50
oftheteachersdidnothavethepracticalknowledgeonthelensperformance
Mostoftheteachersansweredsatisfactorilytothequestions234and5
undertheConceptA(70-100)butthisachievementmaynotbeadequate
forteachingphysicssatisfactorilytothestudentsattheGCE(OL)
ConceptB-Thephenomenaofrefractionoflightinhumanactivities
Fig3UnderstandingofConceptB
80
70
60
50
40
30
20
10
0
7333
4333
6333
2333
5333
6 7 8 9 1 0
Questions
Percentage
()
TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The
lowest number of teachers correctly answered the question number 9
12
followedbythequestionnumber7Thesequestionswererelatedto the
rainbowandpropertiesoflightforwhichbelow50ofteachersanswered
correctly indicating that the sample teachers have poor knowledge on
refractionrelectionandlightwavemotion
ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds
Fig4UnderstandingofConceptC
Questions
100
90
80
70
60
50
40
30
20
10
0
1333
60
3666
7666
8666
Percentage(
)
11 12 13 14 15
13
The Concept C tested was in relation to the process of transistors and
resistersThelowestnumberofteachersansweredthequestionnumber11
followedbythequestionnumber13Thesequestionswererelatedtothe
transistorandLDRactivity Asteachershadapoorunderstandingonthe
functionofNPN transistor and the functionof LDR86of themwere
unabletogivethecorrectanswertothequestion11indicatingthatteachers
didnotunderstandtheactivitiespertainingtothequestionwiththegiven
data
ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit
Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin
bulbsOnly30ofteachersansweredthequestionnumber16
correctly followed by the question number 18 (50)
ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany
teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere
unabletoanswercorrectly
ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst
object
Fig5 understanding of Concept D
Questions
6066 6333
30
90
50
16 17 18 19 20
100
90
80
70
60
50
40
30
20
10
0
Percentage(
)
Fig6 understanding of Concept E
7666
3666
2333
8333
30
Questions21 22 23 24 25
90
80
70
60
50
40
30
20
10
0
Percentage(
)
rdTheConceptEwas testedon the forces related to theNewtons3 Law
(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223
and 24 correctly One reason could be that the diagram related to this
ConceptgivenintheSciencetextbookwasnotclearThereforethesample
teachers were not familiar to this subject component of physics
14
iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted
Apre-testwithivequestionswasconductedamongtheteachersofscience
Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped
asfollows
a)ExperimentalgroupndashGroupE
b)Controlledgroup-GroupC
Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore
rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot
very low scores (below 40)for answering the questions given under
variousconceptsofphysics
Table1presentsthepre-testscoreoftheteachersofscienceAmajority
oftheteachersgotverylowmarksMostofthescienceteachers(377)
areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe
scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin
betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It
isimportanttonotethatcumulativenumberofseventy-ive(75)science
teachersscoredbelowforty-onemarksindicatingaverylowknowledge
Table1Scoreofthepre-test(Questionnaire)
15
ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were
alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test
butthevalueswereverylowandapproximatelyequal
Table2summarizestheresponsesgivenbytheteachersampleundereach
concept of physics Accordingly many respondent teachers could not
understand theelectronic concepts ie functionof the transistors Some
respondentshowevercouldnotansweranyofthequestionsandtheyfailed
tocompletethequestionnaire
Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test
Table2also indicates that ingeneral a lownumberof science teachers
understooddifferentconceptsofPhysicswhichareABCDandEThe
conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent
(50)Fifty-fourpointnine(549)percentofthescienceteachersmade
mistakesonconceptERegardingtheconceptsrelevanttoLenses122of
scienceteachersknowledgeofPhysicswasveryweak
iv Analysisofthescoreofquestionnaireatthepost-testconducted
Thepre-testquestionnairewasdiscussedandexplainedonlytothe
experimentalgroupEThepost-testquestionnairewasdesignedwith
the same concepts of physics and tested with the teacher sample
16
Thepost-testmarksrecordedaregiveninTable3
Table3Scoresofthepost-test
Total 41 41
Theresponsesofthetwogroups(experimentalandcontrol)accordingthe
aboveTable3indicatethatthereisanimprovementofknowledgeinthe
experimental group as compared to the control group because the
experimentalgroupwasprovidedwithremediesanddiscussionson the
conceptsABCDandE
Descriptive statistics was performed to identify the effectiveness and
eficiency of remedies and discussion Science teachers in the
experimentalgroupbasedonmeanvalueperformedwellatthepost-test
thanthatofthecontrolgroupStandarddeviationalsorevealedthesame
result Further a t-testwas conducted between the two groups to see
whetherthereisasigniicanteffectinperformanceafterexplainingthe
concepts to the experimental group of teachers Therefore it can be
summarizedthatwhencomparingthescoreofthepre-testwiththepost-
testmarksoftherespondentsitwasobservedthatthepost-testscoresof
therespondentsintheexperimentalgroupwerehigherafterexplaining
the physics concepts to them through workshops and discussions
17
vHypothesesTesting
(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01
ExperimentalgroupandtheControlgroupinthepre-test
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
pre-test
isthemeanvalueofthepopulationfortheControlgroupinthepre-test
H 01 =mE mc
H 11 gtmE mc
mE
mc
UnderH thecalculatedvalue=-07201
Butthetablevalueat5signiicancelevel164
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
post-test
isthemeanvalueofthepopulationfortheControlgroupinthepost-test
H 02 =mE mc
H 12 gtmE mc
mE
mc
UnderH thecalculatedvalue=66202
Butthetablevalueat5signiicancelevel164
18
(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01
meansthe5signiicancelevelthereisnodifferencebetweenthemeanof
theExperimentalgroupandtheControlgroupinthepre-test
SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02
at 5 signiicance level there is a difference between themean of the
ExperimentalgroupandtheControlgroupinthepost-testThereforethe
meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue
of the Control group in the post test Thus we could infer that the
ExperimentalgroupperformedsigniicantlybetterthantheControlgroup
intheposttestThereforeitwasclearthattheunderstandingofconceptsof
physicswasverylowinthescienceteachers
013 gt-= prpoDH mmm003 =-= prpoDH mmm
(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03
ontheexperimentalgroupiszero
Where
D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup
UnderH thecalculatedvalue=31903
Butthetablevalueat5signiicancelevel1684
SincethecalculatedvaluegtthetablevalueH isrejected03
Hence at the 5 level of signiicance the post-testmean value of the
Experimental group was higher than the pre-test mean value of the
ExperimentalgroupindicatingthattheperformanceoftheExperimental
groupwasbetterinthepost-testthanthatofthepre-testThissituationalso
provesthatthescienceteachershavepoororverylowunderstandingofthe
physicsconceptstaughtattheGCEOLsciencesyllabus
Directinterviewswithstakeholders
The following observations were made during the direct interviews
conductedwiththestakeholders
AlecturerattachedtoaCollegeofEducationsaid
ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin
othersubjectsareappointedtoteachmathematicsandscienceThereforeitis
doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience
subjectsrdquo (interviewconductedduringthestudy)
19
AlecturerinattachedtoaTeacherTrainingCollegesaid
ldquoTrainee teachers do not have adequate knowledge in basic concepts of
sciencethataretobetaughtintheseniorsecondarygradesThereasonfor
thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto
teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid
ldquoI found that most science teachers had studied in the biological science
streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad
theirtrainingeitherattheCollegesofEducationorattheTeacherTraining
Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis
thereasonforthesetbackinproducinggoodphysicsresultsrdquo
(interviewconductedduringthestudy) ScienceTeachersOpinion
The information collected from the teachers by direct interviews are
tabulatedinTable4Whentheteachersopiniononthesubjectcomponents
ofsciencewasconsidereditindicatedthat914teachershaveproblems
inteachingphysicsThereasonwasthatmostteachersinthesampledidnot
haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat
theGCEOLsciencesyllabus
20
SubjectcomponentinScience
Percentageofteachers()
Difficult Normal Easy
Physics 914 61 24
Biology 24 12 963
Chemistry 06 634 305
Table4Teachersopinioninteachingsubjectcomponentsinscience
Impactofthequaliicationsofscienceteachersample
Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)
IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching
at theGCE(OL)classesat the timeof thestudyMostof the trained
teachersfromCollegesofEducationandtheTeacherTrainingColleges
teach science toGCE (OL) students Though theirmain subjectwas
sciencemanyofthemdidnothaveadequateknowledgeinmathematics
tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion
and Tamil etc as their optional subjects Thus they face many
challengesanddificultiesinteachingthephysicscomponentinScience
21
Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)
Discussiononthesecondspeciicobjectivetoindouttheeffectiveness
ofthephysicspracticalclassesconductedinschools
In this regard facilities such as laboratory facilities Internet facilities
libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing
the questionnaire The responses given by the sample teachers in the
questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas
school principals students technical persons and laboratory assistants
were also inquired about the facilities available for conducting physics
practicalclassesandtheyagreedwiththeobservationoftheteachers
Table6Facilitiesavailableforteachingandpracticalwork
22
Facilitiesavailableinschoolsfortheteachingandpracticalwork
IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-
mentioned facilitiesButschools inruralareashave less facilitiesWhen
schoolshave less facilitiestheteachersinditdificultto developtheir
ownknowledgeorexplaintheconceptsofphysicstothestudents
Fig 7 indicates the teachers opinion on the physics teaching methods
gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe
bestToenhancetheknowledgeinthephysicscomponentofscienceitis
essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp
boththeteachersandthestudentstodeveloptheirteachingandlearning
skillsthroughhandsonexperience
Groupdiscussion(P)
Experiment(Q) Any othermathod(S)
Suggestions
80
70
60
50
40
30
20
10
0
71
20
9
Pe
rce
nta
ge
()
Fig7-Bestteachingmethod
P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents
Q-Experimentalactivity(demonstratetheexperimentswhichare
inthetextbook)
S-Anyothermethod(GroupworkindividualworkChalkandtalk)
Interviewsconductedregardingfacilitiesavailability
AninterviewwasconductedwithalecturerofCollegeofEducation
ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo
(interviewconductedduringthestudy)
ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo
(interviewconductedduringthestudy)
AnotheroficeroftheJaffnaEducationexpressedthefollowingview
23
AnAdditionalDirectorofSciencecommentedasfollows
ldquoIt is essential that all teachers know the fundamentals of
ScienceThenonly they can teachScience Science is a ield
which can elaborate our knowledge This is related to two
important things The irst one is observing an event that
happensinourenvironmentandtheotheroneisconstructing
principles to explain those observances Therefore doing
experiments and research to explain the concepts inPhysics
section will help the teachers to enhance the practical
knowledgeofScienceandgavedetails
(interviewconductedduringthestudy)
During the informal discussions held with Laboratory Assistants the
followingdrawbackswerementionedthatwouldaffecttheteachingand
learningprocess
a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades
b) Manyequipmentrequiredarenotinworkingcondition
c) Nowaterfacilitiesavailableinthelaboratories
d) Teachersarealsoreluctanttodopracticalwork
24
Thisstudy investigated the levelofcomprehension in teaching thebasic
conceptsofthephysicscomponentofthesciencesubjectrelevanttothe
GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended
questionsthatweremainlyfocusedona)refractionoflightb)relectionof
light c) transistor and resister d) changing brightness of bulbs in the
circuitande)NewtonsThirdLawBycombiningthequestionswiththe
focusedfactorsandthescoresachievedbyteachersfortheanswersgiven
for each question it was possible to analyze the data relevant to each
concept It was found that the science teacher sample had a poor
understandingoftheconceptsofphysicstestedThestudyrevealedthatthe
knowledgeofthescienceteachersampleonthecomponentofphysicsinthe
GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand
thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers
showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts
tested due to insuficient experience in doing practical relevant to the
physics component of the OL Science Syllabus (direct interviews with
teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat
morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat
the Colleges of Education were from the Biological Science stream and
hence they had insuficient knowledge in the physics concepts
Conclusions
There were only a few science graduate teachers in the Jaffna
EducationZonewhoareteachingScienceattheGCE(OL)classesMany
teacherswhoteachsciencewerefromtheNationalCollegeofEducation
ButattheinterviewwithalecturerintheNationalCollegeofEducationit
wasrevealedthattherewasnolecturerappointedtoteachscienceforthe
last11yearsThismightbeonereasonformanytrainedteachershavingan
insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso
revealedatthedirectinterviewsthebiologyandchemistrycomponentsof
thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto
physicsarecoveredrarely
Itmustbeemphasizedthatasoundknowledgeinmathematics is
also essential to teach physics eficiently Therewere 292of science
teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher
Training Collegeswho had opted for various other subjects but not for
Mathematics Thissituationingeneralhasalsocausedforhavingapoor
understanding of the physics concepts Inadequacy of resources in the
generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad
obstructed conducting the OL physics practical sessions to the trainee
teachersintheNationalCollegesofEducationJaffna
Manyteachers(707)didnotunderstandtheconceptsofthephysics
component and the interviews conducted with the stakeholders also
revealed the importance of doing proper practical sessions in physics
towards better student performance in science at the G C E (OL)
examinationTheteacherswereoftheviewthatteachingofphysicsthrough
practicalsessionscouldnotbeconductedbecausetheteacherguidanceand
the teaching materials were insuficient Thus the science teachers had
dificultiesinteachingandguidingscienceforstudentstoperformbetterAs
per the direct interviews with the educational authorities principals
teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers
werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience
25
ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation
Zone the science teachers do not have suficient knowledge in science
especiallyinthephysicscomponenttoteachscienceeffectivelytoschool
26
childrenwhichcouldbethereasonforthepoorperformancebystudentsin
scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave
beensimilarornotintheothereducationzonesofthecountryHenceitis
suggestedthatasimilarstudybeconductedinalleducationzonesinthe
country to arrive at a irm conclusion and make recommendations to
improveperformanceinthesciencesubjectattheGCE(OL)examination
Recommendations
Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand
theconceptsofthephysicscomponentrelevanttotheGCE(OL)
Sciencesyllabus
Oslash Qualiied lecturers in the relevant ields of science should be
appointedtotheNationalCollegesofEducationtoproduceeficient
andknowledgeablescienceteachers
Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant
schoolsandtotheNationalCollegesofEducationshouldbeensured
whilegivingprioritytopracticalassessmentsattheschoollevel
Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon
thetextbooksontheschoolswebsitesaswellasintheformofa
compactdiscforeasyreferencebystudentsandteachers
Oslash
Oslash
Oslash
References
Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka
BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka
EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3
Oslash
Oslash
Oslash
Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197
Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19
StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523
27
ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES
DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe
OpenUniversityofSriLanka
skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches
usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted
by the Faculty of Education of the Open University of Sri Lanka (OUSL)
PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE
programmeinTamilmediumatOUSLin20112012academicyearAmong
them104studentteacherswhofollowedPGDEprogrammeattheColombo
Regional Centrewere purposively sampled for this study A self-developed
questionnaire built up by reviewing related literature was used for data
collection The data obtained were tabulated and analyzed by applying
elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe
responses to the open ended questions were analyzed qualitatively The
indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch
moreinformationthemselvesfortheirownlearningandtheystatedthatthe
activities given in the PGDE havemotivated them to do self-learning and
searchmorerelevantinformationfortheirlearningFindingsclearlyshowed
thatactivitybased learningsessionshavedevelopedhigher levelcognitive
skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe
student teachers Further some problems that hindered the effective
participationinactivitybasedsessionsincludinglackofpreparationlackof
timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers
MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated
learningpractices
INTRODUCTION
Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage
students in the learning process including group discussions problem
solving case studies role plays journalwriting learning activities and
structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove
criticalthinkingskillsincreaseretentionandtransferofnewinformation
increasemotivationandimproveinterpersonalskillsStudentsshouldbe
28
29
encouragedtodothingsbythemselvesinordertoidentifyproblemstoill
gapsandindsolutionsinacollaborativewayTherewereexpressionsof
optimism that such independent approaches could lead to success and
teacherscouldbesurprisedbystudentsrsquoperformance
Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif
theycanrelyontheirownresourcesforcompletingassignmentsstudying
for tests and achieving success in school At the core of successful and
lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe
meta-cognitively motivationally and behaviourally active in regulating
hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals
and of strengths weaknesses and interests given instructional goals
environmentalexpectationsandconditionsoflearningandperformance
Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe
ultimate integration of neuro developmental abilities Self-regulated
learners are attentive focused and productive They set goals for
themselvesanduseaplannedapproachtolearningSelf-regulatedlearners
keep track of their understanding and their progress and reward
themselves for their successesTheyuseproblem-solving strategies and
memorytechniqueswhenappropriateTheylearntothinkcriticallyabout
thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn
shortself-regulatedlearnersareintentionalactiveandrelective
Pedagogy the science of teaching involves instructional methods
materials and learning activities directed by these Traditionally the
lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe
teacherwasconsideredastheproviderofinformationandstudentsasthe
passiverecipientsofinformationThemajorinstructionalmaterialswere
textbooksthatwerewrittenforspeciiedagegroupsandforparticular
subjectsThemajorlearningactivitywaslisteningandwritingfromthe
textbookorfromtheblackboardThisparadigmhasbeenchangedinthe
newer methodology of activity ndash based learning Here the teacher is
consideredasthefacilitatorandthestudentsareself-learningthroughthe
medium of a detailed array of learning cards (Anandalakshmi 2007)
Othermethodssuchascooperativelearninghavealsobeensuggestedas
alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping
brains learning processes and the growing childs learning needs
provides great potential to create effective pedagogical practices
Theprocessoflearningcomprisesofthreecomponentsndashinformationinput
information processing and expression of information or knowledge In
each of these components students show differences For example in
informationinputwhichalsomeansthewaystudentsreceiveinformation
tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe
auditoryorkinestheticlearnersIntermsofinformationprocessingsome
students may use top-down processing or bottoms-up processing This
dependsbothonthelearneraswellasthenatureofskillorknowledgetobe
learnedWith respect toexpressionofknowledgeor skill learned some
studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose
MeyerStrangmanampDalton2002) It is important that the instructional
methodologyproactivelyplansforsuchdifferencestoachievehighquality
educationalexperiencesandlearningoutcomesforallstudents
Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses
theeducationandprofessionaldevelopmentofeveryteacherneedstobe
seenas a lifelong task andbe structuredand resourcedaccordinglyTo
equiptheteachingbodywiththeskillsandcompetencesneededforitsever
changingrolesitisnecessarytohavebothqualityinitialteachereducation
andacoherentprocessof continuousprofessionaldevelopment tokeep
teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety
(BarberandMourshed2007)
30
Lecturers who use activity based learning strategies pause frequently
duringtheperiodonceeveryifteenminutesorsotogivestudentsafew
minutes toworkwith the information theyareprovidingTheymayask
students to respond to a question to summarize important concepts in
writingortocomparenoteswithapartnerForsomelecture-basedclasses
usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor
roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder
these circumstances may not be possible but other strategies such as
individualwritingorbalancingactivitiesarequitepossibleandleadtogood
results
TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational
universityinSriLankawherestudentsareabletofollowfurthereducation
byopendistancemode Thestudent-centeredstudysystemisdesignedto
support a distance learner throughmultiplemodes including self-study
printandAudioVisual(AV)materialscontactsessionse-mailandinternet
TheFacultyofEducationof theOUSLrealizes the importanceofquality
teachers for quality education Therefore the faculty has introduced
several teacher education programmes using innovative approaches to
increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe
studentteachersPostGraduateDiplomainEducation(PGDE)programme
isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich
providesthebasicprofessionalqualiicationforgraduateteachersworking
intheschoolsystem
31
Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity
basedlearningapproachesusedforPostGraduateDiplomainEducation
(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows
1 ToexaminetowhatextenttheActivityBasedLearningapproaches
increaseself-learningpracticesamongstudentteachers
2 ToIdentifythehigherordercognitiveskillsachievedbythestudent
teachersthroughtheactivitybasedlearningapproaches
3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto
engageeffectivelyintheactivitybasedlearningsessionsand
4 Tomakeappropriatesuggestionsandrecommendationstoimprove
theeffectivenessoftheactivitybasedlearningapproach
LITERATUREREVIEW
Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart
ActivityBasedLearning
Learningisacquiringnewknowledgebehaviourskillsvaluespreferences
or understanding and may involve synthesizing different types of
information Further it is a process that brings together cognitive
emotional and environmental inluences and experiences for acquiring
enhancingormakingchangestoonesknowledgeskillsandworldview
(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent
understands and engages with the information to be learnt It is also
important that the studentprocesses the informationwithhigherorder
thinking such as comprehension analysis synthesis application and
metacognition When this happens the student is able to relate the
informationtoanylifesituationconnectitwithpastlearningbuildhisor
her own knowledge (Garner 1987) and become a knowledgeable and
contributingcitizenasanadultOneimportantmethodoffacilitatingsuch
engagementwithinformationisthroughactivity
32
The dictionary deinition of activity is work that involves direct
experiencebythestudentratherthantextbookstudyThusactivity-based
learningshouldallowstudentstoengagewithandprocessinformationin
suchawaythathesheunderstandsandbuildshisherknowledgeabouta
particular subjectAnoutcomeof successful learningwould be that the
student has acquired the basic literacy skills and is able to apply this
knowledgeorskilllearntinarelevantsituationTheideaofactivity-based
learningfollowstheconstructivisteducationaltheoryandischild-centered
pedagogy Activity-based learning may be deined as a method of
instruction where activities of different types suitable and relevant to
speciic subjects are integratedseamlessly into the regular instructional
materials andmethods to involvestudents in the teachingndash learningor
instructional processes and engage them fruitfully (Suydam amp Higgins
1977) Themain purpose of themethod ismaking the classroommore
student-friendlyandreducetheintimidationanddominationoftheteacher
Activelearningisacrucialelementofthenewthrusttowardwhatisnow
commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching
(Weimer 2002) Most deinitions of active learning focus on two key
componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition
of active learning comes from Bonwell and Eison (1991) ldquoInvolving
students in doing things and thinking aboutwhat they aredoingrdquo The
overallqualityofteachingandlearningis improvedwhenstudentshave
ample opportunities to clarify question apply and consolidate new
knowledge In this case instructors createopportunities for students to
engagenewmaterialservingasguidestohelpthemunderstandandapply
information
33
High-ordercognitiveskills
Developmentofhigherordercognitiveskill isacomponentofeducation
reforms based on the learning taxonomies of Blooms Taxonomy This
includescriticallogicalrelectivemetacognitiveandcreativethinkingetc
Adominantcomponentincurrentreformsineducationistheefforttotrain
studentstodevelophigherordercognitiveskillsThisrequireschangesin
teaching-learning processes encouraging students to acquire analytical
Self-RegulatedLearning
Self-directedstudy isapurposefulmentalprocessusuallyaccompanied
andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying
informationThe student accepts the responsibilityofmakingdecisions
about thegoals and theeffort tobedonebecoming thereforehisown
change agent for learning (Long 1990) Self-directed study is critical
accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof
peopleslivesbasedonthedesireandneedtounderstandsomethingorto
performsomeactivityButLong(1990)commentsthatitisnotreasonable
to expect that people who have been used to receive ready-made and
formatted information during all their years of school life nowwill be
instantlytransformedintoindependentlearnersIfwewantstudentstobe
empowered teachers need to be empowered aswell (Wehmeyer et al
2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto
deliberately create an environment and structure inwhich teachers are
encouraged to relect on and take responsibility for their learning and
teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van
Eekelenetal2005)
34
Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills
whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland
relectivewayshowtoaskquestionsmakedecisionssolveproblemsand
knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso
skillsforlifelonglearningInordertomeetthemarketdemandthefocusof
educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof
autonomousandorganizedstudyTheseskillswillbeusefultoindividuals
becausesuccessinuniversitycoursesandinalsomostprofessionsrequire
suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis
consensusontheneedtodeveloptheseskillswhatisnotsoclearishow
they can be developed in students in university courses (McLoughlinamp
Luca 2003) and this is much more dificult in the Open and Distance
Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe
main characteristics that differentiates distance education from other
forms of education is the central focus on the student and on their
independenceinthelearningprocessHefurtherargueswhetherdistance
learning successfullyhelps todevelopautonomousandorganized study
skillsandotherhigherordercognitiveskillslearningatdistance
RESEARCHMETHODOLOGY
ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign
critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual
PopulationandSampleThe study was conducted on the student teachers who followed PGDE
programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin
the20112012academicyearThetotalnumberofTamilmediumstudent
teachersenrolledfortheprogrammewas1054Amongthem104student
teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre
35
(ii) the higher order cognitive skills achieved by the student teachers
throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage
effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber
ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems
there were several sub items which were included to get a wider
understanding on the aspects related to the main items Rating scales
selectionofthemostappropriateanswerstructuredtypequestionsaswell
asafewopen-endedquestionswereincludedinthesubitemsThedata
obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative
techniques such as frequencies and percentages Open ended questions
wereanalyzedqualitatively
RESULTSANDDISCUSSION
Increaseself-learningpractices
Alltherespondentswereadultlearnersbetweentheages30to45years
The majority (86) of the student teachers expressed that as adult
learnerstheydidnotexpectalltheinformationneedtobegivenbytheir
lecturersNinetysix(96)percentofthestudentteachersmentionedthat
theylikedtosearchmoreinformationthemselvesfortheirownlearning
Thisclearlyshows that the lecturersshouldnotgiveall the information
relatedtothelessonsbutatthesametimethelecturersshouldgivemore
werepurposivelysampled for thisstudyDataweregatheredonly from
student teacherswhowere physically present at the Colombo Regional
Centre for the activity based contact session on the day of visit by the
researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was
structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas
namely
(I) the extent to which activity based learning approaches facilitate to
increaseself-learningpractices
Table1StudentsRatingonInvolvementofSelfLearningPractices
36
activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices
AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent
teachershaveacceptedthatactivitybasedlearningcontactsessionshave
increasedtheirinvolvementforselflearningpracticesMorethan90of
theteachersexpressedthatactivitybasedlearningcontactsessionshave
motivated and increased their participation in group learning and
group activities Further they stated these sessions enabled them to
respectthevaluablepresentationsofpeersFromtheindingsitisclearly
shown that activity based learning approaches have improved the self-
learning andpeer learningpracticesamongthePGDEstudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywere
askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe
activitybasedlearningapproaches
Table2-StudentsRatingsonSkillsDevelopment
AccordingtoTable2theindingsrevealedthatactivitybased learning
contactsessionshave facilitatedthestudentteachersto improvetheir
higher order cognitive skills in a positive manner More than twenty
percentage of the teachers expressed that they have achieved higher
order cognitive skills such as critical thinking evaluation skills and
analytical skills to a great extent through the activity based learning
contact sessions They also agreed activity based learning contact
sessions have improved their self-learning presentation skills
leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat
activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic
skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches
37
Openendedquestionsinthequestionnaireallowedthestudentteachersto
mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact
sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe
studentteachers
Amongtherespondents36ofthestudentteachersexpressedthatthey
wereunabletoinvolveeffectivelyduetolackofprepreparationand56
indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame
time42ofthempointedoutthattheclassroomfacilitiestoformulatethe
groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge
numbersinthegroupswasaproblemforthem24ofthestudentteachers
reported that theydidnot receive support fromall thegroupmembers
Majority of the student teachers stated that the time allocated for
instructors feedbackwasnotenough(68)and49ofthemindicated
that the questions raised by the peers after the presentation were not
enoughTheresultsrevealedthereareproblemsthatexistintheplanning
and implementation of activity based learning contact sessions and the
Faculty of Education need to give more attention to address the above
problems
CONCLUSIONSANDRECOMMENDATIONS
Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof
38
ProblemsandIssuesFacedbytheStudentTeachers
Educationof theOUSLandotherrelevantteachereducation institutions
should adopt activity based learning strategies These activities based
learning strategies help to increase the self-learning practices and to
develophigherordercognitiveskillsamongthestudentteachersFurther
facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate
facilitiesandtoallocateenoughtimefortheactivities
References
AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf
BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity
ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455
CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan
FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)
GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing
Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer
Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress
LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK
39
McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills
be fostered online In GCrispDThiele IScholten SBarker and JBaron
(Eds) Interact Integrate Impact Proceedings of the 20th Annual
Conference of the Australasian Society for Computers in Learning in
TertiaryEducation7-10December2003Adelaide
Murphy J (1993) Restructuring schooling The equity infrastructure
SchoolEffectivenessandSchoolImprovement4(2)111-130
40
PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional
andnurturingeffectsofactivity-based-learning-animpactstudyinselected
districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD
SSA-TN
RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent
ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness
researchPapercommissionedfortheEFAGlobalMonitoringReport
2005TheQualityImperative
httpunesdocunescoorgimages0014001466146695epdf
SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17
SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary
school mathematics recommendations from research Mathematics
Education Reports ERIC Center for science math and environmental
educationOhioStateUniversityED144840
VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471
Wehmeyer M L Agran M amp Hughes C (2000) A national survey of
teacherspromotionofself-determinationandstudent-directedlearning
TheJournalofSpecialEducation34(2)58-68
41
Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass
Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120
SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM
NORTHERNUGANDA
Abstract
Littleisknownabouttheroleoftheschoolcurriculuminpeace-building
aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation
humanrightseducationandcitizenshipeducation isproposedand then
examinedthroughaqualitativecasestudyofeighteducationalinstitutions
inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe
schools promote reconciliation values develop problem-solving and
communication skills and reveal some knowledge of human rights
Howeverthereislittleunderstandingofhistoryoroflocalnationaland
international politicallegal systems and minimal development of
discussionandcriticalthinkingskills
Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe
designofacurriculumthatcancontributetosustainablepeaceandreduce
theriskofcivilwarre-eruption
KeywordsEducationSchoolCurriculumPeace-buildingCivilWar
Truth-seekingReconciliationInclusiveCitizenship
Civilwarandpeace-building
Civilwars have caused huge economic and social damage and impeded
progress towards the Millennium Development Goals (Collier 2007)
Understanding the root causes of civil wars and preventing their re-
eruption would help meet the new Sustainable Development Goals
Education is implicated in civilwar causation throughdiscrimination in
accessandthroughculturalrepressionconveyedthroughthecurriculum
Improvingeducationalaccessandcurriculumqualitymaycontributetowar
preventionandpeace-building(BushampSaltarelli2000Thyne2006)
JeremyCunninghamMPhilPhD
AssociateresearcherCentreforInternationalStudiesOxfordUniversity
86HamiltonRoadOxfordOX27QA
cunninghamjeremygmailcom
42
The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool
The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar
43
curriculum playsanimportant role in imparting such knowledgevaluesandskills
CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended
curriculumthatiswhateducationplannersmapouttobetaughtinschool
theimplementedcurriculumthatiswhattheteacherscarryoutandthe
receivedcurriculumnamelythewholeexperienceofthestudentinschool
notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere
ishiddenlearningthatoccursasaby-productoftheorganizationofthe
schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe
totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade
(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners
viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian
governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat
ignoresculturalandethnicdiversity therebysowing theseedsof future
conlictsWherethewarhasendedthroughnegotiationtheremaybean
opportunitytosocializevaluesofequalrespecttoleranceandforgiveness
butalsostrugglesovercurriculumcontentandapproachHoweveracivil
warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict
needtoconsider the impactof theschoolcurriculumonsocialcohesion
(Cardozo2008Paulson2010)
Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter
civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights
Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey
2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-
conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace
butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights
educationdealswithglobalrightsnormsandparticipationskillsforpolitical
activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay
bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation
emphasizesparticipationproposingacombinationofknowledgeskills
andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused
onnationalunityandthestatusofcitizenshipratherthanthefeelingof
belongingit maynot adequately recognizetheinterestsofminority
identitygroupsand is likely to relect the agendasofpolitical elites
(Levine amp Bishai 2010) No one approach is suficient for a peace -
buildingcurriculumandnoneincorporateshistory andmemoryof the
recentpastFurthermoretheymaybetreatedasmarginal withlittle
impactonthewholeethosoftheschool
Featuresofeachof theseapproachesarecombined inanewconceptual
frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-
conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto
daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa
historyteacherandschoolleaderandonmypreviousresearchonhuman
rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict
transformationcurriculum truth-seeking reconciliationand inclusive
citizenship
Truth-seekingaddressestheneedtounderstandtherootcausesofviolent
conlict and ones personal and collective history Buckley-Zistel
(2008p142)saysthatthewaytheviolentpastisrememberediscentralto
everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe
questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot
deal with forensic truth directed towards accountability they may
contributetounderstandingthecausesofcivilwarandprovideaplatform
fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation
isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake
revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose
divided by conlict and enmity (Rigby 2006) Schools can promote
reconciliation throughhelpingyoungpeopledevelopa senseofpositive
identityinrelationtoothersandthroughincreasesinunderstandingand
mutualrespectinrelationships(Lederach2003)
Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand
identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe
localnationalandinternationalboundariesItisasmuchaboutrecognition
as about access to formal rights The development of knowledge and
understandingofpoliticalandlegalinstitutionsatlocalandnationallevel
44
45
andthefosteringofparticipationskillsandvaluesisanimportantwayfor
schoolstocontributetopeace-building(Dupuy2008)
Methodology
An exploratory visit to Gulu district in northern Uganda which had
sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive
readingofacademicandgreyliteratureandthenathreemonthieldwork
visit to collect empirical data through the following methods (i)
participantobservationinthecommunityandinarepresentativegroupof
eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews
aimed at uncovering the knowledge skills and values of teachers
education oficials and NGO oficers (iii) two student focus group
interviewsineachschool inthelocallanguage(Luo)withthehelpofa
local research assistant aimed at exploring students values and
knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights
(v)documentarystudyoftextbookssyllabischoolandNGOpolicies
Iobservedrelationshipsbetweenteachersandstudentsandamongthe
studentsthemselvesbothinformallessoncontextsandinotherelements
of school life assemblies sports social timemusic performance and
clubs Notices and lists of rules some of them devised by classes
themselvesshowedevidenceofeffortsmadetowardsapeacefulschool
culture and complemented the interviews data Teacher and head
teacherinterviewsformthebulkofthedataandstudentsgovernment
and NGO oficers provided valuable triangulation A Luo-speaking
researchassistantdiscoveredwhatstudentsknewabouthumanrights
historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed
primary curriculum was checked against test questions in Primary
Leaving Examinations and with chapters in textbooks and revision
books The research limitations include the chance that this group of
schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe
districtcentre
Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork
and modiied in the light of the evidence collected For example the
inclusionof forgiveness asakeyvalue for reconciliationwasderived
directly from the interviews where the termwas used by all parties
46
On the vertical axis are three core sustainable peace concepts On the
horizontalaxisisthemethodofarticulatingtheminthewholecurriculum
TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace
Knowledgeandunderstanding
Skills
Values
TruthSeeking
RecentHistory
Narrativeskills
Criticalthinking
Valueofhistory
Toleranceof
divergent
interpretations
Reconciliation
Contemporaryevents
andissues
Problem-solving
Cooperationand
teamwork
Equalrespect
Sympathy
Forgiveness
Inclusive
Citizenship
Localnationaland
international
politicallegalsystems
Humanrightsarticles
andconventions
Deliberative
discussion
Debate
Sensitization
Procedural
fairness
Humanrights
sensitivity
TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords
ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state
power where ethnic and economic factors were intertwined Under
colonialism theAcholipeopleofnorthernUgandawerepoorer than the
ethnic groups of the south They were preponderant in armed forces
implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986
Joseph Kony and the LRA inluenced by traditional ethnic spirit and
Christianbeliefsledanassaultonthenorthern districtsEarlysupportby
someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led
toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA
relocated to central Africa where it still carries out abductions and
massacres albeit on a smaller scale (Gersony 1997 Schomerus amp
Tumutegyereize2009)
47
Theimpactofthewarwasdevastatingthereweresome70000deathsand
75000peopleabductedofwhom30000were children (PhamVinckamp
Stover 2008)Most experienced horriic induction trials such as killing
fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-
called bushmarriage(World Vision 2004) 90 of the population was
moved into internally displaced peoples (IDP) camps supposedly to
protect them from the LRA Detachments of the army behaved like an
occupyingforceinhostileterritoryperpetratinghumanrightsviolations
withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition
in the camps led to an estimate of 120000 extra non-violent deaths
(CSOPNU 2006) Traditional communal life was damaged by the
underminingof theauthorityofeldersandawholegenerationsuffered
hugedisruptiontotheirschooling
ThroughoutthewartherewasatensionbetweenPresidentMusevenis
goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated
peace settlement It was feared that an all-outmilitary assault would
resultinthedeathsofabductedfamilymembersSomeAcholibelieveit
suited the government to keep thenorthweakby allowing thewar to
continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe
InternationalCriminalcourtbutmanypeopleinUgandastronglysupport
theideaofatruthcommissiontoaddressLRAandgovernmentviolations
Meanwhile schoolshave theopportunity to address some truth issues
through history teaching and the treatment of contemporary events
48
Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar
victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir
owngroup
Reconciliation is needed between the abducted and their families and
communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay
become frustrated and commit violence on themselves or others (Murphy
StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute
resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic
valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand
forgivenessbackedupbyproblemsolvingandcooperationskills
Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout
the legal and political system and the global human rights architecture and
throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue
ofproceduralfairness
Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis
studyarecontributingtopeace-buildinginthisverychallengingcontextThe
illustrative remarks from participants in the study were chosen for their
typicality
Truth-Seeking
Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany
incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut
hereweareinasituationwherewhenthelionsightthegrasssuffers
Urbanprimaryhead
Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor
sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe
chances of renewed violence (Hayner 2002) School history teachingwas
suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted
Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge
questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant
fornorthernUgandawherethereisastrongperceptionofbeingrepressed
throughthegovernmentsstrategyfordefeatingtheLRAThereispotential
spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand
forthestudyofavarietyofinterpretationsandperspectivesHoweverthis
type of history in schools requires amore complex approach than rote
learningofprescribedfacts(Cole2007)
49
the narrative that would be taught (Freedman Weinstein Murphy amp
Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible
forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted
thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer
Rougemembers or perhaps because of a psychological need to bury the
trauma for the time being (Kiernan 2004) However victor-governments
effortstocontroltheoficialstoryseldomcompletelysuppressalternative
narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea
strong oral memory cultivated through the family rather than through
educationalorreligiousinstitutions
The empirical study sought to discover to what extent participants are
familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis
importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy
throughtheprescribedcurriculumandtheimportanceattachedtoitfor
example by its position in national tests Some headteachers claimed
knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand
Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid
notknowitshistory
ActuallythestoryofthewarIknownotallThewarstartedwhenthe
governmenthellipwasoverthrownandthearmypeopleranawayand
toldpeopleherethatbadpeoplearecomingandwewillhavetoight
soverymanypeoplewereaffectedbypropagandahellip
Specialschoolteacher
Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor
sustainablerecoveryandpeace Itwasclearthatthememoryofalleged
governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA
violencewasonamuchgreaterscale
We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda
Secondaryteacher
Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory
tellingandcriticalthinkingAnumberofrespondentswereabletomake
aconvincingnarrativeandayouthgroupofformerlyabductedpeople
developedadramaperformancetocommunicatetheirexperiencesand
sufferingstoothersAmajorityofteachersandoficialsinthisstudy
thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe
wararewaysinwhichschoolscancontributetothetruth
50
Myownchildrenwereallbornduringthiswarperiodtheywillneedto
knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics
hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip
MunicipalEducationOficer
Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge
ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere
are somanywho have been involved in the atrocities itwill really
provokethecommunitySpecialschoolteacher
Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived
facts or uncontested truth Many teachers are aware of strongly contested
interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot
possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives
The impression was that people are wary about expressing their views
51
Urbanprimaryhead
SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians
Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle
Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis
taught at secondary level currently attended by a small minority of the
populationbut inneitherstage is thereany treatmentof theLRAcivilwar
Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto
teach it at all Several respondents explained that the history was not yet
writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed
to emerge without an oficial truth and reconciliation process So the
conclusionisthatthetruth-searchingandtellingelementintheframeworkis
nothappeningintheschoolsinthisstudy
ReconciliationThe rotten ibres of justice in these two regimes- we are facing the
consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend
thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow
whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes
aviciouscircleofwarandanarchyRuralsecondaryhead
TheinterestshownbythepeopleofnorthernUgandainbringingthecivil
wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf
reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe
immediate need is reconciliation between the communities of northern
Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims
(Angucia2010)
One view is that the knowledge and understanding necessary for
reconciliationisthatofcontemporaryeventsandissuesThecounter-view
isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress
current or controversial issues until there is some reconciliation and a
52
PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend
the war when we say peace it means we must begin where we
arehellipWe teach the learner that peace begins within yourself They
shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall
problemscanbesolvedbyighting
SpecialschoolTeacher
Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility
whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school
clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby
UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills
The school-level skills suitable for reconciliation after civil war fall are
relatedtointra-personalandtheinter-personalintelligencesTheformer
refers to self-knowledge and understanding and the latter to peoples
relationships with others (Gardner 1993) Conlict resolution problem-
solvingandcooperationskillscanbedevelopedthroughrepeatedactionand
have applicability beyond the school (Coleman amp Deutsch 2001 Davies
2004b) There is evidence of efforts for skills development related to
reconciliation
degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool
curriculum and peoples increasing access to broadcast andweb-based
mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent
eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto
the knowledge and understanding of contemporary issues through
occasionalcontributionsofteachersactingundertheirowninitiativeand
throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral
debatesatprimaryandsecondarylevelwereobservedinwhichthepeace
process the international criminal court and traditional justice were
discussed Naturally thiswasmore extensive at secondary level than at
primarylevel
53
UrbanPrimaryHead
IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee
lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in
schoolWedidanumberofworkshopsand seminarswith themWewere
gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful
wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo
Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal
respect is of crucial importance Equal respectmeans the value inwhich
humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman
eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality
but acknowledgement and recognition There is still considerablemistrust
betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto
stereotypenorthernersaswarlikeandresponsiblefortheLRAwar
IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas
SecondaryTeacher
TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment
of skills and values but the training and preparation of school prefects
appearstobequiterudimentarysofar
PrimaryPrefect
Theactivepromotionofequalrespectfordifferentethnicgroupsislittle
evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant
Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot
intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust
istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum
SecondaryTeacher
Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto
teachersandolderstudentsandisemerginginprimaryschoolsespecially
where there are Girls Education Movement clubs Although the term
disability is not common there is evidence that schools are promoting
equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof
themobvioussuchasavisualhandicapbutmorepervasivelythemental
traumaofhavingbeenabductedorhavinglostfamilymembers
IhavestrongfeelingsaboutwomensequalityIcomefromthevillages
andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage
[thegirls]toworkharderandtobecomeindependentpeoplebecause
withouteducationinUgandathepossibilityofhavingagoodjobisnot
there
Aclosely-relatedvalueforreconciliationeducationissympathySympathy
isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto
bedisturbedby injustice to intrinsically care for another (Yarnall 2001)
Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith
onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave
an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa
learned value from early infancy socialized through child rearing and
education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin
thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand
there is some evidence from the students This sympathy is applied to the
formerlyabductedpeopleandtoothervictimsofthecivilwar
LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers
SecondaryTeacher
54
Thelanguageofreconciliationfrequentlyincludesthetermforgiveness
Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa
renunciation of any need for personal revenge This value emerged
stronglyfromtheempiricalinvestigationThetraditionalcultureofthe
districtseemstohavebeencombinedwithreligioustraditionstosupport
this value and schools are playing their part in reinforcing it
SecondaryTeacher
UrbanSecondaryHead
How do we sustain the right to life for a peaceful community co-
existenceforgivenessandreconciliationWehavethoseinourculture
whenthingsgooutofhandsustainitbysittingdowntalkingtoother
peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken
heartscanbemendedandpeoplebeginwalkingonthesamepath
Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)
InclusiveCitizenship
Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic
theyinallywillcomebacktoliveinoursocietysowearetransforming
themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens
andwearegraduallytransformingthesociety
Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe
perceived marginalization of northern Uganda from the more
prosperousandbetter-educatedsoutherndistrictspopulatedlargely
by different ethnic groups and the history of different attempts to
capturestatepowerSustainablepeacewilldependonthegovernmentrsquos
successinbuildingsocialcohesionandforachievingafairdistribution
oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin
this process Membership of a political community depends on a
knowledgeandunderstandingoflocalandnationallegalsystemsand
humanrightsIfordinarypeopleunderstandtheboundariesandscope
of their own systems they are less easilymanipulated by dominant
groupsandbetterabletoachievetheirobjectiveswithoutrecourseto
armedviolence
55
Headteachers and secondary teachers are more knowledgeable than
primary teachers This is hardly surprising as the former have higher
educationalqualiicationsSomesecondarystudentsparticularlythosein
theUgandaNationalStudentsAssociationshowlocalandnationalpolitical
awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis
averysmallplaceinthecurriculumforciviceducationaimedatdeveloping
some basic understanding of local and national institutions The term
In1998wehadatrainingworkshopatourformerschoolThetopic
washumanrightsinschoolsItwasorganizedbytheschoolBefore
thatdayIhadnotlearntabouthumanrightsSecondaryTeacher
FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe
national system and those best known are economic and social rights -
especiallytherightsofwomenandchildrenTherighttoeducationwasthe
mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including
democraticrights-are far lessprominentThereareproblemsaboutthe
understandingofhumanrightsinthatthetranslationinthelocallanguage
suggestspowerandhaslittlesenseofentitlementorreciprocity
lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems
especially[theword]tweroissostronglikehavingacertainkindof
power and authority that is not lexible and if you need peace
somethingshouldbe lexible that is liable tochange if there isany
mutualunderstandingrsquo PrimaryTeacher
Scholarsandpractitionersagreeontheimportanceofcommunicationskills
forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult
infrustrationandviolenceIexploredthreegroupsofcommunicationskills
lsquoDeliberative discussionrsquo which means open-minded efforts to achieve
consensus requires concentrated listening clear speaking and logical
thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing
controversial issues using adversarial argument and decision by simple
majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto
frustration on the part of the minority lsquoSensitizationrsquo means publicizing
issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem
to think or act differently Groups seeking to achieve their purposes
peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto
gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence
(Halpern2005)
56
humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland
internationalNGOs
Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome
maybe takingplace inclubswhich tend to involve theyoungpeople in
lsquoTheneveryFridaywemakethemholddebatesontopics theyhave
chosenWefeelthatthroughthatwecanpromotehumanrightsWe
are trying to make this a democratic society where the rights of
individuals are respected and the views of individuals are also
respectedrsquoUrbanPrimaryHead
Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs
Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand
girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea
ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip
SecondaryTeacher
As it is dificult to assess values through answers to direct questions the
indings here are derived from responses to indirect questions about life
choices and dilemmas and from participant observation of behaviour The
development of procedural fairness through simpliied versions of legal
processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary
authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe
worldThereisevidencethatschoolsareusingfairprocedureinestablishing
rulesandincarryingoutdisciplinaryactions
SecondaryTeacher
Wegiveaveryclearhearinghellipwhena studenthasdone something
wrongwedontjustsubjectthemtopunishmentbeforeweheartheir
sideofthestory
57
planningandactivitiesundertheguidanceofateacherpatronormatron
Secondary schoolsprovideameans for students to contribute to school
improvement through the Uganda National Students Union which may
fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas
any such form of representative student involvement Debating is well
established in thedistrictbut theadversarialandcompetitiveapproach
appearstofavoursupericialconclusionsandaconcentrationontheforms
ratherthanontherealityofissues
Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough
not entirely disappeared Students have strong notions of procedural
fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings
Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember
There is evidence too of some democratic process in prefect selection
althoughteachersretainaveto
After thecampaignall the teacherswillbe there tohelpcounting
controllingthelineandoneteacherrecordsthevotesTheelections
arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe
electionwehaveastaffmeetingandwhenweseethatachildisnotit
weputhiminanotherpostPrimaryTeacher
Thereisnowacommonhabitwhentheycatchathieftheytrytolynch
himmobrulebecausetheysaythatwhenyouarrestathief inthe
evening you see the fellowwalking on the streets and so they take
actionintotheirhandshellipsoherewasayoungmanhewascaughtwith
somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]
youtakethistothepoliceandtheywillhelpyousortoutthisissuethe
truth will come out[hellip] He may be innocent let it be proved
elsewhererdquorsquoSecondaryTeacher
Generalsupportforhumanrightsisimportantforinclusivecitizenship
as it indicates a belief in their applicability to different groups and
contexts It isquitepossible toknowagreatdealabouthumanrights
without subscribing to their underpinning values Most heads and
teachersthinkitisimportanttoteachandlearnabouthumanrightsboth
for creating a better learning atmosphere in school and for personal
conidence about job security and relationships with superiors
58
Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis
evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers
reportsof interventions in thecommunity topreventmob-justiceshows
theirownvalueoffairprocessandtheirsenseoftheteacherasanexample
tothecommunity
Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas
NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa
universalcontextThereisawidespreadconcernthatthelanguagehasbeen
allaboutrightsandlittleaboutresponsibilities
lsquoChild labour rightshellipwhen you tell them to help you doing small
workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey
donrsquot know enoughhellipthey mix up responsibilities with the
rightshellipchildren have a little knowledge and they need a better
knowledgersquoPrimaryTeacher
ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace
Conclusion
ThepictureismixedAlthoughmostteachersthinkthatitisimportantto
teachthehistoryofthewarasyettheschoolsarenoteventeachingthe
historyofUgandaleadinguptothewarThereisnocoverageofpolitical
and legalsystemsorcontemporary issuesThere issomeknowledgeof
humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon
UNconventionsThereislittlecriticalthinkingordeliberativediscussion
asmostoftheteachingistop-downtransmissionofinformationusuallyby
rote However the schools are fostering problem solving teamwork
debate and sensitization thereby supporting reconciliation and
inclusive citizenship skills They are making positive efforts to foster
valuesof equal respect sympathy forgivenessandprocedural fairness
59
lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe
teachersherehellipandprotecttherightsofall(participantrsquosemphasis)
thechildrenandalltheparentsandalsomakesuretheyimplement
theirrolesandresponsibilitiesrsquoUrbanPrimaryHead
ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing
Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan
Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre
CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda
Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield
Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks
CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress
60
Oneof theparticipants said Bad thingsareanagent of transformation
destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted
from conditions of structural violence the development of an equitable
society requires a transformational process Through its contribution to
truth-seeking reconciliation and inclusive citizenship the school
curriculum can help heal oldwounds and provide the foundations of a
collectiveeffort forabetter future assisting in theglobal challengeof a
decent quality of life for all humans as expressed in the Sustainable
DevelopmentGoals
Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the
Effects of Young Peoples War Experiences on Teaching and Learning in
Northern Uganda in JPaulson (Ed) Education Conlict and Development
OxfordSymposiumBooks
FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries
FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92
FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress
Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191
GardnerH(1993)FramesofMindLondonFontana
GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury
DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress
DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute
61
Davies L (2004a) Schools and war urgent agendas for comparative and
internationaleducationPresidentialaddressinBritishAssociationforInternational
andComparativeEducationConferenceEducationinthe21stCenturyConlict
ReconciliationandReconstructionBrightonUniversityofSussex
Kiernan B (2004) Recovering History and Justice in Cambodia Yale
UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch
olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed
13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress
LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation
LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan
LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace
62
HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge
Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge
HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress
Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman
GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner
HalpernD(2005)SocialCapitalCambridgePolity
PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein
historyanditscausesLondonAllenLane
ReardonBA (2000)PeaceEducationA reviewandaprojection inB
MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion
toEducationLondonRoutledge
Richmond O P amp Franks J (2009) Liberal Peace Transitions between
statebuildingandpeacebuildingEdinburghEdinburghUniversityPress
RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo
LynneRienner
RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin
Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot
Ashgate
63
MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium
OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress
OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham
PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress
ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress
PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146
PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411
LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35
Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge
Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources
Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID
Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754
Tint B (2010) History memory and conlict resolution research andapplicationConlictResolutionQuarterly27(4)369-399WeeksW(2002)PushingtheEnvelopemovingbeyondProtectedVillagesinNorthernUgandaNewYorkONOCHA
WilsonR(2001)ThePoliticsofTruthandReconciliationinSouthAfricaLegitimising the post-apartheid state Cambridge Cambridge UniversityPressWorld Vision (2004) Pawns of Politics Children conlict and peace inNorthernUgandaLondonWorldVisionYarnallPH(2001)TheIntrinsicGoodnessofPainAnguishandtheLossofPleasureTheJournalofValueInquiry35449-454
64
Ryan S (2007) The Transformation of Violent Intercommunal Conlict
AldershotAshgate
Timetoassessourassessmentprocess
RNAdeSilva
OverseasSchoolofColombo
ndesilvaosclk01128208690777834523
Abstract
AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost
aspects of education have undergone change over time assessment
practiceshaveremainedmuchthesameNewdevelopmentsineducation
havemadeitcompellingthatwegiveseriousattentiontowardstheissueof
assessmenttoenableallstudentstolearnwellandtherebygainthemany
positivebeneitsofthatsuccess
Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe
mostappropriateandrecognizedtoolsinitsmeasurementThetwomain
assessmentcategoriesareknownas normativeandcriterionbasedIn
normativegradingstudentsarecomparedandrankedinrelationtoone
anotherInthecriterionbasedassessmentmodelstudentsareassessed
accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand
parents the opportunity to identify strengths and weaknesses and act
accordingly
International Baccalaureate is an educational programme that has
successfully implemented the criterion based assessment model in the
delivery of their curriculum Grade descriptors are identiied for each
subjectandthegradingisalignedtoapre-determinedachievementlevel
This system is better suited tomeasure learning progress and it offers
helpfulinformationforfuturedevelopmentofeachchild
Assessmentprocess
ldquoExaminationsareformidableeventothebestpreparedforthegreatest
foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb
ColtonMoststudentsdreadthewordexaminationandmanyareofthe
view that examinations are a necessary evil However summative
65
assessment has become an integral part of instructional education
Summative assessments are generally used to assign students a course
gradewiththeideaofsummarizingwhatthestudentshavelearntandto
knowwhetherthematerialhasbeenunderstoodwellInshortitismeant
to determine whether or not the goals of education are being met
In Sri Lanka the secondary education culminates with the General
CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations
InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted
afterclass10whichdeterminesthepursuingofhighereducationInChina
theNationalHigherEducationEntranceExaminationcommonlyknownas
GAOKAO is a prerequisite for entrance into most higher education
institutionsAgoodproportionofsuchexaminationsindifferentcountries
in the world are standardized tests which are norm referenced Norm
referenced tests are designed to compare and rank the candidates in
relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans
andeachcandidatesperformanceiscomparedwiththisaveragethereby
awardinga lettergradesuchasABCDampEaccordingtothesetgrade
boundaries
Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand
criterionbasedNormativegradingcomesfromthebeliefthatintelligence
tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage
intelligence and there will be a few who are below or above what is
considered average In criterion based grading students are assessed
accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis
thatthestudentachievementismeasuredagainststandardsundercriterion
basedgradingratherthanagainstotherwhoarebeingassessedAccording
toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure
menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise
inprofessionaljudgementandthereforeisasubjectiveprocessTherefore
itisimportanttousethemostrecognizedandappropriatetoolstocollect
evaluate and communicate students achievement or performance As
VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot
knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo
The modern educational trend is to move away from norm-referenced
66
assessment and to introduce criteria-based assessment models where
assessment is based upon pre-established learning objectives In a
criterion-referenced test the purpose is not to rank each student with
respecttotheachievementofothersbuttodeterminewhethereachstudent
hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors
indicating the level of achievement in meeting the learning objectives
withoutdiscriminatingbetweenthehighandlowachieversAccordingto
theassessmentexpertGrantWiggins thecriteria-basedassessment isa
superior model as it requires greater student involvement with the
intention of developing student processes in critical thinking
metacognitionandrelection
The International Baccalaureate (IB) is an example of a recognized
educationalprogrammewhichfollowsthecriterion-referencedassessment
modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears
Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal
twoyearsofsecondaryeducationRightthroughthestudentresultsare
determinedbyperformanceagainstsetstandardsnotbyeachstudents
positionintheoverallrankorderIntheDPstudentsfollow6subjects3at
higherleveland3atstandardlevelThisallowsstudentstogointomore
depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto
studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson
futureareasofstudyInadditionthestudentsalsofollowacourseoftheory
ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand
what they believe to be facts or truth Each student also completes an
extendedessaywhichoffersthemanopportunitytoconductanin-depth
studyofatopicofspecialinterestThisprovidesexcellentpreparationfor
independentstudyatuniversitylevelAllDPstudentsarealsorequiredto
takepartinsomeartisticactivitysportactivityandacommunityservice
project
Theassessmentiscarriedoutthroughexternalandinternalcomponents
ExaminationsformthebasisofexternalassessmentInternalassessment
consists of in-school assessment tasks marked by their teachers and
moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion
basedmodelareasfollows
middot Assessmentisholisticandlexibletakingintoaccountdifferent
67
IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-
referenceddescriptors Students receive grades for each subject ranging
from 1 to 7 with 7 being the highest The highest score for 6 subjects
therefore is 42 Theory of knowledge and extended essay components
contribute3 additionalpoints bringing the total to45A students inal
Diplomaresultismadeofthecombinedscoresanditisawardedtostudents
whogainatleast24pointsAsanexamplethetopgradeachievableinGrade
12formathematicshasthefollowingdescriptors
68
learningstylesabilitiesandaptitudes
middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand
methodsandformativeandsummativeapproaches
middot Assessmentisfairandreliableindrawingconclusionsbasedupona
rangeofevidencefromawiderangeoftasksandactivities
middot Assessmentistransparentbaseduponobjectivecriteriawhichare
madecleartostudentsinadvance
- Demonstratesathoroughknowledgeandunderstandingofthesyllabus
- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin
awidevarietyofcontexts
- Successfullyusesproblem-solvingtechniquesinchallenging
situations
- Recognizespatternsandstructuresmakesgeneralizationsand
justiiesconclusions
- Understandsandexplainsthesigniicanceandreasonablenessof
resultsanddrawsfullandrelevantconclusions
- Communicatesmathematicsinacleareffectiveandconcisemanner
usingcorrecttechniquesnotationandterminology
- Demonstratestheabilitytointegrateknowledgeunderstandingand
skillsfromdifferentareasofthecourse
- Usestechnologyproiciently
Assessment formathematics courses in all years of the programme is
criterion-related based on four equally weighted assessment criteria
HowitisappliedwithGrade10mathematicsisshownbelow
69
AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach
strandfromthemathematicscurriculumhasacorrespondingstrandinthe
assessment criteria Figure below illustrates this alignment and the
increasingly complex demands for student performance at higher
Achievement level Level descriptor
The student does not reach a standard described byany of the descriptorsbelow
The student is able to
The student is able to
The student is able to
The student is able to
select appropriate mathematics when solvingsimple problems in familiar situations
select appropriate mathematics when solvingmore complex problems in familiar situations
select appropriate mathematics when solvingchallenging problems in familiar situations
select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations
apply the selectedmathematics successfullywhen solving problems
solve these problems correctly in avariety of contexts
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
0
1-2
3-4
5-6
7-8
A Knowing andunderstanding
At the end of year 5students should be able to
70
achievementlevelsconsideringGrade10mathematicsasanexampleFor
each criterion the descriptors are identiied that matches with the
achievablegradelevel
More than4000schools in theworldhavechosen to teach International
Baccalaureate programmes with their unique academic rigor excellent
preparationforuniversitystudiesandtheemphasisonstudentspersonal
developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe
OverseasSchoolofColombo
Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment
inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress
thannorm-referencedexams Furthertheycanprovideinformationthat
canbeusedtoimproveteachingandschoolperformanceTheyarefairerto
students too as relative performances are not considered and the
achievement is evaluated against an established set of criteria Albert
EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto
climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo
Bibliography
1 GuskeyTRampBaileyJM(2001)DevelopingGradingand
ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International
BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate
Organization
AbouttheAuthor
HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof
timetheauthorisnowemployedattheOverseasSchoolofColomboasthe
Head of the Mathematics Department He is a senior examiner of the
InternationalBaccalaureateOrganizationandhasabout40yearsofteaching
experience He is also a co-author of two books on IBmathematics Sri
Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy
underhisdirection
71
CharacteristicsofanEffectiveTeacherLakshmanWedikkarage
SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo
0718-052612RSKKDharmasiri
MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028
kumaridharmasirigmailcom
Abstract
The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished
KeywordsEffectiveteacherCharacteristics
72
ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa
fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh
wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp
wOHdmk mGS h fldltU uacuteYja uacuteoHdh
ixlaIsmah
rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug
wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk
moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj
wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd
fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska
hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=
=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS
bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal
folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha
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ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK
lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re
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uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas
ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg
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fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta i`oyd jDaSh iqyumliqliuml yd =re mqyqKqj iys
bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska
msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk
ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia
uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u
jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsn`o mqiquesta oelaulska hq= j
tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu
=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka
Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h
73
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jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula
hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j
fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)
=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o
Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp
olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd
iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia
wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk
=rejrhd h
=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid
isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu
=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we
frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk
=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu
fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp
bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska
YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we
u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja
=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq
fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja
bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla
(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd
uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha
isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)
fmkajd fos
Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk
moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah
msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq
miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u
wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha
isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha
msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h
74
uqLH mo ( ModhS =rejrhd =Kdx
fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi
Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS
r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we
r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd
K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS
r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o
wkdjrKh lr fk we
uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS
r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla
fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd
Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd
ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj
cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq
hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=
udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks
nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml
jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd
khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh
oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka
r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh
oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr
we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a
75
yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven
Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes
leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj
udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde
fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we
yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia
N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh
hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh
msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=
i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr
kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska
udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o
=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch
mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj
yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa
=Kdx fidhd neSu h
76
mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=
fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau
udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH
mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh
bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia
wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL
mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia
=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys
h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk
miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
msltsn`oj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute
fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek
jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd
fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd
jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj
nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj
yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d
mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq
fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh
lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd
n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh
(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd
ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd
ekSuga fuu mfrac34fhaIKh bjya fuacute
lufotildeoh
iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia
fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug
ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk
nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk
nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs
wOHhkfha wruqK
Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY
meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild
neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)
iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa
waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj
celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul
mfotildeYfhka lsrSug ufmkajk os
mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS
=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska
=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd
nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh
Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK
bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml
l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=
i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha
=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml
lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os
=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk
aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq
nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j
ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute
lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS
=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh
wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re
Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40
fofkl= odhl lr kakd os 1 jk j=jamp
ksheEgraveh
ldmh mdia ixLHdj =rejreka ixLHdj
1AB 1C 1AB 1Cmqau
l=shdmsaacuteh
ksljeraacuteh
uyj
01
01
01
01
01
01
01
01
05
05
05
05
05
05
05
05 tl=j 04 04 20 20
1 jk j=j ( ksheosh
77
wOHhkfha iSud
YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka
jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla
ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la
muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar
^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua
uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr
mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY
mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h
oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa
ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja
lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk
ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re
fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss
lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas
ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi
fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=
njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug
ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS
=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml
wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os
oa ialsrSu yd uacuteYafaIKh
11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml
lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S
mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia
05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd
wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa
lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug
fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla
welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d
fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os
ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
78
bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ
=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq
ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os
Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=
=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi
mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp
79
=re pfrac34hd laIK
2 jk j=j( =re pfrac34hd
Okdaul laIK RKdaul laIK
middot ukd =re fmreIh middot mshukdm nj
middot ldreKslnj middot ye`Siuml mldY fkdugraveu ^iskdj flakash fyda fjka wdldrhl ye`Siumlamp
middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp
middot wecircldIacuteuh iajrEmh
middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd
middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd
middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd
middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j
middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu
middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu
middot Nduacute NdIdfotilde Wiia nj
middot mkas ldur lltukdlrKfha yumlfrac34jd
middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh
middot iskduqiq nj
middot wdofrac34Yja nj
middot =Kdaul nj middot fmr iQodkiuml iys nj
mshukdm fkdjknj
=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk
wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd
laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh
jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h
ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd
laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa
ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH
slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs
ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska
neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu
hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud
=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h
mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes
lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK
bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg
lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml
wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o
=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h
=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj
ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul
=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute
flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml
th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu
meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re
pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml
isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug
YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels
uacuteh
tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o
kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj
Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch
mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld
mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh
mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml
u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka
iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda ye`uS la ns Q
80
njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp
=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda
isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh
lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde
=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h
WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh
wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues
mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla
fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid
nk os 3 jk j=jamp
3 jk j=j ( WNtilde bekaugraveiuml lu
middot iyNds lKavdhiuml luh
middot foaYk idlEacutePd luh
middot bfkqiuml wdOdrl Nduacuteh
middot mYaklrKh
middot idrdxYlrKh
middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu
middot jvd WNtilde ksoiqka Nduacuteh
middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu
middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu
middot mejreiuml nd sectu
middot lafiarelrKh
middot kugravek dlaIKh Nduacuteh
middot =re flakaoslashSh iajNdjh
middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd
middot ukaodoacute bekaugraveiuml ffYSka
middot mdvug wHjYH bfkqiuml wdOdrlja
Nduacute fkdlsIacuteu
Okdaul laIK RKdaul laIK
81
YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq
lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka
mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr
ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g
r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla
jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g
r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul
ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg
mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh
wHjYH u fotilde
82
jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml
lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls
uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh
jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr
mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla
nj ksIacutelaIKh llt yels uacuteh
tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave
lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu
wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu
wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml
luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska
ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh
yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu
u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka
u llt hq= jeoa ldfrac34hhls
r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi
wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e
wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o
kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H
flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml
lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd
foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla
mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute
bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls
mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh
83
i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla
fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la
fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa
yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa
kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo
r= e iis q wka frac34 in|d
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u
Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh
iiumlnkOa fhks
r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34
in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml
igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj
krs EmKh uacuteh 4 jk jj= amp
84
middot hyma =re-isiq iiumlnkaOd
middot YsIHhdfa kntildeka wdukaKh lsIacuteu
middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu
middot ishuml isiqka mdvug odhl lr ekSu
middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu
middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu
middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu
middot Waidyfhka fdr ukd mkas ldur lltukdlrKh
middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu
middot fkdmentildeKs isiqka flfrys o wjOdkh
middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu
middot YsIH woyia uacuteuid isagraveu
middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu
middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu
middot isiqkag bEgraveszligma ugraveug wjiad nd sectu
middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu
middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu
middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu
middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu
middot YsIH wjYHd =rejrhd fareiuml fkdekSu
middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu
middot YsIHhd =rejrhd fj plusmnauml
igravehuqiq mlaImdSajhla plusmnlaugraveu
middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml
middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu
middot olaI yd mltuq fmlt isiq msszligi
fj muKla wjOdkh fhduq lsIacuteu
middot mkas ldur lltukdlrKfha yumlfrac34jd
Okdaul laIK RKdaul laIK
4 jk j=j (=re-isiq iiumlnkaOd
85
weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh
uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh
tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh
tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh
jDaSh l=id mofrac34Ykh
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=
tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx
mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl
mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk
ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx
fi ksIacutelaIKh uacuteh 5 jk j=jamp
middot jDaSh mugraveKajh mofrac34Ykh ugraveu
middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu
middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu
middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu
middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu
middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu
Okdaul laIK RKdaul laIK
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp
5 jk j=j (jDaSh l=id
YdiaSh oekqu Nduacuteh
86
ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h
Okdaul laIK RKdaul laIK
middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu
middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu
middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu
middot myiq bfkqiuml wjiadjka nd sectu
middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu
middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu
middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu
middot =re uacuteNjHd mofrac34Ykh ugraveu
middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu
middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu
middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu
middot dlaIKh Nduacute fkdugraveu
middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu
middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu
middot mdvfuys wkafrac34hka muKla bekaugraveu
6 jk j=j (YdiaSh l=id
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=
=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd
RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh
ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd
tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh
iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi
zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla
fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml
wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar
uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt
mofrac34Ykh ugraveu jeoa fldg ielsh yels h
mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy
plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi
zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd
weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska
mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd
tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla
87
tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt
wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh
iiumlnkaOfhks
l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h
ksoiqkla fi
jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd
mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt
=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu
muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy
plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd
yels uacuteh tfiau weeiuml =rejreka ^uacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr
igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg
mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh
kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq
mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh
tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40
fokd wszligka kugravek dlaIKsl plusmnkqu Nduacute lflta fofofkl= ^02amp muKs Tjqyq bd
leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty
luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms
fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys
NtildeKh lrkakg ksfrac34udKlre iuafjd sfhkjd lshZZ hkak plusmnlauacuteh yels h fuh
zisfys rEm ueugraveuZ fi plusmnlajQfha kiuml th jgyd ekSug YsIHhdg wes wjiadj ssyS
hkq we tfya =rejszligh ish olaIdjh u iqyumliq fi jvd fhdaH ksoiqkla iys j
th meyeEgraves lr sectug iua jQjd h
SrK ekSfiuml l=id
SrK ekSfiuml l=id iys Modhs =rejrfhl= kiuml bekaugraveug kshntilde
uacuteIh mh uacuteIh fldgi msltsn| j lska ieiqiuml fldg SrKh lr eicircu llt hq=
h ta nj ksIacutelaIKfhka yjqre lr ekSug yels uacuteh kshntilde Egravekfha sect wodlt
ldEacutefthornoh =lt wdjrKhg wfmalaIs uacuteIh fldgi fmr isg u SrKh lr ekSu
bd jeoa fldg ielsh yels =Kdxhls
88
plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt
=rejrhd flfrys yd =rejrhd nd fok plusmnkqu iiumlnkaOfhka uacuteYajdihla wes lsIacuteu
flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg
isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg
ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka
flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju
mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh
7 jk j=j ( SrK ekSiuml
Okdaul laIK RKdaul laIK
middot iaOacuter Ndjhlska hq= woyia mldYkh
middot bekaugraveug kshntilde uacuteIh mh msltsn| SrKh lr isagraveu
middot ksjerEgrave mslts=re yjqre lsIacuteu
middot YsIHhd ksjerEgravej wiqka lsIacuteu
middot YsIH jerEgrave pfrac34hd uacutelrKh
middot mlaIdyS nj yd mqoanoaO nj wju ugraveu
middot mlaIdyS nj
middot u plusmnkqu msltsn| wuacuteYajdih
middot bekaugraveu i|yd iQodkula fkdugraveu
middot wjiadkql+ j SrK ekSfiuml fkdyelshdj
middot isiqka ksis mszligEgrave wiqka fkdlsIacuteu
tfya =rejreka weeiuml uacuteg mlaIdyS nuacuteka lghq= lsIacuteu isiqka ksis mszligEgrave
wiqka fkdlsIacuteu jeks ajh =rejrekafa SrK ekSfiuml l=id rys nj
mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt
nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel
uUumlgfiuml yumlfrac34jd o weeiuml =rejreka flfrka mofrac34Ykh uacuteh fuu ajh
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iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka
mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka
flfrka mofrac34Ykh jQfha Tjqka i= plusmnkqu wuacuteYajdifhka msszlig tlla njhs ud i=j uacuteIh
lafIah yd idudkH plusmnkqu iiumlnkaOfhka mjsk wvq plusmnkqu thg fya=jla fi i|yka
llt yels h
wdYs ka
w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda
cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU
89
90
AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013
Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity
ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors
FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013
HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html
JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall
RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on
TeachingChicagoMcNally
ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan
Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc
ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS
LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit
NationalInstituteofEducationMaharagama
Abstract
SupersedingallthepreviouscircularstheCircular201306hasstrongly
emphasizedtheneedofGuidanceandCounselingfortheschoolsystem
ThishaspavedwaytoofferthepostsofCounselorteachertogivethem
professional acceptance The speciic objectives of the study were to
investigate theprofessionalcompetenceoftheteacherCounselorstheir
modeofinterventionforCounselingtheproblemsandchallengestheyface
in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate
effectivelytheroleofateacherCounselorproductivelyForthestudy138
teachers from several provinces were purposively selected and
quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis
revealedthatdeinitionofthesubjectCounselingincompliancewithclear
indicatorsistheestablishmentofthelegalidentityandframeworkofthe
subjectgivingalicensetoteachersselectedoncoherentcriteriamaking
compulsory the completion of professional qualiication of Counselor
Teachers and releasing them full-time for Counseling activities are the
perceivedsolutionsfortheproblemsinthisield
MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention
91
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tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc
jk reK mrmqr =lt iunr fmreI laIK neyer fjntildeka mjsk njg o woyia mlt
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YS xldfotilde wOHdmk moaOsh wdYfhka udfrac34fdamfoaY yd WmfoaYk jevigyka
lshdlaul lsIacuteu 1957 plfaL wxl 10 uska iadms ugrave we ^uacutelurak 2010amp 1983
jk uacuteg wOHdmk wudHdxYfha udfrac34fdamfoaY yd WmfoaYk wxYhla wdriumlN jQj o th
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miqldSk j iqkdntilde jHikha iuu 2014 sect mdia moaOshg ufkda iudOcirch ueEgraveya
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k=re nd sectug o lghq= lr we ta wkqj mdifa Rcq iyh fiajdjla jYfhka
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fldntildeIka iNdj 2003brvbar idudkH wOHdmkh i`oyd kj wOHdmk mkla iiumlmdokh
lsIacutefiuml cdsl lntildegqj 2009brvbar uacutelurak 2010brvbar msrK 2016amp cdsl wOHdmk fldntildeika
iNdj ^1992amp wjOdrKh fldg weafa yqfola YsIH fmreIh jfrac34Okh flfrys
wjOdkh fhduq lrntildeka reK wiykhg msltshula fi uacuteecircua udfrac34fdamfoaY yd
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msixialrK i`oyd ma lrk o ckdecircms ldfrac34h idOl nldh ^1997amp fmkajd sect
weafa iudcfha sect Woa jk eguml iys aaj ksid fmoasl mokul
WmfoaYkh wjYH nja h fuys msMhla jYfhka wOHdmk wudHdxY 2001$16
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- mdia udfrac34damfoaY yd WmfoaYk fiajdjg wha =rejrhd
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95
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moaOsh =lt meyeEgraves Ntildehla mdia WmfoaYkh fyda WmfoaYk =rejreka
iiumlnkaOfhka fufla ysntilde ugrave fkdues wr WmfoaYk N+ntildeldj iiumlnkaOfhka
iudcfhka o uacuteuacuteO uacutefotildepk ta fjntildeka mjSs p=szligld 2015brvbar msrK 2015brvbar msrK
2016amp
mdia WmfoaYk ldfrac34hfhys ksr =rejrekafa ldfrac34hNdrh iiumlnkaOfhka
fufla YS xldfotilde lrk o iDcq mfrac34fhaIK iSntilde wr cdsl wOHdmk wdhkh
2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk
eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS
xldfotilde kj fhdjqka uacutefha mdia orejka i`oyd WmfoaYkhl wjYHdj o fyajfa
^1999amp kj fhdjqkauacutefha orejka mdia iudch =lt uqyqK fok eguml msltsn`o j o
wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka
WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok
eguml wju lr ekSu i`oyd mdia WmfoaYkh i= j uacuteYd ldfrac34hNdrhla mjsk
nj fmkajd fok wr u tjlg mdia moaOshg wes uacutefotildepk wr wOHdmkh
uska isiq wjYHd Dma fkdugraveu wdau Ylash fyda fmreI ixjfrac34Okh flfrys
wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha
orejkafa eguml wNsfhda mdi uska uacutei`okjd fjkqjg wOHdmk yumlIalrd o tl=
96
fujeks jq miqigraveul mdia udfrac34fdamfoaYh yd WmfoaYk ldfrac34hNdrh jvd
uacuteecircua yd wHjYH fiajdjla lsIacutefiuml wruqKska wOHdmk wudHdxY 2013$6
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msrK 2016amp msrK 2016 fmkajd fok mszligEgrave u mdig udfrac34fdamfoaYh yd
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ugrave th j yumlrga yumlIalr jljdkqjla njg ma fldg wes nj mjihs ueKsfla 2004amp
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lshdaul lsIacutefiuml wNsfhdahg mdi uqyqK Egraveh hq= j wes njhs
msrK ^2015amp mdia WmfoaYk =rejrekafa uacuteNjHd fidhd neSu
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mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir
jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg
idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja
h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks
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^AmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j
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yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd
wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja
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wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd
wes jDaSuh fhdaHdj fidhd neSu
wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk
wdldrh uacuteufrac34Ykh lsIacuteu
weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk
eguml iy wNsfhda ydividekd ekSu
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nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect
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kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk
=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh
ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa
yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34
^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard
kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j
msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect
1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m
sr y d ak i n
U h j
u H O u
k
sr y k f e
j W
qj u r n i
=K l o
h m d l
qj u oacute
v d af k qj k ntilde
sh K e l
h aacute r e j ssl k
h saacute m d sh == l
r qj k y u
sh lt t r qj k
r d m iuml w
v su e j
v d f x n
a e l
g d af k n iuml y
a e aj l Egrave
h K d u m
10 10 10 10 20 10 10 10 10 06 12 10 10
wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh
i`oyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH
udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa
yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh
lIacutes ua h
40 oa uacuteyh iy idlEacutePdj
41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj
411 wOHdmksl iy jDaSh iqyumliqliuml
wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka
5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk
rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ
29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr
kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia
Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu
yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha
jhU Wj yd kefkysr h
iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd
ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc
jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha
jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls
bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl
98
454035302520151050
wfm
diW
fmlt
aumlmaf
daud
mqyqKq
=re
cdY
suacute
wOHdmk
fotildesect
Ydiafotilde
sect
Ydiam
s
mYa W
mdecirc
1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml
WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs
mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka
sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi
yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju
iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re
lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg
o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch
412 WmfoaYkh iiumlnkaO iqyumliqliuml
WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml
yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh
lafIahls
WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ
kHdhdaul yd mdfhdasl ksmqKd wHjYH h ^American School Counselor
wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk
uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml
u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg
wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy
99
Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes
jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka
WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt
cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks
=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes
iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch
ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia
aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj
aumlmafdaud jQy 2 jk rEmhamp
2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml
01 WmfoaYkh msltsn`o mYapda Wmdecirc aumlmafdaudj
02 ufkdauacuteoHdj Wmdecirch
0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj
0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj
0 5 ufkda msldrh msltsn`o Wiia aumlmafdaudj
0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn`o Wiia aumlmafdaudj
=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd
snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc
aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu
Wmdecirch i`oyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla
jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl
WmfoaYkfha sect jeoa ufkda msldr msltsn`o yodrd isaacutefha tla whl= muKs fudjqka
fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh
100
reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl
fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk
uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh
jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs
413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml
=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid
mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk
ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl
ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave
snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd
snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds
ugrave fkdsigraveKs ja 39]la fiuml i`oyd mslts=re sect fkdsigraveK
414 mdia WmfoaYk fiajd ldh
flIa a h mlts ns `o mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq
yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d
ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu
r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld
mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh i`oyka fkdllt 9]la
o uacuteh
2 jk jj= ( mdia WmfoYa k fiajd ldh
jir Kk mudKh ^]amp
16 g jeauml
9
13 -
15
2
10 -
12
7
7
-
9
9
4 -
6
17
1 -
3
26
jir 1 g wvq
20
i`oyka kes
9
101
42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre
jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka
plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis
oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka
ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml i`oyd
uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu
mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u
Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml
ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh
udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh
WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu
fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml
iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la i`oyka fldg we
lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd
mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj
wkdjrKh uacuteh
421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml
ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a
WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a
WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k
r= ejrhd iis kq a iiumlnkOa fhka fyd`o kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect
Rcq j ueEgraveyugravea fiuml wjia dj mjs
fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o
fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO
jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh
422 isiq egumlj iajNdjh
isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect
mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la
wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj
msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl
eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY
iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO
ldhsl wdndO uacutefYaIfhka i`oyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la
fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt
egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK
102
mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u
fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk
fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk
=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh
foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd
orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi
fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka
dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml
ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute
yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect
=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $
foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg
wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd
uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg
la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=
j we
103
mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg
uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels
wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh
^wfiacutemd 2010amp fotilde
ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj
wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|
eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK
fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml
fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu
bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld
mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka
wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde
=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka
lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu
ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg
iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la
olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]
bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re
fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH
Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs
iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj
wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc
uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka
ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp
kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml
lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml
eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO
sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa i`oyd Nduacutehg ekSu
=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh
104
=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska
iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la
mdig mentildeKsfiuml yumlIalrdjg uqyqKmds
bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml
eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus
lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka
mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk
egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE
wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a
oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka
fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka
tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave
nika dyrs mltd wdYf hka we``umliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl
lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu
miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls
wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka
uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls
lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh
fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde
fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes
jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks
423 wehSiuml jdfrac34d nd ekSu
jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool
CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu
uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh
whsu lsysmhla Tiafia fla lrk sect
jdfrac34d nd kakd wdldrh mudKh ^]amp
1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64
2 fda igyka 12
3 ffokls jdfrac34d 3
4 mentildeKsfiuml faLk 2
5 fkdkS$ j u ke 1
6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9
WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd
mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula
lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu
ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs
3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu
105
424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka
eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak
ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs
WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu
^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh
hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha
uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq
nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig
wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt
hq= h
wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO
mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M
mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh
msldfrac34h ^Theraphyamp i`oyd fhduq lrk mudKh jeltelaugraveug yd
ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka
fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt
iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula
lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka i`oyd
lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs
ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok
ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde ^American School Counselor
Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls
flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk
mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK
425 WmfoaYk =re WmfoaYljrhdfka efnk iydh
WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt
odhlajhla ysntilde uacuteh hq= h
106
wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq
ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI
ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO
mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh
ksheEgravefha jQ =rejreka 29]la efnk iydh msltsn`o ieySulg ma uacuteh fkdyels nj
mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsn`o
ieySulg ma jk mudKh 21]ls
mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml
rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd
wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect
isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk
wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute
fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd
uqyqKmdk eguml fotilde bka 42]la i`oyka fldg snqfka isiqka mdig fkdmentildeKSu iy
Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg
uqyqKmdk njls
4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah
bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke
01]
06]
14]
28]
01]
50]
fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka
WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk
=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa
u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh
43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda
107
fkdeicircu iudc wdlam WmfoaYkh msltsn`o wkjfndaOh iadkhla fkduesugraveu
ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg
ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt
ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh
ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu
foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu
foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk
ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh
lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|
fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk
ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys
wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American
School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj
WmfoaYkh i`oyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj
fkdmentildeKsug fuh o fya=jls
tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels
neuacuteka WmfoaYk k=r msltsn`o j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka
48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a
=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla
njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh
fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls
fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka
36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma
fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect
egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml
khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS
kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml
uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h
WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh
lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs
mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh i`oyd u
ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma
llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues
njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos
uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs
431 eguml wNsfhda wju lr ekSug a lshdudfrac34
WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj
WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug
a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh
mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia
ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka
yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam
fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj
fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO
wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute
fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk
=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk
ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j
N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod
ekSu ^uacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu
mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu
wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j
lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi
uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh
wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd
wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul
miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute
lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl
wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj
fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka
uacuteiska wjOdrKh lr snqKs
108
middot 2013$6 plfaLh uska mdia WmfoaYkh i`oyd ksYaNtildej u kiuml llt
=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh
jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia
ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug
miqigraveula fdvkes fkdues nja h
middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u
mdi i`oyd WmfoaYk =rejreka n`ojd kakd fi wjOdrKh llt o
ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh i`oyd jDaSh iqyumliqliuml nd
weafa 14]l mudKhls
50 ksuk
109
middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka
ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we
middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq
egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid
isiqka uqyqK fok eguml mOdk uacuteh
middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|
wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo
u nd fkd ks
middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI
j msldfrac34h i`oyd jeauml fhduq ugraveula wkdjrKh uacuteh
middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re
WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu
i`oyd fkd efnhs
middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes
wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk
hug fkdyels ugrave we
middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect
we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu
mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla
fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka
wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk
=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk
uacuteIhh i`oyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk
=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg
jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh
msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju
ugraveu ta wr mOdk fotilde
middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka
iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o
fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd
Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka
lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys
lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h
middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt
uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk
=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect
mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml
60 fhdca kd
middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=
WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =
h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu
uacuteIfhys wes eTrq jgyd fk lghq = llt yels h
middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k
r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula
jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt
hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh
hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys
khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a
llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g
Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs
lt= ia dms uacuteh hq = h
middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka
WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh
iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =
j wefa a fiuml i`oyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg
a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq
mlts ns `o j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu
nmh nd Egraveh hq = h
middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a
ld mrdihla welt= hdjla dkS llt hq = h
middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e
Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu
yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a
plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h
110
middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia
WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh
ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u
eigraveh hq= ksis ek o egumljg la j we
wjOdkhla fhduq fldg ke
middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsn`o j uacuteuiSfiuml sect fmkS sfha
Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska
weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u
mdia mszligmdkh o fuys wes jeoalu fkdild we
111
middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh
uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk
hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ
WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg
iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml
msltsn`o lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska
u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka
n`ojd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt
hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk
weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg
jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk
mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc
wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga
mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr
mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu
mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud
^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd
iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda
iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd
WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu
wjOdkh llt hq= h
middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u
moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok
wdpdrOfrac34u moaOsh WmfoaYk =rejre n`ojd ekSug wodlt
plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia
WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga
WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq
wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j
ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd
lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu i`oyd
uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug
mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh
hq= h
middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg
fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls
tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk
wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u
wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd
wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk
jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd
2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh
iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu
hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg
wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu
ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka
foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h
middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg
WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula
fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk
ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml
wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj
fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula
lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia
wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h
middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave
weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsn`o lshdldIacute ksis
weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua
wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej
u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl
Tiafia wecirclaIKh llt hq=h
112
middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev
ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr
ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves
plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd
ksis weumllaIKhla o isyuml llt hq=h
middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY
msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska
ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh
113
wdYs ka- AmericanSchoolCounselorAssociation (2008)The roleof theprofessional
s c h o o l c o u n s e l o r
httpwwwschoolcounselororgascahomerolestatementpdfth
-AryDJacobsampSorecenLC(2008)Introduotiontoresearchineducation(8
ed)BelmontCAThomsonWadsworth
- Bogdan R C Biklen S K (1992)Qualitative research for education Annd
introductiontotheoryandmethods(2 ed)BostonAllymandBacon
- ChathurikaPRD (2015)Studentperceptiononcurrentschoolcounseling
service in Sri Lanka (with reference to Anuradapura Zone)
httpnecgovlkwp-contentuploards20160408pdf
- De SilvaD (2004)Do schools promote violence in Sri LankaCeylon
MedicalJournal49(1)21-23
- DeZoysaPRajapakseLampNewcombePA(2004)Apersonalityproileofth
Sinhala speaking school childern in Sri Lanka The 60 Annual
conferenceintheSriLankaAssociatefortheAdvancementofScience
ColomboSriLanka
- NationalInstituteofEducation(2006)GuidanceandCounsellingUnitLealet
Guidance and Counselling Unit National Institute of Education
Maharagama
- PathiranaBDD(2015)MappingoutthepotentialroleforSriLankanschool
An counselor explratary study International Journal of Advanced
Research3(5)609-618
- PathiranaBDD(2016)SchoolcounselinginSriLankaAnalysisofthepast
recomending a way forward International Journal of Advanced
Research4(6)30-38
- WickramarathneV(1998)Counsellinginterventionsintheschoolsettingin
SriLankaItsneedsSriLankaJournalofScience11(1amp2)29-45
114
- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk
- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsn`o wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp
- chisxytEacuteagravetiatiuml^1994ampmdil fhdjqkauacutefha isiqka i`oyd kHdhdaul WmfoaYk kHdhla mjajd fkhdu wfkl=a bfkqiuml ldfrac34hhka wr jvda jeoa fkdjkafka o wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh^wmldYsamp
- ckdecircms ldfrac34h idOk nldh ^1997amp idudkH wOHdmkfha msixialrK jdfrac34dj YS xldj
- cdsl wOHdmk wdhkh 2011amp wOHdmk mfrac34fhaIK ka kdudjsh mfrac34fhaIK iy ixjfrac34Ok fomdfrac34fiumlka=j cdsl wOHdmk wdhkh uyru
- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- cdsl wOHdmk fldntildeika iNdj 2003amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- reKhka msltsn`o ckdecircms fldntildeika iNdj ^1990amp reKhka msltsn`o ckdecircms fldntildeika iNd jdfrac34dj YS xld rcfha uqoslashKdh
- ueKsflaiStiumlwdfrac34^2004ampYs xldfotilde kj fhdjqkA mdia YsIHhd uqyqKmdk eguml iy plusmnkg lshdaul jk udfrac34fdamfoaY yd WmfoaYk jev msltsfjlt msltsn`o j uacuteufrac34Ykdaul wOHhkhla wOHdmk lltuKdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- uacutelurak ugrave 2010amp WmfoaYkfha uQsl ixlam lD mldYkhls- uacuteluisxyviacuteOcirc^1990ampmdia jdaSh udfrac34fdamfoaYh msltsn`o uacuteufrac34Ykdaul
wOHhkhla wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- fotildeyea tiuml tiuml ^1996ampjDaSh udfrac34fdamfoaY fiajdjlg wodlt j mdifa ldfrac34hNdrh wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- iurisxytia^1981ampfhdjqka uacuteh yd wOHdmksl guml wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- wOHdmk wudHdxYh2001$06$20 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- wOHdmk wudHdxYh2013$01$15 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj^2009amp YS xldfotilde idudkH wOHdmkh i|yd kj wOHdmk mkla ikaofrac34Nh eguml iy fhdackd wha jdfrac34dj idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj
- fiLH wudHdxYh ^2016amp cdsl sxdYs frda yd tacircia ufrac34ok jHdmDsh fiLH wudHdxYh
- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia
jordosh
Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States
For further details visit wwwvarkeyfoundaonorg
Strength of a Teacher amp the Global Teacher Prize
Im privileged to have had an education that
taught me to approach the world with openness
curiosity and flexibility I was surrounded by
great teachers that modeled the rigorous
intellectual discipline needed to disrupt
culturally constructed ways of knowing to
bypass static habitual perspectives and to greet
the world with empathy authenticity and a
playful sense of humor The Global Teacher Prize
is exciting because it acknowledges the
importance o f teachers and the enormous
impact they have The future is in the hands of
our children the spirit they encounter in todays
classrooms will provide the foundation for
tomorrows world Jordan Shapiro
115
- 2017 Coverpdf (p1)
- cover2pdf (p2-6)
-
- newpdf (p1-4)
- Untitled1pdf (p5)
-
- 8-1Executive summary (61)pdf (p7-10)
- 1 Teaching physicspdf (p11-33)
- 2 Activity based (61)pdf (p34-47)
- 3 School curriculum for sustainable peace(JC)doc(61)pdf (p48-70)
- 4 Assessment article(61)pdf (p71-77)
- 5 Characteristics of an ET(61)pdf (p78-96)
- 6 Guidance 2-2-3(61)pdf (p97-120)
- 7 Strength of a Teacherpdf (p121)
-
Researcharticlescannowbesubmitted
TheEducationPerspectivesinvitesresearcharticlesandspecialissuesonspeciictopicsof
interesttonationalaudienceofeducationArticlesofhighqualityeducationalresearchwill
beaccepted
HowarearticlesassessedArticles are subject to a reviewprocess by awell-knownpanel of academicswho are
experts in their relevant ield of education Each manuscript will be reviewed by a
reviewerstoexaminewhetheritmeetsthescopeoftheissueandthestandardrequired
for publication and also for editing if necessary The comments and suggestions of
reviewerswill be fed back to the authors for resubmission of themanuscript after
making necessary amendments Recommendation of the reviewers is a must for
publicationofthearticle
Howshouldarticlesorpapersbesubmitted
All submissions should be made via and a copy tojllakaratnemoegovlkjllakaratnegmailcomorthroughregisteredposttothefollowingaddress
EducationPerspectives
ResearchandDevelopmentBranch
MinistryofEducation
Isurupaya
BattaramullaGuidelinesforauthors
middot Thearticleshouldnotexceed6000words
middot Abstractshouldbeabout150ndash200words Thereshouldbeminorampmajorkey
words
middot Thearticleshouldincludethefollowing
Oslash Introducingtheproblemresearchbackgroundnaturerationale
Oslash Literaturereviewtheoreticalandpracticalbackground
Oslash Abriefdescriptionofmethodology
Oslash Theresultofthestudysupportedbyrelevantdata
Oslash DiscussionofindingsRecommendations
middot Reference should be arranged in alphabetical order and conform to the style
recommendedbytheAmericanPsychologicalAssociation
middot AvoidfootnotesIfthereareanyitshouldbeseparatelynumberedandaddedto
theend
middot Statistical tables should be included at appropriate places Longer statistical
tablesshouldbenumberedandgivenattheendasannexes
middot Fontstobeused
Sinhala-FMMalithi
Tamil-Baamini
English-Cambria
Callingarticlesfornextissue
Thedeadlineforarticlesfornextissue(January2018)willbenotiiedlater
NotesforContributors
iv
Education Perspectives
C o n tents Page No
1 Executive summary
2 Teaching physics at GCE(AL) and problems encountered by science teachers The case of the Jaffna Education Zone
S Ahilan Teacher Jaffna Hindu College Jaffna Dr Seetha Wickramasinghe Fmr Additional Director National Science foundation
Colombo7
3 Activity Based learning an effective approach for self-regulated learning practices
Dr Sasikala Kugamoorthy HeadDepartment of Secondary amp Tertiary Education
Faculty of Education The Open University of Sri Lanka Nawala
4 School curriculum for sustainable peace A case study from northern Uganda Dr J Cunnigham Researcher University of Oxford United Kingdom
5 Time to asses our assessment process RNASilva Overseas School Colombo
6 ModhS =rejrfhl= i= =Kdx
wdfrac34tiaflaflaOfrac34uisrs wOHdmk mSGh fldltU uacuteYajuacuteoHdh
wdpdfrac34h laIauka fjaumllaldrfa fcHIaG lOacuteldpdfrac34h iudc uacuteoHd wxYh wOHdmk
mSGh fldltU uacuteYajuacuteoHdh
7 mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla
ikas Sdks llafdv wdrEacuteNtilde lOacuteldpdfrac34h udfrac34fdamfoaYk yd WmfoaYk wxYh
cdsl wOHdmk wdhkh uyru
8 Strength of a Teacher and the Global Teacher Prize
1
5
28
42
65
72
91
115
v
1
ExecutiveSummary
This volume contains articles on different themes related to educationEducationisfundamentalforthesocio-economictransformationandfortheupliftmentofthelivelihoodofthegeneralpublicandtheadvancementofacountry
The irst article discusses teaching physics at GCE OL amp problemsencounteredbyscienceteachersintheJaffnazoneArandomsampleof82scienceteachersintheJaffnaeducationzonewereselectedforthestudyThemethodologyusedwerequestionnairesurveysanddirectinterviewsandcomparedpreandpost-testknowledgeonscienceThewritersfoundasigniicantdifferencebetweentheexperimentalandthecontrolgroupofteachersTheteachersoftheexperimentalgroupwerenotabletoteachconceptsofphysicsatGCE(OL)andthisresultedinthestudents lowperformance at the OL examination Writers recommended to updateteachersknowledgeinphysicsthroughperiodicalseminarsampworkshopsOn the other hand theMinistry of Science Technology amp Research hasforwarded a cabinetmemorandumon reforming STEM educationwhileidentifying examples from other developed countries (USA Hong KongAustralia Canada Finland India Malaysia amp Singapore) to popularizesciencetechnologyengineeringampmathematics(STEM)educationinSriLanka Further stated in this memorandum the lack of STEM literateprofessionalsmeansthegovernmentwontbeabletoachievethetargetfora knowledge based economy Thus attracting students towards STEMeducationisadireneedInUSAautomationandartiicialintelligencearestatedasdisruptingthelabormarketandthemarketforrichlyrewardedpositionsrequiringadvancedtechnicalamppersonalskillsNeverthelessonething is clear that the jobs of tomorrow will require creativity andinnovationDanielHPinkquotethatldquoThefuturebelongstoadifferentkindof person with a different kind of mind designers inventors teachersstorytellerscreativeandempathicright-brainthinkerswhoseabilitiesmarkthe fault line between who gets ahead and who doesntrdquoWith thisbackgrounditisatimelyrequirementtoelevatethestudiesofSTEMasanationalprioritytoenhancethequalityofscienceeducationofSriLankanstudents
Thesecondarticledescribedactivitybasedlearningasaneffectiveapproachfor self-regulated learning practices The sample consisted of studentteacherswhohavebeen followedPGDEprogram inTamilmediumat theOpenUniversityofSLin20112012Thestudyrevealedthat96ofstudentteachersprefertosearchformoreinformationfortheirownself-learningandtheactivitiesgivenatthePGDEhaveencouragedthemtodoself-learning
The writer further says that activity based learning methods havedevelopedtheircognitiveskillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthestudentteachers
ThenextinvitedarticleisacasestudyfromnorthernUgandawhichlooksat
theroleoftheschoolcurriculuminpeacebuildingafterthetwentyyearcivil
warTheconceptualframeworkhasbeendevelopedbythewriter(three
concepts for a conlict transformation curriculum truth seeking
reconciliation and inclusive citizenship) with his own experience as a
historyteacherschoolleaderandinallythroughhispreviousresearchon
humanrightsanddemocracyHencethiscouldbeadoptableandcanbe
usedtoinvestigateschoolsinSriLankaforsustainablepeaceandtherebyto
reducetheriskofcivilwareruptionInSriLankabeforeendingthecivilwar
in2014theopportunitycost(forgoneincomeatmicroampmacrolevels)and
the economic impact of thewarwas enormous In the1999 iscal year
486ofGrossDomesticProduct(GDP)wasspentonwarWarreducedthe
development expenditure of the government and also reduced foreign
directinvestment(FDI)byreducinginvestorsconidence(USAID2000)
Thus Sri Lankan education has failed to promote nation building by
fosteringmutualunderstandingtoleranceandrespectforeachother(NEC
Report2003)whichisparamountifaheterogeneoussocietyistoachieve
economicdevelopmentThecountrieslikeSingaporewereabletopromote
meritocracyandequalityofopportunityandcontributetosocialcohesion
through education policies Thus its worthwhile to adopt a conceptual
frameworktoencouragesocialcohesionpoliciesforsustainablepeaceinSri
Lanka
Thefollowinginvitedarticleistitledldquotimetoassessourassessmentprocessrdquo
Itgivesanoverviewofthecriterionbasedassessmentwhichispracticingin
OverseasSchoolinColomboThewriterelaboratesthetwomainassessment
categories known as normative and criterion based In normative
gradingsstudentscompareoneanotherwhilecriterionbasedassessment
model assesses according to speciic learning criteria According to
assessmentexpertGrantWigginsthecriteriabasedassessmentisasuperior
model as it requires greater student involvement with the intention of
developingstudentprocessincriticalthinkingmetacognitionandrelection
The writer says the international baccalaureate (IB) is a recognized
2
educational programwhich follows the criterion referenced assessment
modelItcontainsaprimaryyearsprogram(grade1to5)middleyears
program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn
theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at
standardlevelInadditionstudentsfollowacourseoftheoryofknowledge
which guide them to relect critically onhow theyknowandwhat they
believetobefactsortruthEachstudentcompletesanextendedessayona
topicofspecialinterestwhichpreparesstudentsforanindependentstudy
Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities
andacommunityserviceprojectTheassessmentsarecarriedoutthrough
externalampinternalcomponentsIntheIBprogramnumericalgradesare
offeredbasedonthecriterion-referencedescriptors
ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat
makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers
have long lasting impact on the lives of their students and the greatest
teachers inspire students towards greatnessrdquo (Sunday Times
30072017)
TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto
conductthisresearchbyformulatingtheframeworkrequiredThismodel
inquires personal behavior relevant teachingmethods amp teaching aids
student-teacherrelationshipprofessionalskillstechnicalskillsampdecision
making skillsof a teacherand identiiedpositiveandnegativepoints to
differentiateeffectivecharacteristicsThesampleconsistedof40teachers
fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers
who enters the professions should have a broad knowledge about the
profession and they should develop required characteristics to be an
effectiveteacher
This situation highlighted by the recommendation from the National
CommissiononteachingAmericasfutureThepanelmaderecommendations
for ensuring that every classroom has a qualiied teacher Further
recommendationsinclude
raisingtheprofessionalstandardsofteachers
improvesalariesampworkingconditions
3
reinventingteacherpreparationandprofessionaldevelopment
encourageandrewardteacherknowledgeampskills
InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo
AmandaRipleysaysothercountriesaremoreseriousabouteducationand
thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside
KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit
topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband
making sure vulnerable students have strong teachers BothUSampKorea
believe that the caliber of the teacher matters tremendously and great
teachersmakeahugedifferenceinchildrenslives
The inal article is a study of the role of school counsellor teacher and
investigatedprofessionalcompetenceofthecounsellorteachertheirmode
of intervention challenges faced by the counsellors and the areas that
should be developed to perform productively The study suggested the
followingThedeinitionofthesubjectcounsellingincompliancewithclear
indicatorsestablishalegalidentityampframeworkforthesubjectgivinga
license to teachers selectedoncoherent criteriamakingcompulsory the
completionofprofessionalqualiicationforteachersandreleaseteachers
fulltimeforcounsellingactivities
TheResearchampDevelopmentBranchoftheMinistryofEducationisvery
gratefultothewritersfortheirvaluableinsightsandcontributionsand
wouldliketothankthemaccordingly
4
TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE
Abstract
Scienceeducationhasundergonemanyreformsinthepastwiththepurpose
ofchanginganddevelopingtheteachingandlearningprocesstoimprove
theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis
theknowledgeandkeennessofteachersthatdeterminehowtheyrespond
toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto
accountwhen implementing educational changes or reforms Therefore
this study was undertaken to identify the status of science teachers
knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor
successful implementation of the science education reforms A random
sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas
selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas
investigatedthroughmodesofaquestionnairesurveyanddirectinterviews
based on pre-test and post-test knowledge on science The data were
quantitatively analyzed and interpreted with qualitative inputs which
revealedasigniicantdifferencebetweentheexperimentalgroupandthe
controlledgroupofteachersThestudyresultsshowedthatmostscience
teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs
suchtheteachershavefailedtoteachphysicstostudentseficientlyand
effectivelyandthusstudentsperformpoorlyattheGCEOLexamination
Therefore science teachers should be providedwith proper training to
update their knowledge in physics through periodical seminars and
workshopstoachievethegoalsofScienceEducationinschools
KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts
Introduction
InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital
roleintheschooleducationsystemsinceitisessentialthatstudentspas
5
SAhilan
TeacherJJaffnaHinduCollegeJaffnaamp
DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07
ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools
comprises threemajorsubjectcomponentsnamelybiologyphysicsand
chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe
abilityofteachersinteachingthosesubjectcomponentsitisobviousthat
teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience
subject
Thegreat educationistAnagarikaDharmapala observed that the
present and the future life of youth lie in the classroomswhich exactly
meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring
aboutthescientiicandtechnologicalabilityforfuturegenerationtowards
humanresourcedevelopmentIntheGCE (OL)curriculumthesubject
physicsincludesthesectionsofElectronicsLightElectricityandMechanics
andbasedonthesesectionsrelevantquestionsareincludedinthequestion
papergivenattheGCE(OL)examinationIfthestudentsunderstandthe
principlesbehindthesesubjectcomponentsveryclearlyandthoroughly
theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid
examinationThisfactrequireschangesinteachingandlearningprocessin
physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe
EducationCurriculumReformsof2007thusaimsatachievingthetargetof
improvingtheteachingandlearningprocessinschoolsThereforeitwillbe
useful to investigate the feasibility of teaching the science subject in
achievingthegoaloftheEducationCurriculumReformsof2007
ReviewofLiterature
Conceptualizationdependsonseveral factorsFrequentexperiencesand
relationships among such experiences lead to create concepts while
hereditary or human development related pattern also inluences
conceptualization(Balachandranetal2010)Thisresearchinvestigation
wasundertakentostudythephysicseducationinschoolandunderstanding
thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof
studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof
studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife
6
1)Whatisinvolvedinunderstandingandusingphysics
Whilethismightseemobviousorevensimpletotheprofessionals
manyofthecomponentsofourunderstandingarenormallyinvisible
tousCarefulobservationandanalysisoftheconceptsofphysicsand
ofthebehaviorofexpertsisrequired
2) Whatdoourstudentsbringtoourphysicsclasses
Howstudentshearandinterpretthematerialpresentedtothemina
physicsclassisheavilydependentontheexperiencestheygetinthe
classEveryonehassomesensethataforceisnecessarytomaintaina
velocitywhenwalkingdrivingorpushingsomethingalongtheloor
NewtonsSecondLawisinconsistentwiththewaythatmanyofour
studentshavemadesenseoftheirexperiencesintheworld
3) Howdostudentsrelectonourphysicsinstructions
Teachersoftenassumethatstudentswouldrespondonbehalfofthe
knowledgeofconceptsofthesubjectphysicsTeacherscouldalso
designeffectiveinstructionsandthenitisuptoteacherstolearnhow
studentsrespond
itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto
createmoreeffectiveinstructionstowardsbetterlearningandimproving
skillssuchascriticalanddivergentthinkingcreativity initializationand
collective responsibility which are products of totality of the education
process(Baskaran2001)ManyteacherswhoteachscienceattheGCE
(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof
scienceduetotheproblemofunderstandingtheconceptsofsameandare
less troubledwith how little the students learn Tomake the case even
worsethegrowingimportanceoftechnologicalliteracyintheworkplaces
makes it increasingly important foronetoprovidevalue tomanyofour
studentswithgoodunderstandingofconceptsofphysicsintheclassroom
Intheprocessofteachingandlearningtheteachersneedtounderstanda
fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie
2007)
7
processesOntheother
handscientiicmodelsareoneofthemainproductsofsciencethatplaya
crucialroleinreducingthecomplexityofphenomenabyallowingamore
visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan
bemadeandtested(Gilbertetal1995)Thissituationassumesimportance
ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe
physicscomponentof thesciencesubjectTherefore the followingmain
objective and the speciic objectives arising out of it are drawn for
investigation
MainObjectiveoftheStudy-
Toinvestigatetheproblemsandconstraintsfacedbytheteachersin
teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents
SpeciicObjectives
Toindouttheviewsofteachersabouttheirknowledgeofphysicsin
relationtotheconceptstaughtintheGCE(OL)syllabus
Toindouttheeffectivenessofthephysicspracticalclassesconductedin
schoolinunderstandingtheconcepts
ResearchMethodology
a)Sampledesign
Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing
together an analysis of the components and structure of knowledge of
physicswiththeobservationandanalysisofstudentbehaviorduringthe
teachingandlearningprocessInthiscontexttheieldofPhysicsEducation
Research (PER) seems as a growing sub-discipline of physics (Edward
Redish and Richard 2001) Further Mathusuthanan et al (2007) have
pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare
nowbeinginprocessinSriLankaSucheducationalreformstakeplacein
everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel
processesTheeducationalreformsandthequalityofeducationshouldbe
checked frequently by conducting research studies to ind out their
successes and failures By research it is possible to ind out that the
secondary level of education system has not brought about the target
achievementswhich has been one objective of theNational Institute of
Education (NIE) The NIE hasmade curriculum changes in 2007 in the
secondary education level On one hand the models of science are
representationsofobjectseventsideassystemsor
8
The Jaffna Educational Zone consists of many resource persons many
scienceteachersandadequatephysicalfacilitieswhencomparedwiththe
otherEducationalZonesinthePeninsularInthepresentstudytheschool
teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone
Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting
the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna
NallurandKopaywereidentiiedandtheteachersineachstratumwere
selectedbyusingthestratiiedrandomsamplingmethodduetothereason
thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove
EducationalDivisionshaveadequatephysicalresourceswhilecomprising
thehighestnumberofteachersofscienceThiswasthemainreasontoselect
the Jaffna zone for a representative sample of teachers The following
conceptsofphysicswereconsideredforthestudy
b)PhysicsConceptsselectedfortheStudy
A) The formation of various images from lenses to design optical
instrument(Lenses)
D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)
E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd
irstobject(Newtons3 Law)
The questionnaire designed for the pre-test to be done by teachers
comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach
questioncontainedafewpartswhichcovervariousconceptsofphysicsthat
areincludedintheGCEOLSyllabus
B) The phenomena of refraction of light in human activities (lightrefraction)
C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)
c)Formulatinghypotheses
Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor
statisticaltesting
1) H ThereisnodifferencebetweenthemeanoftheExperimental01
groupandthe
9
Controlgroupinthepre-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11
Controlgroupinthepre-test
2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe12
Controlgroupinthepost-test
3) H Themean difference of the pre-test and the post-test on the03
experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13
experimentalgroupisgreaterthanzero
d)Statisticaltoolsusedinthestudy
The t- test wasused to indout thewhether therewasa signiicant
differenceintheknowledgeofphysicsconceptsbetweentheexperimental
groupandthe controlgroupofscienceteachersForidentiication of
theproblemsfacedbythescienceteachersapre-testwasconducted
Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent
concepts ofphysics in the GC EOL syllabusas mentioned
previouslywhichwereidentiied duringthe teachingand learning
processofphysics Direct interviews werealsoconductedwiththe
stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter
thepre-testtheconceptsbehindthequestionswereexplainedtothe
teachersandapost-testwas againconducted amongtheteacher
sample to see whether they would answer the questions correctly
10
As mentioned previously this study was carried out to investigate the
knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE
OLexaminationThesamplecomprisedeighty-two(82)scienceteachers
whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation
ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay
Theresearchinstrumentsusedfordatacollectionfromthescienceteachers
were questionnaires interviews and direct observations that were
analyzedalongwiththescoresofthepre-testandthepost-testconducted
withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)
The data were analyzed statistically and t-test was conducted to see
ResultsandDiscussion
whetherthereissigniicantknowledgegapinthescienceteachersandthe
resultsarepresentedbelow
i EducationalQualiicationsoftheteachersample
IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder
thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix
(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11
Others were trained at the Colleges of Education or Teacher Training
Colleges who had also obtained different types of training programs
organized by the Ministry of Education and the National Institute of
Education
ii Questionnairesurveyconductedonthephysicsconcepts
Thefollowingweretheresultsof thequestionnairesurveyconductedto
investigate whether science teachers have a sound knowledge on the
conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL
examinationFiveconceptsABCDandEmentionedpreviouslywereused
forthispurposeandtheresultsarediscussedbelow
a)Concept-wisecomparisonasawhole
Percentage
()
9090
80
70
60
50
40
30
20
10
0
5154
60
50
Variousimages(A)
Refraction oflight(B)
Cange ofbrightness(D)
Newtonrsquos 3rdlaw(E)
Transistorand
resistor cConcept
Fig1Achievementsofteachersonvariousphysicsconcepts
Theconcept-wisecomparisonisshowninFig1FortheConceptA
806 of the teacher sample correctly answered the questions
relatedtofunctionsofthelensesHoweverthesampleteacherscould
answerthe Concepts BCD andEat an averagelevel (50-60)
11
b)Question-wisecomparisonundereachconcept
ConceptA-Theformationofvariousimagesfromlensestodesign
opticalinstrument
Fig2UnderstandingofConceptA
50
120
100
80
60
40
20
0
733
90 90
100
1 2 3 4 5
Questions
Percentage
()
TheConceptAwastestedontheprocessofformationofvariousimagesby
the convex lens As shown in Fig2 only 50 of the teachers correctly
answeredtheirstquestionrelatedtoimageoflensrevealingthatother50
oftheteachersdidnothavethepracticalknowledgeonthelensperformance
Mostoftheteachersansweredsatisfactorilytothequestions234and5
undertheConceptA(70-100)butthisachievementmaynotbeadequate
forteachingphysicssatisfactorilytothestudentsattheGCE(OL)
ConceptB-Thephenomenaofrefractionoflightinhumanactivities
Fig3UnderstandingofConceptB
80
70
60
50
40
30
20
10
0
7333
4333
6333
2333
5333
6 7 8 9 1 0
Questions
Percentage
()
TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The
lowest number of teachers correctly answered the question number 9
12
followedbythequestionnumber7Thesequestionswererelatedto the
rainbowandpropertiesoflightforwhichbelow50ofteachersanswered
correctly indicating that the sample teachers have poor knowledge on
refractionrelectionandlightwavemotion
ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds
Fig4UnderstandingofConceptC
Questions
100
90
80
70
60
50
40
30
20
10
0
1333
60
3666
7666
8666
Percentage(
)
11 12 13 14 15
13
The Concept C tested was in relation to the process of transistors and
resistersThelowestnumberofteachersansweredthequestionnumber11
followedbythequestionnumber13Thesequestionswererelatedtothe
transistorandLDRactivity Asteachershadapoorunderstandingonthe
functionofNPN transistor and the functionof LDR86of themwere
unabletogivethecorrectanswertothequestion11indicatingthatteachers
didnotunderstandtheactivitiespertainingtothequestionwiththegiven
data
ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit
Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin
bulbsOnly30ofteachersansweredthequestionnumber16
correctly followed by the question number 18 (50)
ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany
teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere
unabletoanswercorrectly
ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst
object
Fig5 understanding of Concept D
Questions
6066 6333
30
90
50
16 17 18 19 20
100
90
80
70
60
50
40
30
20
10
0
Percentage(
)
Fig6 understanding of Concept E
7666
3666
2333
8333
30
Questions21 22 23 24 25
90
80
70
60
50
40
30
20
10
0
Percentage(
)
rdTheConceptEwas testedon the forces related to theNewtons3 Law
(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223
and 24 correctly One reason could be that the diagram related to this
ConceptgivenintheSciencetextbookwasnotclearThereforethesample
teachers were not familiar to this subject component of physics
14
iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted
Apre-testwithivequestionswasconductedamongtheteachersofscience
Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped
asfollows
a)ExperimentalgroupndashGroupE
b)Controlledgroup-GroupC
Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore
rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot
very low scores (below 40)for answering the questions given under
variousconceptsofphysics
Table1presentsthepre-testscoreoftheteachersofscienceAmajority
oftheteachersgotverylowmarksMostofthescienceteachers(377)
areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe
scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin
betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It
isimportanttonotethatcumulativenumberofseventy-ive(75)science
teachersscoredbelowforty-onemarksindicatingaverylowknowledge
Table1Scoreofthepre-test(Questionnaire)
15
ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were
alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test
butthevalueswereverylowandapproximatelyequal
Table2summarizestheresponsesgivenbytheteachersampleundereach
concept of physics Accordingly many respondent teachers could not
understand theelectronic concepts ie functionof the transistors Some
respondentshowevercouldnotansweranyofthequestionsandtheyfailed
tocompletethequestionnaire
Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test
Table2also indicates that ingeneral a lownumberof science teachers
understooddifferentconceptsofPhysicswhichareABCDandEThe
conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent
(50)Fifty-fourpointnine(549)percentofthescienceteachersmade
mistakesonconceptERegardingtheconceptsrelevanttoLenses122of
scienceteachersknowledgeofPhysicswasveryweak
iv Analysisofthescoreofquestionnaireatthepost-testconducted
Thepre-testquestionnairewasdiscussedandexplainedonlytothe
experimentalgroupEThepost-testquestionnairewasdesignedwith
the same concepts of physics and tested with the teacher sample
16
Thepost-testmarksrecordedaregiveninTable3
Table3Scoresofthepost-test
Total 41 41
Theresponsesofthetwogroups(experimentalandcontrol)accordingthe
aboveTable3indicatethatthereisanimprovementofknowledgeinthe
experimental group as compared to the control group because the
experimentalgroupwasprovidedwithremediesanddiscussionson the
conceptsABCDandE
Descriptive statistics was performed to identify the effectiveness and
eficiency of remedies and discussion Science teachers in the
experimentalgroupbasedonmeanvalueperformedwellatthepost-test
thanthatofthecontrolgroupStandarddeviationalsorevealedthesame
result Further a t-testwas conducted between the two groups to see
whetherthereisasigniicanteffectinperformanceafterexplainingthe
concepts to the experimental group of teachers Therefore it can be
summarizedthatwhencomparingthescoreofthepre-testwiththepost-
testmarksoftherespondentsitwasobservedthatthepost-testscoresof
therespondentsintheexperimentalgroupwerehigherafterexplaining
the physics concepts to them through workshops and discussions
17
vHypothesesTesting
(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01
ExperimentalgroupandtheControlgroupinthepre-test
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
pre-test
isthemeanvalueofthepopulationfortheControlgroupinthepre-test
H 01 =mE mc
H 11 gtmE mc
mE
mc
UnderH thecalculatedvalue=-07201
Butthetablevalueat5signiicancelevel164
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
post-test
isthemeanvalueofthepopulationfortheControlgroupinthepost-test
H 02 =mE mc
H 12 gtmE mc
mE
mc
UnderH thecalculatedvalue=66202
Butthetablevalueat5signiicancelevel164
18
(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01
meansthe5signiicancelevelthereisnodifferencebetweenthemeanof
theExperimentalgroupandtheControlgroupinthepre-test
SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02
at 5 signiicance level there is a difference between themean of the
ExperimentalgroupandtheControlgroupinthepost-testThereforethe
meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue
of the Control group in the post test Thus we could infer that the
ExperimentalgroupperformedsigniicantlybetterthantheControlgroup
intheposttestThereforeitwasclearthattheunderstandingofconceptsof
physicswasverylowinthescienceteachers
013 gt-= prpoDH mmm003 =-= prpoDH mmm
(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03
ontheexperimentalgroupiszero
Where
D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup
UnderH thecalculatedvalue=31903
Butthetablevalueat5signiicancelevel1684
SincethecalculatedvaluegtthetablevalueH isrejected03
Hence at the 5 level of signiicance the post-testmean value of the
Experimental group was higher than the pre-test mean value of the
ExperimentalgroupindicatingthattheperformanceoftheExperimental
groupwasbetterinthepost-testthanthatofthepre-testThissituationalso
provesthatthescienceteachershavepoororverylowunderstandingofthe
physicsconceptstaughtattheGCEOLsciencesyllabus
Directinterviewswithstakeholders
The following observations were made during the direct interviews
conductedwiththestakeholders
AlecturerattachedtoaCollegeofEducationsaid
ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin
othersubjectsareappointedtoteachmathematicsandscienceThereforeitis
doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience
subjectsrdquo (interviewconductedduringthestudy)
19
AlecturerinattachedtoaTeacherTrainingCollegesaid
ldquoTrainee teachers do not have adequate knowledge in basic concepts of
sciencethataretobetaughtintheseniorsecondarygradesThereasonfor
thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto
teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid
ldquoI found that most science teachers had studied in the biological science
streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad
theirtrainingeitherattheCollegesofEducationorattheTeacherTraining
Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis
thereasonforthesetbackinproducinggoodphysicsresultsrdquo
(interviewconductedduringthestudy) ScienceTeachersOpinion
The information collected from the teachers by direct interviews are
tabulatedinTable4Whentheteachersopiniononthesubjectcomponents
ofsciencewasconsidereditindicatedthat914teachershaveproblems
inteachingphysicsThereasonwasthatmostteachersinthesampledidnot
haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat
theGCEOLsciencesyllabus
20
SubjectcomponentinScience
Percentageofteachers()
Difficult Normal Easy
Physics 914 61 24
Biology 24 12 963
Chemistry 06 634 305
Table4Teachersopinioninteachingsubjectcomponentsinscience
Impactofthequaliicationsofscienceteachersample
Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)
IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching
at theGCE(OL)classesat the timeof thestudyMostof the trained
teachersfromCollegesofEducationandtheTeacherTrainingColleges
teach science toGCE (OL) students Though theirmain subjectwas
sciencemanyofthemdidnothaveadequateknowledgeinmathematics
tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion
and Tamil etc as their optional subjects Thus they face many
challengesanddificultiesinteachingthephysicscomponentinScience
21
Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)
Discussiononthesecondspeciicobjectivetoindouttheeffectiveness
ofthephysicspracticalclassesconductedinschools
In this regard facilities such as laboratory facilities Internet facilities
libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing
the questionnaire The responses given by the sample teachers in the
questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas
school principals students technical persons and laboratory assistants
were also inquired about the facilities available for conducting physics
practicalclassesandtheyagreedwiththeobservationoftheteachers
Table6Facilitiesavailableforteachingandpracticalwork
22
Facilitiesavailableinschoolsfortheteachingandpracticalwork
IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-
mentioned facilitiesButschools inruralareashave less facilitiesWhen
schoolshave less facilitiestheteachersinditdificultto developtheir
ownknowledgeorexplaintheconceptsofphysicstothestudents
Fig 7 indicates the teachers opinion on the physics teaching methods
gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe
bestToenhancetheknowledgeinthephysicscomponentofscienceitis
essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp
boththeteachersandthestudentstodeveloptheirteachingandlearning
skillsthroughhandsonexperience
Groupdiscussion(P)
Experiment(Q) Any othermathod(S)
Suggestions
80
70
60
50
40
30
20
10
0
71
20
9
Pe
rce
nta
ge
()
Fig7-Bestteachingmethod
P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents
Q-Experimentalactivity(demonstratetheexperimentswhichare
inthetextbook)
S-Anyothermethod(GroupworkindividualworkChalkandtalk)
Interviewsconductedregardingfacilitiesavailability
AninterviewwasconductedwithalecturerofCollegeofEducation
ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo
(interviewconductedduringthestudy)
ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo
(interviewconductedduringthestudy)
AnotheroficeroftheJaffnaEducationexpressedthefollowingview
23
AnAdditionalDirectorofSciencecommentedasfollows
ldquoIt is essential that all teachers know the fundamentals of
ScienceThenonly they can teachScience Science is a ield
which can elaborate our knowledge This is related to two
important things The irst one is observing an event that
happensinourenvironmentandtheotheroneisconstructing
principles to explain those observances Therefore doing
experiments and research to explain the concepts inPhysics
section will help the teachers to enhance the practical
knowledgeofScienceandgavedetails
(interviewconductedduringthestudy)
During the informal discussions held with Laboratory Assistants the
followingdrawbackswerementionedthatwouldaffecttheteachingand
learningprocess
a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades
b) Manyequipmentrequiredarenotinworkingcondition
c) Nowaterfacilitiesavailableinthelaboratories
d) Teachersarealsoreluctanttodopracticalwork
24
Thisstudy investigated the levelofcomprehension in teaching thebasic
conceptsofthephysicscomponentofthesciencesubjectrelevanttothe
GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended
questionsthatweremainlyfocusedona)refractionoflightb)relectionof
light c) transistor and resister d) changing brightness of bulbs in the
circuitande)NewtonsThirdLawBycombiningthequestionswiththe
focusedfactorsandthescoresachievedbyteachersfortheanswersgiven
for each question it was possible to analyze the data relevant to each
concept It was found that the science teacher sample had a poor
understandingoftheconceptsofphysicstestedThestudyrevealedthatthe
knowledgeofthescienceteachersampleonthecomponentofphysicsinthe
GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand
thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers
showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts
tested due to insuficient experience in doing practical relevant to the
physics component of the OL Science Syllabus (direct interviews with
teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat
morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat
the Colleges of Education were from the Biological Science stream and
hence they had insuficient knowledge in the physics concepts
Conclusions
There were only a few science graduate teachers in the Jaffna
EducationZonewhoareteachingScienceattheGCE(OL)classesMany
teacherswhoteachsciencewerefromtheNationalCollegeofEducation
ButattheinterviewwithalecturerintheNationalCollegeofEducationit
wasrevealedthattherewasnolecturerappointedtoteachscienceforthe
last11yearsThismightbeonereasonformanytrainedteachershavingan
insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso
revealedatthedirectinterviewsthebiologyandchemistrycomponentsof
thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto
physicsarecoveredrarely
Itmustbeemphasizedthatasoundknowledgeinmathematics is
also essential to teach physics eficiently Therewere 292of science
teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher
Training Collegeswho had opted for various other subjects but not for
Mathematics Thissituationingeneralhasalsocausedforhavingapoor
understanding of the physics concepts Inadequacy of resources in the
generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad
obstructed conducting the OL physics practical sessions to the trainee
teachersintheNationalCollegesofEducationJaffna
Manyteachers(707)didnotunderstandtheconceptsofthephysics
component and the interviews conducted with the stakeholders also
revealed the importance of doing proper practical sessions in physics
towards better student performance in science at the G C E (OL)
examinationTheteacherswereoftheviewthatteachingofphysicsthrough
practicalsessionscouldnotbeconductedbecausetheteacherguidanceand
the teaching materials were insuficient Thus the science teachers had
dificultiesinteachingandguidingscienceforstudentstoperformbetterAs
per the direct interviews with the educational authorities principals
teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers
werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience
25
ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation
Zone the science teachers do not have suficient knowledge in science
especiallyinthephysicscomponenttoteachscienceeffectivelytoschool
26
childrenwhichcouldbethereasonforthepoorperformancebystudentsin
scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave
beensimilarornotintheothereducationzonesofthecountryHenceitis
suggestedthatasimilarstudybeconductedinalleducationzonesinthe
country to arrive at a irm conclusion and make recommendations to
improveperformanceinthesciencesubjectattheGCE(OL)examination
Recommendations
Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand
theconceptsofthephysicscomponentrelevanttotheGCE(OL)
Sciencesyllabus
Oslash Qualiied lecturers in the relevant ields of science should be
appointedtotheNationalCollegesofEducationtoproduceeficient
andknowledgeablescienceteachers
Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant
schoolsandtotheNationalCollegesofEducationshouldbeensured
whilegivingprioritytopracticalassessmentsattheschoollevel
Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon
thetextbooksontheschoolswebsitesaswellasintheformofa
compactdiscforeasyreferencebystudentsandteachers
Oslash
Oslash
Oslash
References
Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka
BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka
EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3
Oslash
Oslash
Oslash
Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197
Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19
StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523
27
ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES
DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe
OpenUniversityofSriLanka
skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches
usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted
by the Faculty of Education of the Open University of Sri Lanka (OUSL)
PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE
programmeinTamilmediumatOUSLin20112012academicyearAmong
them104studentteacherswhofollowedPGDEprogrammeattheColombo
Regional Centrewere purposively sampled for this study A self-developed
questionnaire built up by reviewing related literature was used for data
collection The data obtained were tabulated and analyzed by applying
elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe
responses to the open ended questions were analyzed qualitatively The
indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch
moreinformationthemselvesfortheirownlearningandtheystatedthatthe
activities given in the PGDE havemotivated them to do self-learning and
searchmorerelevantinformationfortheirlearningFindingsclearlyshowed
thatactivitybased learningsessionshavedevelopedhigher levelcognitive
skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe
student teachers Further some problems that hindered the effective
participationinactivitybasedsessionsincludinglackofpreparationlackof
timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers
MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated
learningpractices
INTRODUCTION
Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage
students in the learning process including group discussions problem
solving case studies role plays journalwriting learning activities and
structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove
criticalthinkingskillsincreaseretentionandtransferofnewinformation
increasemotivationandimproveinterpersonalskillsStudentsshouldbe
28
29
encouragedtodothingsbythemselvesinordertoidentifyproblemstoill
gapsandindsolutionsinacollaborativewayTherewereexpressionsof
optimism that such independent approaches could lead to success and
teacherscouldbesurprisedbystudentsrsquoperformance
Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif
theycanrelyontheirownresourcesforcompletingassignmentsstudying
for tests and achieving success in school At the core of successful and
lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe
meta-cognitively motivationally and behaviourally active in regulating
hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals
and of strengths weaknesses and interests given instructional goals
environmentalexpectationsandconditionsoflearningandperformance
Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe
ultimate integration of neuro developmental abilities Self-regulated
learners are attentive focused and productive They set goals for
themselvesanduseaplannedapproachtolearningSelf-regulatedlearners
keep track of their understanding and their progress and reward
themselves for their successesTheyuseproblem-solving strategies and
memorytechniqueswhenappropriateTheylearntothinkcriticallyabout
thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn
shortself-regulatedlearnersareintentionalactiveandrelective
Pedagogy the science of teaching involves instructional methods
materials and learning activities directed by these Traditionally the
lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe
teacherwasconsideredastheproviderofinformationandstudentsasthe
passiverecipientsofinformationThemajorinstructionalmaterialswere
textbooksthatwerewrittenforspeciiedagegroupsandforparticular
subjectsThemajorlearningactivitywaslisteningandwritingfromthe
textbookorfromtheblackboardThisparadigmhasbeenchangedinthe
newer methodology of activity ndash based learning Here the teacher is
consideredasthefacilitatorandthestudentsareself-learningthroughthe
medium of a detailed array of learning cards (Anandalakshmi 2007)
Othermethodssuchascooperativelearninghavealsobeensuggestedas
alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping
brains learning processes and the growing childs learning needs
provides great potential to create effective pedagogical practices
Theprocessoflearningcomprisesofthreecomponentsndashinformationinput
information processing and expression of information or knowledge In
each of these components students show differences For example in
informationinputwhichalsomeansthewaystudentsreceiveinformation
tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe
auditoryorkinestheticlearnersIntermsofinformationprocessingsome
students may use top-down processing or bottoms-up processing This
dependsbothonthelearneraswellasthenatureofskillorknowledgetobe
learnedWith respect toexpressionofknowledgeor skill learned some
studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose
MeyerStrangmanampDalton2002) It is important that the instructional
methodologyproactivelyplansforsuchdifferencestoachievehighquality
educationalexperiencesandlearningoutcomesforallstudents
Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses
theeducationandprofessionaldevelopmentofeveryteacherneedstobe
seenas a lifelong task andbe structuredand resourcedaccordinglyTo
equiptheteachingbodywiththeskillsandcompetencesneededforitsever
changingrolesitisnecessarytohavebothqualityinitialteachereducation
andacoherentprocessof continuousprofessionaldevelopment tokeep
teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety
(BarberandMourshed2007)
30
Lecturers who use activity based learning strategies pause frequently
duringtheperiodonceeveryifteenminutesorsotogivestudentsafew
minutes toworkwith the information theyareprovidingTheymayask
students to respond to a question to summarize important concepts in
writingortocomparenoteswithapartnerForsomelecture-basedclasses
usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor
roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder
these circumstances may not be possible but other strategies such as
individualwritingorbalancingactivitiesarequitepossibleandleadtogood
results
TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational
universityinSriLankawherestudentsareabletofollowfurthereducation
byopendistancemode Thestudent-centeredstudysystemisdesignedto
support a distance learner throughmultiplemodes including self-study
printandAudioVisual(AV)materialscontactsessionse-mailandinternet
TheFacultyofEducationof theOUSLrealizes the importanceofquality
teachers for quality education Therefore the faculty has introduced
several teacher education programmes using innovative approaches to
increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe
studentteachersPostGraduateDiplomainEducation(PGDE)programme
isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich
providesthebasicprofessionalqualiicationforgraduateteachersworking
intheschoolsystem
31
Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity
basedlearningapproachesusedforPostGraduateDiplomainEducation
(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows
1 ToexaminetowhatextenttheActivityBasedLearningapproaches
increaseself-learningpracticesamongstudentteachers
2 ToIdentifythehigherordercognitiveskillsachievedbythestudent
teachersthroughtheactivitybasedlearningapproaches
3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto
engageeffectivelyintheactivitybasedlearningsessionsand
4 Tomakeappropriatesuggestionsandrecommendationstoimprove
theeffectivenessoftheactivitybasedlearningapproach
LITERATUREREVIEW
Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart
ActivityBasedLearning
Learningisacquiringnewknowledgebehaviourskillsvaluespreferences
or understanding and may involve synthesizing different types of
information Further it is a process that brings together cognitive
emotional and environmental inluences and experiences for acquiring
enhancingormakingchangestoonesknowledgeskillsandworldview
(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent
understands and engages with the information to be learnt It is also
important that the studentprocesses the informationwithhigherorder
thinking such as comprehension analysis synthesis application and
metacognition When this happens the student is able to relate the
informationtoanylifesituationconnectitwithpastlearningbuildhisor
her own knowledge (Garner 1987) and become a knowledgeable and
contributingcitizenasanadultOneimportantmethodoffacilitatingsuch
engagementwithinformationisthroughactivity
32
The dictionary deinition of activity is work that involves direct
experiencebythestudentratherthantextbookstudyThusactivity-based
learningshouldallowstudentstoengagewithandprocessinformationin
suchawaythathesheunderstandsandbuildshisherknowledgeabouta
particular subjectAnoutcomeof successful learningwould be that the
student has acquired the basic literacy skills and is able to apply this
knowledgeorskilllearntinarelevantsituationTheideaofactivity-based
learningfollowstheconstructivisteducationaltheoryandischild-centered
pedagogy Activity-based learning may be deined as a method of
instruction where activities of different types suitable and relevant to
speciic subjects are integratedseamlessly into the regular instructional
materials andmethods to involvestudents in the teachingndash learningor
instructional processes and engage them fruitfully (Suydam amp Higgins
1977) Themain purpose of themethod ismaking the classroommore
student-friendlyandreducetheintimidationanddominationoftheteacher
Activelearningisacrucialelementofthenewthrusttowardwhatisnow
commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching
(Weimer 2002) Most deinitions of active learning focus on two key
componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition
of active learning comes from Bonwell and Eison (1991) ldquoInvolving
students in doing things and thinking aboutwhat they aredoingrdquo The
overallqualityofteachingandlearningis improvedwhenstudentshave
ample opportunities to clarify question apply and consolidate new
knowledge In this case instructors createopportunities for students to
engagenewmaterialservingasguidestohelpthemunderstandandapply
information
33
High-ordercognitiveskills
Developmentofhigherordercognitiveskill isacomponentofeducation
reforms based on the learning taxonomies of Blooms Taxonomy This
includescriticallogicalrelectivemetacognitiveandcreativethinkingetc
Adominantcomponentincurrentreformsineducationistheefforttotrain
studentstodevelophigherordercognitiveskillsThisrequireschangesin
teaching-learning processes encouraging students to acquire analytical
Self-RegulatedLearning
Self-directedstudy isapurposefulmentalprocessusuallyaccompanied
andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying
informationThe student accepts the responsibilityofmakingdecisions
about thegoals and theeffort tobedonebecoming thereforehisown
change agent for learning (Long 1990) Self-directed study is critical
accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof
peopleslivesbasedonthedesireandneedtounderstandsomethingorto
performsomeactivityButLong(1990)commentsthatitisnotreasonable
to expect that people who have been used to receive ready-made and
formatted information during all their years of school life nowwill be
instantlytransformedintoindependentlearnersIfwewantstudentstobe
empowered teachers need to be empowered aswell (Wehmeyer et al
2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto
deliberately create an environment and structure inwhich teachers are
encouraged to relect on and take responsibility for their learning and
teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van
Eekelenetal2005)
34
Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills
whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland
relectivewayshowtoaskquestionsmakedecisionssolveproblemsand
knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso
skillsforlifelonglearningInordertomeetthemarketdemandthefocusof
educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof
autonomousandorganizedstudyTheseskillswillbeusefultoindividuals
becausesuccessinuniversitycoursesandinalsomostprofessionsrequire
suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis
consensusontheneedtodeveloptheseskillswhatisnotsoclearishow
they can be developed in students in university courses (McLoughlinamp
Luca 2003) and this is much more dificult in the Open and Distance
Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe
main characteristics that differentiates distance education from other
forms of education is the central focus on the student and on their
independenceinthelearningprocessHefurtherargueswhetherdistance
learning successfullyhelps todevelopautonomousandorganized study
skillsandotherhigherordercognitiveskillslearningatdistance
RESEARCHMETHODOLOGY
ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign
critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual
PopulationandSampleThe study was conducted on the student teachers who followed PGDE
programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin
the20112012academicyearThetotalnumberofTamilmediumstudent
teachersenrolledfortheprogrammewas1054Amongthem104student
teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre
35
(ii) the higher order cognitive skills achieved by the student teachers
throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage
effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber
ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems
there were several sub items which were included to get a wider
understanding on the aspects related to the main items Rating scales
selectionofthemostappropriateanswerstructuredtypequestionsaswell
asafewopen-endedquestionswereincludedinthesubitemsThedata
obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative
techniques such as frequencies and percentages Open ended questions
wereanalyzedqualitatively
RESULTSANDDISCUSSION
Increaseself-learningpractices
Alltherespondentswereadultlearnersbetweentheages30to45years
The majority (86) of the student teachers expressed that as adult
learnerstheydidnotexpectalltheinformationneedtobegivenbytheir
lecturersNinetysix(96)percentofthestudentteachersmentionedthat
theylikedtosearchmoreinformationthemselvesfortheirownlearning
Thisclearlyshows that the lecturersshouldnotgiveall the information
relatedtothelessonsbutatthesametimethelecturersshouldgivemore
werepurposivelysampled for thisstudyDataweregatheredonly from
student teacherswhowere physically present at the Colombo Regional
Centre for the activity based contact session on the day of visit by the
researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was
structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas
namely
(I) the extent to which activity based learning approaches facilitate to
increaseself-learningpractices
Table1StudentsRatingonInvolvementofSelfLearningPractices
36
activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices
AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent
teachershaveacceptedthatactivitybasedlearningcontactsessionshave
increasedtheirinvolvementforselflearningpracticesMorethan90of
theteachersexpressedthatactivitybasedlearningcontactsessionshave
motivated and increased their participation in group learning and
group activities Further they stated these sessions enabled them to
respectthevaluablepresentationsofpeersFromtheindingsitisclearly
shown that activity based learning approaches have improved the self-
learning andpeer learningpracticesamongthePGDEstudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywere
askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe
activitybasedlearningapproaches
Table2-StudentsRatingsonSkillsDevelopment
AccordingtoTable2theindingsrevealedthatactivitybased learning
contactsessionshave facilitatedthestudentteachersto improvetheir
higher order cognitive skills in a positive manner More than twenty
percentage of the teachers expressed that they have achieved higher
order cognitive skills such as critical thinking evaluation skills and
analytical skills to a great extent through the activity based learning
contact sessions They also agreed activity based learning contact
sessions have improved their self-learning presentation skills
leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat
activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic
skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches
37
Openendedquestionsinthequestionnaireallowedthestudentteachersto
mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact
sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe
studentteachers
Amongtherespondents36ofthestudentteachersexpressedthatthey
wereunabletoinvolveeffectivelyduetolackofprepreparationand56
indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame
time42ofthempointedoutthattheclassroomfacilitiestoformulatethe
groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge
numbersinthegroupswasaproblemforthem24ofthestudentteachers
reported that theydidnot receive support fromall thegroupmembers
Majority of the student teachers stated that the time allocated for
instructors feedbackwasnotenough(68)and49ofthemindicated
that the questions raised by the peers after the presentation were not
enoughTheresultsrevealedthereareproblemsthatexistintheplanning
and implementation of activity based learning contact sessions and the
Faculty of Education need to give more attention to address the above
problems
CONCLUSIONSANDRECOMMENDATIONS
Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof
38
ProblemsandIssuesFacedbytheStudentTeachers
Educationof theOUSLandotherrelevantteachereducation institutions
should adopt activity based learning strategies These activities based
learning strategies help to increase the self-learning practices and to
develophigherordercognitiveskillsamongthestudentteachersFurther
facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate
facilitiesandtoallocateenoughtimefortheactivities
References
AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf
BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity
ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455
CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan
FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)
GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing
Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer
Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress
LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK
39
McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills
be fostered online In GCrispDThiele IScholten SBarker and JBaron
(Eds) Interact Integrate Impact Proceedings of the 20th Annual
Conference of the Australasian Society for Computers in Learning in
TertiaryEducation7-10December2003Adelaide
Murphy J (1993) Restructuring schooling The equity infrastructure
SchoolEffectivenessandSchoolImprovement4(2)111-130
40
PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional
andnurturingeffectsofactivity-based-learning-animpactstudyinselected
districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD
SSA-TN
RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent
ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness
researchPapercommissionedfortheEFAGlobalMonitoringReport
2005TheQualityImperative
httpunesdocunescoorgimages0014001466146695epdf
SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17
SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary
school mathematics recommendations from research Mathematics
Education Reports ERIC Center for science math and environmental
educationOhioStateUniversityED144840
VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471
Wehmeyer M L Agran M amp Hughes C (2000) A national survey of
teacherspromotionofself-determinationandstudent-directedlearning
TheJournalofSpecialEducation34(2)58-68
41
Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass
Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120
SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM
NORTHERNUGANDA
Abstract
Littleisknownabouttheroleoftheschoolcurriculuminpeace-building
aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation
humanrightseducationandcitizenshipeducation isproposedand then
examinedthroughaqualitativecasestudyofeighteducationalinstitutions
inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe
schools promote reconciliation values develop problem-solving and
communication skills and reveal some knowledge of human rights
Howeverthereislittleunderstandingofhistoryoroflocalnationaland
international politicallegal systems and minimal development of
discussionandcriticalthinkingskills
Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe
designofacurriculumthatcancontributetosustainablepeaceandreduce
theriskofcivilwarre-eruption
KeywordsEducationSchoolCurriculumPeace-buildingCivilWar
Truth-seekingReconciliationInclusiveCitizenship
Civilwarandpeace-building
Civilwars have caused huge economic and social damage and impeded
progress towards the Millennium Development Goals (Collier 2007)
Understanding the root causes of civil wars and preventing their re-
eruption would help meet the new Sustainable Development Goals
Education is implicated in civilwar causation throughdiscrimination in
accessandthroughculturalrepressionconveyedthroughthecurriculum
Improvingeducationalaccessandcurriculumqualitymaycontributetowar
preventionandpeace-building(BushampSaltarelli2000Thyne2006)
JeremyCunninghamMPhilPhD
AssociateresearcherCentreforInternationalStudiesOxfordUniversity
86HamiltonRoadOxfordOX27QA
cunninghamjeremygmailcom
42
The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool
The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar
43
curriculum playsanimportant role in imparting such knowledgevaluesandskills
CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended
curriculumthatiswhateducationplannersmapouttobetaughtinschool
theimplementedcurriculumthatiswhattheteacherscarryoutandthe
receivedcurriculumnamelythewholeexperienceofthestudentinschool
notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere
ishiddenlearningthatoccursasaby-productoftheorganizationofthe
schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe
totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade
(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners
viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian
governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat
ignoresculturalandethnicdiversity therebysowing theseedsof future
conlictsWherethewarhasendedthroughnegotiationtheremaybean
opportunitytosocializevaluesofequalrespecttoleranceandforgiveness
butalsostrugglesovercurriculumcontentandapproachHoweveracivil
warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict
needtoconsider the impactof theschoolcurriculumonsocialcohesion
(Cardozo2008Paulson2010)
Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter
civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights
Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey
2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-
conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace
butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights
educationdealswithglobalrightsnormsandparticipationskillsforpolitical
activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay
bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation
emphasizesparticipationproposingacombinationofknowledgeskills
andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused
onnationalunityandthestatusofcitizenshipratherthanthefeelingof
belongingit maynot adequately recognizetheinterestsofminority
identitygroupsand is likely to relect the agendasofpolitical elites
(Levine amp Bishai 2010) No one approach is suficient for a peace -
buildingcurriculumandnoneincorporateshistory andmemoryof the
recentpastFurthermoretheymaybetreatedasmarginal withlittle
impactonthewholeethosoftheschool
Featuresofeachof theseapproachesarecombined inanewconceptual
frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-
conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto
daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa
historyteacherandschoolleaderandonmypreviousresearchonhuman
rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict
transformationcurriculum truth-seeking reconciliationand inclusive
citizenship
Truth-seekingaddressestheneedtounderstandtherootcausesofviolent
conlict and ones personal and collective history Buckley-Zistel
(2008p142)saysthatthewaytheviolentpastisrememberediscentralto
everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe
questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot
deal with forensic truth directed towards accountability they may
contributetounderstandingthecausesofcivilwarandprovideaplatform
fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation
isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake
revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose
divided by conlict and enmity (Rigby 2006) Schools can promote
reconciliation throughhelpingyoungpeopledevelopa senseofpositive
identityinrelationtoothersandthroughincreasesinunderstandingand
mutualrespectinrelationships(Lederach2003)
Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand
identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe
localnationalandinternationalboundariesItisasmuchaboutrecognition
as about access to formal rights The development of knowledge and
understandingofpoliticalandlegalinstitutionsatlocalandnationallevel
44
45
andthefosteringofparticipationskillsandvaluesisanimportantwayfor
schoolstocontributetopeace-building(Dupuy2008)
Methodology
An exploratory visit to Gulu district in northern Uganda which had
sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive
readingofacademicandgreyliteratureandthenathreemonthieldwork
visit to collect empirical data through the following methods (i)
participantobservationinthecommunityandinarepresentativegroupof
eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews
aimed at uncovering the knowledge skills and values of teachers
education oficials and NGO oficers (iii) two student focus group
interviewsineachschool inthelocallanguage(Luo)withthehelpofa
local research assistant aimed at exploring students values and
knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights
(v)documentarystudyoftextbookssyllabischoolandNGOpolicies
Iobservedrelationshipsbetweenteachersandstudentsandamongthe
studentsthemselvesbothinformallessoncontextsandinotherelements
of school life assemblies sports social timemusic performance and
clubs Notices and lists of rules some of them devised by classes
themselvesshowedevidenceofeffortsmadetowardsapeacefulschool
culture and complemented the interviews data Teacher and head
teacherinterviewsformthebulkofthedataandstudentsgovernment
and NGO oficers provided valuable triangulation A Luo-speaking
researchassistantdiscoveredwhatstudentsknewabouthumanrights
historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed
primary curriculum was checked against test questions in Primary
Leaving Examinations and with chapters in textbooks and revision
books The research limitations include the chance that this group of
schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe
districtcentre
Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork
and modiied in the light of the evidence collected For example the
inclusionof forgiveness asakeyvalue for reconciliationwasderived
directly from the interviews where the termwas used by all parties
46
On the vertical axis are three core sustainable peace concepts On the
horizontalaxisisthemethodofarticulatingtheminthewholecurriculum
TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace
Knowledgeandunderstanding
Skills
Values
TruthSeeking
RecentHistory
Narrativeskills
Criticalthinking
Valueofhistory
Toleranceof
divergent
interpretations
Reconciliation
Contemporaryevents
andissues
Problem-solving
Cooperationand
teamwork
Equalrespect
Sympathy
Forgiveness
Inclusive
Citizenship
Localnationaland
international
politicallegalsystems
Humanrightsarticles
andconventions
Deliberative
discussion
Debate
Sensitization
Procedural
fairness
Humanrights
sensitivity
TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords
ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state
power where ethnic and economic factors were intertwined Under
colonialism theAcholipeopleofnorthernUgandawerepoorer than the
ethnic groups of the south They were preponderant in armed forces
implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986
Joseph Kony and the LRA inluenced by traditional ethnic spirit and
Christianbeliefsledanassaultonthenorthern districtsEarlysupportby
someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led
toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA
relocated to central Africa where it still carries out abductions and
massacres albeit on a smaller scale (Gersony 1997 Schomerus amp
Tumutegyereize2009)
47
Theimpactofthewarwasdevastatingthereweresome70000deathsand
75000peopleabductedofwhom30000were children (PhamVinckamp
Stover 2008)Most experienced horriic induction trials such as killing
fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-
called bushmarriage(World Vision 2004) 90 of the population was
moved into internally displaced peoples (IDP) camps supposedly to
protect them from the LRA Detachments of the army behaved like an
occupyingforceinhostileterritoryperpetratinghumanrightsviolations
withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition
in the camps led to an estimate of 120000 extra non-violent deaths
(CSOPNU 2006) Traditional communal life was damaged by the
underminingof theauthorityofeldersandawholegenerationsuffered
hugedisruptiontotheirschooling
ThroughoutthewartherewasatensionbetweenPresidentMusevenis
goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated
peace settlement It was feared that an all-outmilitary assault would
resultinthedeathsofabductedfamilymembersSomeAcholibelieveit
suited the government to keep thenorthweakby allowing thewar to
continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe
InternationalCriminalcourtbutmanypeopleinUgandastronglysupport
theideaofatruthcommissiontoaddressLRAandgovernmentviolations
Meanwhile schoolshave theopportunity to address some truth issues
through history teaching and the treatment of contemporary events
48
Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar
victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir
owngroup
Reconciliation is needed between the abducted and their families and
communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay
become frustrated and commit violence on themselves or others (Murphy
StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute
resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic
valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand
forgivenessbackedupbyproblemsolvingandcooperationskills
Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout
the legal and political system and the global human rights architecture and
throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue
ofproceduralfairness
Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis
studyarecontributingtopeace-buildinginthisverychallengingcontextThe
illustrative remarks from participants in the study were chosen for their
typicality
Truth-Seeking
Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany
incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut
hereweareinasituationwherewhenthelionsightthegrasssuffers
Urbanprimaryhead
Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor
sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe
chances of renewed violence (Hayner 2002) School history teachingwas
suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted
Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge
questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant
fornorthernUgandawherethereisastrongperceptionofbeingrepressed
throughthegovernmentsstrategyfordefeatingtheLRAThereispotential
spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand
forthestudyofavarietyofinterpretationsandperspectivesHoweverthis
type of history in schools requires amore complex approach than rote
learningofprescribedfacts(Cole2007)
49
the narrative that would be taught (Freedman Weinstein Murphy amp
Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible
forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted
thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer
Rougemembers or perhaps because of a psychological need to bury the
trauma for the time being (Kiernan 2004) However victor-governments
effortstocontroltheoficialstoryseldomcompletelysuppressalternative
narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea
strong oral memory cultivated through the family rather than through
educationalorreligiousinstitutions
The empirical study sought to discover to what extent participants are
familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis
importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy
throughtheprescribedcurriculumandtheimportanceattachedtoitfor
example by its position in national tests Some headteachers claimed
knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand
Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid
notknowitshistory
ActuallythestoryofthewarIknownotallThewarstartedwhenthe
governmenthellipwasoverthrownandthearmypeopleranawayand
toldpeopleherethatbadpeoplearecomingandwewillhavetoight
soverymanypeoplewereaffectedbypropagandahellip
Specialschoolteacher
Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor
sustainablerecoveryandpeace Itwasclearthatthememoryofalleged
governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA
violencewasonamuchgreaterscale
We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda
Secondaryteacher
Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory
tellingandcriticalthinkingAnumberofrespondentswereabletomake
aconvincingnarrativeandayouthgroupofformerlyabductedpeople
developedadramaperformancetocommunicatetheirexperiencesand
sufferingstoothersAmajorityofteachersandoficialsinthisstudy
thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe
wararewaysinwhichschoolscancontributetothetruth
50
Myownchildrenwereallbornduringthiswarperiodtheywillneedto
knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics
hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip
MunicipalEducationOficer
Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge
ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere
are somanywho have been involved in the atrocities itwill really
provokethecommunitySpecialschoolteacher
Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived
facts or uncontested truth Many teachers are aware of strongly contested
interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot
possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives
The impression was that people are wary about expressing their views
51
Urbanprimaryhead
SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians
Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle
Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis
taught at secondary level currently attended by a small minority of the
populationbut inneitherstage is thereany treatmentof theLRAcivilwar
Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto
teach it at all Several respondents explained that the history was not yet
writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed
to emerge without an oficial truth and reconciliation process So the
conclusionisthatthetruth-searchingandtellingelementintheframeworkis
nothappeningintheschoolsinthisstudy
ReconciliationThe rotten ibres of justice in these two regimes- we are facing the
consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend
thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow
whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes
aviciouscircleofwarandanarchyRuralsecondaryhead
TheinterestshownbythepeopleofnorthernUgandainbringingthecivil
wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf
reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe
immediate need is reconciliation between the communities of northern
Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims
(Angucia2010)
One view is that the knowledge and understanding necessary for
reconciliationisthatofcontemporaryeventsandissuesThecounter-view
isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress
current or controversial issues until there is some reconciliation and a
52
PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend
the war when we say peace it means we must begin where we
arehellipWe teach the learner that peace begins within yourself They
shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall
problemscanbesolvedbyighting
SpecialschoolTeacher
Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility
whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school
clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby
UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills
The school-level skills suitable for reconciliation after civil war fall are
relatedtointra-personalandtheinter-personalintelligencesTheformer
refers to self-knowledge and understanding and the latter to peoples
relationships with others (Gardner 1993) Conlict resolution problem-
solvingandcooperationskillscanbedevelopedthroughrepeatedactionand
have applicability beyond the school (Coleman amp Deutsch 2001 Davies
2004b) There is evidence of efforts for skills development related to
reconciliation
degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool
curriculum and peoples increasing access to broadcast andweb-based
mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent
eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto
the knowledge and understanding of contemporary issues through
occasionalcontributionsofteachersactingundertheirowninitiativeand
throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral
debatesatprimaryandsecondarylevelwereobservedinwhichthepeace
process the international criminal court and traditional justice were
discussed Naturally thiswasmore extensive at secondary level than at
primarylevel
53
UrbanPrimaryHead
IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee
lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in
schoolWedidanumberofworkshopsand seminarswith themWewere
gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful
wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo
Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal
respect is of crucial importance Equal respectmeans the value inwhich
humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman
eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality
but acknowledgement and recognition There is still considerablemistrust
betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto
stereotypenorthernersaswarlikeandresponsiblefortheLRAwar
IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas
SecondaryTeacher
TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment
of skills and values but the training and preparation of school prefects
appearstobequiterudimentarysofar
PrimaryPrefect
Theactivepromotionofequalrespectfordifferentethnicgroupsislittle
evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant
Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot
intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust
istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum
SecondaryTeacher
Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto
teachersandolderstudentsandisemerginginprimaryschoolsespecially
where there are Girls Education Movement clubs Although the term
disability is not common there is evidence that schools are promoting
equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof
themobvioussuchasavisualhandicapbutmorepervasivelythemental
traumaofhavingbeenabductedorhavinglostfamilymembers
IhavestrongfeelingsaboutwomensequalityIcomefromthevillages
andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage
[thegirls]toworkharderandtobecomeindependentpeoplebecause
withouteducationinUgandathepossibilityofhavingagoodjobisnot
there
Aclosely-relatedvalueforreconciliationeducationissympathySympathy
isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto
bedisturbedby injustice to intrinsically care for another (Yarnall 2001)
Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith
onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave
an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa
learned value from early infancy socialized through child rearing and
education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin
thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand
there is some evidence from the students This sympathy is applied to the
formerlyabductedpeopleandtoothervictimsofthecivilwar
LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers
SecondaryTeacher
54
Thelanguageofreconciliationfrequentlyincludesthetermforgiveness
Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa
renunciation of any need for personal revenge This value emerged
stronglyfromtheempiricalinvestigationThetraditionalcultureofthe
districtseemstohavebeencombinedwithreligioustraditionstosupport
this value and schools are playing their part in reinforcing it
SecondaryTeacher
UrbanSecondaryHead
How do we sustain the right to life for a peaceful community co-
existenceforgivenessandreconciliationWehavethoseinourculture
whenthingsgooutofhandsustainitbysittingdowntalkingtoother
peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken
heartscanbemendedandpeoplebeginwalkingonthesamepath
Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)
InclusiveCitizenship
Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic
theyinallywillcomebacktoliveinoursocietysowearetransforming
themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens
andwearegraduallytransformingthesociety
Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe
perceived marginalization of northern Uganda from the more
prosperousandbetter-educatedsoutherndistrictspopulatedlargely
by different ethnic groups and the history of different attempts to
capturestatepowerSustainablepeacewilldependonthegovernmentrsquos
successinbuildingsocialcohesionandforachievingafairdistribution
oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin
this process Membership of a political community depends on a
knowledgeandunderstandingoflocalandnationallegalsystemsand
humanrightsIfordinarypeopleunderstandtheboundariesandscope
of their own systems they are less easilymanipulated by dominant
groupsandbetterabletoachievetheirobjectiveswithoutrecourseto
armedviolence
55
Headteachers and secondary teachers are more knowledgeable than
primary teachers This is hardly surprising as the former have higher
educationalqualiicationsSomesecondarystudentsparticularlythosein
theUgandaNationalStudentsAssociationshowlocalandnationalpolitical
awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis
averysmallplaceinthecurriculumforciviceducationaimedatdeveloping
some basic understanding of local and national institutions The term
In1998wehadatrainingworkshopatourformerschoolThetopic
washumanrightsinschoolsItwasorganizedbytheschoolBefore
thatdayIhadnotlearntabouthumanrightsSecondaryTeacher
FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe
national system and those best known are economic and social rights -
especiallytherightsofwomenandchildrenTherighttoeducationwasthe
mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including
democraticrights-are far lessprominentThereareproblemsaboutthe
understandingofhumanrightsinthatthetranslationinthelocallanguage
suggestspowerandhaslittlesenseofentitlementorreciprocity
lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems
especially[theword]tweroissostronglikehavingacertainkindof
power and authority that is not lexible and if you need peace
somethingshouldbe lexible that is liable tochange if there isany
mutualunderstandingrsquo PrimaryTeacher
Scholarsandpractitionersagreeontheimportanceofcommunicationskills
forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult
infrustrationandviolenceIexploredthreegroupsofcommunicationskills
lsquoDeliberative discussionrsquo which means open-minded efforts to achieve
consensus requires concentrated listening clear speaking and logical
thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing
controversial issues using adversarial argument and decision by simple
majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto
frustration on the part of the minority lsquoSensitizationrsquo means publicizing
issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem
to think or act differently Groups seeking to achieve their purposes
peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto
gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence
(Halpern2005)
56
humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland
internationalNGOs
Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome
maybe takingplace inclubswhich tend to involve theyoungpeople in
lsquoTheneveryFridaywemakethemholddebatesontopics theyhave
chosenWefeelthatthroughthatwecanpromotehumanrightsWe
are trying to make this a democratic society where the rights of
individuals are respected and the views of individuals are also
respectedrsquoUrbanPrimaryHead
Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs
Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand
girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea
ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip
SecondaryTeacher
As it is dificult to assess values through answers to direct questions the
indings here are derived from responses to indirect questions about life
choices and dilemmas and from participant observation of behaviour The
development of procedural fairness through simpliied versions of legal
processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary
authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe
worldThereisevidencethatschoolsareusingfairprocedureinestablishing
rulesandincarryingoutdisciplinaryactions
SecondaryTeacher
Wegiveaveryclearhearinghellipwhena studenthasdone something
wrongwedontjustsubjectthemtopunishmentbeforeweheartheir
sideofthestory
57
planningandactivitiesundertheguidanceofateacherpatronormatron
Secondary schoolsprovideameans for students to contribute to school
improvement through the Uganda National Students Union which may
fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas
any such form of representative student involvement Debating is well
established in thedistrictbut theadversarialandcompetitiveapproach
appearstofavoursupericialconclusionsandaconcentrationontheforms
ratherthanontherealityofissues
Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough
not entirely disappeared Students have strong notions of procedural
fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings
Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember
There is evidence too of some democratic process in prefect selection
althoughteachersretainaveto
After thecampaignall the teacherswillbe there tohelpcounting
controllingthelineandoneteacherrecordsthevotesTheelections
arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe
electionwehaveastaffmeetingandwhenweseethatachildisnotit
weputhiminanotherpostPrimaryTeacher
Thereisnowacommonhabitwhentheycatchathieftheytrytolynch
himmobrulebecausetheysaythatwhenyouarrestathief inthe
evening you see the fellowwalking on the streets and so they take
actionintotheirhandshellipsoherewasayoungmanhewascaughtwith
somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]
youtakethistothepoliceandtheywillhelpyousortoutthisissuethe
truth will come out[hellip] He may be innocent let it be proved
elsewhererdquorsquoSecondaryTeacher
Generalsupportforhumanrightsisimportantforinclusivecitizenship
as it indicates a belief in their applicability to different groups and
contexts It isquitepossible toknowagreatdealabouthumanrights
without subscribing to their underpinning values Most heads and
teachersthinkitisimportanttoteachandlearnabouthumanrightsboth
for creating a better learning atmosphere in school and for personal
conidence about job security and relationships with superiors
58
Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis
evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers
reportsof interventions in thecommunity topreventmob-justiceshows
theirownvalueoffairprocessandtheirsenseoftheteacherasanexample
tothecommunity
Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas
NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa
universalcontextThereisawidespreadconcernthatthelanguagehasbeen
allaboutrightsandlittleaboutresponsibilities
lsquoChild labour rightshellipwhen you tell them to help you doing small
workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey
donrsquot know enoughhellipthey mix up responsibilities with the
rightshellipchildren have a little knowledge and they need a better
knowledgersquoPrimaryTeacher
ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace
Conclusion
ThepictureismixedAlthoughmostteachersthinkthatitisimportantto
teachthehistoryofthewarasyettheschoolsarenoteventeachingthe
historyofUgandaleadinguptothewarThereisnocoverageofpolitical
and legalsystemsorcontemporary issuesThere issomeknowledgeof
humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon
UNconventionsThereislittlecriticalthinkingordeliberativediscussion
asmostoftheteachingistop-downtransmissionofinformationusuallyby
rote However the schools are fostering problem solving teamwork
debate and sensitization thereby supporting reconciliation and
inclusive citizenship skills They are making positive efforts to foster
valuesof equal respect sympathy forgivenessandprocedural fairness
59
lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe
teachersherehellipandprotecttherightsofall(participantrsquosemphasis)
thechildrenandalltheparentsandalsomakesuretheyimplement
theirrolesandresponsibilitiesrsquoUrbanPrimaryHead
ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing
Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan
Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre
CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda
Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield
Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks
CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress
60
Oneof theparticipants said Bad thingsareanagent of transformation
destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted
from conditions of structural violence the development of an equitable
society requires a transformational process Through its contribution to
truth-seeking reconciliation and inclusive citizenship the school
curriculum can help heal oldwounds and provide the foundations of a
collectiveeffort forabetter future assisting in theglobal challengeof a
decent quality of life for all humans as expressed in the Sustainable
DevelopmentGoals
Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the
Effects of Young Peoples War Experiences on Teaching and Learning in
Northern Uganda in JPaulson (Ed) Education Conlict and Development
OxfordSymposiumBooks
FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries
FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92
FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress
Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191
GardnerH(1993)FramesofMindLondonFontana
GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury
DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress
DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute
61
Davies L (2004a) Schools and war urgent agendas for comparative and
internationaleducationPresidentialaddressinBritishAssociationforInternational
andComparativeEducationConferenceEducationinthe21stCenturyConlict
ReconciliationandReconstructionBrightonUniversityofSussex
Kiernan B (2004) Recovering History and Justice in Cambodia Yale
UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch
olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed
13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress
LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation
LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan
LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace
62
HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge
Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge
HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress
Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman
GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner
HalpernD(2005)SocialCapitalCambridgePolity
PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein
historyanditscausesLondonAllenLane
ReardonBA (2000)PeaceEducationA reviewandaprojection inB
MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion
toEducationLondonRoutledge
Richmond O P amp Franks J (2009) Liberal Peace Transitions between
statebuildingandpeacebuildingEdinburghEdinburghUniversityPress
RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo
LynneRienner
RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin
Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot
Ashgate
63
MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium
OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress
OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham
PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress
ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress
PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146
PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411
LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35
Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge
Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources
Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID
Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754
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64
Ryan S (2007) The Transformation of Violent Intercommunal Conlict
AldershotAshgate
Timetoassessourassessmentprocess
RNAdeSilva
OverseasSchoolofColombo
ndesilvaosclk01128208690777834523
Abstract
AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost
aspects of education have undergone change over time assessment
practiceshaveremainedmuchthesameNewdevelopmentsineducation
havemadeitcompellingthatwegiveseriousattentiontowardstheissueof
assessmenttoenableallstudentstolearnwellandtherebygainthemany
positivebeneitsofthatsuccess
Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe
mostappropriateandrecognizedtoolsinitsmeasurementThetwomain
assessmentcategoriesareknownas normativeandcriterionbasedIn
normativegradingstudentsarecomparedandrankedinrelationtoone
anotherInthecriterionbasedassessmentmodelstudentsareassessed
accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand
parents the opportunity to identify strengths and weaknesses and act
accordingly
International Baccalaureate is an educational programme that has
successfully implemented the criterion based assessment model in the
delivery of their curriculum Grade descriptors are identiied for each
subjectandthegradingisalignedtoapre-determinedachievementlevel
This system is better suited tomeasure learning progress and it offers
helpfulinformationforfuturedevelopmentofeachchild
Assessmentprocess
ldquoExaminationsareformidableeventothebestpreparedforthegreatest
foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb
ColtonMoststudentsdreadthewordexaminationandmanyareofthe
view that examinations are a necessary evil However summative
65
assessment has become an integral part of instructional education
Summative assessments are generally used to assign students a course
gradewiththeideaofsummarizingwhatthestudentshavelearntandto
knowwhetherthematerialhasbeenunderstoodwellInshortitismeant
to determine whether or not the goals of education are being met
In Sri Lanka the secondary education culminates with the General
CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations
InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted
afterclass10whichdeterminesthepursuingofhighereducationInChina
theNationalHigherEducationEntranceExaminationcommonlyknownas
GAOKAO is a prerequisite for entrance into most higher education
institutionsAgoodproportionofsuchexaminationsindifferentcountries
in the world are standardized tests which are norm referenced Norm
referenced tests are designed to compare and rank the candidates in
relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans
andeachcandidatesperformanceiscomparedwiththisaveragethereby
awardinga lettergradesuchasABCDampEaccordingtothesetgrade
boundaries
Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand
criterionbasedNormativegradingcomesfromthebeliefthatintelligence
tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage
intelligence and there will be a few who are below or above what is
considered average In criterion based grading students are assessed
accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis
thatthestudentachievementismeasuredagainststandardsundercriterion
basedgradingratherthanagainstotherwhoarebeingassessedAccording
toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure
menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise
inprofessionaljudgementandthereforeisasubjectiveprocessTherefore
itisimportanttousethemostrecognizedandappropriatetoolstocollect
evaluate and communicate students achievement or performance As
VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot
knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo
The modern educational trend is to move away from norm-referenced
66
assessment and to introduce criteria-based assessment models where
assessment is based upon pre-established learning objectives In a
criterion-referenced test the purpose is not to rank each student with
respecttotheachievementofothersbuttodeterminewhethereachstudent
hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors
indicating the level of achievement in meeting the learning objectives
withoutdiscriminatingbetweenthehighandlowachieversAccordingto
theassessmentexpertGrantWiggins thecriteria-basedassessment isa
superior model as it requires greater student involvement with the
intention of developing student processes in critical thinking
metacognitionandrelection
The International Baccalaureate (IB) is an example of a recognized
educationalprogrammewhichfollowsthecriterion-referencedassessment
modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears
Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal
twoyearsofsecondaryeducationRightthroughthestudentresultsare
determinedbyperformanceagainstsetstandardsnotbyeachstudents
positionintheoverallrankorderIntheDPstudentsfollow6subjects3at
higherleveland3atstandardlevelThisallowsstudentstogointomore
depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto
studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson
futureareasofstudyInadditionthestudentsalsofollowacourseoftheory
ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand
what they believe to be facts or truth Each student also completes an
extendedessaywhichoffersthemanopportunitytoconductanin-depth
studyofatopicofspecialinterestThisprovidesexcellentpreparationfor
independentstudyatuniversitylevelAllDPstudentsarealsorequiredto
takepartinsomeartisticactivitysportactivityandacommunityservice
project
Theassessmentiscarriedoutthroughexternalandinternalcomponents
ExaminationsformthebasisofexternalassessmentInternalassessment
consists of in-school assessment tasks marked by their teachers and
moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion
basedmodelareasfollows
middot Assessmentisholisticandlexibletakingintoaccountdifferent
67
IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-
referenceddescriptors Students receive grades for each subject ranging
from 1 to 7 with 7 being the highest The highest score for 6 subjects
therefore is 42 Theory of knowledge and extended essay components
contribute3 additionalpoints bringing the total to45A students inal
Diplomaresultismadeofthecombinedscoresanditisawardedtostudents
whogainatleast24pointsAsanexamplethetopgradeachievableinGrade
12formathematicshasthefollowingdescriptors
68
learningstylesabilitiesandaptitudes
middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand
methodsandformativeandsummativeapproaches
middot Assessmentisfairandreliableindrawingconclusionsbasedupona
rangeofevidencefromawiderangeoftasksandactivities
middot Assessmentistransparentbaseduponobjectivecriteriawhichare
madecleartostudentsinadvance
- Demonstratesathoroughknowledgeandunderstandingofthesyllabus
- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin
awidevarietyofcontexts
- Successfullyusesproblem-solvingtechniquesinchallenging
situations
- Recognizespatternsandstructuresmakesgeneralizationsand
justiiesconclusions
- Understandsandexplainsthesigniicanceandreasonablenessof
resultsanddrawsfullandrelevantconclusions
- Communicatesmathematicsinacleareffectiveandconcisemanner
usingcorrecttechniquesnotationandterminology
- Demonstratestheabilitytointegrateknowledgeunderstandingand
skillsfromdifferentareasofthecourse
- Usestechnologyproiciently
Assessment formathematics courses in all years of the programme is
criterion-related based on four equally weighted assessment criteria
HowitisappliedwithGrade10mathematicsisshownbelow
69
AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach
strandfromthemathematicscurriculumhasacorrespondingstrandinthe
assessment criteria Figure below illustrates this alignment and the
increasingly complex demands for student performance at higher
Achievement level Level descriptor
The student does not reach a standard described byany of the descriptorsbelow
The student is able to
The student is able to
The student is able to
The student is able to
select appropriate mathematics when solvingsimple problems in familiar situations
select appropriate mathematics when solvingmore complex problems in familiar situations
select appropriate mathematics when solvingchallenging problems in familiar situations
select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations
apply the selectedmathematics successfullywhen solving problems
solve these problems correctly in avariety of contexts
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
0
1-2
3-4
5-6
7-8
A Knowing andunderstanding
At the end of year 5students should be able to
70
achievementlevelsconsideringGrade10mathematicsasanexampleFor
each criterion the descriptors are identiied that matches with the
achievablegradelevel
More than4000schools in theworldhavechosen to teach International
Baccalaureate programmes with their unique academic rigor excellent
preparationforuniversitystudiesandtheemphasisonstudentspersonal
developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe
OverseasSchoolofColombo
Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment
inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress
thannorm-referencedexams Furthertheycanprovideinformationthat
canbeusedtoimproveteachingandschoolperformanceTheyarefairerto
students too as relative performances are not considered and the
achievement is evaluated against an established set of criteria Albert
EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto
climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo
Bibliography
1 GuskeyTRampBaileyJM(2001)DevelopingGradingand
ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International
BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate
Organization
AbouttheAuthor
HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof
timetheauthorisnowemployedattheOverseasSchoolofColomboasthe
Head of the Mathematics Department He is a senior examiner of the
InternationalBaccalaureateOrganizationandhasabout40yearsofteaching
experience He is also a co-author of two books on IBmathematics Sri
Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy
underhisdirection
71
CharacteristicsofanEffectiveTeacherLakshmanWedikkarage
SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo
0718-052612RSKKDharmasiri
MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028
kumaridharmasirigmailcom
Abstract
The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished
KeywordsEffectiveteacherCharacteristics
72
ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa
fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh
wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp
wOHdmk mGS h fldltU uacuteYja uacuteoHdh
ixlaIsmah
rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug
wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk
moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj
wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd
fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska
hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=
=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS
bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal
folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha
oa ia lsIacuteu i`oyd fdard kakd oS =Kdaul mfotildeYh wkqukh llt
mfrac34fhaIKfha ksheosh =rejreka 40 fofkl=fka yd uacuteyumlyamsjreka 08 fofkl=fka
iukauacute uacuteh ksheosfha =rejreka 40 fokd bfkqiuml bekaugraveiuml lshdjsfha fhoS isaacuteh oS
ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK
lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re
fmreIh ldreKsl nj ksrjqa ikaksfotildeokh hk ldrKd ydividekd kakd os =rejreka
uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas
ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg
lshdldrliumlj oS =rejreka yd isiqka wr hyma mcd in`od mjsk nj fuka u
hyma mcd in`od bfkqiuml bekaugraveiuml lshdjsh idfrac34l lr ekSug yelshdj mjS
fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta i`oyd jDaSh iqyumliqliuml yd =re mqyqKqj iys
bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska
msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk
ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia
uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u
jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsn`o mqiquesta oelaulska hq= j
tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu
=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka
Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h
73
ye|skaugraveu
fdalh jvd hyma iadkhla njg ma lsIacuteu i|yd jk wHjYH idOlh
jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula
hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j
fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)
=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o
Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp
olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd
iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia
wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk
=rejrhd h
=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid
isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu
=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we
frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk
=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu
fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp
bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska
YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we
u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja
=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq
fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja
bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla
(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd
uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha
isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)
fmkajd fos
Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk
moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah
msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq
miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u
wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha
isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha
msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h
74
uqLH mo ( ModhS =rejrhd =Kdx
fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi
Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS
r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we
r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd
K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS
r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o
wkdjrKh lr fk we
uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS
r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla
fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd
Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd
ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj
cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq
hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=
udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks
nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml
jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd
khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh
oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka
r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh
oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr
we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a
75
yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven
Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes
leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj
udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde
fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we
yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia
N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh
hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh
msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=
i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr
kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska
udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o
=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch
mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj
yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa
=Kdx fidhd neSu h
76
mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=
fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau
udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH
mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh
bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia
wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL
mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia
=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys
h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk
miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
msltsn`oj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute
fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek
jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd
fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd
jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj
nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj
yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d
mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq
fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh
lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd
n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh
(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd
ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd
ekSuga fuu mfrac34fhaIKh bjya fuacute
lufotildeoh
iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia
fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug
ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk
nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk
nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs
wOHhkfha wruqK
Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY
meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild
neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)
iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa
waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj
celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul
mfotildeYfhka lsrSug ufmkajk os
mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS
=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska
=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd
nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh
Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK
bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml
l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=
i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha
=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml
lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os
=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk
aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq
nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j
ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute
lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS
=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh
wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re
Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40
fofkl= odhl lr kakd os 1 jk j=jamp
ksheEgraveh
ldmh mdia ixLHdj =rejreka ixLHdj
1AB 1C 1AB 1Cmqau
l=shdmsaacuteh
ksljeraacuteh
uyj
01
01
01
01
01
01
01
01
05
05
05
05
05
05
05
05 tl=j 04 04 20 20
1 jk j=j ( ksheosh
77
wOHhkfha iSud
YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka
jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla
ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la
muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar
^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua
uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr
mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY
mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h
oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa
ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja
lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk
ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re
fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss
lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas
ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi
fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=
njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug
ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS
=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml
wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os
oa ialsrSu yd uacuteYafaIKh
11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml
lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S
mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia
05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd
wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa
lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug
fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla
welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d
fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os
ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
78
bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ
=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq
ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os
Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=
=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi
mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp
79
=re pfrac34hd laIK
2 jk j=j( =re pfrac34hd
Okdaul laIK RKdaul laIK
middot ukd =re fmreIh middot mshukdm nj
middot ldreKslnj middot ye`Siuml mldY fkdugraveu ^iskdj flakash fyda fjka wdldrhl ye`Siumlamp
middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp
middot wecircldIacuteuh iajrEmh
middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd
middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd
middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd
middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j
middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu
middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu
middot Nduacute NdIdfotilde Wiia nj
middot mkas ldur lltukdlrKfha yumlfrac34jd
middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh
middot iskduqiq nj
middot wdofrac34Yja nj
middot =Kdaul nj middot fmr iQodkiuml iys nj
mshukdm fkdjknj
=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk
wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd
laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh
jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h
ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd
laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa
ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH
slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs
ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska
neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu
hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud
=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h
mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes
lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK
bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg
lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml
wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o
=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h
=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj
ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul
=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute
flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml
th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu
meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re
pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml
isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug
YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels
uacuteh
tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o
kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj
Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch
mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld
mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh
mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml
u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka
iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda ye`uS la ns Q
80
njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp
=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda
isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh
lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde
=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h
WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh
wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues
mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla
fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid
nk os 3 jk j=jamp
3 jk j=j ( WNtilde bekaugraveiuml lu
middot iyNds lKavdhiuml luh
middot foaYk idlEacutePd luh
middot bfkqiuml wdOdrl Nduacuteh
middot mYaklrKh
middot idrdxYlrKh
middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu
middot jvd WNtilde ksoiqka Nduacuteh
middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu
middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu
middot mejreiuml nd sectu
middot lafiarelrKh
middot kugravek dlaIKh Nduacuteh
middot =re flakaoslashSh iajNdjh
middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd
middot ukaodoacute bekaugraveiuml ffYSka
middot mdvug wHjYH bfkqiuml wdOdrlja
Nduacute fkdlsIacuteu
Okdaul laIK RKdaul laIK
81
YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq
lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka
mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr
ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g
r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla
jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g
r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul
ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg
mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh
wHjYH u fotilde
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jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml
lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls
uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh
jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr
mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla
nj ksIacutelaIKh llt yels uacuteh
tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave
lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu
wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu
wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml
luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska
ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh
yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu
u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka
u llt hq= jeoa ldfrac34hhls
r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi
wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e
wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o
kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H
flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml
lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd
foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla
mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute
bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls
mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh
83
i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla
fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la
fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa
yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa
kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo
r= e iis q wka frac34 in|d
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u
Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh
iiumlnkOa fhks
r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34
in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml
igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj
krs EmKh uacuteh 4 jk jj= amp
84
middot hyma =re-isiq iiumlnkaOd
middot YsIHhdfa kntildeka wdukaKh lsIacuteu
middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu
middot ishuml isiqka mdvug odhl lr ekSu
middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu
middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu
middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu
middot Waidyfhka fdr ukd mkas ldur lltukdlrKh
middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu
middot fkdmentildeKs isiqka flfrys o wjOdkh
middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu
middot YsIH woyia uacuteuid isagraveu
middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu
middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu
middot isiqkag bEgraveszligma ugraveug wjiad nd sectu
middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu
middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu
middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu
middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu
middot YsIH wjYHd =rejrhd fareiuml fkdekSu
middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu
middot YsIHhd =rejrhd fj plusmnauml
igravehuqiq mlaImdSajhla plusmnlaugraveu
middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml
middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu
middot olaI yd mltuq fmlt isiq msszligi
fj muKla wjOdkh fhduq lsIacuteu
middot mkas ldur lltukdlrKfha yumlfrac34jd
Okdaul laIK RKdaul laIK
4 jk j=j (=re-isiq iiumlnkaOd
85
weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh
uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh
tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh
tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh
jDaSh l=id mofrac34Ykh
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=
tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx
mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl
mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk
ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx
fi ksIacutelaIKh uacuteh 5 jk j=jamp
middot jDaSh mugraveKajh mofrac34Ykh ugraveu
middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu
middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu
middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu
middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu
middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu
Okdaul laIK RKdaul laIK
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp
5 jk j=j (jDaSh l=id
YdiaSh oekqu Nduacuteh
86
ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h
Okdaul laIK RKdaul laIK
middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu
middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu
middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu
middot myiq bfkqiuml wjiadjka nd sectu
middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu
middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu
middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu
middot =re uacuteNjHd mofrac34Ykh ugraveu
middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu
middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu
middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu
middot dlaIKh Nduacute fkdugraveu
middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu
middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu
middot mdvfuys wkafrac34hka muKla bekaugraveu
6 jk j=j (YdiaSh l=id
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=
=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd
RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh
ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd
tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh
iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi
zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla
fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml
wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar
uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt
mofrac34Ykh ugraveu jeoa fldg ielsh yels h
mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy
plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi
zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd
weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska
mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd
tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla
87
tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt
wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh
iiumlnkaOfhks
l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h
ksoiqkla fi
jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd
mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt
=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu
muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy
plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd
yels uacuteh tfiau weeiuml =rejreka ^uacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr
igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg
mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh
kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq
mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh
tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40
fokd wszligka kugravek dlaIKsl plusmnkqu Nduacute lflta fofofkl= ^02amp muKs Tjqyq bd
leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty
luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms
fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys
NtildeKh lrkakg ksfrac34udKlre iuafjd sfhkjd lshZZ hkak plusmnlauacuteh yels h fuh
zisfys rEm ueugraveuZ fi plusmnlajQfha kiuml th jgyd ekSug YsIHhdg wes wjiadj ssyS
hkq we tfya =rejszligh ish olaIdjh u iqyumliq fi jvd fhdaH ksoiqkla iys j
th meyeEgraves lr sectug iua jQjd h
SrK ekSfiuml l=id
SrK ekSfiuml l=id iys Modhs =rejrfhl= kiuml bekaugraveug kshntilde
uacuteIh mh uacuteIh fldgi msltsn| j lska ieiqiuml fldg SrKh lr eicircu llt hq=
h ta nj ksIacutelaIKfhka yjqre lr ekSug yels uacuteh kshntilde Egravekfha sect wodlt
ldEacutefthornoh =lt wdjrKhg wfmalaIs uacuteIh fldgi fmr isg u SrKh lr ekSu
bd jeoa fldg ielsh yels =Kdxhls
88
plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt
=rejrhd flfrys yd =rejrhd nd fok plusmnkqu iiumlnkaOfhka uacuteYajdihla wes lsIacuteu
flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg
isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg
ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka
flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju
mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh
7 jk j=j ( SrK ekSiuml
Okdaul laIK RKdaul laIK
middot iaOacuter Ndjhlska hq= woyia mldYkh
middot bekaugraveug kshntilde uacuteIh mh msltsn| SrKh lr isagraveu
middot ksjerEgrave mslts=re yjqre lsIacuteu
middot YsIHhd ksjerEgravej wiqka lsIacuteu
middot YsIH jerEgrave pfrac34hd uacutelrKh
middot mlaIdyS nj yd mqoanoaO nj wju ugraveu
middot mlaIdyS nj
middot u plusmnkqu msltsn| wuacuteYajdih
middot bekaugraveu i|yd iQodkula fkdugraveu
middot wjiadkql+ j SrK ekSfiuml fkdyelshdj
middot isiqka ksis mszligEgrave wiqka fkdlsIacuteu
tfya =rejreka weeiuml uacuteg mlaIdyS nuacuteka lghq= lsIacuteu isiqka ksis mszligEgrave
wiqka fkdlsIacuteu jeks ajh =rejrekafa SrK ekSfiuml l=id rys nj
mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt
nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel
uUumlgfiuml yumlfrac34jd o weeiuml =rejreka flfrka mofrac34Ykh uacuteh fuu ajh
wjiadkql+ j SrK ekSfiuml fkdyelshdj u wes jk ajhls bekaugraveu i|yd
iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka
mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka
flfrka mofrac34Ykh jQfha Tjqka i= plusmnkqu wuacuteYajdifhka msszlig tlla njhs ud i=j uacuteIh
lafIah yd idudkH plusmnkqu iiumlnkaOfhka mjsk wvq plusmnkqu thg fya=jla fi i|yka
llt yels h
wdYs ka
w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda
cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU
89
90
AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013
Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity
ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors
FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013
HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html
JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall
RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on
TeachingChicagoMcNally
ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan
Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc
ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS
LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit
NationalInstituteofEducationMaharagama
Abstract
SupersedingallthepreviouscircularstheCircular201306hasstrongly
emphasizedtheneedofGuidanceandCounselingfortheschoolsystem
ThishaspavedwaytoofferthepostsofCounselorteachertogivethem
professional acceptance The speciic objectives of the study were to
investigate theprofessionalcompetenceoftheteacherCounselorstheir
modeofinterventionforCounselingtheproblemsandchallengestheyface
in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate
effectivelytheroleofateacherCounselorproductivelyForthestudy138
teachers from several provinces were purposively selected and
quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis
revealedthatdeinitionofthesubjectCounselingincompliancewithclear
indicatorsistheestablishmentofthelegalidentityandframeworkofthe
subjectgivingalicensetoteachersselectedoncoherentcriteriamaking
compulsory the completion of professional qualiication of Counselor
Teachers and releasing them full-time for Counseling activities are the
perceivedsolutionsfortheproblemsinthisield
MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention
91
mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla
idrdxYh
mdia moaOshg udfrac34fdamfoaYh yd WmfoaYkfha ldSk wjYHdj fufla mejes
ishuml plfaL wNsnjntildeka 2013$06 plfaLh uska oeauml j wjOdrKh fldg we
tuska mejes egumljg uacuteiyumliuml jYfhka WmfoaYk =rejrhdg jDaSh msltsekSula
nd oSu i|yd wOHdmksl yd jDaSh iqyumliqliuml wkqj WmfoaYk k=re nd sectug
lghq= lrk sect wOHhkfha iquacutefYaIS wruqKq jQfha fuu fdard a WmfoaYk
=rejreka i= jDaSuh fhdaHdj Tjqka WmfoaYkh i|yd ueEgraveya jk wdldrh
mdifa sect Tjqka uqyqK mdk eguml$wNsfhda iy WmfoaYk =re N=ntildeldj Modhs fi
mjajdfk hdu i|yd jyumlrga ixjfrac34Okh llt hq= lafIa uacuteuiSu h mltda 07l
WmfoaYk =rejreka 138la wdriumluk j fdard mYakdjs uska nd a oa
mudKdaul j uacutefYafaIKh lrk oS wkdjrK jQfha egumljg uacuteidivideiuml jYfhka
WmfoaYk uacuteIhh meyeoss ksfrac34Kdhl hgfa wfrac34lkh lsrSu uacuteIhfhys ffksl
wkkHdj iy ffksl rduqj iadms lsrSu msltsa nmhla meyeoss ksfrac34Kdhl
hgfa fdard a =rejrekg nd sectu WmfoaYk =rejrekafa jDaSh iqyumliqliuml
imqrdSu wksjdfrac34h lsrSu iy Tjqka mQfrac34KldSk j WmfoaYkh i|yd ksoyia lsIacuteu h
uQsl joka ( WmfoaYk =re N=ntildeldj jDaShuh fhdaHdj ueEgraveyaugraveu
ikas Sdks llafdvwdrEacuteNtildelOacuteldpdfrac34h$udfrac34fdamfoaYl yd Wmfoal tallh
cdsl wOHdmk wdhkhuyru
92
10 ye`Egravekaugraveu
fdaSlrKh jQ YS dxlsl iudc jgmsgdfotilde mqoahd mdszligiszligl iudc wdfrac34Oacutel
foaYmdksl yd ixialDsl iudc mjdy iu bd rldIacute Ocircjk rgdjlg wjSfrac34K
ugrave we wS iudc yd ixialDsl yr moaOs jfrac34udkh jk uacuteg YSgtfhka fjkia
fjntildeka mjs dlaIKsl yd uacuteoHdaul mrfrg sh ixlSfrac34K jgmsgdjl ethja ugraveug
isyuml ugraveu yd ixialDsl yr moaOs fjkia fjntildeka mejSu fya=fjka mqoahd ixlSfrac34K
egumljg uqyqK fontildeka isaacute fiuml ksid WmfoaYkfhys wjYHdj jvd biau= fjntildeka
mjskqfha egumljg uqyqK sectug ksrdlrKh lr ekSug yd u fmkaugraveug Wootilde
lrkq nk luuacuteoHdjla fi WmfoaYk uacuteIhhg wes YlHdj u h fuu
miqigravefuys jvda egumljg uqyqK md weafa YsIH mcdj fotilde mdia isiqyq mudKkh
llt fkdyels riuml egumljg mqoa noaO j o mjqa mszligirh mdi yd iudcdYs j
o uqyqK fontildeka isaacutes fidhsid rdcmlaI yd ksotildefldiumlfiacute ^2010amp wjOdrKh lrkqfha
Egravefkka Egravek mdia isiqkafa udkisl wiykh bylt hntildeka mjsk wr uacutefYaIfhka kj
fhdjqkauacuteh isiqkafka 494]la udkisl wjmSvkfhka hqla njhs cdsl sxdYs
frda yd taacircia ufrac34ok jHdmDsh 2016amp fmkajd fok mszligEgrave 2015 jir wjidk jk uacuteg
taacircia jelt`yumlKq mdia isiqka 22la jdfrac34d ugrave wes wr 2016 jiffrac34 uqa ldfrac34= fofla sect
muKla tu ixLHdj 23la olajd bylt fdia we tfia u fdal fiLH ixuacuteOdkh
wjOdrKh lrk mszligEgrave uaoslashjH Nduacuteh ltud uotildejreka iusxsl yd uacutereoaO sxsl
eguml uacuteoaHqa udOH ksid u=jk eguml ishEgraveuacute kid ekSiuml foudmsh jeaumlysaacute mjqa
mszligirh =lt wes jk wfkal uacuteO eguml o ltuhskag idudkHlrKh fjntildeka mjs fiuml
ksid udkisl wdsh lauh yd ta wdYs Ntildeafotildes mSvkjg ndivideka jk isiqka
mudKh Egravefkka Egravek bylt hntildeka mjS uacutelurak 1998brvbar msrK 2015brvbar msrK 2016amp
tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc
jk reK mrmqr =lt iunr fmreI laIK neyer fjntildeka mjsk njg o woyia mlt
fjntildeka mjs
YS xldfotilde mdia moaOsfha udfrac34fdamfoaYh yd WmfoaYk bsydih ielsag
ekSfiuml sect udfrac34fdamfoaY yd WmfoaYk fiajdfotilde wjYHdj wSfha isg mej we
YS xldfotilde wOHdmk moaOsh wdYfhka udfrac34fdamfoaY yd WmfoaYk jevigyka
lshdlaul lsIacuteu 1957 plfaL wxl 10 uska iadms ugrave we ^uacutelurak 2010amp 1983
jk uacuteg wOHdmk wudHdxYfha udfrac34fdamfoaY yd WmfoaYk wxYhla wdriumlN jQj o th
j yumlrga iadms jkafka reK fiajd iNdfotilde o ueEgraveyaugraveu usks msrK 2016amp bka
miqldSk j iqkdntilde jHikha iuu 2014 sect mdia moaOshg ufkda iudOcirch ueEgraveya
ugraveul wjYHdj mokiuml fldg fk 2006 jiffrac34 sect udfrac34fdamfoaY yd WmfoaYk wxYh
cdsl wOHdmk wdhk mszligYfhys iadms lrk sect ^cdsl wOHdmk wdhkh
2006amp
iuia mdia moaOshg WmfoaYk uacuteIhfhys wes ldSk wjYHdj msmas
93
tuska fufla mejes egumljg uacuteidivideiuml nd fontildeka WmfoaYk =rejrhdg
jDaSh jYfhka msltsekSula ndsectu i`oyd wOHdmksl yd jDaSh iqyumliqliuml wkqj
k=re nd sectug o lghq= lr we ta wkqj mdifa Rcq iyh fiajdjla jYfhka
udfrac34fdamfoaY yd WmfoaYk fiajdj lshdaul lsIacuteug plfaLh uska ieiqiuml fldg
we tys i`oyka jk wdldrhg
94
iiumlmdolhka uacuteiska plusmnauml j wjOdrKh fldg we ^reKhka msltsn`o ckdecircms
fldntildeika iNd jdfrac34dj 1990brvbar ckdecircms ldfrac34h idOl nldh 1997brvbar cdsl wOHdmk
fldntildeIka iNdj 2003brvbar idudkH wOHdmkh i`oyd kj wOHdmk mkla iiumlmdokh
lsIacutefiuml cdsl lntildegqj 2009brvbar uacutelurak 2010brvbar msrK 2016amp cdsl wOHdmk fldntildeika
iNdj ^1992amp wjOdrKh fldg weafa yqfola YsIH fmreIh jfrac34Okh flfrys
wjOdkh fhduq lrntildeka reK wiykhg msltshula fi uacuteecircua udfrac34fdamfoaY yd
WmfoaYk fiajdjla mdia moaOsh =lt iadms uacuteh hq= njhs idudkH wOHdmk
msixialrK i`oyd ma lrk o ckdecircms ldfrac34h idOl nldh ^1997amp fmkajd sect
weafa iudcfha sect Woa jk eguml iys aaj ksid fmoasl mokul
WmfoaYkh wjYH nja h fuys msMhla jYfhka wOHdmk wudHdxY 2001$16
plfaLh uska fdrd a mdia 100l uacuteecircua WmfoaYk jev igyka wdriumlN lrk
sect ^wOHdmk wudHdxYh plfaL wxl 2001amp miqldSk j wOHdmk wudHdxYh
uacuteiska ksl=a lrk o ishuml plfaL wNsnjntildeka 2013$06 plfaLfhka keja mdia
moaOshg udfrac34fdamfoaYh yd WmfoaYkfha wjYHdj oeauml j wjOdrKh fldg we
- iEu mdilg u mdia udfrac34fdamfoaY yd WmfoaYk fiajd
jevigyk i`oyd ksYaNtilde j kiuml llt =rejreka fiajfha
fhouacuteh hq= h- isiqka 300 g wvq mdia i`oyd =rejrhl= wfrac34O ldSk j
fiajdfotilde fhouacuteh hq= h
- NdId udOH wkqj YsIH ixLHdj ielsag ksntildeka tla tla
udOH i`oyd =rejrfhl= neska fiajfha fhouacuteh hq= h
- =re ixLHdj mudKja jkafka kiuml wxY Kkdjlska hqa
mdia i`oyd ta ta mdifa wjYHd mszligEgrave wxY ksfhdackh ugraveu
i`oyd WmfoaYk =rejreka ma lr yels h
- mdia udfrac34damfoaY yd WmfoaYk fiajdjg wha =rejrhd
wsszligla =rejrfhla fkduacuteh hq= wr lsisyuml wjiadjl
wkqmdmaslhl=fka fdr j udre fkdllt hq= h
Bg wur j =rejreka fdard eksfiuml sect bylt fYaKs iaOacuter =rejrhl= ugraveu Wiia
wkafrac34 mqoa iiumlnkaOdjska iukauacute ugraveu mdi msysaacute mfoaYh =lt Ocircja uacuteh hq=
ugraveu uacutekh egumljg la fkdjQjl= ugraveu iy ldhsl yd udkisl kSfrdaSNdjh
wjOdkhg la fldg we jeauml yumlrga =rejreka ldKav lsysmhla Tiafia fYaKs
fldg we
^wamp WmfoaYk fiajd iyldr
fuh fjka iqyumliqliuml imqrdk fla WmfoaYk ldfrac34hfha fhfok
=rejreka i`oyd h
^wdampi yldr YsIH WmfoaYl
WmfoaYk fiajdj i`oyd meh 60lg jeauml msltsa wdhkhlska flaacute fyda
Egrave=ldSk mqyqKqjla nd wes =rejreka
^weamp YsIH WmfoaYl
msltsa wdhkhlska meh 200lg jvd mqyqKqjla fyda aumlmafdaudjla a
=rejreka
^wEamp fcHIaG YsIH WmfoaYl
WmfoaYkh msltsn`o meh 80lg jvd mdfhdasl mqyqKqj iys mYapda Wmdecirc
uUumlgfiuml iqyumliqliuml enqjka fyda by iqyumliqlu iys j WmfoaYkh fyda
ufkdauacuteoHdj we=lta Ydiams Wmdecirch fyda bka bylt iqyumliqliuml enq
95
ta wkqj 2013$06 plfaLh =rejreka ma lr ekSu i`oyd meyeEgraves ffksl
miqigraveula bEgraveszligma fldg we fujeks ffksl miqigraveula mej=k o iuia wOHdmk
moaOsh =lt meyeEgraves Ntildehla mdia WmfoaYkh fyda WmfoaYk =rejreka
iiumlnkaOfhka fufla ysntilde ugrave fkdues wr WmfoaYk N+ntildeldj iiumlnkaOfhka
iudcfhka o uacuteuacuteO uacutefotildepk ta fjntildeka mjSs p=szligld 2015brvbar msrK 2015brvbar msrK
2016amp
mdia WmfoaYk ldfrac34hfhys ksr =rejrekafa ldfrac34hNdrh iiumlnkaOfhka
fufla YS xldfotilde lrk o iDcq mfrac34fhaIK iSntilde wr cdsl wOHdmk wdhkh
2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk
eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS
xldfotilde kj fhdjqka uacutefha mdia orejka i`oyd WmfoaYkhl wjYHdj o fyajfa
^1999amp kj fhdjqkauacutefha orejka mdia iudch =lt uqyqK fok eguml msltsn`o j o
wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka
WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok
eguml wju lr ekSu i`oyd mdia WmfoaYkh i= j uacuteYd ldfrac34hNdrhla mjsk
nj fmkajd fok wr u tjlg mdia moaOshg wes uacutefotildepk wr wOHdmkh
uska isiq wjYHd Dma fkdugraveu wdau Ylash fyda fmreI ixjfrac34Okh flfrys
wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha
orejkafa eguml wNsfhda mdi uska uacutei`okjd fjkqjg wOHdmk yumlIalrd o tl=
96
fujeks jq miqigraveul mdia udfrac34fdamfoaYh yd WmfoaYk ldfrac34hNdrh jvd
uacuteecircua yd wHjYH fiajdjla lsIacutefiuml wruqKska wOHdmk wudHdxY 2013$6
plfaLh uska udfrac34fdamfoaY yd WmfoaYk =re ldfrac34hNdrh iquacutefYaI j wfrac34 olajd
ffksl miqigraveula nd oSug ea fldg we fun`yuml ffksl yd uacutefotildepkdaul
jgmsgdjl mdia WmfoaYk =rejrekafa N+ntildeldj uska isyumllrkq nk ldfrac34hNdrh
msltsn`o meyeEgraves wjfndaOhla nd hq= ugraveu jeoa jkafka jfrac34udk mdia YsIH
mcdj i`oyd mdia WmfoaYkh plusmnauml j wjYH j mejSu u h ^uacutelurak 2010brvbar
msrK 2016amp msrK 2016 fmkajd fok mszligEgrave u mdig udfrac34fdamfoaYh yd
WmfoaYkfha wjYHdj rug u th mdia moaOsh =lt iaOacuteridr j iadms
lrSug kiuml tys plusmnkg ksr j isaacutek =rejrekafa ldfrac34hNdrh msltsn`o j uacutemriuml
lsIacuteu wjYH lreKla j mjs tneuacuteka ta i`oyd miqigraveula fi WmfoAYk =re
N+ntildeldfotilde jfrac34udk miqigraveu wOHhkh i`oyd mfrac34fhaIKhl wjYHdj mjS
ugrave th j yumlrga yumlIalr jljdkqjla njg ma fldg wes nj mjihs ueKsfla 2004amp
fmkajd fokqfha mdia udfrac34fdamfoaY yd WmfoaYk N+ntildeldj msltsn`o meyeEgraves Ntildehla
fkdues nj yd mdia udfrac34fdamfoaY yd WmfoaYk jev igyka jvda mltodhs whqszligka
lshdaul lsIacutefiuml wNsfhdahg mdi uqyqK Egraveh hq= j wes njhs
msrK ^2015amp mdia WmfoaYk =rejrekafa uacuteNjHd fidhd neSu
iiumlnkaOfhka wes wOHhkfhka wkdjrKh fldg weafa WmfoaYk uacuteIhh
iiumlnkaOfhka WmfoaYk =rejreka iiumlnkaOfhka wes wju plusmnkqjaNdjh fya=fjka
WmfoaYk ldfrac34hfhka ndfmdfrda= jk wruqKq bgq ugrave fkdues njhs tfya fuu
wOHhk mdia WmfoaYk =re ldfrac34hNdrh iiumlnkaOfhka Rcq wOHhk fkdfotilde p=szligld
^2015amp mdia WmfoaYkh msltsn`o isiqka olajk wdlam wOHhkh fldg we tuska
wkjrKh jkafka mdia isiqka =lt mdia WmfoaYk ldfrac34hNdrh fyda tys ksr
=rejreka iiumlnkaOfhka Okdaul wdlam fkdues njhs msrK ^2016amp YS xldfotilde
mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir
jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg
idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja
h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks
wsuacuteYd mudKhlska hqla jk njhs fuu miqigraveu u mdia WmfoaYk wNsudfrac34
^AmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j
wes nj jeaumlyumlrga fmkajd foa tfia jQ udfrac34damfoaY yd WmfoaYk =rejreka fi ma
lrk o =rejreka i`oyd luja jev msltsfjltla mdi =lt fdvkd fkdues ugraveu
yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd
wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja
jeaumlyumlrga fmkajd foa
20 wNsudfrac34h iy iquacutefYaIS wruqKq
wOHhkfha wNsudfrac34h mdia WmfoaYk lafIafha ksr ugrave isaacutek =rejrekafa
mdia WmfoaYk ldfrac34hNdrh yd Tjqka ta i|yd ueEgraveya jk wdldrh fidhd neSuhs
iquacutefYaIS wruqKq jQfha
wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd
wes jDaSuh fhdaHdj fidhd neSu
wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk
wdldrh uacuteufrac34Ykh lsIacuteu
weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk
eguml iy wNsfhda ydividekd ekSu
wEamp WmfoaYk =re N=ntildeldj Modhs fi mjajd fk hdu i|yd
ixjfrac34Okh llt hq= lafIa ksfrac34Kh lsIacuteu
97
30 lufotildeoh
mudKdaul mfrac34fhaIK mfotildeYfha ioacutelaIK mfrac34fhaIK lufotildeoh fhdod kakd
oS WmfoaYk =rejrekafa lshdldIacuteajhg wodlt msmash ksrEmKh lrk
plfaL lshd llt iajNdjh wOHhkh lrk ksid msmas mfrac34fhaIK laIK o Nduacute
lrk sect ioacutelaIK mfrac34fhaIK Khg wha mYakdjshla uska WmfoaYk
=rejrekafa oa ia lrk sect mYakdjsh ilia lsIacutefiuml sect iyNdslhkafa
wOHdmk yd WmfoaYkh i|yd wes iqyumliqliuml mdia WmfoaYk fiajd ldh hk uQsl
fdr=re nd ekSuga fojkqj WmfoaYk =rejrhl= jYfhka oekg mdifa lrkq
nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect
uqyqKmdk eguml yd tajd wju lsIacuteug a lshdudfrac34 o fjkqj jyumlrga WmfoaYk
=re N=ntildeldj =lt iadjr ugraveug Tjqkafa uQsl wjYHd fudkjd o hkak wjOdrKh
flrsKs
YS xldfotilde wOHdmk ldm 94ka mltda 07lska ^niakdysr jhU uOHu
kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk
=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh
ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa
yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34
^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard
kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j
msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect
1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m
sr y d ak i n
U h j
u H O u
k
sr y k f e
j W
qj u r n i
=K l o
h m d l
qj u oacute
v d af k qj k ntilde
sh K e l
h aacute r e j ssl k
h saacute m d sh == l
r qj k y u
sh lt t r qj k
r d m iuml w
v su e j
v d f x n
a e l
g d af k n iuml y
a e aj l Egrave
h K d u m
10 10 10 10 20 10 10 10 10 06 12 10 10
wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh
i`oyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH
udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa
yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh
lIacutes ua h
40 oa uacuteyh iy idlEacutePdj
41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj
411 wOHdmksl iy jDaSh iqyumliqliuml
wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka
5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk
rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ
29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr
kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia
Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu
yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha
jhU Wj yd kefkysr h
iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd
ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc
jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha
jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls
bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl
98
454035302520151050
wfm
diW
fmlt
aumlmaf
daud
mqyqKq
=re
cdY
suacute
wOHdmk
fotildesect
Ydiafotilde
sect
Ydiam
s
mYa W
mdecirc
1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml
WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs
mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka
sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi
yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju
iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re
lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg
o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch
412 WmfoaYkh iiumlnkaO iqyumliqliuml
WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml
yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh
lafIahls
WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ
kHdhdaul yd mdfhdasl ksmqKd wHjYH h ^American School Counselor
wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk
uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml
u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg
wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy
99
Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes
jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka
WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt
cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks
=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes
iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch
ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia
aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj
aumlmafdaud jQy 2 jk rEmhamp
2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml
01 WmfoaYkh msltsn`o mYapda Wmdecirc aumlmafdaudj
02 ufkdauacuteoHdj Wmdecirch
0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj
0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj
0 5 ufkda msldrh msltsn`o Wiia aumlmafdaudj
0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn`o Wiia aumlmafdaudj
=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd
snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc
aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu
Wmdecirch i`oyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla
jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl
WmfoaYkfha sect jeoa ufkda msldr msltsn`o yodrd isaacutefha tla whl= muKs fudjqka
fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh
100
reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl
fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk
uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh
jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs
413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml
=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid
mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk
ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl
ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave
snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd
snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds
ugrave fkdsigraveKs ja 39]la fiuml i`oyd mslts=re sect fkdsigraveK
414 mdia WmfoaYk fiajd ldh
flIa a h mlts ns `o mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq
yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d
ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu
r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld
mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh i`oyka fkdllt 9]la
o uacuteh
2 jk jj= ( mdia WmfoYa k fiajd ldh
jir Kk mudKh ^]amp
16 g jeauml
9
13 -
15
2
10 -
12
7
7
-
9
9
4 -
6
17
1 -
3
26
jir 1 g wvq
20
i`oyka kes
9
101
42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre
jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka
plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis
oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka
ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml i`oyd
uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu
mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u
Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml
ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh
udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh
WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu
fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml
iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la i`oyka fldg we
lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd
mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj
wkdjrKh uacuteh
421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml
ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a
WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a
WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k
r= ejrhd iis kq a iiumlnkOa fhka fyd`o kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect
Rcq j ueEgraveyugravea fiuml wjia dj mjs
fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o
fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO
jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh
422 isiq egumlj iajNdjh
isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect
mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la
wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj
msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl
eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY
iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO
ldhsl wdndO uacutefYaIfhka i`oyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la
fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt
egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK
102
mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u
fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk
fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk
=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh
foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd
orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi
fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka
dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml
ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute
yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect
=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $
foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg
wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd
uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg
la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=
j we
103
mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg
uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels
wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh
^wfiacutemd 2010amp fotilde
ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj
wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|
eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK
fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml
fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu
bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld
mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka
wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde
=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka
lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu
ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg
iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la
olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]
bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re
fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH
Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs
iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj
wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc
uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka
ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp
kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml
lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml
eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO
sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa i`oyd Nduacutehg ekSu
=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh
104
=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska
iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la
mdig mentildeKsfiuml yumlIalrdjg uqyqKmds
bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml
eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus
lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka
mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk
egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE
wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a
oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka
fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka
tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave
nika dyrs mltd wdYf hka we``umliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl
lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu
miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls
wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka
uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls
lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh
fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde
fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes
jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks
423 wehSiuml jdfrac34d nd ekSu
jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool
CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu
uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh
whsu lsysmhla Tiafia fla lrk sect
jdfrac34d nd kakd wdldrh mudKh ^]amp
1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64
2 fda igyka 12
3 ffokls jdfrac34d 3
4 mentildeKsfiuml faLk 2
5 fkdkS$ j u ke 1
6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9
WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd
mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula
lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu
ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs
3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu
105
424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka
eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak
ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs
WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu
^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh
hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha
uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq
nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig
wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt
hq= h
wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO
mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M
mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh
msldfrac34h ^Theraphyamp i`oyd fhduq lrk mudKh jeltelaugraveug yd
ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka
fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt
iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula
lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka i`oyd
lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs
ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok
ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde ^American School Counselor
Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls
flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk
mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK
425 WmfoaYk =re WmfoaYljrhdfka efnk iydh
WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt
odhlajhla ysntilde uacuteh hq= h
106
wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq
ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI
ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO
mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh
ksheEgravefha jQ =rejreka 29]la efnk iydh msltsn`o ieySulg ma uacuteh fkdyels nj
mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsn`o
ieySulg ma jk mudKh 21]ls
mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml
rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd
wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect
isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk
wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute
fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd
uqyqKmdk eguml fotilde bka 42]la i`oyka fldg snqfka isiqka mdig fkdmentildeKSu iy
Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg
uqyqKmdk njls
4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah
bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke
01]
06]
14]
28]
01]
50]
fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka
WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk
=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa
u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh
43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda
107
fkdeicircu iudc wdlam WmfoaYkh msltsn`o wkjfndaOh iadkhla fkduesugraveu
ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg
ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt
ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh
ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu
foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu
foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk
ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh
lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|
fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk
ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys
wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American
School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj
WmfoaYkh i`oyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj
fkdmentildeKsug fuh o fya=jls
tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels
neuacuteka WmfoaYk k=r msltsn`o j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka
48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a
=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla
njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh
fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls
fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka
36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma
fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect
egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml
khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS
kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml
uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h
WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh
lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs
mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh i`oyd u
ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma
llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues
njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos
uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs
431 eguml wNsfhda wju lr ekSug a lshdudfrac34
WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj
WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug
a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh
mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia
ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka
yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam
fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj
fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO
wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute
fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk
=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk
ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j
N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod
ekSu ^uacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu
mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu
wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j
lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi
uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh
wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd
wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul
miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute
lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl
wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj
fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka
uacuteiska wjOdrKh lr snqKs
108
middot 2013$6 plfaLh uska mdia WmfoaYkh i`oyd ksYaNtildej u kiuml llt
=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh
jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia
ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug
miqigraveula fdvkes fkdues nja h
middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u
mdi i`oyd WmfoaYk =rejreka n`ojd kakd fi wjOdrKh llt o
ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh i`oyd jDaSh iqyumliqliuml nd
weafa 14]l mudKhls
50 ksuk
109
middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka
ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we
middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq
egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid
isiqka uqyqK fok eguml mOdk uacuteh
middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|
wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo
u nd fkd ks
middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI
j msldfrac34h i`oyd jeauml fhduq ugraveula wkdjrKh uacuteh
middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re
WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu
i`oyd fkd efnhs
middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes
wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk
hug fkdyels ugrave we
middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect
we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu
mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla
fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka
wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk
=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk
uacuteIhh i`oyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk
=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg
jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh
msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju
ugraveu ta wr mOdk fotilde
middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka
iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o
fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd
Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka
lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys
lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h
middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt
uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk
=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect
mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml
60 fhdca kd
middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=
WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =
h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu
uacuteIfhys wes eTrq jgyd fk lghq = llt yels h
middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k
r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula
jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt
hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh
hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys
khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a
llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g
Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs
lt= ia dms uacuteh hq = h
middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka
WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh
iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =
j wefa a fiuml i`oyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg
a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq
mlts ns `o j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu
nmh nd Egraveh hq = h
middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a
ld mrdihla welt= hdjla dkS llt hq = h
middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e
Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu
yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a
plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h
110
middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia
WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh
ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u
eigraveh hq= ksis ek o egumljg la j we
wjOdkhla fhduq fldg ke
middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsn`o j uacuteuiSfiuml sect fmkS sfha
Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska
weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u
mdia mszligmdkh o fuys wes jeoalu fkdild we
111
middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh
uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk
hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ
WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg
iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml
msltsn`o lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska
u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka
n`ojd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt
hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk
weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg
jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk
mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc
wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga
mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr
mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu
mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud
^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd
iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda
iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd
WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu
wjOdkh llt hq= h
middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u
moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok
wdpdrOfrac34u moaOsh WmfoaYk =rejre n`ojd ekSug wodlt
plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia
WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga
WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq
wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j
ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd
lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu i`oyd
uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug
mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh
hq= h
middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg
fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls
tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk
wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u
wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd
wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk
jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd
2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh
iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu
hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg
wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu
ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka
foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h
middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg
WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula
fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk
ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml
wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj
fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula
lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia
wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h
middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave
weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsn`o lshdldIacute ksis
weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua
wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej
u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl
Tiafia wecirclaIKh llt hq=h
112
middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev
ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr
ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves
plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd
ksis weumllaIKhla o isyuml llt hq=h
middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY
msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska
ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh
113
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MedicalJournal49(1)21-23
- DeZoysaPRajapakseLampNewcombePA(2004)Apersonalityproileofth
Sinhala speaking school childern in Sri Lanka The 60 Annual
conferenceintheSriLankaAssociatefortheAdvancementofScience
ColomboSriLanka
- NationalInstituteofEducation(2006)GuidanceandCounsellingUnitLealet
Guidance and Counselling Unit National Institute of Education
Maharagama
- PathiranaBDD(2015)MappingoutthepotentialroleforSriLankanschool
An counselor explratary study International Journal of Advanced
Research3(5)609-618
- PathiranaBDD(2016)SchoolcounselinginSriLankaAnalysisofthepast
recomending a way forward International Journal of Advanced
Research4(6)30-38
- WickramarathneV(1998)Counsellinginterventionsintheschoolsettingin
SriLankaItsneedsSriLankaJournalofScience11(1amp2)29-45
114
- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk
- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsn`o wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp
- chisxytEacuteagravetiatiuml^1994ampmdil fhdjqkauacutefha isiqka i`oyd kHdhdaul WmfoaYk kHdhla mjajd fkhdu wfkl=a bfkqiuml ldfrac34hhka wr jvda jeoa fkdjkafka o wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh^wmldYsamp
- ckdecircms ldfrac34h idOk nldh ^1997amp idudkH wOHdmkfha msixialrK jdfrac34dj YS xldj
- cdsl wOHdmk wdhkh 2011amp wOHdmk mfrac34fhaIK ka kdudjsh mfrac34fhaIK iy ixjfrac34Ok fomdfrac34fiumlka=j cdsl wOHdmk wdhkh uyru
- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- cdsl wOHdmk fldntildeika iNdj 2003amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- reKhka msltsn`o ckdecircms fldntildeika iNdj ^1990amp reKhka msltsn`o ckdecircms fldntildeika iNd jdfrac34dj YS xld rcfha uqoslashKdh
- ueKsflaiStiumlwdfrac34^2004ampYs xldfotilde kj fhdjqkA mdia YsIHhd uqyqKmdk eguml iy plusmnkg lshdaul jk udfrac34fdamfoaY yd WmfoaYk jev msltsfjlt msltsn`o j uacuteufrac34Ykdaul wOHhkhla wOHdmk lltuKdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- uacutelurak ugrave 2010amp WmfoaYkfha uQsl ixlam lD mldYkhls- uacuteluisxyviacuteOcirc^1990ampmdia jdaSh udfrac34fdamfoaYh msltsn`o uacuteufrac34Ykdaul
wOHhkhla wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- fotildeyea tiuml tiuml ^1996ampjDaSh udfrac34fdamfoaY fiajdjlg wodlt j mdifa ldfrac34hNdrh wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- iurisxytia^1981ampfhdjqka uacuteh yd wOHdmksl guml wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- wOHdmk wudHdxYh2001$06$20 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- wOHdmk wudHdxYh2013$01$15 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj^2009amp YS xldfotilde idudkH wOHdmkh i|yd kj wOHdmk mkla ikaofrac34Nh eguml iy fhdackd wha jdfrac34dj idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj
- fiLH wudHdxYh ^2016amp cdsl sxdYs frda yd tacircia ufrac34ok jHdmDsh fiLH wudHdxYh
- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia
jordosh
Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States
For further details visit wwwvarkeyfoundaonorg
Strength of a Teacher amp the Global Teacher Prize
Im privileged to have had an education that
taught me to approach the world with openness
curiosity and flexibility I was surrounded by
great teachers that modeled the rigorous
intellectual discipline needed to disrupt
culturally constructed ways of knowing to
bypass static habitual perspectives and to greet
the world with empathy authenticity and a
playful sense of humor The Global Teacher Prize
is exciting because it acknowledges the
importance o f teachers and the enormous
impact they have The future is in the hands of
our children the spirit they encounter in todays
classrooms will provide the foundation for
tomorrows world Jordan Shapiro
115
- 2017 Coverpdf (p1)
- cover2pdf (p2-6)
-
- newpdf (p1-4)
- Untitled1pdf (p5)
-
- 8-1Executive summary (61)pdf (p7-10)
- 1 Teaching physicspdf (p11-33)
- 2 Activity based (61)pdf (p34-47)
- 3 School curriculum for sustainable peace(JC)doc(61)pdf (p48-70)
- 4 Assessment article(61)pdf (p71-77)
- 5 Characteristics of an ET(61)pdf (p78-96)
- 6 Guidance 2-2-3(61)pdf (p97-120)
- 7 Strength of a Teacherpdf (p121)
-
Education Perspectives
C o n tents Page No
1 Executive summary
2 Teaching physics at GCE(AL) and problems encountered by science teachers The case of the Jaffna Education Zone
S Ahilan Teacher Jaffna Hindu College Jaffna Dr Seetha Wickramasinghe Fmr Additional Director National Science foundation
Colombo7
3 Activity Based learning an effective approach for self-regulated learning practices
Dr Sasikala Kugamoorthy HeadDepartment of Secondary amp Tertiary Education
Faculty of Education The Open University of Sri Lanka Nawala
4 School curriculum for sustainable peace A case study from northern Uganda Dr J Cunnigham Researcher University of Oxford United Kingdom
5 Time to asses our assessment process RNASilva Overseas School Colombo
6 ModhS =rejrfhl= i= =Kdx
wdfrac34tiaflaflaOfrac34uisrs wOHdmk mSGh fldltU uacuteYajuacuteoHdh
wdpdfrac34h laIauka fjaumllaldrfa fcHIaG lOacuteldpdfrac34h iudc uacuteoHd wxYh wOHdmk
mSGh fldltU uacuteYajuacuteoHdh
7 mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla
ikas Sdks llafdv wdrEacuteNtilde lOacuteldpdfrac34h udfrac34fdamfoaYk yd WmfoaYk wxYh
cdsl wOHdmk wdhkh uyru
8 Strength of a Teacher and the Global Teacher Prize
1
5
28
42
65
72
91
115
v
1
ExecutiveSummary
This volume contains articles on different themes related to educationEducationisfundamentalforthesocio-economictransformationandfortheupliftmentofthelivelihoodofthegeneralpublicandtheadvancementofacountry
The irst article discusses teaching physics at GCE OL amp problemsencounteredbyscienceteachersintheJaffnazoneArandomsampleof82scienceteachersintheJaffnaeducationzonewereselectedforthestudyThemethodologyusedwerequestionnairesurveysanddirectinterviewsandcomparedpreandpost-testknowledgeonscienceThewritersfoundasigniicantdifferencebetweentheexperimentalandthecontrolgroupofteachersTheteachersoftheexperimentalgroupwerenotabletoteachconceptsofphysicsatGCE(OL)andthisresultedinthestudents lowperformance at the OL examination Writers recommended to updateteachersknowledgeinphysicsthroughperiodicalseminarsampworkshopsOn the other hand theMinistry of Science Technology amp Research hasforwarded a cabinetmemorandumon reforming STEM educationwhileidentifying examples from other developed countries (USA Hong KongAustralia Canada Finland India Malaysia amp Singapore) to popularizesciencetechnologyengineeringampmathematics(STEM)educationinSriLanka Further stated in this memorandum the lack of STEM literateprofessionalsmeansthegovernmentwontbeabletoachievethetargetfora knowledge based economy Thus attracting students towards STEMeducationisadireneedInUSAautomationandartiicialintelligencearestatedasdisruptingthelabormarketandthemarketforrichlyrewardedpositionsrequiringadvancedtechnicalamppersonalskillsNeverthelessonething is clear that the jobs of tomorrow will require creativity andinnovationDanielHPinkquotethatldquoThefuturebelongstoadifferentkindof person with a different kind of mind designers inventors teachersstorytellerscreativeandempathicright-brainthinkerswhoseabilitiesmarkthe fault line between who gets ahead and who doesntrdquoWith thisbackgrounditisatimelyrequirementtoelevatethestudiesofSTEMasanationalprioritytoenhancethequalityofscienceeducationofSriLankanstudents
Thesecondarticledescribedactivitybasedlearningasaneffectiveapproachfor self-regulated learning practices The sample consisted of studentteacherswhohavebeen followedPGDEprogram inTamilmediumat theOpenUniversityofSLin20112012Thestudyrevealedthat96ofstudentteachersprefertosearchformoreinformationfortheirownself-learningandtheactivitiesgivenatthePGDEhaveencouragedthemtodoself-learning
The writer further says that activity based learning methods havedevelopedtheircognitiveskillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthestudentteachers
ThenextinvitedarticleisacasestudyfromnorthernUgandawhichlooksat
theroleoftheschoolcurriculuminpeacebuildingafterthetwentyyearcivil
warTheconceptualframeworkhasbeendevelopedbythewriter(three
concepts for a conlict transformation curriculum truth seeking
reconciliation and inclusive citizenship) with his own experience as a
historyteacherschoolleaderandinallythroughhispreviousresearchon
humanrightsanddemocracyHencethiscouldbeadoptableandcanbe
usedtoinvestigateschoolsinSriLankaforsustainablepeaceandtherebyto
reducetheriskofcivilwareruptionInSriLankabeforeendingthecivilwar
in2014theopportunitycost(forgoneincomeatmicroampmacrolevels)and
the economic impact of thewarwas enormous In the1999 iscal year
486ofGrossDomesticProduct(GDP)wasspentonwarWarreducedthe
development expenditure of the government and also reduced foreign
directinvestment(FDI)byreducinginvestorsconidence(USAID2000)
Thus Sri Lankan education has failed to promote nation building by
fosteringmutualunderstandingtoleranceandrespectforeachother(NEC
Report2003)whichisparamountifaheterogeneoussocietyistoachieve
economicdevelopmentThecountrieslikeSingaporewereabletopromote
meritocracyandequalityofopportunityandcontributetosocialcohesion
through education policies Thus its worthwhile to adopt a conceptual
frameworktoencouragesocialcohesionpoliciesforsustainablepeaceinSri
Lanka
Thefollowinginvitedarticleistitledldquotimetoassessourassessmentprocessrdquo
Itgivesanoverviewofthecriterionbasedassessmentwhichispracticingin
OverseasSchoolinColomboThewriterelaboratesthetwomainassessment
categories known as normative and criterion based In normative
gradingsstudentscompareoneanotherwhilecriterionbasedassessment
model assesses according to speciic learning criteria According to
assessmentexpertGrantWigginsthecriteriabasedassessmentisasuperior
model as it requires greater student involvement with the intention of
developingstudentprocessincriticalthinkingmetacognitionandrelection
The writer says the international baccalaureate (IB) is a recognized
2
educational programwhich follows the criterion referenced assessment
modelItcontainsaprimaryyearsprogram(grade1to5)middleyears
program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn
theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at
standardlevelInadditionstudentsfollowacourseoftheoryofknowledge
which guide them to relect critically onhow theyknowandwhat they
believetobefactsortruthEachstudentcompletesanextendedessayona
topicofspecialinterestwhichpreparesstudentsforanindependentstudy
Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities
andacommunityserviceprojectTheassessmentsarecarriedoutthrough
externalampinternalcomponentsIntheIBprogramnumericalgradesare
offeredbasedonthecriterion-referencedescriptors
ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat
makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers
have long lasting impact on the lives of their students and the greatest
teachers inspire students towards greatnessrdquo (Sunday Times
30072017)
TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto
conductthisresearchbyformulatingtheframeworkrequiredThismodel
inquires personal behavior relevant teachingmethods amp teaching aids
student-teacherrelationshipprofessionalskillstechnicalskillsampdecision
making skillsof a teacherand identiiedpositiveandnegativepoints to
differentiateeffectivecharacteristicsThesampleconsistedof40teachers
fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers
who enters the professions should have a broad knowledge about the
profession and they should develop required characteristics to be an
effectiveteacher
This situation highlighted by the recommendation from the National
CommissiononteachingAmericasfutureThepanelmaderecommendations
for ensuring that every classroom has a qualiied teacher Further
recommendationsinclude
raisingtheprofessionalstandardsofteachers
improvesalariesampworkingconditions
3
reinventingteacherpreparationandprofessionaldevelopment
encourageandrewardteacherknowledgeampskills
InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo
AmandaRipleysaysothercountriesaremoreseriousabouteducationand
thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside
KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit
topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband
making sure vulnerable students have strong teachers BothUSampKorea
believe that the caliber of the teacher matters tremendously and great
teachersmakeahugedifferenceinchildrenslives
The inal article is a study of the role of school counsellor teacher and
investigatedprofessionalcompetenceofthecounsellorteachertheirmode
of intervention challenges faced by the counsellors and the areas that
should be developed to perform productively The study suggested the
followingThedeinitionofthesubjectcounsellingincompliancewithclear
indicatorsestablishalegalidentityampframeworkforthesubjectgivinga
license to teachers selectedoncoherent criteriamakingcompulsory the
completionofprofessionalqualiicationforteachersandreleaseteachers
fulltimeforcounsellingactivities
TheResearchampDevelopmentBranchoftheMinistryofEducationisvery
gratefultothewritersfortheirvaluableinsightsandcontributionsand
wouldliketothankthemaccordingly
4
TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE
Abstract
Scienceeducationhasundergonemanyreformsinthepastwiththepurpose
ofchanginganddevelopingtheteachingandlearningprocesstoimprove
theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis
theknowledgeandkeennessofteachersthatdeterminehowtheyrespond
toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto
accountwhen implementing educational changes or reforms Therefore
this study was undertaken to identify the status of science teachers
knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor
successful implementation of the science education reforms A random
sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas
selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas
investigatedthroughmodesofaquestionnairesurveyanddirectinterviews
based on pre-test and post-test knowledge on science The data were
quantitatively analyzed and interpreted with qualitative inputs which
revealedasigniicantdifferencebetweentheexperimentalgroupandthe
controlledgroupofteachersThestudyresultsshowedthatmostscience
teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs
suchtheteachershavefailedtoteachphysicstostudentseficientlyand
effectivelyandthusstudentsperformpoorlyattheGCEOLexamination
Therefore science teachers should be providedwith proper training to
update their knowledge in physics through periodical seminars and
workshopstoachievethegoalsofScienceEducationinschools
KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts
Introduction
InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital
roleintheschooleducationsystemsinceitisessentialthatstudentspas
5
SAhilan
TeacherJJaffnaHinduCollegeJaffnaamp
DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07
ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools
comprises threemajorsubjectcomponentsnamelybiologyphysicsand
chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe
abilityofteachersinteachingthosesubjectcomponentsitisobviousthat
teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience
subject
Thegreat educationistAnagarikaDharmapala observed that the
present and the future life of youth lie in the classroomswhich exactly
meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring
aboutthescientiicandtechnologicalabilityforfuturegenerationtowards
humanresourcedevelopmentIntheGCE (OL)curriculumthesubject
physicsincludesthesectionsofElectronicsLightElectricityandMechanics
andbasedonthesesectionsrelevantquestionsareincludedinthequestion
papergivenattheGCE(OL)examinationIfthestudentsunderstandthe
principlesbehindthesesubjectcomponentsveryclearlyandthoroughly
theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid
examinationThisfactrequireschangesinteachingandlearningprocessin
physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe
EducationCurriculumReformsof2007thusaimsatachievingthetargetof
improvingtheteachingandlearningprocessinschoolsThereforeitwillbe
useful to investigate the feasibility of teaching the science subject in
achievingthegoaloftheEducationCurriculumReformsof2007
ReviewofLiterature
Conceptualizationdependsonseveral factorsFrequentexperiencesand
relationships among such experiences lead to create concepts while
hereditary or human development related pattern also inluences
conceptualization(Balachandranetal2010)Thisresearchinvestigation
wasundertakentostudythephysicseducationinschoolandunderstanding
thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof
studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof
studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife
6
1)Whatisinvolvedinunderstandingandusingphysics
Whilethismightseemobviousorevensimpletotheprofessionals
manyofthecomponentsofourunderstandingarenormallyinvisible
tousCarefulobservationandanalysisoftheconceptsofphysicsand
ofthebehaviorofexpertsisrequired
2) Whatdoourstudentsbringtoourphysicsclasses
Howstudentshearandinterpretthematerialpresentedtothemina
physicsclassisheavilydependentontheexperiencestheygetinthe
classEveryonehassomesensethataforceisnecessarytomaintaina
velocitywhenwalkingdrivingorpushingsomethingalongtheloor
NewtonsSecondLawisinconsistentwiththewaythatmanyofour
studentshavemadesenseoftheirexperiencesintheworld
3) Howdostudentsrelectonourphysicsinstructions
Teachersoftenassumethatstudentswouldrespondonbehalfofthe
knowledgeofconceptsofthesubjectphysicsTeacherscouldalso
designeffectiveinstructionsandthenitisuptoteacherstolearnhow
studentsrespond
itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto
createmoreeffectiveinstructionstowardsbetterlearningandimproving
skillssuchascriticalanddivergentthinkingcreativity initializationand
collective responsibility which are products of totality of the education
process(Baskaran2001)ManyteacherswhoteachscienceattheGCE
(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof
scienceduetotheproblemofunderstandingtheconceptsofsameandare
less troubledwith how little the students learn Tomake the case even
worsethegrowingimportanceoftechnologicalliteracyintheworkplaces
makes it increasingly important foronetoprovidevalue tomanyofour
studentswithgoodunderstandingofconceptsofphysicsintheclassroom
Intheprocessofteachingandlearningtheteachersneedtounderstanda
fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie
2007)
7
processesOntheother
handscientiicmodelsareoneofthemainproductsofsciencethatplaya
crucialroleinreducingthecomplexityofphenomenabyallowingamore
visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan
bemadeandtested(Gilbertetal1995)Thissituationassumesimportance
ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe
physicscomponentof thesciencesubjectTherefore the followingmain
objective and the speciic objectives arising out of it are drawn for
investigation
MainObjectiveoftheStudy-
Toinvestigatetheproblemsandconstraintsfacedbytheteachersin
teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents
SpeciicObjectives
Toindouttheviewsofteachersabouttheirknowledgeofphysicsin
relationtotheconceptstaughtintheGCE(OL)syllabus
Toindouttheeffectivenessofthephysicspracticalclassesconductedin
schoolinunderstandingtheconcepts
ResearchMethodology
a)Sampledesign
Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing
together an analysis of the components and structure of knowledge of
physicswiththeobservationandanalysisofstudentbehaviorduringthe
teachingandlearningprocessInthiscontexttheieldofPhysicsEducation
Research (PER) seems as a growing sub-discipline of physics (Edward
Redish and Richard 2001) Further Mathusuthanan et al (2007) have
pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare
nowbeinginprocessinSriLankaSucheducationalreformstakeplacein
everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel
processesTheeducationalreformsandthequalityofeducationshouldbe
checked frequently by conducting research studies to ind out their
successes and failures By research it is possible to ind out that the
secondary level of education system has not brought about the target
achievementswhich has been one objective of theNational Institute of
Education (NIE) The NIE hasmade curriculum changes in 2007 in the
secondary education level On one hand the models of science are
representationsofobjectseventsideassystemsor
8
The Jaffna Educational Zone consists of many resource persons many
scienceteachersandadequatephysicalfacilitieswhencomparedwiththe
otherEducationalZonesinthePeninsularInthepresentstudytheschool
teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone
Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting
the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna
NallurandKopaywereidentiiedandtheteachersineachstratumwere
selectedbyusingthestratiiedrandomsamplingmethodduetothereason
thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove
EducationalDivisionshaveadequatephysicalresourceswhilecomprising
thehighestnumberofteachersofscienceThiswasthemainreasontoselect
the Jaffna zone for a representative sample of teachers The following
conceptsofphysicswereconsideredforthestudy
b)PhysicsConceptsselectedfortheStudy
A) The formation of various images from lenses to design optical
instrument(Lenses)
D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)
E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd
irstobject(Newtons3 Law)
The questionnaire designed for the pre-test to be done by teachers
comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach
questioncontainedafewpartswhichcovervariousconceptsofphysicsthat
areincludedintheGCEOLSyllabus
B) The phenomena of refraction of light in human activities (lightrefraction)
C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)
c)Formulatinghypotheses
Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor
statisticaltesting
1) H ThereisnodifferencebetweenthemeanoftheExperimental01
groupandthe
9
Controlgroupinthepre-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11
Controlgroupinthepre-test
2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe12
Controlgroupinthepost-test
3) H Themean difference of the pre-test and the post-test on the03
experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13
experimentalgroupisgreaterthanzero
d)Statisticaltoolsusedinthestudy
The t- test wasused to indout thewhether therewasa signiicant
differenceintheknowledgeofphysicsconceptsbetweentheexperimental
groupandthe controlgroupofscienceteachersForidentiication of
theproblemsfacedbythescienceteachersapre-testwasconducted
Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent
concepts ofphysics in the GC EOL syllabusas mentioned
previouslywhichwereidentiied duringthe teachingand learning
processofphysics Direct interviews werealsoconductedwiththe
stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter
thepre-testtheconceptsbehindthequestionswereexplainedtothe
teachersandapost-testwas againconducted amongtheteacher
sample to see whether they would answer the questions correctly
10
As mentioned previously this study was carried out to investigate the
knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE
OLexaminationThesamplecomprisedeighty-two(82)scienceteachers
whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation
ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay
Theresearchinstrumentsusedfordatacollectionfromthescienceteachers
were questionnaires interviews and direct observations that were
analyzedalongwiththescoresofthepre-testandthepost-testconducted
withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)
The data were analyzed statistically and t-test was conducted to see
ResultsandDiscussion
whetherthereissigniicantknowledgegapinthescienceteachersandthe
resultsarepresentedbelow
i EducationalQualiicationsoftheteachersample
IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder
thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix
(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11
Others were trained at the Colleges of Education or Teacher Training
Colleges who had also obtained different types of training programs
organized by the Ministry of Education and the National Institute of
Education
ii Questionnairesurveyconductedonthephysicsconcepts
Thefollowingweretheresultsof thequestionnairesurveyconductedto
investigate whether science teachers have a sound knowledge on the
conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL
examinationFiveconceptsABCDandEmentionedpreviouslywereused
forthispurposeandtheresultsarediscussedbelow
a)Concept-wisecomparisonasawhole
Percentage
()
9090
80
70
60
50
40
30
20
10
0
5154
60
50
Variousimages(A)
Refraction oflight(B)
Cange ofbrightness(D)
Newtonrsquos 3rdlaw(E)
Transistorand
resistor cConcept
Fig1Achievementsofteachersonvariousphysicsconcepts
Theconcept-wisecomparisonisshowninFig1FortheConceptA
806 of the teacher sample correctly answered the questions
relatedtofunctionsofthelensesHoweverthesampleteacherscould
answerthe Concepts BCD andEat an averagelevel (50-60)
11
b)Question-wisecomparisonundereachconcept
ConceptA-Theformationofvariousimagesfromlensestodesign
opticalinstrument
Fig2UnderstandingofConceptA
50
120
100
80
60
40
20
0
733
90 90
100
1 2 3 4 5
Questions
Percentage
()
TheConceptAwastestedontheprocessofformationofvariousimagesby
the convex lens As shown in Fig2 only 50 of the teachers correctly
answeredtheirstquestionrelatedtoimageoflensrevealingthatother50
oftheteachersdidnothavethepracticalknowledgeonthelensperformance
Mostoftheteachersansweredsatisfactorilytothequestions234and5
undertheConceptA(70-100)butthisachievementmaynotbeadequate
forteachingphysicssatisfactorilytothestudentsattheGCE(OL)
ConceptB-Thephenomenaofrefractionoflightinhumanactivities
Fig3UnderstandingofConceptB
80
70
60
50
40
30
20
10
0
7333
4333
6333
2333
5333
6 7 8 9 1 0
Questions
Percentage
()
TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The
lowest number of teachers correctly answered the question number 9
12
followedbythequestionnumber7Thesequestionswererelatedto the
rainbowandpropertiesoflightforwhichbelow50ofteachersanswered
correctly indicating that the sample teachers have poor knowledge on
refractionrelectionandlightwavemotion
ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds
Fig4UnderstandingofConceptC
Questions
100
90
80
70
60
50
40
30
20
10
0
1333
60
3666
7666
8666
Percentage(
)
11 12 13 14 15
13
The Concept C tested was in relation to the process of transistors and
resistersThelowestnumberofteachersansweredthequestionnumber11
followedbythequestionnumber13Thesequestionswererelatedtothe
transistorandLDRactivity Asteachershadapoorunderstandingonthe
functionofNPN transistor and the functionof LDR86of themwere
unabletogivethecorrectanswertothequestion11indicatingthatteachers
didnotunderstandtheactivitiespertainingtothequestionwiththegiven
data
ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit
Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin
bulbsOnly30ofteachersansweredthequestionnumber16
correctly followed by the question number 18 (50)
ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany
teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere
unabletoanswercorrectly
ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst
object
Fig5 understanding of Concept D
Questions
6066 6333
30
90
50
16 17 18 19 20
100
90
80
70
60
50
40
30
20
10
0
Percentage(
)
Fig6 understanding of Concept E
7666
3666
2333
8333
30
Questions21 22 23 24 25
90
80
70
60
50
40
30
20
10
0
Percentage(
)
rdTheConceptEwas testedon the forces related to theNewtons3 Law
(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223
and 24 correctly One reason could be that the diagram related to this
ConceptgivenintheSciencetextbookwasnotclearThereforethesample
teachers were not familiar to this subject component of physics
14
iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted
Apre-testwithivequestionswasconductedamongtheteachersofscience
Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped
asfollows
a)ExperimentalgroupndashGroupE
b)Controlledgroup-GroupC
Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore
rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot
very low scores (below 40)for answering the questions given under
variousconceptsofphysics
Table1presentsthepre-testscoreoftheteachersofscienceAmajority
oftheteachersgotverylowmarksMostofthescienceteachers(377)
areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe
scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin
betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It
isimportanttonotethatcumulativenumberofseventy-ive(75)science
teachersscoredbelowforty-onemarksindicatingaverylowknowledge
Table1Scoreofthepre-test(Questionnaire)
15
ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were
alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test
butthevalueswereverylowandapproximatelyequal
Table2summarizestheresponsesgivenbytheteachersampleundereach
concept of physics Accordingly many respondent teachers could not
understand theelectronic concepts ie functionof the transistors Some
respondentshowevercouldnotansweranyofthequestionsandtheyfailed
tocompletethequestionnaire
Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test
Table2also indicates that ingeneral a lownumberof science teachers
understooddifferentconceptsofPhysicswhichareABCDandEThe
conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent
(50)Fifty-fourpointnine(549)percentofthescienceteachersmade
mistakesonconceptERegardingtheconceptsrelevanttoLenses122of
scienceteachersknowledgeofPhysicswasveryweak
iv Analysisofthescoreofquestionnaireatthepost-testconducted
Thepre-testquestionnairewasdiscussedandexplainedonlytothe
experimentalgroupEThepost-testquestionnairewasdesignedwith
the same concepts of physics and tested with the teacher sample
16
Thepost-testmarksrecordedaregiveninTable3
Table3Scoresofthepost-test
Total 41 41
Theresponsesofthetwogroups(experimentalandcontrol)accordingthe
aboveTable3indicatethatthereisanimprovementofknowledgeinthe
experimental group as compared to the control group because the
experimentalgroupwasprovidedwithremediesanddiscussionson the
conceptsABCDandE
Descriptive statistics was performed to identify the effectiveness and
eficiency of remedies and discussion Science teachers in the
experimentalgroupbasedonmeanvalueperformedwellatthepost-test
thanthatofthecontrolgroupStandarddeviationalsorevealedthesame
result Further a t-testwas conducted between the two groups to see
whetherthereisasigniicanteffectinperformanceafterexplainingthe
concepts to the experimental group of teachers Therefore it can be
summarizedthatwhencomparingthescoreofthepre-testwiththepost-
testmarksoftherespondentsitwasobservedthatthepost-testscoresof
therespondentsintheexperimentalgroupwerehigherafterexplaining
the physics concepts to them through workshops and discussions
17
vHypothesesTesting
(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01
ExperimentalgroupandtheControlgroupinthepre-test
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
pre-test
isthemeanvalueofthepopulationfortheControlgroupinthepre-test
H 01 =mE mc
H 11 gtmE mc
mE
mc
UnderH thecalculatedvalue=-07201
Butthetablevalueat5signiicancelevel164
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
post-test
isthemeanvalueofthepopulationfortheControlgroupinthepost-test
H 02 =mE mc
H 12 gtmE mc
mE
mc
UnderH thecalculatedvalue=66202
Butthetablevalueat5signiicancelevel164
18
(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01
meansthe5signiicancelevelthereisnodifferencebetweenthemeanof
theExperimentalgroupandtheControlgroupinthepre-test
SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02
at 5 signiicance level there is a difference between themean of the
ExperimentalgroupandtheControlgroupinthepost-testThereforethe
meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue
of the Control group in the post test Thus we could infer that the
ExperimentalgroupperformedsigniicantlybetterthantheControlgroup
intheposttestThereforeitwasclearthattheunderstandingofconceptsof
physicswasverylowinthescienceteachers
013 gt-= prpoDH mmm003 =-= prpoDH mmm
(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03
ontheexperimentalgroupiszero
Where
D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup
UnderH thecalculatedvalue=31903
Butthetablevalueat5signiicancelevel1684
SincethecalculatedvaluegtthetablevalueH isrejected03
Hence at the 5 level of signiicance the post-testmean value of the
Experimental group was higher than the pre-test mean value of the
ExperimentalgroupindicatingthattheperformanceoftheExperimental
groupwasbetterinthepost-testthanthatofthepre-testThissituationalso
provesthatthescienceteachershavepoororverylowunderstandingofthe
physicsconceptstaughtattheGCEOLsciencesyllabus
Directinterviewswithstakeholders
The following observations were made during the direct interviews
conductedwiththestakeholders
AlecturerattachedtoaCollegeofEducationsaid
ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin
othersubjectsareappointedtoteachmathematicsandscienceThereforeitis
doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience
subjectsrdquo (interviewconductedduringthestudy)
19
AlecturerinattachedtoaTeacherTrainingCollegesaid
ldquoTrainee teachers do not have adequate knowledge in basic concepts of
sciencethataretobetaughtintheseniorsecondarygradesThereasonfor
thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto
teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid
ldquoI found that most science teachers had studied in the biological science
streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad
theirtrainingeitherattheCollegesofEducationorattheTeacherTraining
Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis
thereasonforthesetbackinproducinggoodphysicsresultsrdquo
(interviewconductedduringthestudy) ScienceTeachersOpinion
The information collected from the teachers by direct interviews are
tabulatedinTable4Whentheteachersopiniononthesubjectcomponents
ofsciencewasconsidereditindicatedthat914teachershaveproblems
inteachingphysicsThereasonwasthatmostteachersinthesampledidnot
haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat
theGCEOLsciencesyllabus
20
SubjectcomponentinScience
Percentageofteachers()
Difficult Normal Easy
Physics 914 61 24
Biology 24 12 963
Chemistry 06 634 305
Table4Teachersopinioninteachingsubjectcomponentsinscience
Impactofthequaliicationsofscienceteachersample
Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)
IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching
at theGCE(OL)classesat the timeof thestudyMostof the trained
teachersfromCollegesofEducationandtheTeacherTrainingColleges
teach science toGCE (OL) students Though theirmain subjectwas
sciencemanyofthemdidnothaveadequateknowledgeinmathematics
tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion
and Tamil etc as their optional subjects Thus they face many
challengesanddificultiesinteachingthephysicscomponentinScience
21
Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)
Discussiononthesecondspeciicobjectivetoindouttheeffectiveness
ofthephysicspracticalclassesconductedinschools
In this regard facilities such as laboratory facilities Internet facilities
libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing
the questionnaire The responses given by the sample teachers in the
questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas
school principals students technical persons and laboratory assistants
were also inquired about the facilities available for conducting physics
practicalclassesandtheyagreedwiththeobservationoftheteachers
Table6Facilitiesavailableforteachingandpracticalwork
22
Facilitiesavailableinschoolsfortheteachingandpracticalwork
IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-
mentioned facilitiesButschools inruralareashave less facilitiesWhen
schoolshave less facilitiestheteachersinditdificultto developtheir
ownknowledgeorexplaintheconceptsofphysicstothestudents
Fig 7 indicates the teachers opinion on the physics teaching methods
gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe
bestToenhancetheknowledgeinthephysicscomponentofscienceitis
essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp
boththeteachersandthestudentstodeveloptheirteachingandlearning
skillsthroughhandsonexperience
Groupdiscussion(P)
Experiment(Q) Any othermathod(S)
Suggestions
80
70
60
50
40
30
20
10
0
71
20
9
Pe
rce
nta
ge
()
Fig7-Bestteachingmethod
P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents
Q-Experimentalactivity(demonstratetheexperimentswhichare
inthetextbook)
S-Anyothermethod(GroupworkindividualworkChalkandtalk)
Interviewsconductedregardingfacilitiesavailability
AninterviewwasconductedwithalecturerofCollegeofEducation
ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo
(interviewconductedduringthestudy)
ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo
(interviewconductedduringthestudy)
AnotheroficeroftheJaffnaEducationexpressedthefollowingview
23
AnAdditionalDirectorofSciencecommentedasfollows
ldquoIt is essential that all teachers know the fundamentals of
ScienceThenonly they can teachScience Science is a ield
which can elaborate our knowledge This is related to two
important things The irst one is observing an event that
happensinourenvironmentandtheotheroneisconstructing
principles to explain those observances Therefore doing
experiments and research to explain the concepts inPhysics
section will help the teachers to enhance the practical
knowledgeofScienceandgavedetails
(interviewconductedduringthestudy)
During the informal discussions held with Laboratory Assistants the
followingdrawbackswerementionedthatwouldaffecttheteachingand
learningprocess
a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades
b) Manyequipmentrequiredarenotinworkingcondition
c) Nowaterfacilitiesavailableinthelaboratories
d) Teachersarealsoreluctanttodopracticalwork
24
Thisstudy investigated the levelofcomprehension in teaching thebasic
conceptsofthephysicscomponentofthesciencesubjectrelevanttothe
GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended
questionsthatweremainlyfocusedona)refractionoflightb)relectionof
light c) transistor and resister d) changing brightness of bulbs in the
circuitande)NewtonsThirdLawBycombiningthequestionswiththe
focusedfactorsandthescoresachievedbyteachersfortheanswersgiven
for each question it was possible to analyze the data relevant to each
concept It was found that the science teacher sample had a poor
understandingoftheconceptsofphysicstestedThestudyrevealedthatthe
knowledgeofthescienceteachersampleonthecomponentofphysicsinthe
GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand
thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers
showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts
tested due to insuficient experience in doing practical relevant to the
physics component of the OL Science Syllabus (direct interviews with
teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat
morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat
the Colleges of Education were from the Biological Science stream and
hence they had insuficient knowledge in the physics concepts
Conclusions
There were only a few science graduate teachers in the Jaffna
EducationZonewhoareteachingScienceattheGCE(OL)classesMany
teacherswhoteachsciencewerefromtheNationalCollegeofEducation
ButattheinterviewwithalecturerintheNationalCollegeofEducationit
wasrevealedthattherewasnolecturerappointedtoteachscienceforthe
last11yearsThismightbeonereasonformanytrainedteachershavingan
insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso
revealedatthedirectinterviewsthebiologyandchemistrycomponentsof
thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto
physicsarecoveredrarely
Itmustbeemphasizedthatasoundknowledgeinmathematics is
also essential to teach physics eficiently Therewere 292of science
teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher
Training Collegeswho had opted for various other subjects but not for
Mathematics Thissituationingeneralhasalsocausedforhavingapoor
understanding of the physics concepts Inadequacy of resources in the
generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad
obstructed conducting the OL physics practical sessions to the trainee
teachersintheNationalCollegesofEducationJaffna
Manyteachers(707)didnotunderstandtheconceptsofthephysics
component and the interviews conducted with the stakeholders also
revealed the importance of doing proper practical sessions in physics
towards better student performance in science at the G C E (OL)
examinationTheteacherswereoftheviewthatteachingofphysicsthrough
practicalsessionscouldnotbeconductedbecausetheteacherguidanceand
the teaching materials were insuficient Thus the science teachers had
dificultiesinteachingandguidingscienceforstudentstoperformbetterAs
per the direct interviews with the educational authorities principals
teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers
werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience
25
ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation
Zone the science teachers do not have suficient knowledge in science
especiallyinthephysicscomponenttoteachscienceeffectivelytoschool
26
childrenwhichcouldbethereasonforthepoorperformancebystudentsin
scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave
beensimilarornotintheothereducationzonesofthecountryHenceitis
suggestedthatasimilarstudybeconductedinalleducationzonesinthe
country to arrive at a irm conclusion and make recommendations to
improveperformanceinthesciencesubjectattheGCE(OL)examination
Recommendations
Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand
theconceptsofthephysicscomponentrelevanttotheGCE(OL)
Sciencesyllabus
Oslash Qualiied lecturers in the relevant ields of science should be
appointedtotheNationalCollegesofEducationtoproduceeficient
andknowledgeablescienceteachers
Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant
schoolsandtotheNationalCollegesofEducationshouldbeensured
whilegivingprioritytopracticalassessmentsattheschoollevel
Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon
thetextbooksontheschoolswebsitesaswellasintheformofa
compactdiscforeasyreferencebystudentsandteachers
Oslash
Oslash
Oslash
References
Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka
BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka
EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3
Oslash
Oslash
Oslash
Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197
Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19
StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523
27
ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES
DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe
OpenUniversityofSriLanka
skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches
usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted
by the Faculty of Education of the Open University of Sri Lanka (OUSL)
PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE
programmeinTamilmediumatOUSLin20112012academicyearAmong
them104studentteacherswhofollowedPGDEprogrammeattheColombo
Regional Centrewere purposively sampled for this study A self-developed
questionnaire built up by reviewing related literature was used for data
collection The data obtained were tabulated and analyzed by applying
elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe
responses to the open ended questions were analyzed qualitatively The
indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch
moreinformationthemselvesfortheirownlearningandtheystatedthatthe
activities given in the PGDE havemotivated them to do self-learning and
searchmorerelevantinformationfortheirlearningFindingsclearlyshowed
thatactivitybased learningsessionshavedevelopedhigher levelcognitive
skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe
student teachers Further some problems that hindered the effective
participationinactivitybasedsessionsincludinglackofpreparationlackof
timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers
MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated
learningpractices
INTRODUCTION
Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage
students in the learning process including group discussions problem
solving case studies role plays journalwriting learning activities and
structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove
criticalthinkingskillsincreaseretentionandtransferofnewinformation
increasemotivationandimproveinterpersonalskillsStudentsshouldbe
28
29
encouragedtodothingsbythemselvesinordertoidentifyproblemstoill
gapsandindsolutionsinacollaborativewayTherewereexpressionsof
optimism that such independent approaches could lead to success and
teacherscouldbesurprisedbystudentsrsquoperformance
Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif
theycanrelyontheirownresourcesforcompletingassignmentsstudying
for tests and achieving success in school At the core of successful and
lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe
meta-cognitively motivationally and behaviourally active in regulating
hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals
and of strengths weaknesses and interests given instructional goals
environmentalexpectationsandconditionsoflearningandperformance
Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe
ultimate integration of neuro developmental abilities Self-regulated
learners are attentive focused and productive They set goals for
themselvesanduseaplannedapproachtolearningSelf-regulatedlearners
keep track of their understanding and their progress and reward
themselves for their successesTheyuseproblem-solving strategies and
memorytechniqueswhenappropriateTheylearntothinkcriticallyabout
thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn
shortself-regulatedlearnersareintentionalactiveandrelective
Pedagogy the science of teaching involves instructional methods
materials and learning activities directed by these Traditionally the
lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe
teacherwasconsideredastheproviderofinformationandstudentsasthe
passiverecipientsofinformationThemajorinstructionalmaterialswere
textbooksthatwerewrittenforspeciiedagegroupsandforparticular
subjectsThemajorlearningactivitywaslisteningandwritingfromthe
textbookorfromtheblackboardThisparadigmhasbeenchangedinthe
newer methodology of activity ndash based learning Here the teacher is
consideredasthefacilitatorandthestudentsareself-learningthroughthe
medium of a detailed array of learning cards (Anandalakshmi 2007)
Othermethodssuchascooperativelearninghavealsobeensuggestedas
alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping
brains learning processes and the growing childs learning needs
provides great potential to create effective pedagogical practices
Theprocessoflearningcomprisesofthreecomponentsndashinformationinput
information processing and expression of information or knowledge In
each of these components students show differences For example in
informationinputwhichalsomeansthewaystudentsreceiveinformation
tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe
auditoryorkinestheticlearnersIntermsofinformationprocessingsome
students may use top-down processing or bottoms-up processing This
dependsbothonthelearneraswellasthenatureofskillorknowledgetobe
learnedWith respect toexpressionofknowledgeor skill learned some
studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose
MeyerStrangmanampDalton2002) It is important that the instructional
methodologyproactivelyplansforsuchdifferencestoachievehighquality
educationalexperiencesandlearningoutcomesforallstudents
Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses
theeducationandprofessionaldevelopmentofeveryteacherneedstobe
seenas a lifelong task andbe structuredand resourcedaccordinglyTo
equiptheteachingbodywiththeskillsandcompetencesneededforitsever
changingrolesitisnecessarytohavebothqualityinitialteachereducation
andacoherentprocessof continuousprofessionaldevelopment tokeep
teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety
(BarberandMourshed2007)
30
Lecturers who use activity based learning strategies pause frequently
duringtheperiodonceeveryifteenminutesorsotogivestudentsafew
minutes toworkwith the information theyareprovidingTheymayask
students to respond to a question to summarize important concepts in
writingortocomparenoteswithapartnerForsomelecture-basedclasses
usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor
roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder
these circumstances may not be possible but other strategies such as
individualwritingorbalancingactivitiesarequitepossibleandleadtogood
results
TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational
universityinSriLankawherestudentsareabletofollowfurthereducation
byopendistancemode Thestudent-centeredstudysystemisdesignedto
support a distance learner throughmultiplemodes including self-study
printandAudioVisual(AV)materialscontactsessionse-mailandinternet
TheFacultyofEducationof theOUSLrealizes the importanceofquality
teachers for quality education Therefore the faculty has introduced
several teacher education programmes using innovative approaches to
increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe
studentteachersPostGraduateDiplomainEducation(PGDE)programme
isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich
providesthebasicprofessionalqualiicationforgraduateteachersworking
intheschoolsystem
31
Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity
basedlearningapproachesusedforPostGraduateDiplomainEducation
(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows
1 ToexaminetowhatextenttheActivityBasedLearningapproaches
increaseself-learningpracticesamongstudentteachers
2 ToIdentifythehigherordercognitiveskillsachievedbythestudent
teachersthroughtheactivitybasedlearningapproaches
3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto
engageeffectivelyintheactivitybasedlearningsessionsand
4 Tomakeappropriatesuggestionsandrecommendationstoimprove
theeffectivenessoftheactivitybasedlearningapproach
LITERATUREREVIEW
Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart
ActivityBasedLearning
Learningisacquiringnewknowledgebehaviourskillsvaluespreferences
or understanding and may involve synthesizing different types of
information Further it is a process that brings together cognitive
emotional and environmental inluences and experiences for acquiring
enhancingormakingchangestoonesknowledgeskillsandworldview
(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent
understands and engages with the information to be learnt It is also
important that the studentprocesses the informationwithhigherorder
thinking such as comprehension analysis synthesis application and
metacognition When this happens the student is able to relate the
informationtoanylifesituationconnectitwithpastlearningbuildhisor
her own knowledge (Garner 1987) and become a knowledgeable and
contributingcitizenasanadultOneimportantmethodoffacilitatingsuch
engagementwithinformationisthroughactivity
32
The dictionary deinition of activity is work that involves direct
experiencebythestudentratherthantextbookstudyThusactivity-based
learningshouldallowstudentstoengagewithandprocessinformationin
suchawaythathesheunderstandsandbuildshisherknowledgeabouta
particular subjectAnoutcomeof successful learningwould be that the
student has acquired the basic literacy skills and is able to apply this
knowledgeorskilllearntinarelevantsituationTheideaofactivity-based
learningfollowstheconstructivisteducationaltheoryandischild-centered
pedagogy Activity-based learning may be deined as a method of
instruction where activities of different types suitable and relevant to
speciic subjects are integratedseamlessly into the regular instructional
materials andmethods to involvestudents in the teachingndash learningor
instructional processes and engage them fruitfully (Suydam amp Higgins
1977) Themain purpose of themethod ismaking the classroommore
student-friendlyandreducetheintimidationanddominationoftheteacher
Activelearningisacrucialelementofthenewthrusttowardwhatisnow
commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching
(Weimer 2002) Most deinitions of active learning focus on two key
componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition
of active learning comes from Bonwell and Eison (1991) ldquoInvolving
students in doing things and thinking aboutwhat they aredoingrdquo The
overallqualityofteachingandlearningis improvedwhenstudentshave
ample opportunities to clarify question apply and consolidate new
knowledge In this case instructors createopportunities for students to
engagenewmaterialservingasguidestohelpthemunderstandandapply
information
33
High-ordercognitiveskills
Developmentofhigherordercognitiveskill isacomponentofeducation
reforms based on the learning taxonomies of Blooms Taxonomy This
includescriticallogicalrelectivemetacognitiveandcreativethinkingetc
Adominantcomponentincurrentreformsineducationistheefforttotrain
studentstodevelophigherordercognitiveskillsThisrequireschangesin
teaching-learning processes encouraging students to acquire analytical
Self-RegulatedLearning
Self-directedstudy isapurposefulmentalprocessusuallyaccompanied
andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying
informationThe student accepts the responsibilityofmakingdecisions
about thegoals and theeffort tobedonebecoming thereforehisown
change agent for learning (Long 1990) Self-directed study is critical
accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof
peopleslivesbasedonthedesireandneedtounderstandsomethingorto
performsomeactivityButLong(1990)commentsthatitisnotreasonable
to expect that people who have been used to receive ready-made and
formatted information during all their years of school life nowwill be
instantlytransformedintoindependentlearnersIfwewantstudentstobe
empowered teachers need to be empowered aswell (Wehmeyer et al
2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto
deliberately create an environment and structure inwhich teachers are
encouraged to relect on and take responsibility for their learning and
teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van
Eekelenetal2005)
34
Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills
whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland
relectivewayshowtoaskquestionsmakedecisionssolveproblemsand
knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso
skillsforlifelonglearningInordertomeetthemarketdemandthefocusof
educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof
autonomousandorganizedstudyTheseskillswillbeusefultoindividuals
becausesuccessinuniversitycoursesandinalsomostprofessionsrequire
suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis
consensusontheneedtodeveloptheseskillswhatisnotsoclearishow
they can be developed in students in university courses (McLoughlinamp
Luca 2003) and this is much more dificult in the Open and Distance
Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe
main characteristics that differentiates distance education from other
forms of education is the central focus on the student and on their
independenceinthelearningprocessHefurtherargueswhetherdistance
learning successfullyhelps todevelopautonomousandorganized study
skillsandotherhigherordercognitiveskillslearningatdistance
RESEARCHMETHODOLOGY
ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign
critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual
PopulationandSampleThe study was conducted on the student teachers who followed PGDE
programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin
the20112012academicyearThetotalnumberofTamilmediumstudent
teachersenrolledfortheprogrammewas1054Amongthem104student
teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre
35
(ii) the higher order cognitive skills achieved by the student teachers
throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage
effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber
ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems
there were several sub items which were included to get a wider
understanding on the aspects related to the main items Rating scales
selectionofthemostappropriateanswerstructuredtypequestionsaswell
asafewopen-endedquestionswereincludedinthesubitemsThedata
obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative
techniques such as frequencies and percentages Open ended questions
wereanalyzedqualitatively
RESULTSANDDISCUSSION
Increaseself-learningpractices
Alltherespondentswereadultlearnersbetweentheages30to45years
The majority (86) of the student teachers expressed that as adult
learnerstheydidnotexpectalltheinformationneedtobegivenbytheir
lecturersNinetysix(96)percentofthestudentteachersmentionedthat
theylikedtosearchmoreinformationthemselvesfortheirownlearning
Thisclearlyshows that the lecturersshouldnotgiveall the information
relatedtothelessonsbutatthesametimethelecturersshouldgivemore
werepurposivelysampled for thisstudyDataweregatheredonly from
student teacherswhowere physically present at the Colombo Regional
Centre for the activity based contact session on the day of visit by the
researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was
structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas
namely
(I) the extent to which activity based learning approaches facilitate to
increaseself-learningpractices
Table1StudentsRatingonInvolvementofSelfLearningPractices
36
activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices
AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent
teachershaveacceptedthatactivitybasedlearningcontactsessionshave
increasedtheirinvolvementforselflearningpracticesMorethan90of
theteachersexpressedthatactivitybasedlearningcontactsessionshave
motivated and increased their participation in group learning and
group activities Further they stated these sessions enabled them to
respectthevaluablepresentationsofpeersFromtheindingsitisclearly
shown that activity based learning approaches have improved the self-
learning andpeer learningpracticesamongthePGDEstudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywere
askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe
activitybasedlearningapproaches
Table2-StudentsRatingsonSkillsDevelopment
AccordingtoTable2theindingsrevealedthatactivitybased learning
contactsessionshave facilitatedthestudentteachersto improvetheir
higher order cognitive skills in a positive manner More than twenty
percentage of the teachers expressed that they have achieved higher
order cognitive skills such as critical thinking evaluation skills and
analytical skills to a great extent through the activity based learning
contact sessions They also agreed activity based learning contact
sessions have improved their self-learning presentation skills
leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat
activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic
skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches
37
Openendedquestionsinthequestionnaireallowedthestudentteachersto
mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact
sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe
studentteachers
Amongtherespondents36ofthestudentteachersexpressedthatthey
wereunabletoinvolveeffectivelyduetolackofprepreparationand56
indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame
time42ofthempointedoutthattheclassroomfacilitiestoformulatethe
groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge
numbersinthegroupswasaproblemforthem24ofthestudentteachers
reported that theydidnot receive support fromall thegroupmembers
Majority of the student teachers stated that the time allocated for
instructors feedbackwasnotenough(68)and49ofthemindicated
that the questions raised by the peers after the presentation were not
enoughTheresultsrevealedthereareproblemsthatexistintheplanning
and implementation of activity based learning contact sessions and the
Faculty of Education need to give more attention to address the above
problems
CONCLUSIONSANDRECOMMENDATIONS
Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof
38
ProblemsandIssuesFacedbytheStudentTeachers
Educationof theOUSLandotherrelevantteachereducation institutions
should adopt activity based learning strategies These activities based
learning strategies help to increase the self-learning practices and to
develophigherordercognitiveskillsamongthestudentteachersFurther
facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate
facilitiesandtoallocateenoughtimefortheactivities
References
AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf
BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity
ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455
CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan
FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)
GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing
Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer
Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress
LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK
39
McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills
be fostered online In GCrispDThiele IScholten SBarker and JBaron
(Eds) Interact Integrate Impact Proceedings of the 20th Annual
Conference of the Australasian Society for Computers in Learning in
TertiaryEducation7-10December2003Adelaide
Murphy J (1993) Restructuring schooling The equity infrastructure
SchoolEffectivenessandSchoolImprovement4(2)111-130
40
PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional
andnurturingeffectsofactivity-based-learning-animpactstudyinselected
districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD
SSA-TN
RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent
ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness
researchPapercommissionedfortheEFAGlobalMonitoringReport
2005TheQualityImperative
httpunesdocunescoorgimages0014001466146695epdf
SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17
SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary
school mathematics recommendations from research Mathematics
Education Reports ERIC Center for science math and environmental
educationOhioStateUniversityED144840
VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471
Wehmeyer M L Agran M amp Hughes C (2000) A national survey of
teacherspromotionofself-determinationandstudent-directedlearning
TheJournalofSpecialEducation34(2)58-68
41
Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass
Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120
SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM
NORTHERNUGANDA
Abstract
Littleisknownabouttheroleoftheschoolcurriculuminpeace-building
aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation
humanrightseducationandcitizenshipeducation isproposedand then
examinedthroughaqualitativecasestudyofeighteducationalinstitutions
inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe
schools promote reconciliation values develop problem-solving and
communication skills and reveal some knowledge of human rights
Howeverthereislittleunderstandingofhistoryoroflocalnationaland
international politicallegal systems and minimal development of
discussionandcriticalthinkingskills
Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe
designofacurriculumthatcancontributetosustainablepeaceandreduce
theriskofcivilwarre-eruption
KeywordsEducationSchoolCurriculumPeace-buildingCivilWar
Truth-seekingReconciliationInclusiveCitizenship
Civilwarandpeace-building
Civilwars have caused huge economic and social damage and impeded
progress towards the Millennium Development Goals (Collier 2007)
Understanding the root causes of civil wars and preventing their re-
eruption would help meet the new Sustainable Development Goals
Education is implicated in civilwar causation throughdiscrimination in
accessandthroughculturalrepressionconveyedthroughthecurriculum
Improvingeducationalaccessandcurriculumqualitymaycontributetowar
preventionandpeace-building(BushampSaltarelli2000Thyne2006)
JeremyCunninghamMPhilPhD
AssociateresearcherCentreforInternationalStudiesOxfordUniversity
86HamiltonRoadOxfordOX27QA
cunninghamjeremygmailcom
42
The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool
The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar
43
curriculum playsanimportant role in imparting such knowledgevaluesandskills
CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended
curriculumthatiswhateducationplannersmapouttobetaughtinschool
theimplementedcurriculumthatiswhattheteacherscarryoutandthe
receivedcurriculumnamelythewholeexperienceofthestudentinschool
notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere
ishiddenlearningthatoccursasaby-productoftheorganizationofthe
schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe
totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade
(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners
viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian
governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat
ignoresculturalandethnicdiversity therebysowing theseedsof future
conlictsWherethewarhasendedthroughnegotiationtheremaybean
opportunitytosocializevaluesofequalrespecttoleranceandforgiveness
butalsostrugglesovercurriculumcontentandapproachHoweveracivil
warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict
needtoconsider the impactof theschoolcurriculumonsocialcohesion
(Cardozo2008Paulson2010)
Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter
civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights
Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey
2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-
conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace
butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights
educationdealswithglobalrightsnormsandparticipationskillsforpolitical
activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay
bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation
emphasizesparticipationproposingacombinationofknowledgeskills
andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused
onnationalunityandthestatusofcitizenshipratherthanthefeelingof
belongingit maynot adequately recognizetheinterestsofminority
identitygroupsand is likely to relect the agendasofpolitical elites
(Levine amp Bishai 2010) No one approach is suficient for a peace -
buildingcurriculumandnoneincorporateshistory andmemoryof the
recentpastFurthermoretheymaybetreatedasmarginal withlittle
impactonthewholeethosoftheschool
Featuresofeachof theseapproachesarecombined inanewconceptual
frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-
conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto
daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa
historyteacherandschoolleaderandonmypreviousresearchonhuman
rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict
transformationcurriculum truth-seeking reconciliationand inclusive
citizenship
Truth-seekingaddressestheneedtounderstandtherootcausesofviolent
conlict and ones personal and collective history Buckley-Zistel
(2008p142)saysthatthewaytheviolentpastisrememberediscentralto
everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe
questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot
deal with forensic truth directed towards accountability they may
contributetounderstandingthecausesofcivilwarandprovideaplatform
fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation
isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake
revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose
divided by conlict and enmity (Rigby 2006) Schools can promote
reconciliation throughhelpingyoungpeopledevelopa senseofpositive
identityinrelationtoothersandthroughincreasesinunderstandingand
mutualrespectinrelationships(Lederach2003)
Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand
identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe
localnationalandinternationalboundariesItisasmuchaboutrecognition
as about access to formal rights The development of knowledge and
understandingofpoliticalandlegalinstitutionsatlocalandnationallevel
44
45
andthefosteringofparticipationskillsandvaluesisanimportantwayfor
schoolstocontributetopeace-building(Dupuy2008)
Methodology
An exploratory visit to Gulu district in northern Uganda which had
sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive
readingofacademicandgreyliteratureandthenathreemonthieldwork
visit to collect empirical data through the following methods (i)
participantobservationinthecommunityandinarepresentativegroupof
eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews
aimed at uncovering the knowledge skills and values of teachers
education oficials and NGO oficers (iii) two student focus group
interviewsineachschool inthelocallanguage(Luo)withthehelpofa
local research assistant aimed at exploring students values and
knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights
(v)documentarystudyoftextbookssyllabischoolandNGOpolicies
Iobservedrelationshipsbetweenteachersandstudentsandamongthe
studentsthemselvesbothinformallessoncontextsandinotherelements
of school life assemblies sports social timemusic performance and
clubs Notices and lists of rules some of them devised by classes
themselvesshowedevidenceofeffortsmadetowardsapeacefulschool
culture and complemented the interviews data Teacher and head
teacherinterviewsformthebulkofthedataandstudentsgovernment
and NGO oficers provided valuable triangulation A Luo-speaking
researchassistantdiscoveredwhatstudentsknewabouthumanrights
historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed
primary curriculum was checked against test questions in Primary
Leaving Examinations and with chapters in textbooks and revision
books The research limitations include the chance that this group of
schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe
districtcentre
Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork
and modiied in the light of the evidence collected For example the
inclusionof forgiveness asakeyvalue for reconciliationwasderived
directly from the interviews where the termwas used by all parties
46
On the vertical axis are three core sustainable peace concepts On the
horizontalaxisisthemethodofarticulatingtheminthewholecurriculum
TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace
Knowledgeandunderstanding
Skills
Values
TruthSeeking
RecentHistory
Narrativeskills
Criticalthinking
Valueofhistory
Toleranceof
divergent
interpretations
Reconciliation
Contemporaryevents
andissues
Problem-solving
Cooperationand
teamwork
Equalrespect
Sympathy
Forgiveness
Inclusive
Citizenship
Localnationaland
international
politicallegalsystems
Humanrightsarticles
andconventions
Deliberative
discussion
Debate
Sensitization
Procedural
fairness
Humanrights
sensitivity
TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords
ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state
power where ethnic and economic factors were intertwined Under
colonialism theAcholipeopleofnorthernUgandawerepoorer than the
ethnic groups of the south They were preponderant in armed forces
implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986
Joseph Kony and the LRA inluenced by traditional ethnic spirit and
Christianbeliefsledanassaultonthenorthern districtsEarlysupportby
someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led
toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA
relocated to central Africa where it still carries out abductions and
massacres albeit on a smaller scale (Gersony 1997 Schomerus amp
Tumutegyereize2009)
47
Theimpactofthewarwasdevastatingthereweresome70000deathsand
75000peopleabductedofwhom30000were children (PhamVinckamp
Stover 2008)Most experienced horriic induction trials such as killing
fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-
called bushmarriage(World Vision 2004) 90 of the population was
moved into internally displaced peoples (IDP) camps supposedly to
protect them from the LRA Detachments of the army behaved like an
occupyingforceinhostileterritoryperpetratinghumanrightsviolations
withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition
in the camps led to an estimate of 120000 extra non-violent deaths
(CSOPNU 2006) Traditional communal life was damaged by the
underminingof theauthorityofeldersandawholegenerationsuffered
hugedisruptiontotheirschooling
ThroughoutthewartherewasatensionbetweenPresidentMusevenis
goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated
peace settlement It was feared that an all-outmilitary assault would
resultinthedeathsofabductedfamilymembersSomeAcholibelieveit
suited the government to keep thenorthweakby allowing thewar to
continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe
InternationalCriminalcourtbutmanypeopleinUgandastronglysupport
theideaofatruthcommissiontoaddressLRAandgovernmentviolations
Meanwhile schoolshave theopportunity to address some truth issues
through history teaching and the treatment of contemporary events
48
Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar
victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir
owngroup
Reconciliation is needed between the abducted and their families and
communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay
become frustrated and commit violence on themselves or others (Murphy
StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute
resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic
valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand
forgivenessbackedupbyproblemsolvingandcooperationskills
Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout
the legal and political system and the global human rights architecture and
throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue
ofproceduralfairness
Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis
studyarecontributingtopeace-buildinginthisverychallengingcontextThe
illustrative remarks from participants in the study were chosen for their
typicality
Truth-Seeking
Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany
incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut
hereweareinasituationwherewhenthelionsightthegrasssuffers
Urbanprimaryhead
Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor
sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe
chances of renewed violence (Hayner 2002) School history teachingwas
suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted
Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge
questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant
fornorthernUgandawherethereisastrongperceptionofbeingrepressed
throughthegovernmentsstrategyfordefeatingtheLRAThereispotential
spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand
forthestudyofavarietyofinterpretationsandperspectivesHoweverthis
type of history in schools requires amore complex approach than rote
learningofprescribedfacts(Cole2007)
49
the narrative that would be taught (Freedman Weinstein Murphy amp
Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible
forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted
thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer
Rougemembers or perhaps because of a psychological need to bury the
trauma for the time being (Kiernan 2004) However victor-governments
effortstocontroltheoficialstoryseldomcompletelysuppressalternative
narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea
strong oral memory cultivated through the family rather than through
educationalorreligiousinstitutions
The empirical study sought to discover to what extent participants are
familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis
importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy
throughtheprescribedcurriculumandtheimportanceattachedtoitfor
example by its position in national tests Some headteachers claimed
knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand
Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid
notknowitshistory
ActuallythestoryofthewarIknownotallThewarstartedwhenthe
governmenthellipwasoverthrownandthearmypeopleranawayand
toldpeopleherethatbadpeoplearecomingandwewillhavetoight
soverymanypeoplewereaffectedbypropagandahellip
Specialschoolteacher
Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor
sustainablerecoveryandpeace Itwasclearthatthememoryofalleged
governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA
violencewasonamuchgreaterscale
We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda
Secondaryteacher
Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory
tellingandcriticalthinkingAnumberofrespondentswereabletomake
aconvincingnarrativeandayouthgroupofformerlyabductedpeople
developedadramaperformancetocommunicatetheirexperiencesand
sufferingstoothersAmajorityofteachersandoficialsinthisstudy
thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe
wararewaysinwhichschoolscancontributetothetruth
50
Myownchildrenwereallbornduringthiswarperiodtheywillneedto
knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics
hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip
MunicipalEducationOficer
Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge
ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere
are somanywho have been involved in the atrocities itwill really
provokethecommunitySpecialschoolteacher
Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived
facts or uncontested truth Many teachers are aware of strongly contested
interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot
possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives
The impression was that people are wary about expressing their views
51
Urbanprimaryhead
SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians
Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle
Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis
taught at secondary level currently attended by a small minority of the
populationbut inneitherstage is thereany treatmentof theLRAcivilwar
Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto
teach it at all Several respondents explained that the history was not yet
writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed
to emerge without an oficial truth and reconciliation process So the
conclusionisthatthetruth-searchingandtellingelementintheframeworkis
nothappeningintheschoolsinthisstudy
ReconciliationThe rotten ibres of justice in these two regimes- we are facing the
consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend
thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow
whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes
aviciouscircleofwarandanarchyRuralsecondaryhead
TheinterestshownbythepeopleofnorthernUgandainbringingthecivil
wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf
reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe
immediate need is reconciliation between the communities of northern
Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims
(Angucia2010)
One view is that the knowledge and understanding necessary for
reconciliationisthatofcontemporaryeventsandissuesThecounter-view
isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress
current or controversial issues until there is some reconciliation and a
52
PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend
the war when we say peace it means we must begin where we
arehellipWe teach the learner that peace begins within yourself They
shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall
problemscanbesolvedbyighting
SpecialschoolTeacher
Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility
whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school
clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby
UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills
The school-level skills suitable for reconciliation after civil war fall are
relatedtointra-personalandtheinter-personalintelligencesTheformer
refers to self-knowledge and understanding and the latter to peoples
relationships with others (Gardner 1993) Conlict resolution problem-
solvingandcooperationskillscanbedevelopedthroughrepeatedactionand
have applicability beyond the school (Coleman amp Deutsch 2001 Davies
2004b) There is evidence of efforts for skills development related to
reconciliation
degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool
curriculum and peoples increasing access to broadcast andweb-based
mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent
eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto
the knowledge and understanding of contemporary issues through
occasionalcontributionsofteachersactingundertheirowninitiativeand
throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral
debatesatprimaryandsecondarylevelwereobservedinwhichthepeace
process the international criminal court and traditional justice were
discussed Naturally thiswasmore extensive at secondary level than at
primarylevel
53
UrbanPrimaryHead
IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee
lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in
schoolWedidanumberofworkshopsand seminarswith themWewere
gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful
wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo
Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal
respect is of crucial importance Equal respectmeans the value inwhich
humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman
eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality
but acknowledgement and recognition There is still considerablemistrust
betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto
stereotypenorthernersaswarlikeandresponsiblefortheLRAwar
IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas
SecondaryTeacher
TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment
of skills and values but the training and preparation of school prefects
appearstobequiterudimentarysofar
PrimaryPrefect
Theactivepromotionofequalrespectfordifferentethnicgroupsislittle
evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant
Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot
intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust
istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum
SecondaryTeacher
Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto
teachersandolderstudentsandisemerginginprimaryschoolsespecially
where there are Girls Education Movement clubs Although the term
disability is not common there is evidence that schools are promoting
equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof
themobvioussuchasavisualhandicapbutmorepervasivelythemental
traumaofhavingbeenabductedorhavinglostfamilymembers
IhavestrongfeelingsaboutwomensequalityIcomefromthevillages
andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage
[thegirls]toworkharderandtobecomeindependentpeoplebecause
withouteducationinUgandathepossibilityofhavingagoodjobisnot
there
Aclosely-relatedvalueforreconciliationeducationissympathySympathy
isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto
bedisturbedby injustice to intrinsically care for another (Yarnall 2001)
Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith
onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave
an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa
learned value from early infancy socialized through child rearing and
education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin
thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand
there is some evidence from the students This sympathy is applied to the
formerlyabductedpeopleandtoothervictimsofthecivilwar
LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers
SecondaryTeacher
54
Thelanguageofreconciliationfrequentlyincludesthetermforgiveness
Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa
renunciation of any need for personal revenge This value emerged
stronglyfromtheempiricalinvestigationThetraditionalcultureofthe
districtseemstohavebeencombinedwithreligioustraditionstosupport
this value and schools are playing their part in reinforcing it
SecondaryTeacher
UrbanSecondaryHead
How do we sustain the right to life for a peaceful community co-
existenceforgivenessandreconciliationWehavethoseinourculture
whenthingsgooutofhandsustainitbysittingdowntalkingtoother
peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken
heartscanbemendedandpeoplebeginwalkingonthesamepath
Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)
InclusiveCitizenship
Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic
theyinallywillcomebacktoliveinoursocietysowearetransforming
themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens
andwearegraduallytransformingthesociety
Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe
perceived marginalization of northern Uganda from the more
prosperousandbetter-educatedsoutherndistrictspopulatedlargely
by different ethnic groups and the history of different attempts to
capturestatepowerSustainablepeacewilldependonthegovernmentrsquos
successinbuildingsocialcohesionandforachievingafairdistribution
oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin
this process Membership of a political community depends on a
knowledgeandunderstandingoflocalandnationallegalsystemsand
humanrightsIfordinarypeopleunderstandtheboundariesandscope
of their own systems they are less easilymanipulated by dominant
groupsandbetterabletoachievetheirobjectiveswithoutrecourseto
armedviolence
55
Headteachers and secondary teachers are more knowledgeable than
primary teachers This is hardly surprising as the former have higher
educationalqualiicationsSomesecondarystudentsparticularlythosein
theUgandaNationalStudentsAssociationshowlocalandnationalpolitical
awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis
averysmallplaceinthecurriculumforciviceducationaimedatdeveloping
some basic understanding of local and national institutions The term
In1998wehadatrainingworkshopatourformerschoolThetopic
washumanrightsinschoolsItwasorganizedbytheschoolBefore
thatdayIhadnotlearntabouthumanrightsSecondaryTeacher
FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe
national system and those best known are economic and social rights -
especiallytherightsofwomenandchildrenTherighttoeducationwasthe
mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including
democraticrights-are far lessprominentThereareproblemsaboutthe
understandingofhumanrightsinthatthetranslationinthelocallanguage
suggestspowerandhaslittlesenseofentitlementorreciprocity
lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems
especially[theword]tweroissostronglikehavingacertainkindof
power and authority that is not lexible and if you need peace
somethingshouldbe lexible that is liable tochange if there isany
mutualunderstandingrsquo PrimaryTeacher
Scholarsandpractitionersagreeontheimportanceofcommunicationskills
forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult
infrustrationandviolenceIexploredthreegroupsofcommunicationskills
lsquoDeliberative discussionrsquo which means open-minded efforts to achieve
consensus requires concentrated listening clear speaking and logical
thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing
controversial issues using adversarial argument and decision by simple
majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto
frustration on the part of the minority lsquoSensitizationrsquo means publicizing
issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem
to think or act differently Groups seeking to achieve their purposes
peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto
gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence
(Halpern2005)
56
humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland
internationalNGOs
Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome
maybe takingplace inclubswhich tend to involve theyoungpeople in
lsquoTheneveryFridaywemakethemholddebatesontopics theyhave
chosenWefeelthatthroughthatwecanpromotehumanrightsWe
are trying to make this a democratic society where the rights of
individuals are respected and the views of individuals are also
respectedrsquoUrbanPrimaryHead
Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs
Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand
girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea
ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip
SecondaryTeacher
As it is dificult to assess values through answers to direct questions the
indings here are derived from responses to indirect questions about life
choices and dilemmas and from participant observation of behaviour The
development of procedural fairness through simpliied versions of legal
processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary
authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe
worldThereisevidencethatschoolsareusingfairprocedureinestablishing
rulesandincarryingoutdisciplinaryactions
SecondaryTeacher
Wegiveaveryclearhearinghellipwhena studenthasdone something
wrongwedontjustsubjectthemtopunishmentbeforeweheartheir
sideofthestory
57
planningandactivitiesundertheguidanceofateacherpatronormatron
Secondary schoolsprovideameans for students to contribute to school
improvement through the Uganda National Students Union which may
fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas
any such form of representative student involvement Debating is well
established in thedistrictbut theadversarialandcompetitiveapproach
appearstofavoursupericialconclusionsandaconcentrationontheforms
ratherthanontherealityofissues
Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough
not entirely disappeared Students have strong notions of procedural
fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings
Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember
There is evidence too of some democratic process in prefect selection
althoughteachersretainaveto
After thecampaignall the teacherswillbe there tohelpcounting
controllingthelineandoneteacherrecordsthevotesTheelections
arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe
electionwehaveastaffmeetingandwhenweseethatachildisnotit
weputhiminanotherpostPrimaryTeacher
Thereisnowacommonhabitwhentheycatchathieftheytrytolynch
himmobrulebecausetheysaythatwhenyouarrestathief inthe
evening you see the fellowwalking on the streets and so they take
actionintotheirhandshellipsoherewasayoungmanhewascaughtwith
somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]
youtakethistothepoliceandtheywillhelpyousortoutthisissuethe
truth will come out[hellip] He may be innocent let it be proved
elsewhererdquorsquoSecondaryTeacher
Generalsupportforhumanrightsisimportantforinclusivecitizenship
as it indicates a belief in their applicability to different groups and
contexts It isquitepossible toknowagreatdealabouthumanrights
without subscribing to their underpinning values Most heads and
teachersthinkitisimportanttoteachandlearnabouthumanrightsboth
for creating a better learning atmosphere in school and for personal
conidence about job security and relationships with superiors
58
Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis
evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers
reportsof interventions in thecommunity topreventmob-justiceshows
theirownvalueoffairprocessandtheirsenseoftheteacherasanexample
tothecommunity
Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas
NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa
universalcontextThereisawidespreadconcernthatthelanguagehasbeen
allaboutrightsandlittleaboutresponsibilities
lsquoChild labour rightshellipwhen you tell them to help you doing small
workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey
donrsquot know enoughhellipthey mix up responsibilities with the
rightshellipchildren have a little knowledge and they need a better
knowledgersquoPrimaryTeacher
ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace
Conclusion
ThepictureismixedAlthoughmostteachersthinkthatitisimportantto
teachthehistoryofthewarasyettheschoolsarenoteventeachingthe
historyofUgandaleadinguptothewarThereisnocoverageofpolitical
and legalsystemsorcontemporary issuesThere issomeknowledgeof
humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon
UNconventionsThereislittlecriticalthinkingordeliberativediscussion
asmostoftheteachingistop-downtransmissionofinformationusuallyby
rote However the schools are fostering problem solving teamwork
debate and sensitization thereby supporting reconciliation and
inclusive citizenship skills They are making positive efforts to foster
valuesof equal respect sympathy forgivenessandprocedural fairness
59
lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe
teachersherehellipandprotecttherightsofall(participantrsquosemphasis)
thechildrenandalltheparentsandalsomakesuretheyimplement
theirrolesandresponsibilitiesrsquoUrbanPrimaryHead
ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing
Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan
Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre
CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda
Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield
Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks
CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress
60
Oneof theparticipants said Bad thingsareanagent of transformation
destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted
from conditions of structural violence the development of an equitable
society requires a transformational process Through its contribution to
truth-seeking reconciliation and inclusive citizenship the school
curriculum can help heal oldwounds and provide the foundations of a
collectiveeffort forabetter future assisting in theglobal challengeof a
decent quality of life for all humans as expressed in the Sustainable
DevelopmentGoals
Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the
Effects of Young Peoples War Experiences on Teaching and Learning in
Northern Uganda in JPaulson (Ed) Education Conlict and Development
OxfordSymposiumBooks
FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries
FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92
FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress
Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191
GardnerH(1993)FramesofMindLondonFontana
GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury
DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress
DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute
61
Davies L (2004a) Schools and war urgent agendas for comparative and
internationaleducationPresidentialaddressinBritishAssociationforInternational
andComparativeEducationConferenceEducationinthe21stCenturyConlict
ReconciliationandReconstructionBrightonUniversityofSussex
Kiernan B (2004) Recovering History and Justice in Cambodia Yale
UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch
olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed
13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress
LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation
LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan
LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace
62
HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge
Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge
HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress
Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman
GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner
HalpernD(2005)SocialCapitalCambridgePolity
PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein
historyanditscausesLondonAllenLane
ReardonBA (2000)PeaceEducationA reviewandaprojection inB
MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion
toEducationLondonRoutledge
Richmond O P amp Franks J (2009) Liberal Peace Transitions between
statebuildingandpeacebuildingEdinburghEdinburghUniversityPress
RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo
LynneRienner
RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin
Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot
Ashgate
63
MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium
OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress
OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham
PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress
ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress
PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146
PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411
LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35
Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge
Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources
Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID
Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754
Tint B (2010) History memory and conlict resolution research andapplicationConlictResolutionQuarterly27(4)369-399WeeksW(2002)PushingtheEnvelopemovingbeyondProtectedVillagesinNorthernUgandaNewYorkONOCHA
WilsonR(2001)ThePoliticsofTruthandReconciliationinSouthAfricaLegitimising the post-apartheid state Cambridge Cambridge UniversityPressWorld Vision (2004) Pawns of Politics Children conlict and peace inNorthernUgandaLondonWorldVisionYarnallPH(2001)TheIntrinsicGoodnessofPainAnguishandtheLossofPleasureTheJournalofValueInquiry35449-454
64
Ryan S (2007) The Transformation of Violent Intercommunal Conlict
AldershotAshgate
Timetoassessourassessmentprocess
RNAdeSilva
OverseasSchoolofColombo
ndesilvaosclk01128208690777834523
Abstract
AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost
aspects of education have undergone change over time assessment
practiceshaveremainedmuchthesameNewdevelopmentsineducation
havemadeitcompellingthatwegiveseriousattentiontowardstheissueof
assessmenttoenableallstudentstolearnwellandtherebygainthemany
positivebeneitsofthatsuccess
Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe
mostappropriateandrecognizedtoolsinitsmeasurementThetwomain
assessmentcategoriesareknownas normativeandcriterionbasedIn
normativegradingstudentsarecomparedandrankedinrelationtoone
anotherInthecriterionbasedassessmentmodelstudentsareassessed
accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand
parents the opportunity to identify strengths and weaknesses and act
accordingly
International Baccalaureate is an educational programme that has
successfully implemented the criterion based assessment model in the
delivery of their curriculum Grade descriptors are identiied for each
subjectandthegradingisalignedtoapre-determinedachievementlevel
This system is better suited tomeasure learning progress and it offers
helpfulinformationforfuturedevelopmentofeachchild
Assessmentprocess
ldquoExaminationsareformidableeventothebestpreparedforthegreatest
foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb
ColtonMoststudentsdreadthewordexaminationandmanyareofthe
view that examinations are a necessary evil However summative
65
assessment has become an integral part of instructional education
Summative assessments are generally used to assign students a course
gradewiththeideaofsummarizingwhatthestudentshavelearntandto
knowwhetherthematerialhasbeenunderstoodwellInshortitismeant
to determine whether or not the goals of education are being met
In Sri Lanka the secondary education culminates with the General
CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations
InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted
afterclass10whichdeterminesthepursuingofhighereducationInChina
theNationalHigherEducationEntranceExaminationcommonlyknownas
GAOKAO is a prerequisite for entrance into most higher education
institutionsAgoodproportionofsuchexaminationsindifferentcountries
in the world are standardized tests which are norm referenced Norm
referenced tests are designed to compare and rank the candidates in
relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans
andeachcandidatesperformanceiscomparedwiththisaveragethereby
awardinga lettergradesuchasABCDampEaccordingtothesetgrade
boundaries
Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand
criterionbasedNormativegradingcomesfromthebeliefthatintelligence
tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage
intelligence and there will be a few who are below or above what is
considered average In criterion based grading students are assessed
accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis
thatthestudentachievementismeasuredagainststandardsundercriterion
basedgradingratherthanagainstotherwhoarebeingassessedAccording
toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure
menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise
inprofessionaljudgementandthereforeisasubjectiveprocessTherefore
itisimportanttousethemostrecognizedandappropriatetoolstocollect
evaluate and communicate students achievement or performance As
VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot
knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo
The modern educational trend is to move away from norm-referenced
66
assessment and to introduce criteria-based assessment models where
assessment is based upon pre-established learning objectives In a
criterion-referenced test the purpose is not to rank each student with
respecttotheachievementofothersbuttodeterminewhethereachstudent
hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors
indicating the level of achievement in meeting the learning objectives
withoutdiscriminatingbetweenthehighandlowachieversAccordingto
theassessmentexpertGrantWiggins thecriteria-basedassessment isa
superior model as it requires greater student involvement with the
intention of developing student processes in critical thinking
metacognitionandrelection
The International Baccalaureate (IB) is an example of a recognized
educationalprogrammewhichfollowsthecriterion-referencedassessment
modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears
Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal
twoyearsofsecondaryeducationRightthroughthestudentresultsare
determinedbyperformanceagainstsetstandardsnotbyeachstudents
positionintheoverallrankorderIntheDPstudentsfollow6subjects3at
higherleveland3atstandardlevelThisallowsstudentstogointomore
depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto
studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson
futureareasofstudyInadditionthestudentsalsofollowacourseoftheory
ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand
what they believe to be facts or truth Each student also completes an
extendedessaywhichoffersthemanopportunitytoconductanin-depth
studyofatopicofspecialinterestThisprovidesexcellentpreparationfor
independentstudyatuniversitylevelAllDPstudentsarealsorequiredto
takepartinsomeartisticactivitysportactivityandacommunityservice
project
Theassessmentiscarriedoutthroughexternalandinternalcomponents
ExaminationsformthebasisofexternalassessmentInternalassessment
consists of in-school assessment tasks marked by their teachers and
moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion
basedmodelareasfollows
middot Assessmentisholisticandlexibletakingintoaccountdifferent
67
IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-
referenceddescriptors Students receive grades for each subject ranging
from 1 to 7 with 7 being the highest The highest score for 6 subjects
therefore is 42 Theory of knowledge and extended essay components
contribute3 additionalpoints bringing the total to45A students inal
Diplomaresultismadeofthecombinedscoresanditisawardedtostudents
whogainatleast24pointsAsanexamplethetopgradeachievableinGrade
12formathematicshasthefollowingdescriptors
68
learningstylesabilitiesandaptitudes
middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand
methodsandformativeandsummativeapproaches
middot Assessmentisfairandreliableindrawingconclusionsbasedupona
rangeofevidencefromawiderangeoftasksandactivities
middot Assessmentistransparentbaseduponobjectivecriteriawhichare
madecleartostudentsinadvance
- Demonstratesathoroughknowledgeandunderstandingofthesyllabus
- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin
awidevarietyofcontexts
- Successfullyusesproblem-solvingtechniquesinchallenging
situations
- Recognizespatternsandstructuresmakesgeneralizationsand
justiiesconclusions
- Understandsandexplainsthesigniicanceandreasonablenessof
resultsanddrawsfullandrelevantconclusions
- Communicatesmathematicsinacleareffectiveandconcisemanner
usingcorrecttechniquesnotationandterminology
- Demonstratestheabilitytointegrateknowledgeunderstandingand
skillsfromdifferentareasofthecourse
- Usestechnologyproiciently
Assessment formathematics courses in all years of the programme is
criterion-related based on four equally weighted assessment criteria
HowitisappliedwithGrade10mathematicsisshownbelow
69
AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach
strandfromthemathematicscurriculumhasacorrespondingstrandinthe
assessment criteria Figure below illustrates this alignment and the
increasingly complex demands for student performance at higher
Achievement level Level descriptor
The student does not reach a standard described byany of the descriptorsbelow
The student is able to
The student is able to
The student is able to
The student is able to
select appropriate mathematics when solvingsimple problems in familiar situations
select appropriate mathematics when solvingmore complex problems in familiar situations
select appropriate mathematics when solvingchallenging problems in familiar situations
select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations
apply the selectedmathematics successfullywhen solving problems
solve these problems correctly in avariety of contexts
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
0
1-2
3-4
5-6
7-8
A Knowing andunderstanding
At the end of year 5students should be able to
70
achievementlevelsconsideringGrade10mathematicsasanexampleFor
each criterion the descriptors are identiied that matches with the
achievablegradelevel
More than4000schools in theworldhavechosen to teach International
Baccalaureate programmes with their unique academic rigor excellent
preparationforuniversitystudiesandtheemphasisonstudentspersonal
developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe
OverseasSchoolofColombo
Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment
inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress
thannorm-referencedexams Furthertheycanprovideinformationthat
canbeusedtoimproveteachingandschoolperformanceTheyarefairerto
students too as relative performances are not considered and the
achievement is evaluated against an established set of criteria Albert
EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto
climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo
Bibliography
1 GuskeyTRampBaileyJM(2001)DevelopingGradingand
ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International
BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate
Organization
AbouttheAuthor
HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof
timetheauthorisnowemployedattheOverseasSchoolofColomboasthe
Head of the Mathematics Department He is a senior examiner of the
InternationalBaccalaureateOrganizationandhasabout40yearsofteaching
experience He is also a co-author of two books on IBmathematics Sri
Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy
underhisdirection
71
CharacteristicsofanEffectiveTeacherLakshmanWedikkarage
SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo
0718-052612RSKKDharmasiri
MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028
kumaridharmasirigmailcom
Abstract
The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished
KeywordsEffectiveteacherCharacteristics
72
ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa
fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh
wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp
wOHdmk mGS h fldltU uacuteYja uacuteoHdh
ixlaIsmah
rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug
wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk
moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj
wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd
fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska
hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=
=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS
bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal
folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha
oa ia lsIacuteu i`oyd fdard kakd oS =Kdaul mfotildeYh wkqukh llt
mfrac34fhaIKfha ksheosh =rejreka 40 fofkl=fka yd uacuteyumlyamsjreka 08 fofkl=fka
iukauacute uacuteh ksheosfha =rejreka 40 fokd bfkqiuml bekaugraveiuml lshdjsfha fhoS isaacuteh oS
ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK
lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re
fmreIh ldreKsl nj ksrjqa ikaksfotildeokh hk ldrKd ydividekd kakd os =rejreka
uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas
ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg
lshdldrliumlj oS =rejreka yd isiqka wr hyma mcd in`od mjsk nj fuka u
hyma mcd in`od bfkqiuml bekaugraveiuml lshdjsh idfrac34l lr ekSug yelshdj mjS
fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta i`oyd jDaSh iqyumliqliuml yd =re mqyqKqj iys
bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska
msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk
ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia
uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u
jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsn`o mqiquesta oelaulska hq= j
tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu
=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka
Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h
73
ye|skaugraveu
fdalh jvd hyma iadkhla njg ma lsIacuteu i|yd jk wHjYH idOlh
jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula
hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j
fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)
=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o
Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp
olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd
iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia
wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk
=rejrhd h
=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid
isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu
=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we
frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk
=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu
fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp
bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska
YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we
u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja
=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq
fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja
bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla
(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd
uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha
isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)
fmkajd fos
Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk
moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah
msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq
miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u
wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha
isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha
msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h
74
uqLH mo ( ModhS =rejrhd =Kdx
fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi
Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS
r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we
r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd
K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS
r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o
wkdjrKh lr fk we
uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS
r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla
fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd
Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd
ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj
cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq
hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=
udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks
nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml
jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd
khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh
oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka
r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh
oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr
we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a
75
yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven
Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes
leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj
udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde
fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we
yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia
N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh
hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh
msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=
i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr
kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska
udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o
=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch
mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj
yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa
=Kdx fidhd neSu h
76
mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=
fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau
udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH
mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh
bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia
wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL
mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia
=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys
h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk
miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
msltsn`oj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute
fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek
jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd
fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd
jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj
nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj
yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d
mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq
fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh
lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd
n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh
(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd
ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd
ekSuga fuu mfrac34fhaIKh bjya fuacute
lufotildeoh
iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia
fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug
ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk
nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk
nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs
wOHhkfha wruqK
Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY
meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild
neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)
iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa
waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj
celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul
mfotildeYfhka lsrSug ufmkajk os
mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS
=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska
=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd
nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh
Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK
bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml
l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=
i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha
=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml
lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os
=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk
aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq
nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j
ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute
lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS
=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh
wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re
Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40
fofkl= odhl lr kakd os 1 jk j=jamp
ksheEgraveh
ldmh mdia ixLHdj =rejreka ixLHdj
1AB 1C 1AB 1Cmqau
l=shdmsaacuteh
ksljeraacuteh
uyj
01
01
01
01
01
01
01
01
05
05
05
05
05
05
05
05 tl=j 04 04 20 20
1 jk j=j ( ksheosh
77
wOHhkfha iSud
YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka
jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla
ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la
muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar
^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua
uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr
mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY
mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h
oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa
ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja
lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk
ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re
fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss
lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas
ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi
fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=
njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug
ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS
=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml
wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os
oa ialsrSu yd uacuteYafaIKh
11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml
lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S
mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia
05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd
wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa
lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug
fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla
welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d
fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os
ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
78
bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ
=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq
ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os
Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=
=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi
mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp
79
=re pfrac34hd laIK
2 jk j=j( =re pfrac34hd
Okdaul laIK RKdaul laIK
middot ukd =re fmreIh middot mshukdm nj
middot ldreKslnj middot ye`Siuml mldY fkdugraveu ^iskdj flakash fyda fjka wdldrhl ye`Siumlamp
middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp
middot wecircldIacuteuh iajrEmh
middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd
middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd
middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd
middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j
middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu
middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu
middot Nduacute NdIdfotilde Wiia nj
middot mkas ldur lltukdlrKfha yumlfrac34jd
middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh
middot iskduqiq nj
middot wdofrac34Yja nj
middot =Kdaul nj middot fmr iQodkiuml iys nj
mshukdm fkdjknj
=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk
wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd
laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh
jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h
ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd
laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa
ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH
slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs
ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska
neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu
hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud
=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h
mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes
lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK
bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg
lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml
wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o
=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h
=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj
ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul
=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute
flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml
th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu
meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re
pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml
isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug
YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels
uacuteh
tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o
kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj
Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch
mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld
mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh
mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml
u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka
iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda ye`uS la ns Q
80
njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp
=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda
isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh
lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde
=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h
WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh
wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues
mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla
fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid
nk os 3 jk j=jamp
3 jk j=j ( WNtilde bekaugraveiuml lu
middot iyNds lKavdhiuml luh
middot foaYk idlEacutePd luh
middot bfkqiuml wdOdrl Nduacuteh
middot mYaklrKh
middot idrdxYlrKh
middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu
middot jvd WNtilde ksoiqka Nduacuteh
middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu
middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu
middot mejreiuml nd sectu
middot lafiarelrKh
middot kugravek dlaIKh Nduacuteh
middot =re flakaoslashSh iajNdjh
middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd
middot ukaodoacute bekaugraveiuml ffYSka
middot mdvug wHjYH bfkqiuml wdOdrlja
Nduacute fkdlsIacuteu
Okdaul laIK RKdaul laIK
81
YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq
lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka
mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr
ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g
r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla
jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g
r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul
ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg
mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh
wHjYH u fotilde
82
jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml
lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls
uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh
jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr
mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla
nj ksIacutelaIKh llt yels uacuteh
tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave
lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu
wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu
wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml
luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska
ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh
yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu
u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka
u llt hq= jeoa ldfrac34hhls
r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi
wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e
wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o
kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H
flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml
lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd
foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla
mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute
bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls
mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh
83
i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla
fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la
fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa
yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa
kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo
r= e iis q wka frac34 in|d
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u
Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh
iiumlnkOa fhks
r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34
in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml
igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj
krs EmKh uacuteh 4 jk jj= amp
84
middot hyma =re-isiq iiumlnkaOd
middot YsIHhdfa kntildeka wdukaKh lsIacuteu
middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu
middot ishuml isiqka mdvug odhl lr ekSu
middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu
middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu
middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu
middot Waidyfhka fdr ukd mkas ldur lltukdlrKh
middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu
middot fkdmentildeKs isiqka flfrys o wjOdkh
middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu
middot YsIH woyia uacuteuid isagraveu
middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu
middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu
middot isiqkag bEgraveszligma ugraveug wjiad nd sectu
middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu
middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu
middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu
middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu
middot YsIH wjYHd =rejrhd fareiuml fkdekSu
middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu
middot YsIHhd =rejrhd fj plusmnauml
igravehuqiq mlaImdSajhla plusmnlaugraveu
middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml
middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu
middot olaI yd mltuq fmlt isiq msszligi
fj muKla wjOdkh fhduq lsIacuteu
middot mkas ldur lltukdlrKfha yumlfrac34jd
Okdaul laIK RKdaul laIK
4 jk j=j (=re-isiq iiumlnkaOd
85
weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh
uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh
tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh
tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh
jDaSh l=id mofrac34Ykh
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=
tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx
mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl
mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk
ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx
fi ksIacutelaIKh uacuteh 5 jk j=jamp
middot jDaSh mugraveKajh mofrac34Ykh ugraveu
middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu
middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu
middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu
middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu
middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu
Okdaul laIK RKdaul laIK
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp
5 jk j=j (jDaSh l=id
YdiaSh oekqu Nduacuteh
86
ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h
Okdaul laIK RKdaul laIK
middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu
middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu
middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu
middot myiq bfkqiuml wjiadjka nd sectu
middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu
middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu
middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu
middot =re uacuteNjHd mofrac34Ykh ugraveu
middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu
middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu
middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu
middot dlaIKh Nduacute fkdugraveu
middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu
middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu
middot mdvfuys wkafrac34hka muKla bekaugraveu
6 jk j=j (YdiaSh l=id
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=
=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd
RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh
ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd
tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh
iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi
zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla
fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml
wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar
uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt
mofrac34Ykh ugraveu jeoa fldg ielsh yels h
mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy
plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi
zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd
weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska
mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd
tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla
87
tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt
wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh
iiumlnkaOfhks
l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h
ksoiqkla fi
jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd
mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt
=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu
muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy
plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd
yels uacuteh tfiau weeiuml =rejreka ^uacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr
igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg
mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh
kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq
mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh
tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40
fokd wszligka kugravek dlaIKsl plusmnkqu Nduacute lflta fofofkl= ^02amp muKs Tjqyq bd
leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty
luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms
fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys
NtildeKh lrkakg ksfrac34udKlre iuafjd sfhkjd lshZZ hkak plusmnlauacuteh yels h fuh
zisfys rEm ueugraveuZ fi plusmnlajQfha kiuml th jgyd ekSug YsIHhdg wes wjiadj ssyS
hkq we tfya =rejszligh ish olaIdjh u iqyumliq fi jvd fhdaH ksoiqkla iys j
th meyeEgraves lr sectug iua jQjd h
SrK ekSfiuml l=id
SrK ekSfiuml l=id iys Modhs =rejrfhl= kiuml bekaugraveug kshntilde
uacuteIh mh uacuteIh fldgi msltsn| j lska ieiqiuml fldg SrKh lr eicircu llt hq=
h ta nj ksIacutelaIKfhka yjqre lr ekSug yels uacuteh kshntilde Egravekfha sect wodlt
ldEacutefthornoh =lt wdjrKhg wfmalaIs uacuteIh fldgi fmr isg u SrKh lr ekSu
bd jeoa fldg ielsh yels =Kdxhls
88
plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt
=rejrhd flfrys yd =rejrhd nd fok plusmnkqu iiumlnkaOfhka uacuteYajdihla wes lsIacuteu
flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg
isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg
ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka
flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju
mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh
7 jk j=j ( SrK ekSiuml
Okdaul laIK RKdaul laIK
middot iaOacuter Ndjhlska hq= woyia mldYkh
middot bekaugraveug kshntilde uacuteIh mh msltsn| SrKh lr isagraveu
middot ksjerEgrave mslts=re yjqre lsIacuteu
middot YsIHhd ksjerEgravej wiqka lsIacuteu
middot YsIH jerEgrave pfrac34hd uacutelrKh
middot mlaIdyS nj yd mqoanoaO nj wju ugraveu
middot mlaIdyS nj
middot u plusmnkqu msltsn| wuacuteYajdih
middot bekaugraveu i|yd iQodkula fkdugraveu
middot wjiadkql+ j SrK ekSfiuml fkdyelshdj
middot isiqka ksis mszligEgrave wiqka fkdlsIacuteu
tfya =rejreka weeiuml uacuteg mlaIdyS nuacuteka lghq= lsIacuteu isiqka ksis mszligEgrave
wiqka fkdlsIacuteu jeks ajh =rejrekafa SrK ekSfiuml l=id rys nj
mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt
nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel
uUumlgfiuml yumlfrac34jd o weeiuml =rejreka flfrka mofrac34Ykh uacuteh fuu ajh
wjiadkql+ j SrK ekSfiuml fkdyelshdj u wes jk ajhls bekaugraveu i|yd
iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka
mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka
flfrka mofrac34Ykh jQfha Tjqka i= plusmnkqu wuacuteYajdifhka msszlig tlla njhs ud i=j uacuteIh
lafIah yd idudkH plusmnkqu iiumlnkaOfhka mjsk wvq plusmnkqu thg fya=jla fi i|yka
llt yels h
wdYs ka
w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda
cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU
89
90
AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013
Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity
ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors
FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013
HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html
JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall
RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on
TeachingChicagoMcNally
ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan
Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc
ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS
LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit
NationalInstituteofEducationMaharagama
Abstract
SupersedingallthepreviouscircularstheCircular201306hasstrongly
emphasizedtheneedofGuidanceandCounselingfortheschoolsystem
ThishaspavedwaytoofferthepostsofCounselorteachertogivethem
professional acceptance The speciic objectives of the study were to
investigate theprofessionalcompetenceoftheteacherCounselorstheir
modeofinterventionforCounselingtheproblemsandchallengestheyface
in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate
effectivelytheroleofateacherCounselorproductivelyForthestudy138
teachers from several provinces were purposively selected and
quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis
revealedthatdeinitionofthesubjectCounselingincompliancewithclear
indicatorsistheestablishmentofthelegalidentityandframeworkofthe
subjectgivingalicensetoteachersselectedoncoherentcriteriamaking
compulsory the completion of professional qualiication of Counselor
Teachers and releasing them full-time for Counseling activities are the
perceivedsolutionsfortheproblemsinthisield
MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention
91
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ikas Sdks llafdvwdrEacuteNtildelOacuteldpdfrac34h$udfrac34fdamfoaYl yd Wmfoal tallh
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tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc
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YS xldfotilde wOHdmk moaOsh wdYfhka udfrac34fdamfoaY yd WmfoaYk jevigyka
lshdlaul lsIacuteu 1957 plfaL wxl 10 uska iadms ugrave we ^uacutelurak 2010amp 1983
jk uacuteg wOHdmk wudHdxYfha udfrac34fdamfoaY yd WmfoaYk wxYhla wdriumlN jQj o th
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tuska fufla mejes egumljg uacuteidivideiuml nd fontildeka WmfoaYk =rejrhdg
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94
iiumlmdolhka uacuteiska plusmnauml j wjOdrKh fldg we ^reKhka msltsn`o ckdecircms
fldntildeika iNd jdfrac34dj 1990brvbar ckdecircms ldfrac34h idOl nldh 1997brvbar cdsl wOHdmk
fldntildeIka iNdj 2003brvbar idudkH wOHdmkh i`oyd kj wOHdmk mkla iiumlmdokh
lsIacutefiuml cdsl lntildegqj 2009brvbar uacutelurak 2010brvbar msrK 2016amp cdsl wOHdmk fldntildeika
iNdj ^1992amp wjOdrKh fldg weafa yqfola YsIH fmreIh jfrac34Okh flfrys
wjOdkh fhduq lrntildeka reK wiykhg msltshula fi uacuteecircua udfrac34fdamfoaY yd
WmfoaYk fiajdjla mdia moaOsh =lt iadms uacuteh hq= njhs idudkH wOHdmk
msixialrK i`oyd ma lrk o ckdecircms ldfrac34h idOl nldh ^1997amp fmkajd sect
weafa iudcfha sect Woa jk eguml iys aaj ksid fmoasl mokul
WmfoaYkh wjYH nja h fuys msMhla jYfhka wOHdmk wudHdxY 2001$16
plfaLh uska fdrd a mdia 100l uacuteecircua WmfoaYk jev igyka wdriumlN lrk
sect ^wOHdmk wudHdxYh plfaL wxl 2001amp miqldSk j wOHdmk wudHdxYh
uacuteiska ksl=a lrk o ishuml plfaL wNsnjntildeka 2013$06 plfaLfhka keja mdia
moaOshg udfrac34fdamfoaYh yd WmfoaYkfha wjYHdj oeauml j wjOdrKh fldg we
- iEu mdilg u mdia udfrac34fdamfoaY yd WmfoaYk fiajd
jevigyk i`oyd ksYaNtilde j kiuml llt =rejreka fiajfha
fhouacuteh hq= h- isiqka 300 g wvq mdia i`oyd =rejrhl= wfrac34O ldSk j
fiajdfotilde fhouacuteh hq= h
- NdId udOH wkqj YsIH ixLHdj ielsag ksntildeka tla tla
udOH i`oyd =rejrfhl= neska fiajfha fhouacuteh hq= h
- =re ixLHdj mudKja jkafka kiuml wxY Kkdjlska hqa
mdia i`oyd ta ta mdifa wjYHd mszligEgrave wxY ksfhdackh ugraveu
i`oyd WmfoaYk =rejreka ma lr yels h
- mdia udfrac34damfoaY yd WmfoaYk fiajdjg wha =rejrhd
wsszligla =rejrfhla fkduacuteh hq= wr lsisyuml wjiadjl
wkqmdmaslhl=fka fdr j udre fkdllt hq= h
Bg wur j =rejreka fdard eksfiuml sect bylt fYaKs iaOacuter =rejrhl= ugraveu Wiia
wkafrac34 mqoa iiumlnkaOdjska iukauacute ugraveu mdi msysaacute mfoaYh =lt Ocircja uacuteh hq=
ugraveu uacutekh egumljg la fkdjQjl= ugraveu iy ldhsl yd udkisl kSfrdaSNdjh
wjOdkhg la fldg we jeauml yumlrga =rejreka ldKav lsysmhla Tiafia fYaKs
fldg we
^wamp WmfoaYk fiajd iyldr
fuh fjka iqyumliqliuml imqrdk fla WmfoaYk ldfrac34hfha fhfok
=rejreka i`oyd h
^wdampi yldr YsIH WmfoaYl
WmfoaYk fiajdj i`oyd meh 60lg jeauml msltsa wdhkhlska flaacute fyda
Egrave=ldSk mqyqKqjla nd wes =rejreka
^weamp YsIH WmfoaYl
msltsa wdhkhlska meh 200lg jvd mqyqKqjla fyda aumlmafdaudjla a
=rejreka
^wEamp fcHIaG YsIH WmfoaYl
WmfoaYkh msltsn`o meh 80lg jvd mdfhdasl mqyqKqj iys mYapda Wmdecirc
uUumlgfiuml iqyumliqliuml enqjka fyda by iqyumliqlu iys j WmfoaYkh fyda
ufkdauacuteoHdj we=lta Ydiams Wmdecirch fyda bka bylt iqyumliqliuml enq
95
ta wkqj 2013$06 plfaLh =rejreka ma lr ekSu i`oyd meyeEgraves ffksl
miqigraveula bEgraveszligma fldg we fujeks ffksl miqigraveula mej=k o iuia wOHdmk
moaOsh =lt meyeEgraves Ntildehla mdia WmfoaYkh fyda WmfoaYk =rejreka
iiumlnkaOfhka fufla ysntilde ugrave fkdues wr WmfoaYk N+ntildeldj iiumlnkaOfhka
iudcfhka o uacuteuacuteO uacutefotildepk ta fjntildeka mjSs p=szligld 2015brvbar msrK 2015brvbar msrK
2016amp
mdia WmfoaYk ldfrac34hfhys ksr =rejrekafa ldfrac34hNdrh iiumlnkaOfhka
fufla YS xldfotilde lrk o iDcq mfrac34fhaIK iSntilde wr cdsl wOHdmk wdhkh
2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk
eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS
xldfotilde kj fhdjqka uacutefha mdia orejka i`oyd WmfoaYkhl wjYHdj o fyajfa
^1999amp kj fhdjqkauacutefha orejka mdia iudch =lt uqyqK fok eguml msltsn`o j o
wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka
WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok
eguml wju lr ekSu i`oyd mdia WmfoaYkh i= j uacuteYd ldfrac34hNdrhla mjsk
nj fmkajd fok wr u tjlg mdia moaOshg wes uacutefotildepk wr wOHdmkh
uska isiq wjYHd Dma fkdugraveu wdau Ylash fyda fmreI ixjfrac34Okh flfrys
wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha
orejkafa eguml wNsfhda mdi uska uacutei`okjd fjkqjg wOHdmk yumlIalrd o tl=
96
fujeks jq miqigraveul mdia udfrac34fdamfoaYh yd WmfoaYk ldfrac34hNdrh jvd
uacuteecircua yd wHjYH fiajdjla lsIacutefiuml wruqKska wOHdmk wudHdxY 2013$6
plfaLh uska udfrac34fdamfoaY yd WmfoaYk =re ldfrac34hNdrh iquacutefYaI j wfrac34 olajd
ffksl miqigraveula nd oSug ea fldg we fun`yuml ffksl yd uacutefotildepkdaul
jgmsgdjl mdia WmfoaYk =rejrekafa N+ntildeldj uska isyumllrkq nk ldfrac34hNdrh
msltsn`o meyeEgraves wjfndaOhla nd hq= ugraveu jeoa jkafka jfrac34udk mdia YsIH
mcdj i`oyd mdia WmfoaYkh plusmnauml j wjYH j mejSu u h ^uacutelurak 2010brvbar
msrK 2016amp msrK 2016 fmkajd fok mszligEgrave u mdig udfrac34fdamfoaYh yd
WmfoaYkfha wjYHdj rug u th mdia moaOsh =lt iaOacuteridr j iadms
lrSug kiuml tys plusmnkg ksr j isaacutek =rejrekafa ldfrac34hNdrh msltsn`o j uacutemriuml
lsIacuteu wjYH lreKla j mjs tneuacuteka ta i`oyd miqigraveula fi WmfoAYk =re
N+ntildeldfotilde jfrac34udk miqigraveu wOHhkh i`oyd mfrac34fhaIKhl wjYHdj mjS
ugrave th j yumlrga yumlIalr jljdkqjla njg ma fldg wes nj mjihs ueKsfla 2004amp
fmkajd fokqfha mdia udfrac34fdamfoaY yd WmfoaYk N+ntildeldj msltsn`o meyeEgraves Ntildehla
fkdues nj yd mdia udfrac34fdamfoaY yd WmfoaYk jev igyka jvda mltodhs whqszligka
lshdaul lsIacutefiuml wNsfhdahg mdi uqyqK Egraveh hq= j wes njhs
msrK ^2015amp mdia WmfoaYk =rejrekafa uacuteNjHd fidhd neSu
iiumlnkaOfhka wes wOHhkfhka wkdjrKh fldg weafa WmfoaYk uacuteIhh
iiumlnkaOfhka WmfoaYk =rejreka iiumlnkaOfhka wes wju plusmnkqjaNdjh fya=fjka
WmfoaYk ldfrac34hfhka ndfmdfrda= jk wruqKq bgq ugrave fkdues njhs tfya fuu
wOHhk mdia WmfoaYk =re ldfrac34hNdrh iiumlnkaOfhka Rcq wOHhk fkdfotilde p=szligld
^2015amp mdia WmfoaYkh msltsn`o isiqka olajk wdlam wOHhkh fldg we tuska
wkjrKh jkafka mdia isiqka =lt mdia WmfoaYk ldfrac34hNdrh fyda tys ksr
=rejreka iiumlnkaOfhka Okdaul wdlam fkdues njhs msrK ^2016amp YS xldfotilde
mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir
jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg
idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja
h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks
wsuacuteYd mudKhlska hqla jk njhs fuu miqigraveu u mdia WmfoaYk wNsudfrac34
^AmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j
wes nj jeaumlyumlrga fmkajd foa tfia jQ udfrac34damfoaY yd WmfoaYk =rejreka fi ma
lrk o =rejreka i`oyd luja jev msltsfjltla mdi =lt fdvkd fkdues ugraveu
yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd
wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja
jeaumlyumlrga fmkajd foa
20 wNsudfrac34h iy iquacutefYaIS wruqKq
wOHhkfha wNsudfrac34h mdia WmfoaYk lafIafha ksr ugrave isaacutek =rejrekafa
mdia WmfoaYk ldfrac34hNdrh yd Tjqka ta i|yd ueEgraveya jk wdldrh fidhd neSuhs
iquacutefYaIS wruqKq jQfha
wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd
wes jDaSuh fhdaHdj fidhd neSu
wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk
wdldrh uacuteufrac34Ykh lsIacuteu
weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk
eguml iy wNsfhda ydividekd ekSu
wEamp WmfoaYk =re N=ntildeldj Modhs fi mjajd fk hdu i|yd
ixjfrac34Okh llt hq= lafIa ksfrac34Kh lsIacuteu
97
30 lufotildeoh
mudKdaul mfrac34fhaIK mfotildeYfha ioacutelaIK mfrac34fhaIK lufotildeoh fhdod kakd
oS WmfoaYk =rejrekafa lshdldIacuteajhg wodlt msmash ksrEmKh lrk
plfaL lshd llt iajNdjh wOHhkh lrk ksid msmas mfrac34fhaIK laIK o Nduacute
lrk sect ioacutelaIK mfrac34fhaIK Khg wha mYakdjshla uska WmfoaYk
=rejrekafa oa ia lrk sect mYakdjsh ilia lsIacutefiuml sect iyNdslhkafa
wOHdmk yd WmfoaYkh i|yd wes iqyumliqliuml mdia WmfoaYk fiajd ldh hk uQsl
fdr=re nd ekSuga fojkqj WmfoaYk =rejrhl= jYfhka oekg mdifa lrkq
nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect
uqyqKmdk eguml yd tajd wju lsIacuteug a lshdudfrac34 o fjkqj jyumlrga WmfoaYk
=re N=ntildeldj =lt iadjr ugraveug Tjqkafa uQsl wjYHd fudkjd o hkak wjOdrKh
flrsKs
YS xldfotilde wOHdmk ldm 94ka mltda 07lska ^niakdysr jhU uOHu
kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk
=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh
ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa
yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34
^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard
kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j
msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect
1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m
sr y d ak i n
U h j
u H O u
k
sr y k f e
j W
qj u r n i
=K l o
h m d l
qj u oacute
v d af k qj k ntilde
sh K e l
h aacute r e j ssl k
h saacute m d sh == l
r qj k y u
sh lt t r qj k
r d m iuml w
v su e j
v d f x n
a e l
g d af k n iuml y
a e aj l Egrave
h K d u m
10 10 10 10 20 10 10 10 10 06 12 10 10
wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh
i`oyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH
udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa
yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh
lIacutes ua h
40 oa uacuteyh iy idlEacutePdj
41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj
411 wOHdmksl iy jDaSh iqyumliqliuml
wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka
5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk
rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ
29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr
kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia
Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu
yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha
jhU Wj yd kefkysr h
iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd
ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc
jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha
jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls
bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl
98
454035302520151050
wfm
diW
fmlt
aumlmaf
daud
mqyqKq
=re
cdY
suacute
wOHdmk
fotildesect
Ydiafotilde
sect
Ydiam
s
mYa W
mdecirc
1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml
WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs
mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka
sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi
yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju
iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re
lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg
o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch
412 WmfoaYkh iiumlnkaO iqyumliqliuml
WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml
yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh
lafIahls
WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ
kHdhdaul yd mdfhdasl ksmqKd wHjYH h ^American School Counselor
wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk
uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml
u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg
wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy
99
Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes
jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka
WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt
cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks
=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes
iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch
ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia
aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj
aumlmafdaud jQy 2 jk rEmhamp
2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml
01 WmfoaYkh msltsn`o mYapda Wmdecirc aumlmafdaudj
02 ufkdauacuteoHdj Wmdecirch
0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj
0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj
0 5 ufkda msldrh msltsn`o Wiia aumlmafdaudj
0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn`o Wiia aumlmafdaudj
=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd
snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc
aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu
Wmdecirch i`oyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla
jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl
WmfoaYkfha sect jeoa ufkda msldr msltsn`o yodrd isaacutefha tla whl= muKs fudjqka
fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh
100
reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl
fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk
uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh
jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs
413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml
=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid
mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk
ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl
ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave
snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd
snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds
ugrave fkdsigraveKs ja 39]la fiuml i`oyd mslts=re sect fkdsigraveK
414 mdia WmfoaYk fiajd ldh
flIa a h mlts ns `o mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq
yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d
ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu
r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld
mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh i`oyka fkdllt 9]la
o uacuteh
2 jk jj= ( mdia WmfoYa k fiajd ldh
jir Kk mudKh ^]amp
16 g jeauml
9
13 -
15
2
10 -
12
7
7
-
9
9
4 -
6
17
1 -
3
26
jir 1 g wvq
20
i`oyka kes
9
101
42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre
jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka
plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis
oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka
ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml i`oyd
uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu
mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u
Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml
ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh
udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh
WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu
fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml
iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la i`oyka fldg we
lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd
mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj
wkdjrKh uacuteh
421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml
ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a
WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a
WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k
r= ejrhd iis kq a iiumlnkOa fhka fyd`o kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect
Rcq j ueEgraveyugravea fiuml wjia dj mjs
fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o
fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO
jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh
422 isiq egumlj iajNdjh
isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect
mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la
wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj
msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl
eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY
iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO
ldhsl wdndO uacutefYaIfhka i`oyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la
fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt
egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK
102
mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u
fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk
fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk
=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh
foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd
orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi
fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka
dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml
ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute
yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect
=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $
foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg
wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd
uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg
la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=
j we
103
mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg
uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels
wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh
^wfiacutemd 2010amp fotilde
ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj
wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|
eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK
fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml
fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu
bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld
mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka
wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde
=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka
lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu
ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg
iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la
olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]
bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re
fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH
Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs
iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj
wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc
uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka
ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp
kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml
lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml
eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO
sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa i`oyd Nduacutehg ekSu
=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh
104
=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska
iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la
mdig mentildeKsfiuml yumlIalrdjg uqyqKmds
bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml
eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus
lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka
mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk
egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE
wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a
oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka
fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka
tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave
nika dyrs mltd wdYf hka we``umliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl
lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu
miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls
wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka
uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls
lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh
fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde
fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes
jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks
423 wehSiuml jdfrac34d nd ekSu
jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool
CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu
uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh
whsu lsysmhla Tiafia fla lrk sect
jdfrac34d nd kakd wdldrh mudKh ^]amp
1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64
2 fda igyka 12
3 ffokls jdfrac34d 3
4 mentildeKsfiuml faLk 2
5 fkdkS$ j u ke 1
6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9
WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd
mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula
lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu
ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs
3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu
105
424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka
eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak
ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs
WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu
^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh
hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha
uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq
nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig
wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt
hq= h
wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO
mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M
mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh
msldfrac34h ^Theraphyamp i`oyd fhduq lrk mudKh jeltelaugraveug yd
ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka
fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt
iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula
lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka i`oyd
lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs
ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok
ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde ^American School Counselor
Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls
flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk
mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK
425 WmfoaYk =re WmfoaYljrhdfka efnk iydh
WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt
odhlajhla ysntilde uacuteh hq= h
106
wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq
ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI
ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO
mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh
ksheEgravefha jQ =rejreka 29]la efnk iydh msltsn`o ieySulg ma uacuteh fkdyels nj
mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsn`o
ieySulg ma jk mudKh 21]ls
mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml
rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd
wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect
isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk
wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute
fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd
uqyqKmdk eguml fotilde bka 42]la i`oyka fldg snqfka isiqka mdig fkdmentildeKSu iy
Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg
uqyqKmdk njls
4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah
bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke
01]
06]
14]
28]
01]
50]
fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka
WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk
=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa
u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh
43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda
107
fkdeicircu iudc wdlam WmfoaYkh msltsn`o wkjfndaOh iadkhla fkduesugraveu
ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg
ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt
ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh
ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu
foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu
foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk
ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh
lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|
fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk
ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys
wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American
School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj
WmfoaYkh i`oyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj
fkdmentildeKsug fuh o fya=jls
tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels
neuacuteka WmfoaYk k=r msltsn`o j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka
48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a
=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla
njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh
fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls
fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka
36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma
fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect
egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml
khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS
kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml
uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h
WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh
lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs
mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh i`oyd u
ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma
llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues
njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos
uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs
431 eguml wNsfhda wju lr ekSug a lshdudfrac34
WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj
WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug
a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh
mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia
ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka
yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam
fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj
fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO
wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute
fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk
=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk
ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j
N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod
ekSu ^uacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu
mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu
wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j
lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi
uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh
wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd
wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul
miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute
lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl
wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj
fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka
uacuteiska wjOdrKh lr snqKs
108
middot 2013$6 plfaLh uska mdia WmfoaYkh i`oyd ksYaNtildej u kiuml llt
=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh
jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia
ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug
miqigraveula fdvkes fkdues nja h
middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u
mdi i`oyd WmfoaYk =rejreka n`ojd kakd fi wjOdrKh llt o
ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh i`oyd jDaSh iqyumliqliuml nd
weafa 14]l mudKhls
50 ksuk
109
middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka
ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we
middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq
egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid
isiqka uqyqK fok eguml mOdk uacuteh
middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|
wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo
u nd fkd ks
middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI
j msldfrac34h i`oyd jeauml fhduq ugraveula wkdjrKh uacuteh
middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re
WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu
i`oyd fkd efnhs
middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes
wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk
hug fkdyels ugrave we
middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect
we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu
mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla
fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka
wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk
=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk
uacuteIhh i`oyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk
=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg
jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh
msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju
ugraveu ta wr mOdk fotilde
middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka
iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o
fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd
Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka
lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys
lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h
middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt
uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk
=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect
mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml
60 fhdca kd
middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=
WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =
h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu
uacuteIfhys wes eTrq jgyd fk lghq = llt yels h
middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k
r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula
jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt
hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh
hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys
khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a
llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g
Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs
lt= ia dms uacuteh hq = h
middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka
WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh
iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =
j wefa a fiuml i`oyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg
a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq
mlts ns `o j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu
nmh nd Egraveh hq = h
middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a
ld mrdihla welt= hdjla dkS llt hq = h
middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e
Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu
yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a
plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h
110
middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia
WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh
ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u
eigraveh hq= ksis ek o egumljg la j we
wjOdkhla fhduq fldg ke
middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsn`o j uacuteuiSfiuml sect fmkS sfha
Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska
weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u
mdia mszligmdkh o fuys wes jeoalu fkdild we
111
middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh
uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk
hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ
WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg
iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml
msltsn`o lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska
u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka
n`ojd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt
hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk
weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg
jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk
mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc
wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga
mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr
mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu
mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud
^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd
iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda
iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd
WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu
wjOdkh llt hq= h
middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u
moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok
wdpdrOfrac34u moaOsh WmfoaYk =rejre n`ojd ekSug wodlt
plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia
WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga
WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq
wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j
ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd
lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu i`oyd
uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug
mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh
hq= h
middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg
fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls
tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk
wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u
wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd
wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk
jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd
2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh
iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu
hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg
wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu
ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka
foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h
middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg
WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula
fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk
ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml
wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj
fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula
lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia
wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h
middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave
weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsn`o lshdldIacute ksis
weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua
wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej
u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl
Tiafia wecirclaIKh llt hq=h
112
middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev
ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr
ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves
plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd
ksis weumllaIKhla o isyuml llt hq=h
middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY
msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska
ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh
113
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- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk
- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsn`o wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp
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- ckdecircms ldfrac34h idOk nldh ^1997amp idudkH wOHdmkfha msixialrK jdfrac34dj YS xldj
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- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
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- reKhka msltsn`o ckdecircms fldntildeika iNdj ^1990amp reKhka msltsn`o ckdecircms fldntildeika iNd jdfrac34dj YS xld rcfha uqoslashKdh
- ueKsflaiStiumlwdfrac34^2004ampYs xldfotilde kj fhdjqkA mdia YsIHhd uqyqKmdk eguml iy plusmnkg lshdaul jk udfrac34fdamfoaY yd WmfoaYk jev msltsfjlt msltsn`o j uacuteufrac34Ykdaul wOHhkhla wOHdmk lltuKdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
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- iurisxytia^1981ampfhdjqka uacuteh yd wOHdmksl guml wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
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- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia
jordosh
Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States
For further details visit wwwvarkeyfoundaonorg
Strength of a Teacher amp the Global Teacher Prize
Im privileged to have had an education that
taught me to approach the world with openness
curiosity and flexibility I was surrounded by
great teachers that modeled the rigorous
intellectual discipline needed to disrupt
culturally constructed ways of knowing to
bypass static habitual perspectives and to greet
the world with empathy authenticity and a
playful sense of humor The Global Teacher Prize
is exciting because it acknowledges the
importance o f teachers and the enormous
impact they have The future is in the hands of
our children the spirit they encounter in todays
classrooms will provide the foundation for
tomorrows world Jordan Shapiro
115
- 2017 Coverpdf (p1)
- cover2pdf (p2-6)
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- newpdf (p1-4)
- Untitled1pdf (p5)
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- 8-1Executive summary (61)pdf (p7-10)
- 1 Teaching physicspdf (p11-33)
- 2 Activity based (61)pdf (p34-47)
- 3 School curriculum for sustainable peace(JC)doc(61)pdf (p48-70)
- 4 Assessment article(61)pdf (p71-77)
- 5 Characteristics of an ET(61)pdf (p78-96)
- 6 Guidance 2-2-3(61)pdf (p97-120)
- 7 Strength of a Teacherpdf (p121)
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1
ExecutiveSummary
This volume contains articles on different themes related to educationEducationisfundamentalforthesocio-economictransformationandfortheupliftmentofthelivelihoodofthegeneralpublicandtheadvancementofacountry
The irst article discusses teaching physics at GCE OL amp problemsencounteredbyscienceteachersintheJaffnazoneArandomsampleof82scienceteachersintheJaffnaeducationzonewereselectedforthestudyThemethodologyusedwerequestionnairesurveysanddirectinterviewsandcomparedpreandpost-testknowledgeonscienceThewritersfoundasigniicantdifferencebetweentheexperimentalandthecontrolgroupofteachersTheteachersoftheexperimentalgroupwerenotabletoteachconceptsofphysicsatGCE(OL)andthisresultedinthestudents lowperformance at the OL examination Writers recommended to updateteachersknowledgeinphysicsthroughperiodicalseminarsampworkshopsOn the other hand theMinistry of Science Technology amp Research hasforwarded a cabinetmemorandumon reforming STEM educationwhileidentifying examples from other developed countries (USA Hong KongAustralia Canada Finland India Malaysia amp Singapore) to popularizesciencetechnologyengineeringampmathematics(STEM)educationinSriLanka Further stated in this memorandum the lack of STEM literateprofessionalsmeansthegovernmentwontbeabletoachievethetargetfora knowledge based economy Thus attracting students towards STEMeducationisadireneedInUSAautomationandartiicialintelligencearestatedasdisruptingthelabormarketandthemarketforrichlyrewardedpositionsrequiringadvancedtechnicalamppersonalskillsNeverthelessonething is clear that the jobs of tomorrow will require creativity andinnovationDanielHPinkquotethatldquoThefuturebelongstoadifferentkindof person with a different kind of mind designers inventors teachersstorytellerscreativeandempathicright-brainthinkerswhoseabilitiesmarkthe fault line between who gets ahead and who doesntrdquoWith thisbackgrounditisatimelyrequirementtoelevatethestudiesofSTEMasanationalprioritytoenhancethequalityofscienceeducationofSriLankanstudents
Thesecondarticledescribedactivitybasedlearningasaneffectiveapproachfor self-regulated learning practices The sample consisted of studentteacherswhohavebeen followedPGDEprogram inTamilmediumat theOpenUniversityofSLin20112012Thestudyrevealedthat96ofstudentteachersprefertosearchformoreinformationfortheirownself-learningandtheactivitiesgivenatthePGDEhaveencouragedthemtodoself-learning
The writer further says that activity based learning methods havedevelopedtheircognitiveskillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthestudentteachers
ThenextinvitedarticleisacasestudyfromnorthernUgandawhichlooksat
theroleoftheschoolcurriculuminpeacebuildingafterthetwentyyearcivil
warTheconceptualframeworkhasbeendevelopedbythewriter(three
concepts for a conlict transformation curriculum truth seeking
reconciliation and inclusive citizenship) with his own experience as a
historyteacherschoolleaderandinallythroughhispreviousresearchon
humanrightsanddemocracyHencethiscouldbeadoptableandcanbe
usedtoinvestigateschoolsinSriLankaforsustainablepeaceandtherebyto
reducetheriskofcivilwareruptionInSriLankabeforeendingthecivilwar
in2014theopportunitycost(forgoneincomeatmicroampmacrolevels)and
the economic impact of thewarwas enormous In the1999 iscal year
486ofGrossDomesticProduct(GDP)wasspentonwarWarreducedthe
development expenditure of the government and also reduced foreign
directinvestment(FDI)byreducinginvestorsconidence(USAID2000)
Thus Sri Lankan education has failed to promote nation building by
fosteringmutualunderstandingtoleranceandrespectforeachother(NEC
Report2003)whichisparamountifaheterogeneoussocietyistoachieve
economicdevelopmentThecountrieslikeSingaporewereabletopromote
meritocracyandequalityofopportunityandcontributetosocialcohesion
through education policies Thus its worthwhile to adopt a conceptual
frameworktoencouragesocialcohesionpoliciesforsustainablepeaceinSri
Lanka
Thefollowinginvitedarticleistitledldquotimetoassessourassessmentprocessrdquo
Itgivesanoverviewofthecriterionbasedassessmentwhichispracticingin
OverseasSchoolinColomboThewriterelaboratesthetwomainassessment
categories known as normative and criterion based In normative
gradingsstudentscompareoneanotherwhilecriterionbasedassessment
model assesses according to speciic learning criteria According to
assessmentexpertGrantWigginsthecriteriabasedassessmentisasuperior
model as it requires greater student involvement with the intention of
developingstudentprocessincriticalthinkingmetacognitionandrelection
The writer says the international baccalaureate (IB) is a recognized
2
educational programwhich follows the criterion referenced assessment
modelItcontainsaprimaryyearsprogram(grade1to5)middleyears
program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn
theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at
standardlevelInadditionstudentsfollowacourseoftheoryofknowledge
which guide them to relect critically onhow theyknowandwhat they
believetobefactsortruthEachstudentcompletesanextendedessayona
topicofspecialinterestwhichpreparesstudentsforanindependentstudy
Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities
andacommunityserviceprojectTheassessmentsarecarriedoutthrough
externalampinternalcomponentsIntheIBprogramnumericalgradesare
offeredbasedonthecriterion-referencedescriptors
ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat
makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers
have long lasting impact on the lives of their students and the greatest
teachers inspire students towards greatnessrdquo (Sunday Times
30072017)
TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto
conductthisresearchbyformulatingtheframeworkrequiredThismodel
inquires personal behavior relevant teachingmethods amp teaching aids
student-teacherrelationshipprofessionalskillstechnicalskillsampdecision
making skillsof a teacherand identiiedpositiveandnegativepoints to
differentiateeffectivecharacteristicsThesampleconsistedof40teachers
fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers
who enters the professions should have a broad knowledge about the
profession and they should develop required characteristics to be an
effectiveteacher
This situation highlighted by the recommendation from the National
CommissiononteachingAmericasfutureThepanelmaderecommendations
for ensuring that every classroom has a qualiied teacher Further
recommendationsinclude
raisingtheprofessionalstandardsofteachers
improvesalariesampworkingconditions
3
reinventingteacherpreparationandprofessionaldevelopment
encourageandrewardteacherknowledgeampskills
InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo
AmandaRipleysaysothercountriesaremoreseriousabouteducationand
thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside
KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit
topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband
making sure vulnerable students have strong teachers BothUSampKorea
believe that the caliber of the teacher matters tremendously and great
teachersmakeahugedifferenceinchildrenslives
The inal article is a study of the role of school counsellor teacher and
investigatedprofessionalcompetenceofthecounsellorteachertheirmode
of intervention challenges faced by the counsellors and the areas that
should be developed to perform productively The study suggested the
followingThedeinitionofthesubjectcounsellingincompliancewithclear
indicatorsestablishalegalidentityampframeworkforthesubjectgivinga
license to teachers selectedoncoherent criteriamakingcompulsory the
completionofprofessionalqualiicationforteachersandreleaseteachers
fulltimeforcounsellingactivities
TheResearchampDevelopmentBranchoftheMinistryofEducationisvery
gratefultothewritersfortheirvaluableinsightsandcontributionsand
wouldliketothankthemaccordingly
4
TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE
Abstract
Scienceeducationhasundergonemanyreformsinthepastwiththepurpose
ofchanginganddevelopingtheteachingandlearningprocesstoimprove
theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis
theknowledgeandkeennessofteachersthatdeterminehowtheyrespond
toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto
accountwhen implementing educational changes or reforms Therefore
this study was undertaken to identify the status of science teachers
knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor
successful implementation of the science education reforms A random
sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas
selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas
investigatedthroughmodesofaquestionnairesurveyanddirectinterviews
based on pre-test and post-test knowledge on science The data were
quantitatively analyzed and interpreted with qualitative inputs which
revealedasigniicantdifferencebetweentheexperimentalgroupandthe
controlledgroupofteachersThestudyresultsshowedthatmostscience
teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs
suchtheteachershavefailedtoteachphysicstostudentseficientlyand
effectivelyandthusstudentsperformpoorlyattheGCEOLexamination
Therefore science teachers should be providedwith proper training to
update their knowledge in physics through periodical seminars and
workshopstoachievethegoalsofScienceEducationinschools
KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts
Introduction
InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital
roleintheschooleducationsystemsinceitisessentialthatstudentspas
5
SAhilan
TeacherJJaffnaHinduCollegeJaffnaamp
DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07
ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools
comprises threemajorsubjectcomponentsnamelybiologyphysicsand
chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe
abilityofteachersinteachingthosesubjectcomponentsitisobviousthat
teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience
subject
Thegreat educationistAnagarikaDharmapala observed that the
present and the future life of youth lie in the classroomswhich exactly
meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring
aboutthescientiicandtechnologicalabilityforfuturegenerationtowards
humanresourcedevelopmentIntheGCE (OL)curriculumthesubject
physicsincludesthesectionsofElectronicsLightElectricityandMechanics
andbasedonthesesectionsrelevantquestionsareincludedinthequestion
papergivenattheGCE(OL)examinationIfthestudentsunderstandthe
principlesbehindthesesubjectcomponentsveryclearlyandthoroughly
theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid
examinationThisfactrequireschangesinteachingandlearningprocessin
physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe
EducationCurriculumReformsof2007thusaimsatachievingthetargetof
improvingtheteachingandlearningprocessinschoolsThereforeitwillbe
useful to investigate the feasibility of teaching the science subject in
achievingthegoaloftheEducationCurriculumReformsof2007
ReviewofLiterature
Conceptualizationdependsonseveral factorsFrequentexperiencesand
relationships among such experiences lead to create concepts while
hereditary or human development related pattern also inluences
conceptualization(Balachandranetal2010)Thisresearchinvestigation
wasundertakentostudythephysicseducationinschoolandunderstanding
thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof
studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof
studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife
6
1)Whatisinvolvedinunderstandingandusingphysics
Whilethismightseemobviousorevensimpletotheprofessionals
manyofthecomponentsofourunderstandingarenormallyinvisible
tousCarefulobservationandanalysisoftheconceptsofphysicsand
ofthebehaviorofexpertsisrequired
2) Whatdoourstudentsbringtoourphysicsclasses
Howstudentshearandinterpretthematerialpresentedtothemina
physicsclassisheavilydependentontheexperiencestheygetinthe
classEveryonehassomesensethataforceisnecessarytomaintaina
velocitywhenwalkingdrivingorpushingsomethingalongtheloor
NewtonsSecondLawisinconsistentwiththewaythatmanyofour
studentshavemadesenseoftheirexperiencesintheworld
3) Howdostudentsrelectonourphysicsinstructions
Teachersoftenassumethatstudentswouldrespondonbehalfofthe
knowledgeofconceptsofthesubjectphysicsTeacherscouldalso
designeffectiveinstructionsandthenitisuptoteacherstolearnhow
studentsrespond
itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto
createmoreeffectiveinstructionstowardsbetterlearningandimproving
skillssuchascriticalanddivergentthinkingcreativity initializationand
collective responsibility which are products of totality of the education
process(Baskaran2001)ManyteacherswhoteachscienceattheGCE
(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof
scienceduetotheproblemofunderstandingtheconceptsofsameandare
less troubledwith how little the students learn Tomake the case even
worsethegrowingimportanceoftechnologicalliteracyintheworkplaces
makes it increasingly important foronetoprovidevalue tomanyofour
studentswithgoodunderstandingofconceptsofphysicsintheclassroom
Intheprocessofteachingandlearningtheteachersneedtounderstanda
fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie
2007)
7
processesOntheother
handscientiicmodelsareoneofthemainproductsofsciencethatplaya
crucialroleinreducingthecomplexityofphenomenabyallowingamore
visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan
bemadeandtested(Gilbertetal1995)Thissituationassumesimportance
ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe
physicscomponentof thesciencesubjectTherefore the followingmain
objective and the speciic objectives arising out of it are drawn for
investigation
MainObjectiveoftheStudy-
Toinvestigatetheproblemsandconstraintsfacedbytheteachersin
teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents
SpeciicObjectives
Toindouttheviewsofteachersabouttheirknowledgeofphysicsin
relationtotheconceptstaughtintheGCE(OL)syllabus
Toindouttheeffectivenessofthephysicspracticalclassesconductedin
schoolinunderstandingtheconcepts
ResearchMethodology
a)Sampledesign
Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing
together an analysis of the components and structure of knowledge of
physicswiththeobservationandanalysisofstudentbehaviorduringthe
teachingandlearningprocessInthiscontexttheieldofPhysicsEducation
Research (PER) seems as a growing sub-discipline of physics (Edward
Redish and Richard 2001) Further Mathusuthanan et al (2007) have
pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare
nowbeinginprocessinSriLankaSucheducationalreformstakeplacein
everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel
processesTheeducationalreformsandthequalityofeducationshouldbe
checked frequently by conducting research studies to ind out their
successes and failures By research it is possible to ind out that the
secondary level of education system has not brought about the target
achievementswhich has been one objective of theNational Institute of
Education (NIE) The NIE hasmade curriculum changes in 2007 in the
secondary education level On one hand the models of science are
representationsofobjectseventsideassystemsor
8
The Jaffna Educational Zone consists of many resource persons many
scienceteachersandadequatephysicalfacilitieswhencomparedwiththe
otherEducationalZonesinthePeninsularInthepresentstudytheschool
teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone
Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting
the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna
NallurandKopaywereidentiiedandtheteachersineachstratumwere
selectedbyusingthestratiiedrandomsamplingmethodduetothereason
thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove
EducationalDivisionshaveadequatephysicalresourceswhilecomprising
thehighestnumberofteachersofscienceThiswasthemainreasontoselect
the Jaffna zone for a representative sample of teachers The following
conceptsofphysicswereconsideredforthestudy
b)PhysicsConceptsselectedfortheStudy
A) The formation of various images from lenses to design optical
instrument(Lenses)
D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)
E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd
irstobject(Newtons3 Law)
The questionnaire designed for the pre-test to be done by teachers
comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach
questioncontainedafewpartswhichcovervariousconceptsofphysicsthat
areincludedintheGCEOLSyllabus
B) The phenomena of refraction of light in human activities (lightrefraction)
C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)
c)Formulatinghypotheses
Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor
statisticaltesting
1) H ThereisnodifferencebetweenthemeanoftheExperimental01
groupandthe
9
Controlgroupinthepre-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11
Controlgroupinthepre-test
2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe12
Controlgroupinthepost-test
3) H Themean difference of the pre-test and the post-test on the03
experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13
experimentalgroupisgreaterthanzero
d)Statisticaltoolsusedinthestudy
The t- test wasused to indout thewhether therewasa signiicant
differenceintheknowledgeofphysicsconceptsbetweentheexperimental
groupandthe controlgroupofscienceteachersForidentiication of
theproblemsfacedbythescienceteachersapre-testwasconducted
Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent
concepts ofphysics in the GC EOL syllabusas mentioned
previouslywhichwereidentiied duringthe teachingand learning
processofphysics Direct interviews werealsoconductedwiththe
stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter
thepre-testtheconceptsbehindthequestionswereexplainedtothe
teachersandapost-testwas againconducted amongtheteacher
sample to see whether they would answer the questions correctly
10
As mentioned previously this study was carried out to investigate the
knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE
OLexaminationThesamplecomprisedeighty-two(82)scienceteachers
whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation
ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay
Theresearchinstrumentsusedfordatacollectionfromthescienceteachers
were questionnaires interviews and direct observations that were
analyzedalongwiththescoresofthepre-testandthepost-testconducted
withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)
The data were analyzed statistically and t-test was conducted to see
ResultsandDiscussion
whetherthereissigniicantknowledgegapinthescienceteachersandthe
resultsarepresentedbelow
i EducationalQualiicationsoftheteachersample
IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder
thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix
(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11
Others were trained at the Colleges of Education or Teacher Training
Colleges who had also obtained different types of training programs
organized by the Ministry of Education and the National Institute of
Education
ii Questionnairesurveyconductedonthephysicsconcepts
Thefollowingweretheresultsof thequestionnairesurveyconductedto
investigate whether science teachers have a sound knowledge on the
conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL
examinationFiveconceptsABCDandEmentionedpreviouslywereused
forthispurposeandtheresultsarediscussedbelow
a)Concept-wisecomparisonasawhole
Percentage
()
9090
80
70
60
50
40
30
20
10
0
5154
60
50
Variousimages(A)
Refraction oflight(B)
Cange ofbrightness(D)
Newtonrsquos 3rdlaw(E)
Transistorand
resistor cConcept
Fig1Achievementsofteachersonvariousphysicsconcepts
Theconcept-wisecomparisonisshowninFig1FortheConceptA
806 of the teacher sample correctly answered the questions
relatedtofunctionsofthelensesHoweverthesampleteacherscould
answerthe Concepts BCD andEat an averagelevel (50-60)
11
b)Question-wisecomparisonundereachconcept
ConceptA-Theformationofvariousimagesfromlensestodesign
opticalinstrument
Fig2UnderstandingofConceptA
50
120
100
80
60
40
20
0
733
90 90
100
1 2 3 4 5
Questions
Percentage
()
TheConceptAwastestedontheprocessofformationofvariousimagesby
the convex lens As shown in Fig2 only 50 of the teachers correctly
answeredtheirstquestionrelatedtoimageoflensrevealingthatother50
oftheteachersdidnothavethepracticalknowledgeonthelensperformance
Mostoftheteachersansweredsatisfactorilytothequestions234and5
undertheConceptA(70-100)butthisachievementmaynotbeadequate
forteachingphysicssatisfactorilytothestudentsattheGCE(OL)
ConceptB-Thephenomenaofrefractionoflightinhumanactivities
Fig3UnderstandingofConceptB
80
70
60
50
40
30
20
10
0
7333
4333
6333
2333
5333
6 7 8 9 1 0
Questions
Percentage
()
TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The
lowest number of teachers correctly answered the question number 9
12
followedbythequestionnumber7Thesequestionswererelatedto the
rainbowandpropertiesoflightforwhichbelow50ofteachersanswered
correctly indicating that the sample teachers have poor knowledge on
refractionrelectionandlightwavemotion
ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds
Fig4UnderstandingofConceptC
Questions
100
90
80
70
60
50
40
30
20
10
0
1333
60
3666
7666
8666
Percentage(
)
11 12 13 14 15
13
The Concept C tested was in relation to the process of transistors and
resistersThelowestnumberofteachersansweredthequestionnumber11
followedbythequestionnumber13Thesequestionswererelatedtothe
transistorandLDRactivity Asteachershadapoorunderstandingonthe
functionofNPN transistor and the functionof LDR86of themwere
unabletogivethecorrectanswertothequestion11indicatingthatteachers
didnotunderstandtheactivitiespertainingtothequestionwiththegiven
data
ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit
Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin
bulbsOnly30ofteachersansweredthequestionnumber16
correctly followed by the question number 18 (50)
ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany
teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere
unabletoanswercorrectly
ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst
object
Fig5 understanding of Concept D
Questions
6066 6333
30
90
50
16 17 18 19 20
100
90
80
70
60
50
40
30
20
10
0
Percentage(
)
Fig6 understanding of Concept E
7666
3666
2333
8333
30
Questions21 22 23 24 25
90
80
70
60
50
40
30
20
10
0
Percentage(
)
rdTheConceptEwas testedon the forces related to theNewtons3 Law
(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223
and 24 correctly One reason could be that the diagram related to this
ConceptgivenintheSciencetextbookwasnotclearThereforethesample
teachers were not familiar to this subject component of physics
14
iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted
Apre-testwithivequestionswasconductedamongtheteachersofscience
Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped
asfollows
a)ExperimentalgroupndashGroupE
b)Controlledgroup-GroupC
Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore
rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot
very low scores (below 40)for answering the questions given under
variousconceptsofphysics
Table1presentsthepre-testscoreoftheteachersofscienceAmajority
oftheteachersgotverylowmarksMostofthescienceteachers(377)
areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe
scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin
betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It
isimportanttonotethatcumulativenumberofseventy-ive(75)science
teachersscoredbelowforty-onemarksindicatingaverylowknowledge
Table1Scoreofthepre-test(Questionnaire)
15
ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were
alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test
butthevalueswereverylowandapproximatelyequal
Table2summarizestheresponsesgivenbytheteachersampleundereach
concept of physics Accordingly many respondent teachers could not
understand theelectronic concepts ie functionof the transistors Some
respondentshowevercouldnotansweranyofthequestionsandtheyfailed
tocompletethequestionnaire
Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test
Table2also indicates that ingeneral a lownumberof science teachers
understooddifferentconceptsofPhysicswhichareABCDandEThe
conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent
(50)Fifty-fourpointnine(549)percentofthescienceteachersmade
mistakesonconceptERegardingtheconceptsrelevanttoLenses122of
scienceteachersknowledgeofPhysicswasveryweak
iv Analysisofthescoreofquestionnaireatthepost-testconducted
Thepre-testquestionnairewasdiscussedandexplainedonlytothe
experimentalgroupEThepost-testquestionnairewasdesignedwith
the same concepts of physics and tested with the teacher sample
16
Thepost-testmarksrecordedaregiveninTable3
Table3Scoresofthepost-test
Total 41 41
Theresponsesofthetwogroups(experimentalandcontrol)accordingthe
aboveTable3indicatethatthereisanimprovementofknowledgeinthe
experimental group as compared to the control group because the
experimentalgroupwasprovidedwithremediesanddiscussionson the
conceptsABCDandE
Descriptive statistics was performed to identify the effectiveness and
eficiency of remedies and discussion Science teachers in the
experimentalgroupbasedonmeanvalueperformedwellatthepost-test
thanthatofthecontrolgroupStandarddeviationalsorevealedthesame
result Further a t-testwas conducted between the two groups to see
whetherthereisasigniicanteffectinperformanceafterexplainingthe
concepts to the experimental group of teachers Therefore it can be
summarizedthatwhencomparingthescoreofthepre-testwiththepost-
testmarksoftherespondentsitwasobservedthatthepost-testscoresof
therespondentsintheexperimentalgroupwerehigherafterexplaining
the physics concepts to them through workshops and discussions
17
vHypothesesTesting
(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01
ExperimentalgroupandtheControlgroupinthepre-test
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
pre-test
isthemeanvalueofthepopulationfortheControlgroupinthepre-test
H 01 =mE mc
H 11 gtmE mc
mE
mc
UnderH thecalculatedvalue=-07201
Butthetablevalueat5signiicancelevel164
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
post-test
isthemeanvalueofthepopulationfortheControlgroupinthepost-test
H 02 =mE mc
H 12 gtmE mc
mE
mc
UnderH thecalculatedvalue=66202
Butthetablevalueat5signiicancelevel164
18
(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01
meansthe5signiicancelevelthereisnodifferencebetweenthemeanof
theExperimentalgroupandtheControlgroupinthepre-test
SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02
at 5 signiicance level there is a difference between themean of the
ExperimentalgroupandtheControlgroupinthepost-testThereforethe
meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue
of the Control group in the post test Thus we could infer that the
ExperimentalgroupperformedsigniicantlybetterthantheControlgroup
intheposttestThereforeitwasclearthattheunderstandingofconceptsof
physicswasverylowinthescienceteachers
013 gt-= prpoDH mmm003 =-= prpoDH mmm
(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03
ontheexperimentalgroupiszero
Where
D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup
UnderH thecalculatedvalue=31903
Butthetablevalueat5signiicancelevel1684
SincethecalculatedvaluegtthetablevalueH isrejected03
Hence at the 5 level of signiicance the post-testmean value of the
Experimental group was higher than the pre-test mean value of the
ExperimentalgroupindicatingthattheperformanceoftheExperimental
groupwasbetterinthepost-testthanthatofthepre-testThissituationalso
provesthatthescienceteachershavepoororverylowunderstandingofthe
physicsconceptstaughtattheGCEOLsciencesyllabus
Directinterviewswithstakeholders
The following observations were made during the direct interviews
conductedwiththestakeholders
AlecturerattachedtoaCollegeofEducationsaid
ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin
othersubjectsareappointedtoteachmathematicsandscienceThereforeitis
doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience
subjectsrdquo (interviewconductedduringthestudy)
19
AlecturerinattachedtoaTeacherTrainingCollegesaid
ldquoTrainee teachers do not have adequate knowledge in basic concepts of
sciencethataretobetaughtintheseniorsecondarygradesThereasonfor
thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto
teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid
ldquoI found that most science teachers had studied in the biological science
streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad
theirtrainingeitherattheCollegesofEducationorattheTeacherTraining
Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis
thereasonforthesetbackinproducinggoodphysicsresultsrdquo
(interviewconductedduringthestudy) ScienceTeachersOpinion
The information collected from the teachers by direct interviews are
tabulatedinTable4Whentheteachersopiniononthesubjectcomponents
ofsciencewasconsidereditindicatedthat914teachershaveproblems
inteachingphysicsThereasonwasthatmostteachersinthesampledidnot
haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat
theGCEOLsciencesyllabus
20
SubjectcomponentinScience
Percentageofteachers()
Difficult Normal Easy
Physics 914 61 24
Biology 24 12 963
Chemistry 06 634 305
Table4Teachersopinioninteachingsubjectcomponentsinscience
Impactofthequaliicationsofscienceteachersample
Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)
IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching
at theGCE(OL)classesat the timeof thestudyMostof the trained
teachersfromCollegesofEducationandtheTeacherTrainingColleges
teach science toGCE (OL) students Though theirmain subjectwas
sciencemanyofthemdidnothaveadequateknowledgeinmathematics
tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion
and Tamil etc as their optional subjects Thus they face many
challengesanddificultiesinteachingthephysicscomponentinScience
21
Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)
Discussiononthesecondspeciicobjectivetoindouttheeffectiveness
ofthephysicspracticalclassesconductedinschools
In this regard facilities such as laboratory facilities Internet facilities
libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing
the questionnaire The responses given by the sample teachers in the
questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas
school principals students technical persons and laboratory assistants
were also inquired about the facilities available for conducting physics
practicalclassesandtheyagreedwiththeobservationoftheteachers
Table6Facilitiesavailableforteachingandpracticalwork
22
Facilitiesavailableinschoolsfortheteachingandpracticalwork
IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-
mentioned facilitiesButschools inruralareashave less facilitiesWhen
schoolshave less facilitiestheteachersinditdificultto developtheir
ownknowledgeorexplaintheconceptsofphysicstothestudents
Fig 7 indicates the teachers opinion on the physics teaching methods
gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe
bestToenhancetheknowledgeinthephysicscomponentofscienceitis
essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp
boththeteachersandthestudentstodeveloptheirteachingandlearning
skillsthroughhandsonexperience
Groupdiscussion(P)
Experiment(Q) Any othermathod(S)
Suggestions
80
70
60
50
40
30
20
10
0
71
20
9
Pe
rce
nta
ge
()
Fig7-Bestteachingmethod
P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents
Q-Experimentalactivity(demonstratetheexperimentswhichare
inthetextbook)
S-Anyothermethod(GroupworkindividualworkChalkandtalk)
Interviewsconductedregardingfacilitiesavailability
AninterviewwasconductedwithalecturerofCollegeofEducation
ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo
(interviewconductedduringthestudy)
ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo
(interviewconductedduringthestudy)
AnotheroficeroftheJaffnaEducationexpressedthefollowingview
23
AnAdditionalDirectorofSciencecommentedasfollows
ldquoIt is essential that all teachers know the fundamentals of
ScienceThenonly they can teachScience Science is a ield
which can elaborate our knowledge This is related to two
important things The irst one is observing an event that
happensinourenvironmentandtheotheroneisconstructing
principles to explain those observances Therefore doing
experiments and research to explain the concepts inPhysics
section will help the teachers to enhance the practical
knowledgeofScienceandgavedetails
(interviewconductedduringthestudy)
During the informal discussions held with Laboratory Assistants the
followingdrawbackswerementionedthatwouldaffecttheteachingand
learningprocess
a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades
b) Manyequipmentrequiredarenotinworkingcondition
c) Nowaterfacilitiesavailableinthelaboratories
d) Teachersarealsoreluctanttodopracticalwork
24
Thisstudy investigated the levelofcomprehension in teaching thebasic
conceptsofthephysicscomponentofthesciencesubjectrelevanttothe
GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended
questionsthatweremainlyfocusedona)refractionoflightb)relectionof
light c) transistor and resister d) changing brightness of bulbs in the
circuitande)NewtonsThirdLawBycombiningthequestionswiththe
focusedfactorsandthescoresachievedbyteachersfortheanswersgiven
for each question it was possible to analyze the data relevant to each
concept It was found that the science teacher sample had a poor
understandingoftheconceptsofphysicstestedThestudyrevealedthatthe
knowledgeofthescienceteachersampleonthecomponentofphysicsinthe
GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand
thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers
showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts
tested due to insuficient experience in doing practical relevant to the
physics component of the OL Science Syllabus (direct interviews with
teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat
morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat
the Colleges of Education were from the Biological Science stream and
hence they had insuficient knowledge in the physics concepts
Conclusions
There were only a few science graduate teachers in the Jaffna
EducationZonewhoareteachingScienceattheGCE(OL)classesMany
teacherswhoteachsciencewerefromtheNationalCollegeofEducation
ButattheinterviewwithalecturerintheNationalCollegeofEducationit
wasrevealedthattherewasnolecturerappointedtoteachscienceforthe
last11yearsThismightbeonereasonformanytrainedteachershavingan
insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso
revealedatthedirectinterviewsthebiologyandchemistrycomponentsof
thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto
physicsarecoveredrarely
Itmustbeemphasizedthatasoundknowledgeinmathematics is
also essential to teach physics eficiently Therewere 292of science
teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher
Training Collegeswho had opted for various other subjects but not for
Mathematics Thissituationingeneralhasalsocausedforhavingapoor
understanding of the physics concepts Inadequacy of resources in the
generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad
obstructed conducting the OL physics practical sessions to the trainee
teachersintheNationalCollegesofEducationJaffna
Manyteachers(707)didnotunderstandtheconceptsofthephysics
component and the interviews conducted with the stakeholders also
revealed the importance of doing proper practical sessions in physics
towards better student performance in science at the G C E (OL)
examinationTheteacherswereoftheviewthatteachingofphysicsthrough
practicalsessionscouldnotbeconductedbecausetheteacherguidanceand
the teaching materials were insuficient Thus the science teachers had
dificultiesinteachingandguidingscienceforstudentstoperformbetterAs
per the direct interviews with the educational authorities principals
teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers
werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience
25
ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation
Zone the science teachers do not have suficient knowledge in science
especiallyinthephysicscomponenttoteachscienceeffectivelytoschool
26
childrenwhichcouldbethereasonforthepoorperformancebystudentsin
scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave
beensimilarornotintheothereducationzonesofthecountryHenceitis
suggestedthatasimilarstudybeconductedinalleducationzonesinthe
country to arrive at a irm conclusion and make recommendations to
improveperformanceinthesciencesubjectattheGCE(OL)examination
Recommendations
Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand
theconceptsofthephysicscomponentrelevanttotheGCE(OL)
Sciencesyllabus
Oslash Qualiied lecturers in the relevant ields of science should be
appointedtotheNationalCollegesofEducationtoproduceeficient
andknowledgeablescienceteachers
Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant
schoolsandtotheNationalCollegesofEducationshouldbeensured
whilegivingprioritytopracticalassessmentsattheschoollevel
Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon
thetextbooksontheschoolswebsitesaswellasintheformofa
compactdiscforeasyreferencebystudentsandteachers
Oslash
Oslash
Oslash
References
Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka
BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka
EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3
Oslash
Oslash
Oslash
Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197
Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19
StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523
27
ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES
DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe
OpenUniversityofSriLanka
skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches
usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted
by the Faculty of Education of the Open University of Sri Lanka (OUSL)
PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE
programmeinTamilmediumatOUSLin20112012academicyearAmong
them104studentteacherswhofollowedPGDEprogrammeattheColombo
Regional Centrewere purposively sampled for this study A self-developed
questionnaire built up by reviewing related literature was used for data
collection The data obtained were tabulated and analyzed by applying
elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe
responses to the open ended questions were analyzed qualitatively The
indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch
moreinformationthemselvesfortheirownlearningandtheystatedthatthe
activities given in the PGDE havemotivated them to do self-learning and
searchmorerelevantinformationfortheirlearningFindingsclearlyshowed
thatactivitybased learningsessionshavedevelopedhigher levelcognitive
skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe
student teachers Further some problems that hindered the effective
participationinactivitybasedsessionsincludinglackofpreparationlackof
timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers
MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated
learningpractices
INTRODUCTION
Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage
students in the learning process including group discussions problem
solving case studies role plays journalwriting learning activities and
structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove
criticalthinkingskillsincreaseretentionandtransferofnewinformation
increasemotivationandimproveinterpersonalskillsStudentsshouldbe
28
29
encouragedtodothingsbythemselvesinordertoidentifyproblemstoill
gapsandindsolutionsinacollaborativewayTherewereexpressionsof
optimism that such independent approaches could lead to success and
teacherscouldbesurprisedbystudentsrsquoperformance
Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif
theycanrelyontheirownresourcesforcompletingassignmentsstudying
for tests and achieving success in school At the core of successful and
lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe
meta-cognitively motivationally and behaviourally active in regulating
hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals
and of strengths weaknesses and interests given instructional goals
environmentalexpectationsandconditionsoflearningandperformance
Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe
ultimate integration of neuro developmental abilities Self-regulated
learners are attentive focused and productive They set goals for
themselvesanduseaplannedapproachtolearningSelf-regulatedlearners
keep track of their understanding and their progress and reward
themselves for their successesTheyuseproblem-solving strategies and
memorytechniqueswhenappropriateTheylearntothinkcriticallyabout
thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn
shortself-regulatedlearnersareintentionalactiveandrelective
Pedagogy the science of teaching involves instructional methods
materials and learning activities directed by these Traditionally the
lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe
teacherwasconsideredastheproviderofinformationandstudentsasthe
passiverecipientsofinformationThemajorinstructionalmaterialswere
textbooksthatwerewrittenforspeciiedagegroupsandforparticular
subjectsThemajorlearningactivitywaslisteningandwritingfromthe
textbookorfromtheblackboardThisparadigmhasbeenchangedinthe
newer methodology of activity ndash based learning Here the teacher is
consideredasthefacilitatorandthestudentsareself-learningthroughthe
medium of a detailed array of learning cards (Anandalakshmi 2007)
Othermethodssuchascooperativelearninghavealsobeensuggestedas
alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping
brains learning processes and the growing childs learning needs
provides great potential to create effective pedagogical practices
Theprocessoflearningcomprisesofthreecomponentsndashinformationinput
information processing and expression of information or knowledge In
each of these components students show differences For example in
informationinputwhichalsomeansthewaystudentsreceiveinformation
tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe
auditoryorkinestheticlearnersIntermsofinformationprocessingsome
students may use top-down processing or bottoms-up processing This
dependsbothonthelearneraswellasthenatureofskillorknowledgetobe
learnedWith respect toexpressionofknowledgeor skill learned some
studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose
MeyerStrangmanampDalton2002) It is important that the instructional
methodologyproactivelyplansforsuchdifferencestoachievehighquality
educationalexperiencesandlearningoutcomesforallstudents
Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses
theeducationandprofessionaldevelopmentofeveryteacherneedstobe
seenas a lifelong task andbe structuredand resourcedaccordinglyTo
equiptheteachingbodywiththeskillsandcompetencesneededforitsever
changingrolesitisnecessarytohavebothqualityinitialteachereducation
andacoherentprocessof continuousprofessionaldevelopment tokeep
teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety
(BarberandMourshed2007)
30
Lecturers who use activity based learning strategies pause frequently
duringtheperiodonceeveryifteenminutesorsotogivestudentsafew
minutes toworkwith the information theyareprovidingTheymayask
students to respond to a question to summarize important concepts in
writingortocomparenoteswithapartnerForsomelecture-basedclasses
usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor
roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder
these circumstances may not be possible but other strategies such as
individualwritingorbalancingactivitiesarequitepossibleandleadtogood
results
TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational
universityinSriLankawherestudentsareabletofollowfurthereducation
byopendistancemode Thestudent-centeredstudysystemisdesignedto
support a distance learner throughmultiplemodes including self-study
printandAudioVisual(AV)materialscontactsessionse-mailandinternet
TheFacultyofEducationof theOUSLrealizes the importanceofquality
teachers for quality education Therefore the faculty has introduced
several teacher education programmes using innovative approaches to
increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe
studentteachersPostGraduateDiplomainEducation(PGDE)programme
isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich
providesthebasicprofessionalqualiicationforgraduateteachersworking
intheschoolsystem
31
Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity
basedlearningapproachesusedforPostGraduateDiplomainEducation
(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows
1 ToexaminetowhatextenttheActivityBasedLearningapproaches
increaseself-learningpracticesamongstudentteachers
2 ToIdentifythehigherordercognitiveskillsachievedbythestudent
teachersthroughtheactivitybasedlearningapproaches
3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto
engageeffectivelyintheactivitybasedlearningsessionsand
4 Tomakeappropriatesuggestionsandrecommendationstoimprove
theeffectivenessoftheactivitybasedlearningapproach
LITERATUREREVIEW
Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart
ActivityBasedLearning
Learningisacquiringnewknowledgebehaviourskillsvaluespreferences
or understanding and may involve synthesizing different types of
information Further it is a process that brings together cognitive
emotional and environmental inluences and experiences for acquiring
enhancingormakingchangestoonesknowledgeskillsandworldview
(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent
understands and engages with the information to be learnt It is also
important that the studentprocesses the informationwithhigherorder
thinking such as comprehension analysis synthesis application and
metacognition When this happens the student is able to relate the
informationtoanylifesituationconnectitwithpastlearningbuildhisor
her own knowledge (Garner 1987) and become a knowledgeable and
contributingcitizenasanadultOneimportantmethodoffacilitatingsuch
engagementwithinformationisthroughactivity
32
The dictionary deinition of activity is work that involves direct
experiencebythestudentratherthantextbookstudyThusactivity-based
learningshouldallowstudentstoengagewithandprocessinformationin
suchawaythathesheunderstandsandbuildshisherknowledgeabouta
particular subjectAnoutcomeof successful learningwould be that the
student has acquired the basic literacy skills and is able to apply this
knowledgeorskilllearntinarelevantsituationTheideaofactivity-based
learningfollowstheconstructivisteducationaltheoryandischild-centered
pedagogy Activity-based learning may be deined as a method of
instruction where activities of different types suitable and relevant to
speciic subjects are integratedseamlessly into the regular instructional
materials andmethods to involvestudents in the teachingndash learningor
instructional processes and engage them fruitfully (Suydam amp Higgins
1977) Themain purpose of themethod ismaking the classroommore
student-friendlyandreducetheintimidationanddominationoftheteacher
Activelearningisacrucialelementofthenewthrusttowardwhatisnow
commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching
(Weimer 2002) Most deinitions of active learning focus on two key
componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition
of active learning comes from Bonwell and Eison (1991) ldquoInvolving
students in doing things and thinking aboutwhat they aredoingrdquo The
overallqualityofteachingandlearningis improvedwhenstudentshave
ample opportunities to clarify question apply and consolidate new
knowledge In this case instructors createopportunities for students to
engagenewmaterialservingasguidestohelpthemunderstandandapply
information
33
High-ordercognitiveskills
Developmentofhigherordercognitiveskill isacomponentofeducation
reforms based on the learning taxonomies of Blooms Taxonomy This
includescriticallogicalrelectivemetacognitiveandcreativethinkingetc
Adominantcomponentincurrentreformsineducationistheefforttotrain
studentstodevelophigherordercognitiveskillsThisrequireschangesin
teaching-learning processes encouraging students to acquire analytical
Self-RegulatedLearning
Self-directedstudy isapurposefulmentalprocessusuallyaccompanied
andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying
informationThe student accepts the responsibilityofmakingdecisions
about thegoals and theeffort tobedonebecoming thereforehisown
change agent for learning (Long 1990) Self-directed study is critical
accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof
peopleslivesbasedonthedesireandneedtounderstandsomethingorto
performsomeactivityButLong(1990)commentsthatitisnotreasonable
to expect that people who have been used to receive ready-made and
formatted information during all their years of school life nowwill be
instantlytransformedintoindependentlearnersIfwewantstudentstobe
empowered teachers need to be empowered aswell (Wehmeyer et al
2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto
deliberately create an environment and structure inwhich teachers are
encouraged to relect on and take responsibility for their learning and
teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van
Eekelenetal2005)
34
Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills
whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland
relectivewayshowtoaskquestionsmakedecisionssolveproblemsand
knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso
skillsforlifelonglearningInordertomeetthemarketdemandthefocusof
educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof
autonomousandorganizedstudyTheseskillswillbeusefultoindividuals
becausesuccessinuniversitycoursesandinalsomostprofessionsrequire
suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis
consensusontheneedtodeveloptheseskillswhatisnotsoclearishow
they can be developed in students in university courses (McLoughlinamp
Luca 2003) and this is much more dificult in the Open and Distance
Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe
main characteristics that differentiates distance education from other
forms of education is the central focus on the student and on their
independenceinthelearningprocessHefurtherargueswhetherdistance
learning successfullyhelps todevelopautonomousandorganized study
skillsandotherhigherordercognitiveskillslearningatdistance
RESEARCHMETHODOLOGY
ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign
critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual
PopulationandSampleThe study was conducted on the student teachers who followed PGDE
programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin
the20112012academicyearThetotalnumberofTamilmediumstudent
teachersenrolledfortheprogrammewas1054Amongthem104student
teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre
35
(ii) the higher order cognitive skills achieved by the student teachers
throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage
effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber
ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems
there were several sub items which were included to get a wider
understanding on the aspects related to the main items Rating scales
selectionofthemostappropriateanswerstructuredtypequestionsaswell
asafewopen-endedquestionswereincludedinthesubitemsThedata
obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative
techniques such as frequencies and percentages Open ended questions
wereanalyzedqualitatively
RESULTSANDDISCUSSION
Increaseself-learningpractices
Alltherespondentswereadultlearnersbetweentheages30to45years
The majority (86) of the student teachers expressed that as adult
learnerstheydidnotexpectalltheinformationneedtobegivenbytheir
lecturersNinetysix(96)percentofthestudentteachersmentionedthat
theylikedtosearchmoreinformationthemselvesfortheirownlearning
Thisclearlyshows that the lecturersshouldnotgiveall the information
relatedtothelessonsbutatthesametimethelecturersshouldgivemore
werepurposivelysampled for thisstudyDataweregatheredonly from
student teacherswhowere physically present at the Colombo Regional
Centre for the activity based contact session on the day of visit by the
researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was
structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas
namely
(I) the extent to which activity based learning approaches facilitate to
increaseself-learningpractices
Table1StudentsRatingonInvolvementofSelfLearningPractices
36
activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices
AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent
teachershaveacceptedthatactivitybasedlearningcontactsessionshave
increasedtheirinvolvementforselflearningpracticesMorethan90of
theteachersexpressedthatactivitybasedlearningcontactsessionshave
motivated and increased their participation in group learning and
group activities Further they stated these sessions enabled them to
respectthevaluablepresentationsofpeersFromtheindingsitisclearly
shown that activity based learning approaches have improved the self-
learning andpeer learningpracticesamongthePGDEstudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywere
askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe
activitybasedlearningapproaches
Table2-StudentsRatingsonSkillsDevelopment
AccordingtoTable2theindingsrevealedthatactivitybased learning
contactsessionshave facilitatedthestudentteachersto improvetheir
higher order cognitive skills in a positive manner More than twenty
percentage of the teachers expressed that they have achieved higher
order cognitive skills such as critical thinking evaluation skills and
analytical skills to a great extent through the activity based learning
contact sessions They also agreed activity based learning contact
sessions have improved their self-learning presentation skills
leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat
activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic
skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches
37
Openendedquestionsinthequestionnaireallowedthestudentteachersto
mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact
sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe
studentteachers
Amongtherespondents36ofthestudentteachersexpressedthatthey
wereunabletoinvolveeffectivelyduetolackofprepreparationand56
indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame
time42ofthempointedoutthattheclassroomfacilitiestoformulatethe
groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge
numbersinthegroupswasaproblemforthem24ofthestudentteachers
reported that theydidnot receive support fromall thegroupmembers
Majority of the student teachers stated that the time allocated for
instructors feedbackwasnotenough(68)and49ofthemindicated
that the questions raised by the peers after the presentation were not
enoughTheresultsrevealedthereareproblemsthatexistintheplanning
and implementation of activity based learning contact sessions and the
Faculty of Education need to give more attention to address the above
problems
CONCLUSIONSANDRECOMMENDATIONS
Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof
38
ProblemsandIssuesFacedbytheStudentTeachers
Educationof theOUSLandotherrelevantteachereducation institutions
should adopt activity based learning strategies These activities based
learning strategies help to increase the self-learning practices and to
develophigherordercognitiveskillsamongthestudentteachersFurther
facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate
facilitiesandtoallocateenoughtimefortheactivities
References
AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf
BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity
ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455
CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan
FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)
GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing
Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer
Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress
LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK
39
McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills
be fostered online In GCrispDThiele IScholten SBarker and JBaron
(Eds) Interact Integrate Impact Proceedings of the 20th Annual
Conference of the Australasian Society for Computers in Learning in
TertiaryEducation7-10December2003Adelaide
Murphy J (1993) Restructuring schooling The equity infrastructure
SchoolEffectivenessandSchoolImprovement4(2)111-130
40
PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional
andnurturingeffectsofactivity-based-learning-animpactstudyinselected
districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD
SSA-TN
RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent
ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness
researchPapercommissionedfortheEFAGlobalMonitoringReport
2005TheQualityImperative
httpunesdocunescoorgimages0014001466146695epdf
SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17
SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary
school mathematics recommendations from research Mathematics
Education Reports ERIC Center for science math and environmental
educationOhioStateUniversityED144840
VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471
Wehmeyer M L Agran M amp Hughes C (2000) A national survey of
teacherspromotionofself-determinationandstudent-directedlearning
TheJournalofSpecialEducation34(2)58-68
41
Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass
Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120
SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM
NORTHERNUGANDA
Abstract
Littleisknownabouttheroleoftheschoolcurriculuminpeace-building
aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation
humanrightseducationandcitizenshipeducation isproposedand then
examinedthroughaqualitativecasestudyofeighteducationalinstitutions
inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe
schools promote reconciliation values develop problem-solving and
communication skills and reveal some knowledge of human rights
Howeverthereislittleunderstandingofhistoryoroflocalnationaland
international politicallegal systems and minimal development of
discussionandcriticalthinkingskills
Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe
designofacurriculumthatcancontributetosustainablepeaceandreduce
theriskofcivilwarre-eruption
KeywordsEducationSchoolCurriculumPeace-buildingCivilWar
Truth-seekingReconciliationInclusiveCitizenship
Civilwarandpeace-building
Civilwars have caused huge economic and social damage and impeded
progress towards the Millennium Development Goals (Collier 2007)
Understanding the root causes of civil wars and preventing their re-
eruption would help meet the new Sustainable Development Goals
Education is implicated in civilwar causation throughdiscrimination in
accessandthroughculturalrepressionconveyedthroughthecurriculum
Improvingeducationalaccessandcurriculumqualitymaycontributetowar
preventionandpeace-building(BushampSaltarelli2000Thyne2006)
JeremyCunninghamMPhilPhD
AssociateresearcherCentreforInternationalStudiesOxfordUniversity
86HamiltonRoadOxfordOX27QA
cunninghamjeremygmailcom
42
The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool
The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar
43
curriculum playsanimportant role in imparting such knowledgevaluesandskills
CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended
curriculumthatiswhateducationplannersmapouttobetaughtinschool
theimplementedcurriculumthatiswhattheteacherscarryoutandthe
receivedcurriculumnamelythewholeexperienceofthestudentinschool
notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere
ishiddenlearningthatoccursasaby-productoftheorganizationofthe
schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe
totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade
(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners
viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian
governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat
ignoresculturalandethnicdiversity therebysowing theseedsof future
conlictsWherethewarhasendedthroughnegotiationtheremaybean
opportunitytosocializevaluesofequalrespecttoleranceandforgiveness
butalsostrugglesovercurriculumcontentandapproachHoweveracivil
warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict
needtoconsider the impactof theschoolcurriculumonsocialcohesion
(Cardozo2008Paulson2010)
Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter
civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights
Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey
2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-
conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace
butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights
educationdealswithglobalrightsnormsandparticipationskillsforpolitical
activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay
bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation
emphasizesparticipationproposingacombinationofknowledgeskills
andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused
onnationalunityandthestatusofcitizenshipratherthanthefeelingof
belongingit maynot adequately recognizetheinterestsofminority
identitygroupsand is likely to relect the agendasofpolitical elites
(Levine amp Bishai 2010) No one approach is suficient for a peace -
buildingcurriculumandnoneincorporateshistory andmemoryof the
recentpastFurthermoretheymaybetreatedasmarginal withlittle
impactonthewholeethosoftheschool
Featuresofeachof theseapproachesarecombined inanewconceptual
frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-
conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto
daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa
historyteacherandschoolleaderandonmypreviousresearchonhuman
rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict
transformationcurriculum truth-seeking reconciliationand inclusive
citizenship
Truth-seekingaddressestheneedtounderstandtherootcausesofviolent
conlict and ones personal and collective history Buckley-Zistel
(2008p142)saysthatthewaytheviolentpastisrememberediscentralto
everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe
questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot
deal with forensic truth directed towards accountability they may
contributetounderstandingthecausesofcivilwarandprovideaplatform
fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation
isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake
revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose
divided by conlict and enmity (Rigby 2006) Schools can promote
reconciliation throughhelpingyoungpeopledevelopa senseofpositive
identityinrelationtoothersandthroughincreasesinunderstandingand
mutualrespectinrelationships(Lederach2003)
Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand
identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe
localnationalandinternationalboundariesItisasmuchaboutrecognition
as about access to formal rights The development of knowledge and
understandingofpoliticalandlegalinstitutionsatlocalandnationallevel
44
45
andthefosteringofparticipationskillsandvaluesisanimportantwayfor
schoolstocontributetopeace-building(Dupuy2008)
Methodology
An exploratory visit to Gulu district in northern Uganda which had
sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive
readingofacademicandgreyliteratureandthenathreemonthieldwork
visit to collect empirical data through the following methods (i)
participantobservationinthecommunityandinarepresentativegroupof
eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews
aimed at uncovering the knowledge skills and values of teachers
education oficials and NGO oficers (iii) two student focus group
interviewsineachschool inthelocallanguage(Luo)withthehelpofa
local research assistant aimed at exploring students values and
knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights
(v)documentarystudyoftextbookssyllabischoolandNGOpolicies
Iobservedrelationshipsbetweenteachersandstudentsandamongthe
studentsthemselvesbothinformallessoncontextsandinotherelements
of school life assemblies sports social timemusic performance and
clubs Notices and lists of rules some of them devised by classes
themselvesshowedevidenceofeffortsmadetowardsapeacefulschool
culture and complemented the interviews data Teacher and head
teacherinterviewsformthebulkofthedataandstudentsgovernment
and NGO oficers provided valuable triangulation A Luo-speaking
researchassistantdiscoveredwhatstudentsknewabouthumanrights
historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed
primary curriculum was checked against test questions in Primary
Leaving Examinations and with chapters in textbooks and revision
books The research limitations include the chance that this group of
schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe
districtcentre
Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork
and modiied in the light of the evidence collected For example the
inclusionof forgiveness asakeyvalue for reconciliationwasderived
directly from the interviews where the termwas used by all parties
46
On the vertical axis are three core sustainable peace concepts On the
horizontalaxisisthemethodofarticulatingtheminthewholecurriculum
TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace
Knowledgeandunderstanding
Skills
Values
TruthSeeking
RecentHistory
Narrativeskills
Criticalthinking
Valueofhistory
Toleranceof
divergent
interpretations
Reconciliation
Contemporaryevents
andissues
Problem-solving
Cooperationand
teamwork
Equalrespect
Sympathy
Forgiveness
Inclusive
Citizenship
Localnationaland
international
politicallegalsystems
Humanrightsarticles
andconventions
Deliberative
discussion
Debate
Sensitization
Procedural
fairness
Humanrights
sensitivity
TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords
ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state
power where ethnic and economic factors were intertwined Under
colonialism theAcholipeopleofnorthernUgandawerepoorer than the
ethnic groups of the south They were preponderant in armed forces
implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986
Joseph Kony and the LRA inluenced by traditional ethnic spirit and
Christianbeliefsledanassaultonthenorthern districtsEarlysupportby
someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led
toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA
relocated to central Africa where it still carries out abductions and
massacres albeit on a smaller scale (Gersony 1997 Schomerus amp
Tumutegyereize2009)
47
Theimpactofthewarwasdevastatingthereweresome70000deathsand
75000peopleabductedofwhom30000were children (PhamVinckamp
Stover 2008)Most experienced horriic induction trials such as killing
fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-
called bushmarriage(World Vision 2004) 90 of the population was
moved into internally displaced peoples (IDP) camps supposedly to
protect them from the LRA Detachments of the army behaved like an
occupyingforceinhostileterritoryperpetratinghumanrightsviolations
withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition
in the camps led to an estimate of 120000 extra non-violent deaths
(CSOPNU 2006) Traditional communal life was damaged by the
underminingof theauthorityofeldersandawholegenerationsuffered
hugedisruptiontotheirschooling
ThroughoutthewartherewasatensionbetweenPresidentMusevenis
goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated
peace settlement It was feared that an all-outmilitary assault would
resultinthedeathsofabductedfamilymembersSomeAcholibelieveit
suited the government to keep thenorthweakby allowing thewar to
continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe
InternationalCriminalcourtbutmanypeopleinUgandastronglysupport
theideaofatruthcommissiontoaddressLRAandgovernmentviolations
Meanwhile schoolshave theopportunity to address some truth issues
through history teaching and the treatment of contemporary events
48
Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar
victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir
owngroup
Reconciliation is needed between the abducted and their families and
communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay
become frustrated and commit violence on themselves or others (Murphy
StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute
resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic
valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand
forgivenessbackedupbyproblemsolvingandcooperationskills
Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout
the legal and political system and the global human rights architecture and
throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue
ofproceduralfairness
Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis
studyarecontributingtopeace-buildinginthisverychallengingcontextThe
illustrative remarks from participants in the study were chosen for their
typicality
Truth-Seeking
Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany
incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut
hereweareinasituationwherewhenthelionsightthegrasssuffers
Urbanprimaryhead
Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor
sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe
chances of renewed violence (Hayner 2002) School history teachingwas
suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted
Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge
questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant
fornorthernUgandawherethereisastrongperceptionofbeingrepressed
throughthegovernmentsstrategyfordefeatingtheLRAThereispotential
spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand
forthestudyofavarietyofinterpretationsandperspectivesHoweverthis
type of history in schools requires amore complex approach than rote
learningofprescribedfacts(Cole2007)
49
the narrative that would be taught (Freedman Weinstein Murphy amp
Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible
forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted
thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer
Rougemembers or perhaps because of a psychological need to bury the
trauma for the time being (Kiernan 2004) However victor-governments
effortstocontroltheoficialstoryseldomcompletelysuppressalternative
narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea
strong oral memory cultivated through the family rather than through
educationalorreligiousinstitutions
The empirical study sought to discover to what extent participants are
familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis
importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy
throughtheprescribedcurriculumandtheimportanceattachedtoitfor
example by its position in national tests Some headteachers claimed
knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand
Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid
notknowitshistory
ActuallythestoryofthewarIknownotallThewarstartedwhenthe
governmenthellipwasoverthrownandthearmypeopleranawayand
toldpeopleherethatbadpeoplearecomingandwewillhavetoight
soverymanypeoplewereaffectedbypropagandahellip
Specialschoolteacher
Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor
sustainablerecoveryandpeace Itwasclearthatthememoryofalleged
governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA
violencewasonamuchgreaterscale
We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda
Secondaryteacher
Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory
tellingandcriticalthinkingAnumberofrespondentswereabletomake
aconvincingnarrativeandayouthgroupofformerlyabductedpeople
developedadramaperformancetocommunicatetheirexperiencesand
sufferingstoothersAmajorityofteachersandoficialsinthisstudy
thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe
wararewaysinwhichschoolscancontributetothetruth
50
Myownchildrenwereallbornduringthiswarperiodtheywillneedto
knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics
hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip
MunicipalEducationOficer
Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge
ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere
are somanywho have been involved in the atrocities itwill really
provokethecommunitySpecialschoolteacher
Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived
facts or uncontested truth Many teachers are aware of strongly contested
interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot
possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives
The impression was that people are wary about expressing their views
51
Urbanprimaryhead
SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians
Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle
Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis
taught at secondary level currently attended by a small minority of the
populationbut inneitherstage is thereany treatmentof theLRAcivilwar
Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto
teach it at all Several respondents explained that the history was not yet
writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed
to emerge without an oficial truth and reconciliation process So the
conclusionisthatthetruth-searchingandtellingelementintheframeworkis
nothappeningintheschoolsinthisstudy
ReconciliationThe rotten ibres of justice in these two regimes- we are facing the
consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend
thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow
whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes
aviciouscircleofwarandanarchyRuralsecondaryhead
TheinterestshownbythepeopleofnorthernUgandainbringingthecivil
wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf
reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe
immediate need is reconciliation between the communities of northern
Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims
(Angucia2010)
One view is that the knowledge and understanding necessary for
reconciliationisthatofcontemporaryeventsandissuesThecounter-view
isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress
current or controversial issues until there is some reconciliation and a
52
PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend
the war when we say peace it means we must begin where we
arehellipWe teach the learner that peace begins within yourself They
shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall
problemscanbesolvedbyighting
SpecialschoolTeacher
Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility
whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school
clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby
UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills
The school-level skills suitable for reconciliation after civil war fall are
relatedtointra-personalandtheinter-personalintelligencesTheformer
refers to self-knowledge and understanding and the latter to peoples
relationships with others (Gardner 1993) Conlict resolution problem-
solvingandcooperationskillscanbedevelopedthroughrepeatedactionand
have applicability beyond the school (Coleman amp Deutsch 2001 Davies
2004b) There is evidence of efforts for skills development related to
reconciliation
degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool
curriculum and peoples increasing access to broadcast andweb-based
mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent
eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto
the knowledge and understanding of contemporary issues through
occasionalcontributionsofteachersactingundertheirowninitiativeand
throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral
debatesatprimaryandsecondarylevelwereobservedinwhichthepeace
process the international criminal court and traditional justice were
discussed Naturally thiswasmore extensive at secondary level than at
primarylevel
53
UrbanPrimaryHead
IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee
lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in
schoolWedidanumberofworkshopsand seminarswith themWewere
gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful
wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo
Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal
respect is of crucial importance Equal respectmeans the value inwhich
humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman
eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality
but acknowledgement and recognition There is still considerablemistrust
betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto
stereotypenorthernersaswarlikeandresponsiblefortheLRAwar
IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas
SecondaryTeacher
TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment
of skills and values but the training and preparation of school prefects
appearstobequiterudimentarysofar
PrimaryPrefect
Theactivepromotionofequalrespectfordifferentethnicgroupsislittle
evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant
Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot
intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust
istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum
SecondaryTeacher
Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto
teachersandolderstudentsandisemerginginprimaryschoolsespecially
where there are Girls Education Movement clubs Although the term
disability is not common there is evidence that schools are promoting
equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof
themobvioussuchasavisualhandicapbutmorepervasivelythemental
traumaofhavingbeenabductedorhavinglostfamilymembers
IhavestrongfeelingsaboutwomensequalityIcomefromthevillages
andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage
[thegirls]toworkharderandtobecomeindependentpeoplebecause
withouteducationinUgandathepossibilityofhavingagoodjobisnot
there
Aclosely-relatedvalueforreconciliationeducationissympathySympathy
isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto
bedisturbedby injustice to intrinsically care for another (Yarnall 2001)
Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith
onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave
an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa
learned value from early infancy socialized through child rearing and
education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin
thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand
there is some evidence from the students This sympathy is applied to the
formerlyabductedpeopleandtoothervictimsofthecivilwar
LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers
SecondaryTeacher
54
Thelanguageofreconciliationfrequentlyincludesthetermforgiveness
Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa
renunciation of any need for personal revenge This value emerged
stronglyfromtheempiricalinvestigationThetraditionalcultureofthe
districtseemstohavebeencombinedwithreligioustraditionstosupport
this value and schools are playing their part in reinforcing it
SecondaryTeacher
UrbanSecondaryHead
How do we sustain the right to life for a peaceful community co-
existenceforgivenessandreconciliationWehavethoseinourculture
whenthingsgooutofhandsustainitbysittingdowntalkingtoother
peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken
heartscanbemendedandpeoplebeginwalkingonthesamepath
Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)
InclusiveCitizenship
Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic
theyinallywillcomebacktoliveinoursocietysowearetransforming
themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens
andwearegraduallytransformingthesociety
Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe
perceived marginalization of northern Uganda from the more
prosperousandbetter-educatedsoutherndistrictspopulatedlargely
by different ethnic groups and the history of different attempts to
capturestatepowerSustainablepeacewilldependonthegovernmentrsquos
successinbuildingsocialcohesionandforachievingafairdistribution
oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin
this process Membership of a political community depends on a
knowledgeandunderstandingoflocalandnationallegalsystemsand
humanrightsIfordinarypeopleunderstandtheboundariesandscope
of their own systems they are less easilymanipulated by dominant
groupsandbetterabletoachievetheirobjectiveswithoutrecourseto
armedviolence
55
Headteachers and secondary teachers are more knowledgeable than
primary teachers This is hardly surprising as the former have higher
educationalqualiicationsSomesecondarystudentsparticularlythosein
theUgandaNationalStudentsAssociationshowlocalandnationalpolitical
awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis
averysmallplaceinthecurriculumforciviceducationaimedatdeveloping
some basic understanding of local and national institutions The term
In1998wehadatrainingworkshopatourformerschoolThetopic
washumanrightsinschoolsItwasorganizedbytheschoolBefore
thatdayIhadnotlearntabouthumanrightsSecondaryTeacher
FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe
national system and those best known are economic and social rights -
especiallytherightsofwomenandchildrenTherighttoeducationwasthe
mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including
democraticrights-are far lessprominentThereareproblemsaboutthe
understandingofhumanrightsinthatthetranslationinthelocallanguage
suggestspowerandhaslittlesenseofentitlementorreciprocity
lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems
especially[theword]tweroissostronglikehavingacertainkindof
power and authority that is not lexible and if you need peace
somethingshouldbe lexible that is liable tochange if there isany
mutualunderstandingrsquo PrimaryTeacher
Scholarsandpractitionersagreeontheimportanceofcommunicationskills
forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult
infrustrationandviolenceIexploredthreegroupsofcommunicationskills
lsquoDeliberative discussionrsquo which means open-minded efforts to achieve
consensus requires concentrated listening clear speaking and logical
thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing
controversial issues using adversarial argument and decision by simple
majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto
frustration on the part of the minority lsquoSensitizationrsquo means publicizing
issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem
to think or act differently Groups seeking to achieve their purposes
peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto
gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence
(Halpern2005)
56
humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland
internationalNGOs
Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome
maybe takingplace inclubswhich tend to involve theyoungpeople in
lsquoTheneveryFridaywemakethemholddebatesontopics theyhave
chosenWefeelthatthroughthatwecanpromotehumanrightsWe
are trying to make this a democratic society where the rights of
individuals are respected and the views of individuals are also
respectedrsquoUrbanPrimaryHead
Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs
Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand
girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea
ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip
SecondaryTeacher
As it is dificult to assess values through answers to direct questions the
indings here are derived from responses to indirect questions about life
choices and dilemmas and from participant observation of behaviour The
development of procedural fairness through simpliied versions of legal
processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary
authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe
worldThereisevidencethatschoolsareusingfairprocedureinestablishing
rulesandincarryingoutdisciplinaryactions
SecondaryTeacher
Wegiveaveryclearhearinghellipwhena studenthasdone something
wrongwedontjustsubjectthemtopunishmentbeforeweheartheir
sideofthestory
57
planningandactivitiesundertheguidanceofateacherpatronormatron
Secondary schoolsprovideameans for students to contribute to school
improvement through the Uganda National Students Union which may
fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas
any such form of representative student involvement Debating is well
established in thedistrictbut theadversarialandcompetitiveapproach
appearstofavoursupericialconclusionsandaconcentrationontheforms
ratherthanontherealityofissues
Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough
not entirely disappeared Students have strong notions of procedural
fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings
Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember
There is evidence too of some democratic process in prefect selection
althoughteachersretainaveto
After thecampaignall the teacherswillbe there tohelpcounting
controllingthelineandoneteacherrecordsthevotesTheelections
arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe
electionwehaveastaffmeetingandwhenweseethatachildisnotit
weputhiminanotherpostPrimaryTeacher
Thereisnowacommonhabitwhentheycatchathieftheytrytolynch
himmobrulebecausetheysaythatwhenyouarrestathief inthe
evening you see the fellowwalking on the streets and so they take
actionintotheirhandshellipsoherewasayoungmanhewascaughtwith
somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]
youtakethistothepoliceandtheywillhelpyousortoutthisissuethe
truth will come out[hellip] He may be innocent let it be proved
elsewhererdquorsquoSecondaryTeacher
Generalsupportforhumanrightsisimportantforinclusivecitizenship
as it indicates a belief in their applicability to different groups and
contexts It isquitepossible toknowagreatdealabouthumanrights
without subscribing to their underpinning values Most heads and
teachersthinkitisimportanttoteachandlearnabouthumanrightsboth
for creating a better learning atmosphere in school and for personal
conidence about job security and relationships with superiors
58
Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis
evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers
reportsof interventions in thecommunity topreventmob-justiceshows
theirownvalueoffairprocessandtheirsenseoftheteacherasanexample
tothecommunity
Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas
NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa
universalcontextThereisawidespreadconcernthatthelanguagehasbeen
allaboutrightsandlittleaboutresponsibilities
lsquoChild labour rightshellipwhen you tell them to help you doing small
workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey
donrsquot know enoughhellipthey mix up responsibilities with the
rightshellipchildren have a little knowledge and they need a better
knowledgersquoPrimaryTeacher
ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace
Conclusion
ThepictureismixedAlthoughmostteachersthinkthatitisimportantto
teachthehistoryofthewarasyettheschoolsarenoteventeachingthe
historyofUgandaleadinguptothewarThereisnocoverageofpolitical
and legalsystemsorcontemporary issuesThere issomeknowledgeof
humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon
UNconventionsThereislittlecriticalthinkingordeliberativediscussion
asmostoftheteachingistop-downtransmissionofinformationusuallyby
rote However the schools are fostering problem solving teamwork
debate and sensitization thereby supporting reconciliation and
inclusive citizenship skills They are making positive efforts to foster
valuesof equal respect sympathy forgivenessandprocedural fairness
59
lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe
teachersherehellipandprotecttherightsofall(participantrsquosemphasis)
thechildrenandalltheparentsandalsomakesuretheyimplement
theirrolesandresponsibilitiesrsquoUrbanPrimaryHead
ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing
Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan
Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre
CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda
Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield
Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks
CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress
60
Oneof theparticipants said Bad thingsareanagent of transformation
destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted
from conditions of structural violence the development of an equitable
society requires a transformational process Through its contribution to
truth-seeking reconciliation and inclusive citizenship the school
curriculum can help heal oldwounds and provide the foundations of a
collectiveeffort forabetter future assisting in theglobal challengeof a
decent quality of life for all humans as expressed in the Sustainable
DevelopmentGoals
Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the
Effects of Young Peoples War Experiences on Teaching and Learning in
Northern Uganda in JPaulson (Ed) Education Conlict and Development
OxfordSymposiumBooks
FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries
FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92
FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress
Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191
GardnerH(1993)FramesofMindLondonFontana
GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury
DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress
DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute
61
Davies L (2004a) Schools and war urgent agendas for comparative and
internationaleducationPresidentialaddressinBritishAssociationforInternational
andComparativeEducationConferenceEducationinthe21stCenturyConlict
ReconciliationandReconstructionBrightonUniversityofSussex
Kiernan B (2004) Recovering History and Justice in Cambodia Yale
UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch
olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed
13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress
LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation
LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan
LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace
62
HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge
Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge
HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress
Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman
GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner
HalpernD(2005)SocialCapitalCambridgePolity
PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein
historyanditscausesLondonAllenLane
ReardonBA (2000)PeaceEducationA reviewandaprojection inB
MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion
toEducationLondonRoutledge
Richmond O P amp Franks J (2009) Liberal Peace Transitions between
statebuildingandpeacebuildingEdinburghEdinburghUniversityPress
RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo
LynneRienner
RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin
Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot
Ashgate
63
MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium
OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress
OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham
PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress
ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress
PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146
PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411
LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35
Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge
Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources
Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID
Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754
Tint B (2010) History memory and conlict resolution research andapplicationConlictResolutionQuarterly27(4)369-399WeeksW(2002)PushingtheEnvelopemovingbeyondProtectedVillagesinNorthernUgandaNewYorkONOCHA
WilsonR(2001)ThePoliticsofTruthandReconciliationinSouthAfricaLegitimising the post-apartheid state Cambridge Cambridge UniversityPressWorld Vision (2004) Pawns of Politics Children conlict and peace inNorthernUgandaLondonWorldVisionYarnallPH(2001)TheIntrinsicGoodnessofPainAnguishandtheLossofPleasureTheJournalofValueInquiry35449-454
64
Ryan S (2007) The Transformation of Violent Intercommunal Conlict
AldershotAshgate
Timetoassessourassessmentprocess
RNAdeSilva
OverseasSchoolofColombo
ndesilvaosclk01128208690777834523
Abstract
AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost
aspects of education have undergone change over time assessment
practiceshaveremainedmuchthesameNewdevelopmentsineducation
havemadeitcompellingthatwegiveseriousattentiontowardstheissueof
assessmenttoenableallstudentstolearnwellandtherebygainthemany
positivebeneitsofthatsuccess
Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe
mostappropriateandrecognizedtoolsinitsmeasurementThetwomain
assessmentcategoriesareknownas normativeandcriterionbasedIn
normativegradingstudentsarecomparedandrankedinrelationtoone
anotherInthecriterionbasedassessmentmodelstudentsareassessed
accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand
parents the opportunity to identify strengths and weaknesses and act
accordingly
International Baccalaureate is an educational programme that has
successfully implemented the criterion based assessment model in the
delivery of their curriculum Grade descriptors are identiied for each
subjectandthegradingisalignedtoapre-determinedachievementlevel
This system is better suited tomeasure learning progress and it offers
helpfulinformationforfuturedevelopmentofeachchild
Assessmentprocess
ldquoExaminationsareformidableeventothebestpreparedforthegreatest
foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb
ColtonMoststudentsdreadthewordexaminationandmanyareofthe
view that examinations are a necessary evil However summative
65
assessment has become an integral part of instructional education
Summative assessments are generally used to assign students a course
gradewiththeideaofsummarizingwhatthestudentshavelearntandto
knowwhetherthematerialhasbeenunderstoodwellInshortitismeant
to determine whether or not the goals of education are being met
In Sri Lanka the secondary education culminates with the General
CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations
InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted
afterclass10whichdeterminesthepursuingofhighereducationInChina
theNationalHigherEducationEntranceExaminationcommonlyknownas
GAOKAO is a prerequisite for entrance into most higher education
institutionsAgoodproportionofsuchexaminationsindifferentcountries
in the world are standardized tests which are norm referenced Norm
referenced tests are designed to compare and rank the candidates in
relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans
andeachcandidatesperformanceiscomparedwiththisaveragethereby
awardinga lettergradesuchasABCDampEaccordingtothesetgrade
boundaries
Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand
criterionbasedNormativegradingcomesfromthebeliefthatintelligence
tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage
intelligence and there will be a few who are below or above what is
considered average In criterion based grading students are assessed
accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis
thatthestudentachievementismeasuredagainststandardsundercriterion
basedgradingratherthanagainstotherwhoarebeingassessedAccording
toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure
menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise
inprofessionaljudgementandthereforeisasubjectiveprocessTherefore
itisimportanttousethemostrecognizedandappropriatetoolstocollect
evaluate and communicate students achievement or performance As
VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot
knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo
The modern educational trend is to move away from norm-referenced
66
assessment and to introduce criteria-based assessment models where
assessment is based upon pre-established learning objectives In a
criterion-referenced test the purpose is not to rank each student with
respecttotheachievementofothersbuttodeterminewhethereachstudent
hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors
indicating the level of achievement in meeting the learning objectives
withoutdiscriminatingbetweenthehighandlowachieversAccordingto
theassessmentexpertGrantWiggins thecriteria-basedassessment isa
superior model as it requires greater student involvement with the
intention of developing student processes in critical thinking
metacognitionandrelection
The International Baccalaureate (IB) is an example of a recognized
educationalprogrammewhichfollowsthecriterion-referencedassessment
modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears
Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal
twoyearsofsecondaryeducationRightthroughthestudentresultsare
determinedbyperformanceagainstsetstandardsnotbyeachstudents
positionintheoverallrankorderIntheDPstudentsfollow6subjects3at
higherleveland3atstandardlevelThisallowsstudentstogointomore
depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto
studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson
futureareasofstudyInadditionthestudentsalsofollowacourseoftheory
ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand
what they believe to be facts or truth Each student also completes an
extendedessaywhichoffersthemanopportunitytoconductanin-depth
studyofatopicofspecialinterestThisprovidesexcellentpreparationfor
independentstudyatuniversitylevelAllDPstudentsarealsorequiredto
takepartinsomeartisticactivitysportactivityandacommunityservice
project
Theassessmentiscarriedoutthroughexternalandinternalcomponents
ExaminationsformthebasisofexternalassessmentInternalassessment
consists of in-school assessment tasks marked by their teachers and
moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion
basedmodelareasfollows
middot Assessmentisholisticandlexibletakingintoaccountdifferent
67
IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-
referenceddescriptors Students receive grades for each subject ranging
from 1 to 7 with 7 being the highest The highest score for 6 subjects
therefore is 42 Theory of knowledge and extended essay components
contribute3 additionalpoints bringing the total to45A students inal
Diplomaresultismadeofthecombinedscoresanditisawardedtostudents
whogainatleast24pointsAsanexamplethetopgradeachievableinGrade
12formathematicshasthefollowingdescriptors
68
learningstylesabilitiesandaptitudes
middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand
methodsandformativeandsummativeapproaches
middot Assessmentisfairandreliableindrawingconclusionsbasedupona
rangeofevidencefromawiderangeoftasksandactivities
middot Assessmentistransparentbaseduponobjectivecriteriawhichare
madecleartostudentsinadvance
- Demonstratesathoroughknowledgeandunderstandingofthesyllabus
- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin
awidevarietyofcontexts
- Successfullyusesproblem-solvingtechniquesinchallenging
situations
- Recognizespatternsandstructuresmakesgeneralizationsand
justiiesconclusions
- Understandsandexplainsthesigniicanceandreasonablenessof
resultsanddrawsfullandrelevantconclusions
- Communicatesmathematicsinacleareffectiveandconcisemanner
usingcorrecttechniquesnotationandterminology
- Demonstratestheabilitytointegrateknowledgeunderstandingand
skillsfromdifferentareasofthecourse
- Usestechnologyproiciently
Assessment formathematics courses in all years of the programme is
criterion-related based on four equally weighted assessment criteria
HowitisappliedwithGrade10mathematicsisshownbelow
69
AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach
strandfromthemathematicscurriculumhasacorrespondingstrandinthe
assessment criteria Figure below illustrates this alignment and the
increasingly complex demands for student performance at higher
Achievement level Level descriptor
The student does not reach a standard described byany of the descriptorsbelow
The student is able to
The student is able to
The student is able to
The student is able to
select appropriate mathematics when solvingsimple problems in familiar situations
select appropriate mathematics when solvingmore complex problems in familiar situations
select appropriate mathematics when solvingchallenging problems in familiar situations
select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations
apply the selectedmathematics successfullywhen solving problems
solve these problems correctly in avariety of contexts
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
0
1-2
3-4
5-6
7-8
A Knowing andunderstanding
At the end of year 5students should be able to
70
achievementlevelsconsideringGrade10mathematicsasanexampleFor
each criterion the descriptors are identiied that matches with the
achievablegradelevel
More than4000schools in theworldhavechosen to teach International
Baccalaureate programmes with their unique academic rigor excellent
preparationforuniversitystudiesandtheemphasisonstudentspersonal
developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe
OverseasSchoolofColombo
Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment
inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress
thannorm-referencedexams Furthertheycanprovideinformationthat
canbeusedtoimproveteachingandschoolperformanceTheyarefairerto
students too as relative performances are not considered and the
achievement is evaluated against an established set of criteria Albert
EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto
climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo
Bibliography
1 GuskeyTRampBaileyJM(2001)DevelopingGradingand
ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International
BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate
Organization
AbouttheAuthor
HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof
timetheauthorisnowemployedattheOverseasSchoolofColomboasthe
Head of the Mathematics Department He is a senior examiner of the
InternationalBaccalaureateOrganizationandhasabout40yearsofteaching
experience He is also a co-author of two books on IBmathematics Sri
Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy
underhisdirection
71
CharacteristicsofanEffectiveTeacherLakshmanWedikkarage
SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo
0718-052612RSKKDharmasiri
MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028
kumaridharmasirigmailcom
Abstract
The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished
KeywordsEffectiveteacherCharacteristics
72
ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa
fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh
wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp
wOHdmk mGS h fldltU uacuteYja uacuteoHdh
ixlaIsmah
rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug
wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk
moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj
wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd
fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska
hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=
=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS
bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal
folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha
oa ia lsIacuteu i`oyd fdard kakd oS =Kdaul mfotildeYh wkqukh llt
mfrac34fhaIKfha ksheosh =rejreka 40 fofkl=fka yd uacuteyumlyamsjreka 08 fofkl=fka
iukauacute uacuteh ksheosfha =rejreka 40 fokd bfkqiuml bekaugraveiuml lshdjsfha fhoS isaacuteh oS
ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK
lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re
fmreIh ldreKsl nj ksrjqa ikaksfotildeokh hk ldrKd ydividekd kakd os =rejreka
uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas
ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg
lshdldrliumlj oS =rejreka yd isiqka wr hyma mcd in`od mjsk nj fuka u
hyma mcd in`od bfkqiuml bekaugraveiuml lshdjsh idfrac34l lr ekSug yelshdj mjS
fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta i`oyd jDaSh iqyumliqliuml yd =re mqyqKqj iys
bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska
msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk
ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia
uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u
jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsn`o mqiquesta oelaulska hq= j
tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu
=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka
Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h
73
ye|skaugraveu
fdalh jvd hyma iadkhla njg ma lsIacuteu i|yd jk wHjYH idOlh
jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula
hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j
fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)
=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o
Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp
olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd
iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia
wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk
=rejrhd h
=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid
isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu
=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we
frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk
=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu
fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp
bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska
YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we
u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja
=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq
fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja
bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla
(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd
uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha
isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)
fmkajd fos
Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk
moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah
msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq
miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u
wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha
isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha
msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h
74
uqLH mo ( ModhS =rejrhd =Kdx
fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi
Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS
r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we
r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd
K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS
r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o
wkdjrKh lr fk we
uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS
r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla
fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd
Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd
ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj
cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq
hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=
udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks
nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml
jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd
khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh
oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka
r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh
oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr
we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a
75
yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven
Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes
leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj
udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde
fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we
yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia
N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh
hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh
msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=
i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr
kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska
udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o
=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch
mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj
yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa
=Kdx fidhd neSu h
76
mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=
fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau
udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH
mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh
bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia
wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL
mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia
=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys
h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk
miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
msltsn`oj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute
fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek
jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd
fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd
jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj
nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj
yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d
mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq
fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh
lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd
n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh
(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd
ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd
ekSuga fuu mfrac34fhaIKh bjya fuacute
lufotildeoh
iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia
fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug
ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk
nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk
nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs
wOHhkfha wruqK
Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY
meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild
neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)
iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa
waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj
celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul
mfotildeYfhka lsrSug ufmkajk os
mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS
=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska
=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd
nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh
Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK
bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml
l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=
i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha
=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml
lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os
=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk
aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq
nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j
ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute
lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS
=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh
wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re
Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40
fofkl= odhl lr kakd os 1 jk j=jamp
ksheEgraveh
ldmh mdia ixLHdj =rejreka ixLHdj
1AB 1C 1AB 1Cmqau
l=shdmsaacuteh
ksljeraacuteh
uyj
01
01
01
01
01
01
01
01
05
05
05
05
05
05
05
05 tl=j 04 04 20 20
1 jk j=j ( ksheosh
77
wOHhkfha iSud
YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka
jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla
ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la
muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar
^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua
uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr
mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY
mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h
oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa
ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja
lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk
ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re
fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss
lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas
ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi
fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=
njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug
ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS
=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml
wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os
oa ialsrSu yd uacuteYafaIKh
11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml
lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S
mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia
05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd
wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa
lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug
fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla
welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d
fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os
ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
78
bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ
=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq
ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os
Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=
=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi
mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp
79
=re pfrac34hd laIK
2 jk j=j( =re pfrac34hd
Okdaul laIK RKdaul laIK
middot ukd =re fmreIh middot mshukdm nj
middot ldreKslnj middot ye`Siuml mldY fkdugraveu ^iskdj flakash fyda fjka wdldrhl ye`Siumlamp
middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp
middot wecircldIacuteuh iajrEmh
middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd
middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd
middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd
middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j
middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu
middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu
middot Nduacute NdIdfotilde Wiia nj
middot mkas ldur lltukdlrKfha yumlfrac34jd
middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh
middot iskduqiq nj
middot wdofrac34Yja nj
middot =Kdaul nj middot fmr iQodkiuml iys nj
mshukdm fkdjknj
=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk
wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd
laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh
jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h
ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd
laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa
ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH
slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs
ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska
neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu
hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud
=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h
mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes
lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK
bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg
lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml
wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o
=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h
=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj
ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul
=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute
flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml
th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu
meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re
pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml
isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug
YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels
uacuteh
tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o
kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj
Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch
mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld
mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh
mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml
u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka
iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda ye`uS la ns Q
80
njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp
=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda
isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh
lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde
=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h
WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh
wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues
mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla
fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid
nk os 3 jk j=jamp
3 jk j=j ( WNtilde bekaugraveiuml lu
middot iyNds lKavdhiuml luh
middot foaYk idlEacutePd luh
middot bfkqiuml wdOdrl Nduacuteh
middot mYaklrKh
middot idrdxYlrKh
middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu
middot jvd WNtilde ksoiqka Nduacuteh
middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu
middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu
middot mejreiuml nd sectu
middot lafiarelrKh
middot kugravek dlaIKh Nduacuteh
middot =re flakaoslashSh iajNdjh
middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd
middot ukaodoacute bekaugraveiuml ffYSka
middot mdvug wHjYH bfkqiuml wdOdrlja
Nduacute fkdlsIacuteu
Okdaul laIK RKdaul laIK
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YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq
lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka
mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr
ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g
r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla
jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g
r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul
ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg
mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh
wHjYH u fotilde
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jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml
lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls
uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh
jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr
mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla
nj ksIacutelaIKh llt yels uacuteh
tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave
lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu
wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu
wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml
luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska
ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh
yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu
u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka
u llt hq= jeoa ldfrac34hhls
r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi
wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e
wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o
kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H
flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml
lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd
foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla
mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute
bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls
mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh
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i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla
fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la
fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa
yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa
kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo
r= e iis q wka frac34 in|d
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u
Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh
iiumlnkOa fhks
r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34
in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml
igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj
krs EmKh uacuteh 4 jk jj= amp
84
middot hyma =re-isiq iiumlnkaOd
middot YsIHhdfa kntildeka wdukaKh lsIacuteu
middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu
middot ishuml isiqka mdvug odhl lr ekSu
middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu
middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu
middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu
middot Waidyfhka fdr ukd mkas ldur lltukdlrKh
middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu
middot fkdmentildeKs isiqka flfrys o wjOdkh
middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu
middot YsIH woyia uacuteuid isagraveu
middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu
middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu
middot isiqkag bEgraveszligma ugraveug wjiad nd sectu
middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu
middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu
middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu
middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu
middot YsIH wjYHd =rejrhd fareiuml fkdekSu
middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu
middot YsIHhd =rejrhd fj plusmnauml
igravehuqiq mlaImdSajhla plusmnlaugraveu
middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml
middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu
middot olaI yd mltuq fmlt isiq msszligi
fj muKla wjOdkh fhduq lsIacuteu
middot mkas ldur lltukdlrKfha yumlfrac34jd
Okdaul laIK RKdaul laIK
4 jk j=j (=re-isiq iiumlnkaOd
85
weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh
uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh
tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh
tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh
jDaSh l=id mofrac34Ykh
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=
tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx
mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl
mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk
ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx
fi ksIacutelaIKh uacuteh 5 jk j=jamp
middot jDaSh mugraveKajh mofrac34Ykh ugraveu
middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu
middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu
middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu
middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu
middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu
Okdaul laIK RKdaul laIK
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp
5 jk j=j (jDaSh l=id
YdiaSh oekqu Nduacuteh
86
ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h
Okdaul laIK RKdaul laIK
middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu
middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu
middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu
middot myiq bfkqiuml wjiadjka nd sectu
middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu
middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu
middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu
middot =re uacuteNjHd mofrac34Ykh ugraveu
middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu
middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu
middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu
middot dlaIKh Nduacute fkdugraveu
middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu
middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu
middot mdvfuys wkafrac34hka muKla bekaugraveu
6 jk j=j (YdiaSh l=id
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=
=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd
RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh
ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd
tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh
iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi
zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla
fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml
wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar
uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt
mofrac34Ykh ugraveu jeoa fldg ielsh yels h
mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy
plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi
zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd
weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska
mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd
tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla
87
tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt
wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh
iiumlnkaOfhks
l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h
ksoiqkla fi
jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd
mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt
=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu
muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy
plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd
yels uacuteh tfiau weeiuml =rejreka ^uacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr
igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg
mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh
kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq
mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh
tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40
fokd wszligka kugravek dlaIKsl plusmnkqu Nduacute lflta fofofkl= ^02amp muKs Tjqyq bd
leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty
luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms
fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys
NtildeKh lrkakg ksfrac34udKlre iuafjd sfhkjd lshZZ hkak plusmnlauacuteh yels h fuh
zisfys rEm ueugraveuZ fi plusmnlajQfha kiuml th jgyd ekSug YsIHhdg wes wjiadj ssyS
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th meyeEgraves lr sectug iua jQjd h
SrK ekSfiuml l=id
SrK ekSfiuml l=id iys Modhs =rejrfhl= kiuml bekaugraveug kshntilde
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h ta nj ksIacutelaIKfhka yjqre lr ekSug yels uacuteh kshntilde Egravekfha sect wodlt
ldEacutefthornoh =lt wdjrKhg wfmalaIs uacuteIh fldgi fmr isg u SrKh lr ekSu
bd jeoa fldg ielsh yels =Kdxhls
88
plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt
=rejrhd flfrys yd =rejrhd nd fok plusmnkqu iiumlnkaOfhka uacuteYajdihla wes lsIacuteu
flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg
isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg
ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka
flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju
mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh
7 jk j=j ( SrK ekSiuml
Okdaul laIK RKdaul laIK
middot iaOacuter Ndjhlska hq= woyia mldYkh
middot bekaugraveug kshntilde uacuteIh mh msltsn| SrKh lr isagraveu
middot ksjerEgrave mslts=re yjqre lsIacuteu
middot YsIHhd ksjerEgravej wiqka lsIacuteu
middot YsIH jerEgrave pfrac34hd uacutelrKh
middot mlaIdyS nj yd mqoanoaO nj wju ugraveu
middot mlaIdyS nj
middot u plusmnkqu msltsn| wuacuteYajdih
middot bekaugraveu i|yd iQodkula fkdugraveu
middot wjiadkql+ j SrK ekSfiuml fkdyelshdj
middot isiqka ksis mszligEgrave wiqka fkdlsIacuteu
tfya =rejreka weeiuml uacuteg mlaIdyS nuacuteka lghq= lsIacuteu isiqka ksis mszligEgrave
wiqka fkdlsIacuteu jeks ajh =rejrekafa SrK ekSfiuml l=id rys nj
mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt
nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel
uUumlgfiuml yumlfrac34jd o weeiuml =rejreka flfrka mofrac34Ykh uacuteh fuu ajh
wjiadkql+ j SrK ekSfiuml fkdyelshdj u wes jk ajhls bekaugraveu i|yd
iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka
mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka
flfrka mofrac34Ykh jQfha Tjqka i= plusmnkqu wuacuteYajdifhka msszlig tlla njhs ud i=j uacuteIh
lafIah yd idudkH plusmnkqu iiumlnkaOfhka mjsk wvq plusmnkqu thg fya=jla fi i|yka
llt yels h
wdYs ka
w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda
cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU
89
90
AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013
Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity
ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors
FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013
HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html
JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall
RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on
TeachingChicagoMcNally
ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan
Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc
ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS
LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit
NationalInstituteofEducationMaharagama
Abstract
SupersedingallthepreviouscircularstheCircular201306hasstrongly
emphasizedtheneedofGuidanceandCounselingfortheschoolsystem
ThishaspavedwaytoofferthepostsofCounselorteachertogivethem
professional acceptance The speciic objectives of the study were to
investigate theprofessionalcompetenceoftheteacherCounselorstheir
modeofinterventionforCounselingtheproblemsandchallengestheyface
in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate
effectivelytheroleofateacherCounselorproductivelyForthestudy138
teachers from several provinces were purposively selected and
quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis
revealedthatdeinitionofthesubjectCounselingincompliancewithclear
indicatorsistheestablishmentofthelegalidentityandframeworkofthe
subjectgivingalicensetoteachersselectedoncoherentcriteriamaking
compulsory the completion of professional qualiication of Counselor
Teachers and releasing them full-time for Counseling activities are the
perceivedsolutionsfortheproblemsinthisield
MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention
91
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taacircia jelt`yumlKq mdia isiqka 22la jdfrac34d ugrave wes wr 2016 jiffrac34 uqa ldfrac34= fofla sect
muKla tu ixLHdj 23la olajd bylt fdia we tfia u fdal fiLH ixuacuteOdkh
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ksid udkisl wdsh lauh yd ta wdYs Ntildeafotildes mSvkjg ndivideka jk isiqka
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tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc
jk reK mrmqr =lt iunr fmreI laIK neyer fjntildeka mjsk njg o woyia mlt
fjntildeka mjs
YS xldfotilde mdia moaOsfha udfrac34fdamfoaYh yd WmfoaYk bsydih ielsag
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YS xldfotilde wOHdmk moaOsh wdYfhka udfrac34fdamfoaY yd WmfoaYk jevigyka
lshdlaul lsIacuteu 1957 plfaL wxl 10 uska iadms ugrave we ^uacutelurak 2010amp 1983
jk uacuteg wOHdmk wudHdxYfha udfrac34fdamfoaY yd WmfoaYk wxYhla wdriumlN jQj o th
j yumlrga iadms jkafka reK fiajd iNdfotilde o ueEgraveyaugraveu usks msrK 2016amp bka
miqldSk j iqkdntilde jHikha iuu 2014 sect mdia moaOshg ufkda iudOcirch ueEgraveya
ugraveul wjYHdj mokiuml fldg fk 2006 jiffrac34 sect udfrac34fdamfoaY yd WmfoaYk wxYh
cdsl wOHdmk wdhk mszligYfhys iadms lrk sect ^cdsl wOHdmk wdhkh
2006amp
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93
tuska fufla mejes egumljg uacuteidivideiuml nd fontildeka WmfoaYk =rejrhdg
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k=re nd sectug o lghq= lr we ta wkqj mdifa Rcq iyh fiajdjla jYfhka
udfrac34fdamfoaY yd WmfoaYk fiajdj lshdaul lsIacuteug plfaLh uska ieiqiuml fldg
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94
iiumlmdolhka uacuteiska plusmnauml j wjOdrKh fldg we ^reKhka msltsn`o ckdecircms
fldntildeika iNd jdfrac34dj 1990brvbar ckdecircms ldfrac34h idOl nldh 1997brvbar cdsl wOHdmk
fldntildeIka iNdj 2003brvbar idudkH wOHdmkh i`oyd kj wOHdmk mkla iiumlmdokh
lsIacutefiuml cdsl lntildegqj 2009brvbar uacutelurak 2010brvbar msrK 2016amp cdsl wOHdmk fldntildeika
iNdj ^1992amp wjOdrKh fldg weafa yqfola YsIH fmreIh jfrac34Okh flfrys
wjOdkh fhduq lrntildeka reK wiykhg msltshula fi uacuteecircua udfrac34fdamfoaY yd
WmfoaYk fiajdjla mdia moaOsh =lt iadms uacuteh hq= njhs idudkH wOHdmk
msixialrK i`oyd ma lrk o ckdecircms ldfrac34h idOl nldh ^1997amp fmkajd sect
weafa iudcfha sect Woa jk eguml iys aaj ksid fmoasl mokul
WmfoaYkh wjYH nja h fuys msMhla jYfhka wOHdmk wudHdxY 2001$16
plfaLh uska fdrd a mdia 100l uacuteecircua WmfoaYk jev igyka wdriumlN lrk
sect ^wOHdmk wudHdxYh plfaL wxl 2001amp miqldSk j wOHdmk wudHdxYh
uacuteiska ksl=a lrk o ishuml plfaL wNsnjntildeka 2013$06 plfaLfhka keja mdia
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- iEu mdilg u mdia udfrac34fdamfoaY yd WmfoaYk fiajd
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- mdia udfrac34damfoaY yd WmfoaYk fiajdjg wha =rejrhd
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95
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moaOsh =lt meyeEgraves Ntildehla mdia WmfoaYkh fyda WmfoaYk =rejreka
iiumlnkaOfhka fufla ysntilde ugrave fkdues wr WmfoaYk N+ntildeldj iiumlnkaOfhka
iudcfhka o uacuteuacuteO uacutefotildepk ta fjntildeka mjSs p=szligld 2015brvbar msrK 2015brvbar msrK
2016amp
mdia WmfoaYk ldfrac34hfhys ksr =rejrekafa ldfrac34hNdrh iiumlnkaOfhka
fufla YS xldfotilde lrk o iDcq mfrac34fhaIK iSntilde wr cdsl wOHdmk wdhkh
2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk
eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS
xldfotilde kj fhdjqka uacutefha mdia orejka i`oyd WmfoaYkhl wjYHdj o fyajfa
^1999amp kj fhdjqkauacutefha orejka mdia iudch =lt uqyqK fok eguml msltsn`o j o
wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka
WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok
eguml wju lr ekSu i`oyd mdia WmfoaYkh i= j uacuteYd ldfrac34hNdrhla mjsk
nj fmkajd fok wr u tjlg mdia moaOshg wes uacutefotildepk wr wOHdmkh
uska isiq wjYHd Dma fkdugraveu wdau Ylash fyda fmreI ixjfrac34Okh flfrys
wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha
orejkafa eguml wNsfhda mdi uska uacutei`okjd fjkqjg wOHdmk yumlIalrd o tl=
96
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msrK 2016amp msrK 2016 fmkajd fok mszligEgrave u mdig udfrac34fdamfoaYh yd
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lshdaul lsIacutefiuml wNsfhdahg mdi uqyqK Egraveh hq= j wes njhs
msrK ^2015amp mdia WmfoaYk =rejrekafa uacuteNjHd fidhd neSu
iiumlnkaOfhka wes wOHhkfhka wkdjrKh fldg weafa WmfoaYk uacuteIhh
iiumlnkaOfhka WmfoaYk =rejreka iiumlnkaOfhka wes wju plusmnkqjaNdjh fya=fjka
WmfoaYk ldfrac34hfhka ndfmdfrda= jk wruqKq bgq ugrave fkdues njhs tfya fuu
wOHhk mdia WmfoaYk =re ldfrac34hNdrh iiumlnkaOfhka Rcq wOHhk fkdfotilde p=szligld
^2015amp mdia WmfoaYkh msltsn`o isiqka olajk wdlam wOHhkh fldg we tuska
wkjrKh jkafka mdia isiqka =lt mdia WmfoaYk ldfrac34hNdrh fyda tys ksr
=rejreka iiumlnkaOfhka Okdaul wdlam fkdues njhs msrK ^2016amp YS xldfotilde
mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir
jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg
idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja
h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks
wsuacuteYd mudKhlska hqla jk njhs fuu miqigraveu u mdia WmfoaYk wNsudfrac34
^AmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j
wes nj jeaumlyumlrga fmkajd foa tfia jQ udfrac34damfoaY yd WmfoaYk =rejreka fi ma
lrk o =rejreka i`oyd luja jev msltsfjltla mdi =lt fdvkd fkdues ugraveu
yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd
wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja
jeaumlyumlrga fmkajd foa
20 wNsudfrac34h iy iquacutefYaIS wruqKq
wOHhkfha wNsudfrac34h mdia WmfoaYk lafIafha ksr ugrave isaacutek =rejrekafa
mdia WmfoaYk ldfrac34hNdrh yd Tjqka ta i|yd ueEgraveya jk wdldrh fidhd neSuhs
iquacutefYaIS wruqKq jQfha
wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd
wes jDaSuh fhdaHdj fidhd neSu
wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk
wdldrh uacuteufrac34Ykh lsIacuteu
weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk
eguml iy wNsfhda ydividekd ekSu
wEamp WmfoaYk =re N=ntildeldj Modhs fi mjajd fk hdu i|yd
ixjfrac34Okh llt hq= lafIa ksfrac34Kh lsIacuteu
97
30 lufotildeoh
mudKdaul mfrac34fhaIK mfotildeYfha ioacutelaIK mfrac34fhaIK lufotildeoh fhdod kakd
oS WmfoaYk =rejrekafa lshdldIacuteajhg wodlt msmash ksrEmKh lrk
plfaL lshd llt iajNdjh wOHhkh lrk ksid msmas mfrac34fhaIK laIK o Nduacute
lrk sect ioacutelaIK mfrac34fhaIK Khg wha mYakdjshla uska WmfoaYk
=rejrekafa oa ia lrk sect mYakdjsh ilia lsIacutefiuml sect iyNdslhkafa
wOHdmk yd WmfoaYkh i|yd wes iqyumliqliuml mdia WmfoaYk fiajd ldh hk uQsl
fdr=re nd ekSuga fojkqj WmfoaYk =rejrhl= jYfhka oekg mdifa lrkq
nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect
uqyqKmdk eguml yd tajd wju lsIacuteug a lshdudfrac34 o fjkqj jyumlrga WmfoaYk
=re N=ntildeldj =lt iadjr ugraveug Tjqkafa uQsl wjYHd fudkjd o hkak wjOdrKh
flrsKs
YS xldfotilde wOHdmk ldm 94ka mltda 07lska ^niakdysr jhU uOHu
kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk
=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh
ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa
yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34
^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard
kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j
msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect
1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m
sr y d ak i n
U h j
u H O u
k
sr y k f e
j W
qj u r n i
=K l o
h m d l
qj u oacute
v d af k qj k ntilde
sh K e l
h aacute r e j ssl k
h saacute m d sh == l
r qj k y u
sh lt t r qj k
r d m iuml w
v su e j
v d f x n
a e l
g d af k n iuml y
a e aj l Egrave
h K d u m
10 10 10 10 20 10 10 10 10 06 12 10 10
wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh
i`oyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH
udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa
yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh
lIacutes ua h
40 oa uacuteyh iy idlEacutePdj
41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj
411 wOHdmksl iy jDaSh iqyumliqliuml
wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka
5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk
rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ
29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr
kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia
Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu
yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha
jhU Wj yd kefkysr h
iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd
ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc
jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha
jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls
bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl
98
454035302520151050
wfm
diW
fmlt
aumlmaf
daud
mqyqKq
=re
cdY
suacute
wOHdmk
fotildesect
Ydiafotilde
sect
Ydiam
s
mYa W
mdecirc
1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml
WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs
mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka
sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi
yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju
iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re
lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg
o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch
412 WmfoaYkh iiumlnkaO iqyumliqliuml
WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml
yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh
lafIahls
WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ
kHdhdaul yd mdfhdasl ksmqKd wHjYH h ^American School Counselor
wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk
uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml
u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg
wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy
99
Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes
jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka
WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt
cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks
=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes
iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch
ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia
aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj
aumlmafdaud jQy 2 jk rEmhamp
2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml
01 WmfoaYkh msltsn`o mYapda Wmdecirc aumlmafdaudj
02 ufkdauacuteoHdj Wmdecirch
0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj
0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj
0 5 ufkda msldrh msltsn`o Wiia aumlmafdaudj
0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn`o Wiia aumlmafdaudj
=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd
snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc
aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu
Wmdecirch i`oyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla
jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl
WmfoaYkfha sect jeoa ufkda msldr msltsn`o yodrd isaacutefha tla whl= muKs fudjqka
fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh
100
reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl
fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk
uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh
jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs
413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml
=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid
mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk
ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl
ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave
snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd
snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds
ugrave fkdsigraveKs ja 39]la fiuml i`oyd mslts=re sect fkdsigraveK
414 mdia WmfoaYk fiajd ldh
flIa a h mlts ns `o mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq
yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d
ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu
r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld
mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh i`oyka fkdllt 9]la
o uacuteh
2 jk jj= ( mdia WmfoYa k fiajd ldh
jir Kk mudKh ^]amp
16 g jeauml
9
13 -
15
2
10 -
12
7
7
-
9
9
4 -
6
17
1 -
3
26
jir 1 g wvq
20
i`oyka kes
9
101
42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre
jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka
plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis
oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka
ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml i`oyd
uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu
mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u
Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml
ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh
udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh
WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu
fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml
iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la i`oyka fldg we
lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd
mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj
wkdjrKh uacuteh
421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml
ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a
WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a
WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k
r= ejrhd iis kq a iiumlnkOa fhka fyd`o kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect
Rcq j ueEgraveyugravea fiuml wjia dj mjs
fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o
fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO
jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh
422 isiq egumlj iajNdjh
isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect
mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la
wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj
msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl
eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY
iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO
ldhsl wdndO uacutefYaIfhka i`oyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la
fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt
egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK
102
mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u
fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk
fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk
=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh
foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd
orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi
fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka
dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml
ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute
yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect
=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $
foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg
wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd
uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg
la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=
j we
103
mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg
uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels
wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh
^wfiacutemd 2010amp fotilde
ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj
wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|
eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK
fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml
fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu
bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld
mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka
wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde
=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka
lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu
ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg
iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la
olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]
bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re
fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH
Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs
iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj
wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc
uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka
ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp
kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml
lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml
eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO
sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa i`oyd Nduacutehg ekSu
=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh
104
=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska
iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la
mdig mentildeKsfiuml yumlIalrdjg uqyqKmds
bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml
eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus
lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka
mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk
egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE
wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a
oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka
fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka
tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave
nika dyrs mltd wdYf hka we``umliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl
lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu
miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls
wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka
uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls
lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh
fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde
fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes
jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks
423 wehSiuml jdfrac34d nd ekSu
jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool
CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu
uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh
whsu lsysmhla Tiafia fla lrk sect
jdfrac34d nd kakd wdldrh mudKh ^]amp
1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64
2 fda igyka 12
3 ffokls jdfrac34d 3
4 mentildeKsfiuml faLk 2
5 fkdkS$ j u ke 1
6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9
WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd
mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula
lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu
ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs
3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu
105
424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka
eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak
ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs
WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu
^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh
hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha
uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq
nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig
wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt
hq= h
wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO
mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M
mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh
msldfrac34h ^Theraphyamp i`oyd fhduq lrk mudKh jeltelaugraveug yd
ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka
fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt
iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula
lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka i`oyd
lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs
ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok
ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde ^American School Counselor
Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls
flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk
mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK
425 WmfoaYk =re WmfoaYljrhdfka efnk iydh
WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt
odhlajhla ysntilde uacuteh hq= h
106
wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq
ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI
ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO
mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh
ksheEgravefha jQ =rejreka 29]la efnk iydh msltsn`o ieySulg ma uacuteh fkdyels nj
mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsn`o
ieySulg ma jk mudKh 21]ls
mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml
rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd
wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect
isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk
wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute
fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd
uqyqKmdk eguml fotilde bka 42]la i`oyka fldg snqfka isiqka mdig fkdmentildeKSu iy
Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg
uqyqKmdk njls
4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah
bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke
01]
06]
14]
28]
01]
50]
fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka
WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk
=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa
u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh
43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda
107
fkdeicircu iudc wdlam WmfoaYkh msltsn`o wkjfndaOh iadkhla fkduesugraveu
ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg
ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt
ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh
ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu
foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu
foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk
ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh
lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|
fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk
ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys
wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American
School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj
WmfoaYkh i`oyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj
fkdmentildeKsug fuh o fya=jls
tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels
neuacuteka WmfoaYk k=r msltsn`o j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka
48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a
=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla
njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh
fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls
fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka
36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma
fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect
egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml
khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS
kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml
uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h
WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh
lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs
mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh i`oyd u
ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma
llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues
njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos
uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs
431 eguml wNsfhda wju lr ekSug a lshdudfrac34
WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj
WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug
a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh
mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia
ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka
yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam
fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj
fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO
wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute
fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk
=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk
ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j
N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod
ekSu ^uacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu
mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu
wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j
lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi
uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh
wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd
wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul
miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute
lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl
wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj
fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka
uacuteiska wjOdrKh lr snqKs
108
middot 2013$6 plfaLh uska mdia WmfoaYkh i`oyd ksYaNtildej u kiuml llt
=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh
jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia
ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug
miqigraveula fdvkes fkdues nja h
middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u
mdi i`oyd WmfoaYk =rejreka n`ojd kakd fi wjOdrKh llt o
ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh i`oyd jDaSh iqyumliqliuml nd
weafa 14]l mudKhls
50 ksuk
109
middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka
ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we
middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq
egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid
isiqka uqyqK fok eguml mOdk uacuteh
middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|
wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo
u nd fkd ks
middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI
j msldfrac34h i`oyd jeauml fhduq ugraveula wkdjrKh uacuteh
middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re
WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu
i`oyd fkd efnhs
middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes
wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk
hug fkdyels ugrave we
middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect
we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu
mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla
fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka
wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk
=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk
uacuteIhh i`oyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk
=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg
jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh
msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju
ugraveu ta wr mOdk fotilde
middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka
iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o
fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd
Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka
lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys
lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h
middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt
uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk
=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect
mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml
60 fhdca kd
middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=
WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =
h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu
uacuteIfhys wes eTrq jgyd fk lghq = llt yels h
middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k
r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula
jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt
hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh
hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys
khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a
llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g
Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs
lt= ia dms uacuteh hq = h
middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka
WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh
iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =
j wefa a fiuml i`oyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg
a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq
mlts ns `o j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu
nmh nd Egraveh hq = h
middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a
ld mrdihla welt= hdjla dkS llt hq = h
middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e
Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu
yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a
plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h
110
middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia
WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh
ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u
eigraveh hq= ksis ek o egumljg la j we
wjOdkhla fhduq fldg ke
middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsn`o j uacuteuiSfiuml sect fmkS sfha
Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska
weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u
mdia mszligmdkh o fuys wes jeoalu fkdild we
111
middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh
uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk
hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ
WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg
iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml
msltsn`o lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska
u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka
n`ojd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt
hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk
weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg
jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk
mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc
wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga
mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr
mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu
mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud
^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd
iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda
iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd
WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu
wjOdkh llt hq= h
middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u
moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok
wdpdrOfrac34u moaOsh WmfoaYk =rejre n`ojd ekSug wodlt
plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia
WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga
WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq
wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j
ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd
lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu i`oyd
uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug
mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh
hq= h
middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg
fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls
tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk
wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u
wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd
wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk
jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd
2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh
iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu
hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg
wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu
ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka
foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h
middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg
WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula
fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk
ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml
wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj
fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula
lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia
wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h
middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave
weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsn`o lshdldIacute ksis
weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua
wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej
u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl
Tiafia wecirclaIKh llt hq=h
112
middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev
ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr
ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves
plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd
ksis weumllaIKhla o isyuml llt hq=h
middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY
msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska
ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh
113
wdYs ka- AmericanSchoolCounselorAssociation (2008)The roleof theprofessional
s c h o o l c o u n s e l o r
httpwwwschoolcounselororgascahomerolestatementpdfth
-AryDJacobsampSorecenLC(2008)Introduotiontoresearchineducation(8
ed)BelmontCAThomsonWadsworth
- Bogdan R C Biklen S K (1992)Qualitative research for education Annd
introductiontotheoryandmethods(2 ed)BostonAllymandBacon
- ChathurikaPRD (2015)Studentperceptiononcurrentschoolcounseling
service in Sri Lanka (with reference to Anuradapura Zone)
httpnecgovlkwp-contentuploards20160408pdf
- De SilvaD (2004)Do schools promote violence in Sri LankaCeylon
MedicalJournal49(1)21-23
- DeZoysaPRajapakseLampNewcombePA(2004)Apersonalityproileofth
Sinhala speaking school childern in Sri Lanka The 60 Annual
conferenceintheSriLankaAssociatefortheAdvancementofScience
ColomboSriLanka
- NationalInstituteofEducation(2006)GuidanceandCounsellingUnitLealet
Guidance and Counselling Unit National Institute of Education
Maharagama
- PathiranaBDD(2015)MappingoutthepotentialroleforSriLankanschool
An counselor explratary study International Journal of Advanced
Research3(5)609-618
- PathiranaBDD(2016)SchoolcounselinginSriLankaAnalysisofthepast
recomending a way forward International Journal of Advanced
Research4(6)30-38
- WickramarathneV(1998)Counsellinginterventionsintheschoolsettingin
SriLankaItsneedsSriLankaJournalofScience11(1amp2)29-45
114
- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk
- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsn`o wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp
- chisxytEacuteagravetiatiuml^1994ampmdil fhdjqkauacutefha isiqka i`oyd kHdhdaul WmfoaYk kHdhla mjajd fkhdu wfkl=a bfkqiuml ldfrac34hhka wr jvda jeoa fkdjkafka o wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh^wmldYsamp
- ckdecircms ldfrac34h idOk nldh ^1997amp idudkH wOHdmkfha msixialrK jdfrac34dj YS xldj
- cdsl wOHdmk wdhkh 2011amp wOHdmk mfrac34fhaIK ka kdudjsh mfrac34fhaIK iy ixjfrac34Ok fomdfrac34fiumlka=j cdsl wOHdmk wdhkh uyru
- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- cdsl wOHdmk fldntildeika iNdj 2003amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- reKhka msltsn`o ckdecircms fldntildeika iNdj ^1990amp reKhka msltsn`o ckdecircms fldntildeika iNd jdfrac34dj YS xld rcfha uqoslashKdh
- ueKsflaiStiumlwdfrac34^2004ampYs xldfotilde kj fhdjqkA mdia YsIHhd uqyqKmdk eguml iy plusmnkg lshdaul jk udfrac34fdamfoaY yd WmfoaYk jev msltsfjlt msltsn`o j uacuteufrac34Ykdaul wOHhkhla wOHdmk lltuKdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- uacutelurak ugrave 2010amp WmfoaYkfha uQsl ixlam lD mldYkhls- uacuteluisxyviacuteOcirc^1990ampmdia jdaSh udfrac34fdamfoaYh msltsn`o uacuteufrac34Ykdaul
wOHhkhla wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- fotildeyea tiuml tiuml ^1996ampjDaSh udfrac34fdamfoaY fiajdjlg wodlt j mdifa ldfrac34hNdrh wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- iurisxytia^1981ampfhdjqka uacuteh yd wOHdmksl guml wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- wOHdmk wudHdxYh2001$06$20 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- wOHdmk wudHdxYh2013$01$15 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj^2009amp YS xldfotilde idudkH wOHdmkh i|yd kj wOHdmk mkla ikaofrac34Nh eguml iy fhdackd wha jdfrac34dj idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj
- fiLH wudHdxYh ^2016amp cdsl sxdYs frda yd tacircia ufrac34ok jHdmDsh fiLH wudHdxYh
- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia
jordosh
Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States
For further details visit wwwvarkeyfoundaonorg
Strength of a Teacher amp the Global Teacher Prize
Im privileged to have had an education that
taught me to approach the world with openness
curiosity and flexibility I was surrounded by
great teachers that modeled the rigorous
intellectual discipline needed to disrupt
culturally constructed ways of knowing to
bypass static habitual perspectives and to greet
the world with empathy authenticity and a
playful sense of humor The Global Teacher Prize
is exciting because it acknowledges the
importance o f teachers and the enormous
impact they have The future is in the hands of
our children the spirit they encounter in todays
classrooms will provide the foundation for
tomorrows world Jordan Shapiro
115
- 2017 Coverpdf (p1)
- cover2pdf (p2-6)
-
- newpdf (p1-4)
- Untitled1pdf (p5)
-
- 8-1Executive summary (61)pdf (p7-10)
- 1 Teaching physicspdf (p11-33)
- 2 Activity based (61)pdf (p34-47)
- 3 School curriculum for sustainable peace(JC)doc(61)pdf (p48-70)
- 4 Assessment article(61)pdf (p71-77)
- 5 Characteristics of an ET(61)pdf (p78-96)
- 6 Guidance 2-2-3(61)pdf (p97-120)
- 7 Strength of a Teacherpdf (p121)
-
The writer further says that activity based learning methods havedevelopedtheircognitiveskillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthestudentteachers
ThenextinvitedarticleisacasestudyfromnorthernUgandawhichlooksat
theroleoftheschoolcurriculuminpeacebuildingafterthetwentyyearcivil
warTheconceptualframeworkhasbeendevelopedbythewriter(three
concepts for a conlict transformation curriculum truth seeking
reconciliation and inclusive citizenship) with his own experience as a
historyteacherschoolleaderandinallythroughhispreviousresearchon
humanrightsanddemocracyHencethiscouldbeadoptableandcanbe
usedtoinvestigateschoolsinSriLankaforsustainablepeaceandtherebyto
reducetheriskofcivilwareruptionInSriLankabeforeendingthecivilwar
in2014theopportunitycost(forgoneincomeatmicroampmacrolevels)and
the economic impact of thewarwas enormous In the1999 iscal year
486ofGrossDomesticProduct(GDP)wasspentonwarWarreducedthe
development expenditure of the government and also reduced foreign
directinvestment(FDI)byreducinginvestorsconidence(USAID2000)
Thus Sri Lankan education has failed to promote nation building by
fosteringmutualunderstandingtoleranceandrespectforeachother(NEC
Report2003)whichisparamountifaheterogeneoussocietyistoachieve
economicdevelopmentThecountrieslikeSingaporewereabletopromote
meritocracyandequalityofopportunityandcontributetosocialcohesion
through education policies Thus its worthwhile to adopt a conceptual
frameworktoencouragesocialcohesionpoliciesforsustainablepeaceinSri
Lanka
Thefollowinginvitedarticleistitledldquotimetoassessourassessmentprocessrdquo
Itgivesanoverviewofthecriterionbasedassessmentwhichispracticingin
OverseasSchoolinColomboThewriterelaboratesthetwomainassessment
categories known as normative and criterion based In normative
gradingsstudentscompareoneanotherwhilecriterionbasedassessment
model assesses according to speciic learning criteria According to
assessmentexpertGrantWigginsthecriteriabasedassessmentisasuperior
model as it requires greater student involvement with the intention of
developingstudentprocessincriticalthinkingmetacognitionandrelection
The writer says the international baccalaureate (IB) is a recognized
2
educational programwhich follows the criterion referenced assessment
modelItcontainsaprimaryyearsprogram(grade1to5)middleyears
program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn
theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at
standardlevelInadditionstudentsfollowacourseoftheoryofknowledge
which guide them to relect critically onhow theyknowandwhat they
believetobefactsortruthEachstudentcompletesanextendedessayona
topicofspecialinterestwhichpreparesstudentsforanindependentstudy
Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities
andacommunityserviceprojectTheassessmentsarecarriedoutthrough
externalampinternalcomponentsIntheIBprogramnumericalgradesare
offeredbasedonthecriterion-referencedescriptors
ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat
makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers
have long lasting impact on the lives of their students and the greatest
teachers inspire students towards greatnessrdquo (Sunday Times
30072017)
TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto
conductthisresearchbyformulatingtheframeworkrequiredThismodel
inquires personal behavior relevant teachingmethods amp teaching aids
student-teacherrelationshipprofessionalskillstechnicalskillsampdecision
making skillsof a teacherand identiiedpositiveandnegativepoints to
differentiateeffectivecharacteristicsThesampleconsistedof40teachers
fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers
who enters the professions should have a broad knowledge about the
profession and they should develop required characteristics to be an
effectiveteacher
This situation highlighted by the recommendation from the National
CommissiononteachingAmericasfutureThepanelmaderecommendations
for ensuring that every classroom has a qualiied teacher Further
recommendationsinclude
raisingtheprofessionalstandardsofteachers
improvesalariesampworkingconditions
3
reinventingteacherpreparationandprofessionaldevelopment
encourageandrewardteacherknowledgeampskills
InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo
AmandaRipleysaysothercountriesaremoreseriousabouteducationand
thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside
KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit
topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband
making sure vulnerable students have strong teachers BothUSampKorea
believe that the caliber of the teacher matters tremendously and great
teachersmakeahugedifferenceinchildrenslives
The inal article is a study of the role of school counsellor teacher and
investigatedprofessionalcompetenceofthecounsellorteachertheirmode
of intervention challenges faced by the counsellors and the areas that
should be developed to perform productively The study suggested the
followingThedeinitionofthesubjectcounsellingincompliancewithclear
indicatorsestablishalegalidentityampframeworkforthesubjectgivinga
license to teachers selectedoncoherent criteriamakingcompulsory the
completionofprofessionalqualiicationforteachersandreleaseteachers
fulltimeforcounsellingactivities
TheResearchampDevelopmentBranchoftheMinistryofEducationisvery
gratefultothewritersfortheirvaluableinsightsandcontributionsand
wouldliketothankthemaccordingly
4
TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE
Abstract
Scienceeducationhasundergonemanyreformsinthepastwiththepurpose
ofchanginganddevelopingtheteachingandlearningprocesstoimprove
theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis
theknowledgeandkeennessofteachersthatdeterminehowtheyrespond
toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto
accountwhen implementing educational changes or reforms Therefore
this study was undertaken to identify the status of science teachers
knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor
successful implementation of the science education reforms A random
sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas
selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas
investigatedthroughmodesofaquestionnairesurveyanddirectinterviews
based on pre-test and post-test knowledge on science The data were
quantitatively analyzed and interpreted with qualitative inputs which
revealedasigniicantdifferencebetweentheexperimentalgroupandthe
controlledgroupofteachersThestudyresultsshowedthatmostscience
teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs
suchtheteachershavefailedtoteachphysicstostudentseficientlyand
effectivelyandthusstudentsperformpoorlyattheGCEOLexamination
Therefore science teachers should be providedwith proper training to
update their knowledge in physics through periodical seminars and
workshopstoachievethegoalsofScienceEducationinschools
KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts
Introduction
InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital
roleintheschooleducationsystemsinceitisessentialthatstudentspas
5
SAhilan
TeacherJJaffnaHinduCollegeJaffnaamp
DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07
ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools
comprises threemajorsubjectcomponentsnamelybiologyphysicsand
chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe
abilityofteachersinteachingthosesubjectcomponentsitisobviousthat
teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience
subject
Thegreat educationistAnagarikaDharmapala observed that the
present and the future life of youth lie in the classroomswhich exactly
meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring
aboutthescientiicandtechnologicalabilityforfuturegenerationtowards
humanresourcedevelopmentIntheGCE (OL)curriculumthesubject
physicsincludesthesectionsofElectronicsLightElectricityandMechanics
andbasedonthesesectionsrelevantquestionsareincludedinthequestion
papergivenattheGCE(OL)examinationIfthestudentsunderstandthe
principlesbehindthesesubjectcomponentsveryclearlyandthoroughly
theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid
examinationThisfactrequireschangesinteachingandlearningprocessin
physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe
EducationCurriculumReformsof2007thusaimsatachievingthetargetof
improvingtheteachingandlearningprocessinschoolsThereforeitwillbe
useful to investigate the feasibility of teaching the science subject in
achievingthegoaloftheEducationCurriculumReformsof2007
ReviewofLiterature
Conceptualizationdependsonseveral factorsFrequentexperiencesand
relationships among such experiences lead to create concepts while
hereditary or human development related pattern also inluences
conceptualization(Balachandranetal2010)Thisresearchinvestigation
wasundertakentostudythephysicseducationinschoolandunderstanding
thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof
studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof
studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife
6
1)Whatisinvolvedinunderstandingandusingphysics
Whilethismightseemobviousorevensimpletotheprofessionals
manyofthecomponentsofourunderstandingarenormallyinvisible
tousCarefulobservationandanalysisoftheconceptsofphysicsand
ofthebehaviorofexpertsisrequired
2) Whatdoourstudentsbringtoourphysicsclasses
Howstudentshearandinterpretthematerialpresentedtothemina
physicsclassisheavilydependentontheexperiencestheygetinthe
classEveryonehassomesensethataforceisnecessarytomaintaina
velocitywhenwalkingdrivingorpushingsomethingalongtheloor
NewtonsSecondLawisinconsistentwiththewaythatmanyofour
studentshavemadesenseoftheirexperiencesintheworld
3) Howdostudentsrelectonourphysicsinstructions
Teachersoftenassumethatstudentswouldrespondonbehalfofthe
knowledgeofconceptsofthesubjectphysicsTeacherscouldalso
designeffectiveinstructionsandthenitisuptoteacherstolearnhow
studentsrespond
itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto
createmoreeffectiveinstructionstowardsbetterlearningandimproving
skillssuchascriticalanddivergentthinkingcreativity initializationand
collective responsibility which are products of totality of the education
process(Baskaran2001)ManyteacherswhoteachscienceattheGCE
(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof
scienceduetotheproblemofunderstandingtheconceptsofsameandare
less troubledwith how little the students learn Tomake the case even
worsethegrowingimportanceoftechnologicalliteracyintheworkplaces
makes it increasingly important foronetoprovidevalue tomanyofour
studentswithgoodunderstandingofconceptsofphysicsintheclassroom
Intheprocessofteachingandlearningtheteachersneedtounderstanda
fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie
2007)
7
processesOntheother
handscientiicmodelsareoneofthemainproductsofsciencethatplaya
crucialroleinreducingthecomplexityofphenomenabyallowingamore
visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan
bemadeandtested(Gilbertetal1995)Thissituationassumesimportance
ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe
physicscomponentof thesciencesubjectTherefore the followingmain
objective and the speciic objectives arising out of it are drawn for
investigation
MainObjectiveoftheStudy-
Toinvestigatetheproblemsandconstraintsfacedbytheteachersin
teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents
SpeciicObjectives
Toindouttheviewsofteachersabouttheirknowledgeofphysicsin
relationtotheconceptstaughtintheGCE(OL)syllabus
Toindouttheeffectivenessofthephysicspracticalclassesconductedin
schoolinunderstandingtheconcepts
ResearchMethodology
a)Sampledesign
Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing
together an analysis of the components and structure of knowledge of
physicswiththeobservationandanalysisofstudentbehaviorduringthe
teachingandlearningprocessInthiscontexttheieldofPhysicsEducation
Research (PER) seems as a growing sub-discipline of physics (Edward
Redish and Richard 2001) Further Mathusuthanan et al (2007) have
pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare
nowbeinginprocessinSriLankaSucheducationalreformstakeplacein
everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel
processesTheeducationalreformsandthequalityofeducationshouldbe
checked frequently by conducting research studies to ind out their
successes and failures By research it is possible to ind out that the
secondary level of education system has not brought about the target
achievementswhich has been one objective of theNational Institute of
Education (NIE) The NIE hasmade curriculum changes in 2007 in the
secondary education level On one hand the models of science are
representationsofobjectseventsideassystemsor
8
The Jaffna Educational Zone consists of many resource persons many
scienceteachersandadequatephysicalfacilitieswhencomparedwiththe
otherEducationalZonesinthePeninsularInthepresentstudytheschool
teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone
Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting
the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna
NallurandKopaywereidentiiedandtheteachersineachstratumwere
selectedbyusingthestratiiedrandomsamplingmethodduetothereason
thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove
EducationalDivisionshaveadequatephysicalresourceswhilecomprising
thehighestnumberofteachersofscienceThiswasthemainreasontoselect
the Jaffna zone for a representative sample of teachers The following
conceptsofphysicswereconsideredforthestudy
b)PhysicsConceptsselectedfortheStudy
A) The formation of various images from lenses to design optical
instrument(Lenses)
D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)
E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd
irstobject(Newtons3 Law)
The questionnaire designed for the pre-test to be done by teachers
comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach
questioncontainedafewpartswhichcovervariousconceptsofphysicsthat
areincludedintheGCEOLSyllabus
B) The phenomena of refraction of light in human activities (lightrefraction)
C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)
c)Formulatinghypotheses
Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor
statisticaltesting
1) H ThereisnodifferencebetweenthemeanoftheExperimental01
groupandthe
9
Controlgroupinthepre-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11
Controlgroupinthepre-test
2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe12
Controlgroupinthepost-test
3) H Themean difference of the pre-test and the post-test on the03
experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13
experimentalgroupisgreaterthanzero
d)Statisticaltoolsusedinthestudy
The t- test wasused to indout thewhether therewasa signiicant
differenceintheknowledgeofphysicsconceptsbetweentheexperimental
groupandthe controlgroupofscienceteachersForidentiication of
theproblemsfacedbythescienceteachersapre-testwasconducted
Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent
concepts ofphysics in the GC EOL syllabusas mentioned
previouslywhichwereidentiied duringthe teachingand learning
processofphysics Direct interviews werealsoconductedwiththe
stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter
thepre-testtheconceptsbehindthequestionswereexplainedtothe
teachersandapost-testwas againconducted amongtheteacher
sample to see whether they would answer the questions correctly
10
As mentioned previously this study was carried out to investigate the
knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE
OLexaminationThesamplecomprisedeighty-two(82)scienceteachers
whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation
ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay
Theresearchinstrumentsusedfordatacollectionfromthescienceteachers
were questionnaires interviews and direct observations that were
analyzedalongwiththescoresofthepre-testandthepost-testconducted
withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)
The data were analyzed statistically and t-test was conducted to see
ResultsandDiscussion
whetherthereissigniicantknowledgegapinthescienceteachersandthe
resultsarepresentedbelow
i EducationalQualiicationsoftheteachersample
IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder
thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix
(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11
Others were trained at the Colleges of Education or Teacher Training
Colleges who had also obtained different types of training programs
organized by the Ministry of Education and the National Institute of
Education
ii Questionnairesurveyconductedonthephysicsconcepts
Thefollowingweretheresultsof thequestionnairesurveyconductedto
investigate whether science teachers have a sound knowledge on the
conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL
examinationFiveconceptsABCDandEmentionedpreviouslywereused
forthispurposeandtheresultsarediscussedbelow
a)Concept-wisecomparisonasawhole
Percentage
()
9090
80
70
60
50
40
30
20
10
0
5154
60
50
Variousimages(A)
Refraction oflight(B)
Cange ofbrightness(D)
Newtonrsquos 3rdlaw(E)
Transistorand
resistor cConcept
Fig1Achievementsofteachersonvariousphysicsconcepts
Theconcept-wisecomparisonisshowninFig1FortheConceptA
806 of the teacher sample correctly answered the questions
relatedtofunctionsofthelensesHoweverthesampleteacherscould
answerthe Concepts BCD andEat an averagelevel (50-60)
11
b)Question-wisecomparisonundereachconcept
ConceptA-Theformationofvariousimagesfromlensestodesign
opticalinstrument
Fig2UnderstandingofConceptA
50
120
100
80
60
40
20
0
733
90 90
100
1 2 3 4 5
Questions
Percentage
()
TheConceptAwastestedontheprocessofformationofvariousimagesby
the convex lens As shown in Fig2 only 50 of the teachers correctly
answeredtheirstquestionrelatedtoimageoflensrevealingthatother50
oftheteachersdidnothavethepracticalknowledgeonthelensperformance
Mostoftheteachersansweredsatisfactorilytothequestions234and5
undertheConceptA(70-100)butthisachievementmaynotbeadequate
forteachingphysicssatisfactorilytothestudentsattheGCE(OL)
ConceptB-Thephenomenaofrefractionoflightinhumanactivities
Fig3UnderstandingofConceptB
80
70
60
50
40
30
20
10
0
7333
4333
6333
2333
5333
6 7 8 9 1 0
Questions
Percentage
()
TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The
lowest number of teachers correctly answered the question number 9
12
followedbythequestionnumber7Thesequestionswererelatedto the
rainbowandpropertiesoflightforwhichbelow50ofteachersanswered
correctly indicating that the sample teachers have poor knowledge on
refractionrelectionandlightwavemotion
ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds
Fig4UnderstandingofConceptC
Questions
100
90
80
70
60
50
40
30
20
10
0
1333
60
3666
7666
8666
Percentage(
)
11 12 13 14 15
13
The Concept C tested was in relation to the process of transistors and
resistersThelowestnumberofteachersansweredthequestionnumber11
followedbythequestionnumber13Thesequestionswererelatedtothe
transistorandLDRactivity Asteachershadapoorunderstandingonthe
functionofNPN transistor and the functionof LDR86of themwere
unabletogivethecorrectanswertothequestion11indicatingthatteachers
didnotunderstandtheactivitiespertainingtothequestionwiththegiven
data
ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit
Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin
bulbsOnly30ofteachersansweredthequestionnumber16
correctly followed by the question number 18 (50)
ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany
teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere
unabletoanswercorrectly
ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst
object
Fig5 understanding of Concept D
Questions
6066 6333
30
90
50
16 17 18 19 20
100
90
80
70
60
50
40
30
20
10
0
Percentage(
)
Fig6 understanding of Concept E
7666
3666
2333
8333
30
Questions21 22 23 24 25
90
80
70
60
50
40
30
20
10
0
Percentage(
)
rdTheConceptEwas testedon the forces related to theNewtons3 Law
(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223
and 24 correctly One reason could be that the diagram related to this
ConceptgivenintheSciencetextbookwasnotclearThereforethesample
teachers were not familiar to this subject component of physics
14
iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted
Apre-testwithivequestionswasconductedamongtheteachersofscience
Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped
asfollows
a)ExperimentalgroupndashGroupE
b)Controlledgroup-GroupC
Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore
rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot
very low scores (below 40)for answering the questions given under
variousconceptsofphysics
Table1presentsthepre-testscoreoftheteachersofscienceAmajority
oftheteachersgotverylowmarksMostofthescienceteachers(377)
areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe
scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin
betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It
isimportanttonotethatcumulativenumberofseventy-ive(75)science
teachersscoredbelowforty-onemarksindicatingaverylowknowledge
Table1Scoreofthepre-test(Questionnaire)
15
ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were
alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test
butthevalueswereverylowandapproximatelyequal
Table2summarizestheresponsesgivenbytheteachersampleundereach
concept of physics Accordingly many respondent teachers could not
understand theelectronic concepts ie functionof the transistors Some
respondentshowevercouldnotansweranyofthequestionsandtheyfailed
tocompletethequestionnaire
Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test
Table2also indicates that ingeneral a lownumberof science teachers
understooddifferentconceptsofPhysicswhichareABCDandEThe
conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent
(50)Fifty-fourpointnine(549)percentofthescienceteachersmade
mistakesonconceptERegardingtheconceptsrelevanttoLenses122of
scienceteachersknowledgeofPhysicswasveryweak
iv Analysisofthescoreofquestionnaireatthepost-testconducted
Thepre-testquestionnairewasdiscussedandexplainedonlytothe
experimentalgroupEThepost-testquestionnairewasdesignedwith
the same concepts of physics and tested with the teacher sample
16
Thepost-testmarksrecordedaregiveninTable3
Table3Scoresofthepost-test
Total 41 41
Theresponsesofthetwogroups(experimentalandcontrol)accordingthe
aboveTable3indicatethatthereisanimprovementofknowledgeinthe
experimental group as compared to the control group because the
experimentalgroupwasprovidedwithremediesanddiscussionson the
conceptsABCDandE
Descriptive statistics was performed to identify the effectiveness and
eficiency of remedies and discussion Science teachers in the
experimentalgroupbasedonmeanvalueperformedwellatthepost-test
thanthatofthecontrolgroupStandarddeviationalsorevealedthesame
result Further a t-testwas conducted between the two groups to see
whetherthereisasigniicanteffectinperformanceafterexplainingthe
concepts to the experimental group of teachers Therefore it can be
summarizedthatwhencomparingthescoreofthepre-testwiththepost-
testmarksoftherespondentsitwasobservedthatthepost-testscoresof
therespondentsintheexperimentalgroupwerehigherafterexplaining
the physics concepts to them through workshops and discussions
17
vHypothesesTesting
(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01
ExperimentalgroupandtheControlgroupinthepre-test
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
pre-test
isthemeanvalueofthepopulationfortheControlgroupinthepre-test
H 01 =mE mc
H 11 gtmE mc
mE
mc
UnderH thecalculatedvalue=-07201
Butthetablevalueat5signiicancelevel164
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
post-test
isthemeanvalueofthepopulationfortheControlgroupinthepost-test
H 02 =mE mc
H 12 gtmE mc
mE
mc
UnderH thecalculatedvalue=66202
Butthetablevalueat5signiicancelevel164
18
(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01
meansthe5signiicancelevelthereisnodifferencebetweenthemeanof
theExperimentalgroupandtheControlgroupinthepre-test
SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02
at 5 signiicance level there is a difference between themean of the
ExperimentalgroupandtheControlgroupinthepost-testThereforethe
meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue
of the Control group in the post test Thus we could infer that the
ExperimentalgroupperformedsigniicantlybetterthantheControlgroup
intheposttestThereforeitwasclearthattheunderstandingofconceptsof
physicswasverylowinthescienceteachers
013 gt-= prpoDH mmm003 =-= prpoDH mmm
(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03
ontheexperimentalgroupiszero
Where
D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup
UnderH thecalculatedvalue=31903
Butthetablevalueat5signiicancelevel1684
SincethecalculatedvaluegtthetablevalueH isrejected03
Hence at the 5 level of signiicance the post-testmean value of the
Experimental group was higher than the pre-test mean value of the
ExperimentalgroupindicatingthattheperformanceoftheExperimental
groupwasbetterinthepost-testthanthatofthepre-testThissituationalso
provesthatthescienceteachershavepoororverylowunderstandingofthe
physicsconceptstaughtattheGCEOLsciencesyllabus
Directinterviewswithstakeholders
The following observations were made during the direct interviews
conductedwiththestakeholders
AlecturerattachedtoaCollegeofEducationsaid
ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin
othersubjectsareappointedtoteachmathematicsandscienceThereforeitis
doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience
subjectsrdquo (interviewconductedduringthestudy)
19
AlecturerinattachedtoaTeacherTrainingCollegesaid
ldquoTrainee teachers do not have adequate knowledge in basic concepts of
sciencethataretobetaughtintheseniorsecondarygradesThereasonfor
thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto
teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid
ldquoI found that most science teachers had studied in the biological science
streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad
theirtrainingeitherattheCollegesofEducationorattheTeacherTraining
Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis
thereasonforthesetbackinproducinggoodphysicsresultsrdquo
(interviewconductedduringthestudy) ScienceTeachersOpinion
The information collected from the teachers by direct interviews are
tabulatedinTable4Whentheteachersopiniononthesubjectcomponents
ofsciencewasconsidereditindicatedthat914teachershaveproblems
inteachingphysicsThereasonwasthatmostteachersinthesampledidnot
haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat
theGCEOLsciencesyllabus
20
SubjectcomponentinScience
Percentageofteachers()
Difficult Normal Easy
Physics 914 61 24
Biology 24 12 963
Chemistry 06 634 305
Table4Teachersopinioninteachingsubjectcomponentsinscience
Impactofthequaliicationsofscienceteachersample
Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)
IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching
at theGCE(OL)classesat the timeof thestudyMostof the trained
teachersfromCollegesofEducationandtheTeacherTrainingColleges
teach science toGCE (OL) students Though theirmain subjectwas
sciencemanyofthemdidnothaveadequateknowledgeinmathematics
tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion
and Tamil etc as their optional subjects Thus they face many
challengesanddificultiesinteachingthephysicscomponentinScience
21
Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)
Discussiononthesecondspeciicobjectivetoindouttheeffectiveness
ofthephysicspracticalclassesconductedinschools
In this regard facilities such as laboratory facilities Internet facilities
libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing
the questionnaire The responses given by the sample teachers in the
questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas
school principals students technical persons and laboratory assistants
were also inquired about the facilities available for conducting physics
practicalclassesandtheyagreedwiththeobservationoftheteachers
Table6Facilitiesavailableforteachingandpracticalwork
22
Facilitiesavailableinschoolsfortheteachingandpracticalwork
IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-
mentioned facilitiesButschools inruralareashave less facilitiesWhen
schoolshave less facilitiestheteachersinditdificultto developtheir
ownknowledgeorexplaintheconceptsofphysicstothestudents
Fig 7 indicates the teachers opinion on the physics teaching methods
gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe
bestToenhancetheknowledgeinthephysicscomponentofscienceitis
essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp
boththeteachersandthestudentstodeveloptheirteachingandlearning
skillsthroughhandsonexperience
Groupdiscussion(P)
Experiment(Q) Any othermathod(S)
Suggestions
80
70
60
50
40
30
20
10
0
71
20
9
Pe
rce
nta
ge
()
Fig7-Bestteachingmethod
P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents
Q-Experimentalactivity(demonstratetheexperimentswhichare
inthetextbook)
S-Anyothermethod(GroupworkindividualworkChalkandtalk)
Interviewsconductedregardingfacilitiesavailability
AninterviewwasconductedwithalecturerofCollegeofEducation
ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo
(interviewconductedduringthestudy)
ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo
(interviewconductedduringthestudy)
AnotheroficeroftheJaffnaEducationexpressedthefollowingview
23
AnAdditionalDirectorofSciencecommentedasfollows
ldquoIt is essential that all teachers know the fundamentals of
ScienceThenonly they can teachScience Science is a ield
which can elaborate our knowledge This is related to two
important things The irst one is observing an event that
happensinourenvironmentandtheotheroneisconstructing
principles to explain those observances Therefore doing
experiments and research to explain the concepts inPhysics
section will help the teachers to enhance the practical
knowledgeofScienceandgavedetails
(interviewconductedduringthestudy)
During the informal discussions held with Laboratory Assistants the
followingdrawbackswerementionedthatwouldaffecttheteachingand
learningprocess
a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades
b) Manyequipmentrequiredarenotinworkingcondition
c) Nowaterfacilitiesavailableinthelaboratories
d) Teachersarealsoreluctanttodopracticalwork
24
Thisstudy investigated the levelofcomprehension in teaching thebasic
conceptsofthephysicscomponentofthesciencesubjectrelevanttothe
GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended
questionsthatweremainlyfocusedona)refractionoflightb)relectionof
light c) transistor and resister d) changing brightness of bulbs in the
circuitande)NewtonsThirdLawBycombiningthequestionswiththe
focusedfactorsandthescoresachievedbyteachersfortheanswersgiven
for each question it was possible to analyze the data relevant to each
concept It was found that the science teacher sample had a poor
understandingoftheconceptsofphysicstestedThestudyrevealedthatthe
knowledgeofthescienceteachersampleonthecomponentofphysicsinthe
GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand
thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers
showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts
tested due to insuficient experience in doing practical relevant to the
physics component of the OL Science Syllabus (direct interviews with
teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat
morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat
the Colleges of Education were from the Biological Science stream and
hence they had insuficient knowledge in the physics concepts
Conclusions
There were only a few science graduate teachers in the Jaffna
EducationZonewhoareteachingScienceattheGCE(OL)classesMany
teacherswhoteachsciencewerefromtheNationalCollegeofEducation
ButattheinterviewwithalecturerintheNationalCollegeofEducationit
wasrevealedthattherewasnolecturerappointedtoteachscienceforthe
last11yearsThismightbeonereasonformanytrainedteachershavingan
insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso
revealedatthedirectinterviewsthebiologyandchemistrycomponentsof
thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto
physicsarecoveredrarely
Itmustbeemphasizedthatasoundknowledgeinmathematics is
also essential to teach physics eficiently Therewere 292of science
teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher
Training Collegeswho had opted for various other subjects but not for
Mathematics Thissituationingeneralhasalsocausedforhavingapoor
understanding of the physics concepts Inadequacy of resources in the
generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad
obstructed conducting the OL physics practical sessions to the trainee
teachersintheNationalCollegesofEducationJaffna
Manyteachers(707)didnotunderstandtheconceptsofthephysics
component and the interviews conducted with the stakeholders also
revealed the importance of doing proper practical sessions in physics
towards better student performance in science at the G C E (OL)
examinationTheteacherswereoftheviewthatteachingofphysicsthrough
practicalsessionscouldnotbeconductedbecausetheteacherguidanceand
the teaching materials were insuficient Thus the science teachers had
dificultiesinteachingandguidingscienceforstudentstoperformbetterAs
per the direct interviews with the educational authorities principals
teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers
werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience
25
ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation
Zone the science teachers do not have suficient knowledge in science
especiallyinthephysicscomponenttoteachscienceeffectivelytoschool
26
childrenwhichcouldbethereasonforthepoorperformancebystudentsin
scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave
beensimilarornotintheothereducationzonesofthecountryHenceitis
suggestedthatasimilarstudybeconductedinalleducationzonesinthe
country to arrive at a irm conclusion and make recommendations to
improveperformanceinthesciencesubjectattheGCE(OL)examination
Recommendations
Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand
theconceptsofthephysicscomponentrelevanttotheGCE(OL)
Sciencesyllabus
Oslash Qualiied lecturers in the relevant ields of science should be
appointedtotheNationalCollegesofEducationtoproduceeficient
andknowledgeablescienceteachers
Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant
schoolsandtotheNationalCollegesofEducationshouldbeensured
whilegivingprioritytopracticalassessmentsattheschoollevel
Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon
thetextbooksontheschoolswebsitesaswellasintheformofa
compactdiscforeasyreferencebystudentsandteachers
Oslash
Oslash
Oslash
References
Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka
BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka
EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3
Oslash
Oslash
Oslash
Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197
Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19
StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523
27
ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES
DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe
OpenUniversityofSriLanka
skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches
usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted
by the Faculty of Education of the Open University of Sri Lanka (OUSL)
PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE
programmeinTamilmediumatOUSLin20112012academicyearAmong
them104studentteacherswhofollowedPGDEprogrammeattheColombo
Regional Centrewere purposively sampled for this study A self-developed
questionnaire built up by reviewing related literature was used for data
collection The data obtained were tabulated and analyzed by applying
elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe
responses to the open ended questions were analyzed qualitatively The
indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch
moreinformationthemselvesfortheirownlearningandtheystatedthatthe
activities given in the PGDE havemotivated them to do self-learning and
searchmorerelevantinformationfortheirlearningFindingsclearlyshowed
thatactivitybased learningsessionshavedevelopedhigher levelcognitive
skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe
student teachers Further some problems that hindered the effective
participationinactivitybasedsessionsincludinglackofpreparationlackof
timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers
MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated
learningpractices
INTRODUCTION
Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage
students in the learning process including group discussions problem
solving case studies role plays journalwriting learning activities and
structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove
criticalthinkingskillsincreaseretentionandtransferofnewinformation
increasemotivationandimproveinterpersonalskillsStudentsshouldbe
28
29
encouragedtodothingsbythemselvesinordertoidentifyproblemstoill
gapsandindsolutionsinacollaborativewayTherewereexpressionsof
optimism that such independent approaches could lead to success and
teacherscouldbesurprisedbystudentsrsquoperformance
Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif
theycanrelyontheirownresourcesforcompletingassignmentsstudying
for tests and achieving success in school At the core of successful and
lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe
meta-cognitively motivationally and behaviourally active in regulating
hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals
and of strengths weaknesses and interests given instructional goals
environmentalexpectationsandconditionsoflearningandperformance
Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe
ultimate integration of neuro developmental abilities Self-regulated
learners are attentive focused and productive They set goals for
themselvesanduseaplannedapproachtolearningSelf-regulatedlearners
keep track of their understanding and their progress and reward
themselves for their successesTheyuseproblem-solving strategies and
memorytechniqueswhenappropriateTheylearntothinkcriticallyabout
thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn
shortself-regulatedlearnersareintentionalactiveandrelective
Pedagogy the science of teaching involves instructional methods
materials and learning activities directed by these Traditionally the
lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe
teacherwasconsideredastheproviderofinformationandstudentsasthe
passiverecipientsofinformationThemajorinstructionalmaterialswere
textbooksthatwerewrittenforspeciiedagegroupsandforparticular
subjectsThemajorlearningactivitywaslisteningandwritingfromthe
textbookorfromtheblackboardThisparadigmhasbeenchangedinthe
newer methodology of activity ndash based learning Here the teacher is
consideredasthefacilitatorandthestudentsareself-learningthroughthe
medium of a detailed array of learning cards (Anandalakshmi 2007)
Othermethodssuchascooperativelearninghavealsobeensuggestedas
alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping
brains learning processes and the growing childs learning needs
provides great potential to create effective pedagogical practices
Theprocessoflearningcomprisesofthreecomponentsndashinformationinput
information processing and expression of information or knowledge In
each of these components students show differences For example in
informationinputwhichalsomeansthewaystudentsreceiveinformation
tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe
auditoryorkinestheticlearnersIntermsofinformationprocessingsome
students may use top-down processing or bottoms-up processing This
dependsbothonthelearneraswellasthenatureofskillorknowledgetobe
learnedWith respect toexpressionofknowledgeor skill learned some
studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose
MeyerStrangmanampDalton2002) It is important that the instructional
methodologyproactivelyplansforsuchdifferencestoachievehighquality
educationalexperiencesandlearningoutcomesforallstudents
Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses
theeducationandprofessionaldevelopmentofeveryteacherneedstobe
seenas a lifelong task andbe structuredand resourcedaccordinglyTo
equiptheteachingbodywiththeskillsandcompetencesneededforitsever
changingrolesitisnecessarytohavebothqualityinitialteachereducation
andacoherentprocessof continuousprofessionaldevelopment tokeep
teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety
(BarberandMourshed2007)
30
Lecturers who use activity based learning strategies pause frequently
duringtheperiodonceeveryifteenminutesorsotogivestudentsafew
minutes toworkwith the information theyareprovidingTheymayask
students to respond to a question to summarize important concepts in
writingortocomparenoteswithapartnerForsomelecture-basedclasses
usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor
roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder
these circumstances may not be possible but other strategies such as
individualwritingorbalancingactivitiesarequitepossibleandleadtogood
results
TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational
universityinSriLankawherestudentsareabletofollowfurthereducation
byopendistancemode Thestudent-centeredstudysystemisdesignedto
support a distance learner throughmultiplemodes including self-study
printandAudioVisual(AV)materialscontactsessionse-mailandinternet
TheFacultyofEducationof theOUSLrealizes the importanceofquality
teachers for quality education Therefore the faculty has introduced
several teacher education programmes using innovative approaches to
increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe
studentteachersPostGraduateDiplomainEducation(PGDE)programme
isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich
providesthebasicprofessionalqualiicationforgraduateteachersworking
intheschoolsystem
31
Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity
basedlearningapproachesusedforPostGraduateDiplomainEducation
(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows
1 ToexaminetowhatextenttheActivityBasedLearningapproaches
increaseself-learningpracticesamongstudentteachers
2 ToIdentifythehigherordercognitiveskillsachievedbythestudent
teachersthroughtheactivitybasedlearningapproaches
3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto
engageeffectivelyintheactivitybasedlearningsessionsand
4 Tomakeappropriatesuggestionsandrecommendationstoimprove
theeffectivenessoftheactivitybasedlearningapproach
LITERATUREREVIEW
Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart
ActivityBasedLearning
Learningisacquiringnewknowledgebehaviourskillsvaluespreferences
or understanding and may involve synthesizing different types of
information Further it is a process that brings together cognitive
emotional and environmental inluences and experiences for acquiring
enhancingormakingchangestoonesknowledgeskillsandworldview
(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent
understands and engages with the information to be learnt It is also
important that the studentprocesses the informationwithhigherorder
thinking such as comprehension analysis synthesis application and
metacognition When this happens the student is able to relate the
informationtoanylifesituationconnectitwithpastlearningbuildhisor
her own knowledge (Garner 1987) and become a knowledgeable and
contributingcitizenasanadultOneimportantmethodoffacilitatingsuch
engagementwithinformationisthroughactivity
32
The dictionary deinition of activity is work that involves direct
experiencebythestudentratherthantextbookstudyThusactivity-based
learningshouldallowstudentstoengagewithandprocessinformationin
suchawaythathesheunderstandsandbuildshisherknowledgeabouta
particular subjectAnoutcomeof successful learningwould be that the
student has acquired the basic literacy skills and is able to apply this
knowledgeorskilllearntinarelevantsituationTheideaofactivity-based
learningfollowstheconstructivisteducationaltheoryandischild-centered
pedagogy Activity-based learning may be deined as a method of
instruction where activities of different types suitable and relevant to
speciic subjects are integratedseamlessly into the regular instructional
materials andmethods to involvestudents in the teachingndash learningor
instructional processes and engage them fruitfully (Suydam amp Higgins
1977) Themain purpose of themethod ismaking the classroommore
student-friendlyandreducetheintimidationanddominationoftheteacher
Activelearningisacrucialelementofthenewthrusttowardwhatisnow
commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching
(Weimer 2002) Most deinitions of active learning focus on two key
componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition
of active learning comes from Bonwell and Eison (1991) ldquoInvolving
students in doing things and thinking aboutwhat they aredoingrdquo The
overallqualityofteachingandlearningis improvedwhenstudentshave
ample opportunities to clarify question apply and consolidate new
knowledge In this case instructors createopportunities for students to
engagenewmaterialservingasguidestohelpthemunderstandandapply
information
33
High-ordercognitiveskills
Developmentofhigherordercognitiveskill isacomponentofeducation
reforms based on the learning taxonomies of Blooms Taxonomy This
includescriticallogicalrelectivemetacognitiveandcreativethinkingetc
Adominantcomponentincurrentreformsineducationistheefforttotrain
studentstodevelophigherordercognitiveskillsThisrequireschangesin
teaching-learning processes encouraging students to acquire analytical
Self-RegulatedLearning
Self-directedstudy isapurposefulmentalprocessusuallyaccompanied
andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying
informationThe student accepts the responsibilityofmakingdecisions
about thegoals and theeffort tobedonebecoming thereforehisown
change agent for learning (Long 1990) Self-directed study is critical
accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof
peopleslivesbasedonthedesireandneedtounderstandsomethingorto
performsomeactivityButLong(1990)commentsthatitisnotreasonable
to expect that people who have been used to receive ready-made and
formatted information during all their years of school life nowwill be
instantlytransformedintoindependentlearnersIfwewantstudentstobe
empowered teachers need to be empowered aswell (Wehmeyer et al
2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto
deliberately create an environment and structure inwhich teachers are
encouraged to relect on and take responsibility for their learning and
teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van
Eekelenetal2005)
34
Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills
whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland
relectivewayshowtoaskquestionsmakedecisionssolveproblemsand
knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso
skillsforlifelonglearningInordertomeetthemarketdemandthefocusof
educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof
autonomousandorganizedstudyTheseskillswillbeusefultoindividuals
becausesuccessinuniversitycoursesandinalsomostprofessionsrequire
suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis
consensusontheneedtodeveloptheseskillswhatisnotsoclearishow
they can be developed in students in university courses (McLoughlinamp
Luca 2003) and this is much more dificult in the Open and Distance
Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe
main characteristics that differentiates distance education from other
forms of education is the central focus on the student and on their
independenceinthelearningprocessHefurtherargueswhetherdistance
learning successfullyhelps todevelopautonomousandorganized study
skillsandotherhigherordercognitiveskillslearningatdistance
RESEARCHMETHODOLOGY
ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign
critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual
PopulationandSampleThe study was conducted on the student teachers who followed PGDE
programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin
the20112012academicyearThetotalnumberofTamilmediumstudent
teachersenrolledfortheprogrammewas1054Amongthem104student
teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre
35
(ii) the higher order cognitive skills achieved by the student teachers
throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage
effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber
ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems
there were several sub items which were included to get a wider
understanding on the aspects related to the main items Rating scales
selectionofthemostappropriateanswerstructuredtypequestionsaswell
asafewopen-endedquestionswereincludedinthesubitemsThedata
obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative
techniques such as frequencies and percentages Open ended questions
wereanalyzedqualitatively
RESULTSANDDISCUSSION
Increaseself-learningpractices
Alltherespondentswereadultlearnersbetweentheages30to45years
The majority (86) of the student teachers expressed that as adult
learnerstheydidnotexpectalltheinformationneedtobegivenbytheir
lecturersNinetysix(96)percentofthestudentteachersmentionedthat
theylikedtosearchmoreinformationthemselvesfortheirownlearning
Thisclearlyshows that the lecturersshouldnotgiveall the information
relatedtothelessonsbutatthesametimethelecturersshouldgivemore
werepurposivelysampled for thisstudyDataweregatheredonly from
student teacherswhowere physically present at the Colombo Regional
Centre for the activity based contact session on the day of visit by the
researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was
structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas
namely
(I) the extent to which activity based learning approaches facilitate to
increaseself-learningpractices
Table1StudentsRatingonInvolvementofSelfLearningPractices
36
activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices
AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent
teachershaveacceptedthatactivitybasedlearningcontactsessionshave
increasedtheirinvolvementforselflearningpracticesMorethan90of
theteachersexpressedthatactivitybasedlearningcontactsessionshave
motivated and increased their participation in group learning and
group activities Further they stated these sessions enabled them to
respectthevaluablepresentationsofpeersFromtheindingsitisclearly
shown that activity based learning approaches have improved the self-
learning andpeer learningpracticesamongthePGDEstudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywere
askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe
activitybasedlearningapproaches
Table2-StudentsRatingsonSkillsDevelopment
AccordingtoTable2theindingsrevealedthatactivitybased learning
contactsessionshave facilitatedthestudentteachersto improvetheir
higher order cognitive skills in a positive manner More than twenty
percentage of the teachers expressed that they have achieved higher
order cognitive skills such as critical thinking evaluation skills and
analytical skills to a great extent through the activity based learning
contact sessions They also agreed activity based learning contact
sessions have improved their self-learning presentation skills
leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat
activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic
skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches
37
Openendedquestionsinthequestionnaireallowedthestudentteachersto
mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact
sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe
studentteachers
Amongtherespondents36ofthestudentteachersexpressedthatthey
wereunabletoinvolveeffectivelyduetolackofprepreparationand56
indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame
time42ofthempointedoutthattheclassroomfacilitiestoformulatethe
groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge
numbersinthegroupswasaproblemforthem24ofthestudentteachers
reported that theydidnot receive support fromall thegroupmembers
Majority of the student teachers stated that the time allocated for
instructors feedbackwasnotenough(68)and49ofthemindicated
that the questions raised by the peers after the presentation were not
enoughTheresultsrevealedthereareproblemsthatexistintheplanning
and implementation of activity based learning contact sessions and the
Faculty of Education need to give more attention to address the above
problems
CONCLUSIONSANDRECOMMENDATIONS
Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof
38
ProblemsandIssuesFacedbytheStudentTeachers
Educationof theOUSLandotherrelevantteachereducation institutions
should adopt activity based learning strategies These activities based
learning strategies help to increase the self-learning practices and to
develophigherordercognitiveskillsamongthestudentteachersFurther
facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate
facilitiesandtoallocateenoughtimefortheactivities
References
AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf
BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity
ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455
CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan
FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)
GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing
Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer
Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress
LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK
39
McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills
be fostered online In GCrispDThiele IScholten SBarker and JBaron
(Eds) Interact Integrate Impact Proceedings of the 20th Annual
Conference of the Australasian Society for Computers in Learning in
TertiaryEducation7-10December2003Adelaide
Murphy J (1993) Restructuring schooling The equity infrastructure
SchoolEffectivenessandSchoolImprovement4(2)111-130
40
PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional
andnurturingeffectsofactivity-based-learning-animpactstudyinselected
districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD
SSA-TN
RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent
ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness
researchPapercommissionedfortheEFAGlobalMonitoringReport
2005TheQualityImperative
httpunesdocunescoorgimages0014001466146695epdf
SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17
SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary
school mathematics recommendations from research Mathematics
Education Reports ERIC Center for science math and environmental
educationOhioStateUniversityED144840
VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471
Wehmeyer M L Agran M amp Hughes C (2000) A national survey of
teacherspromotionofself-determinationandstudent-directedlearning
TheJournalofSpecialEducation34(2)58-68
41
Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass
Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120
SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM
NORTHERNUGANDA
Abstract
Littleisknownabouttheroleoftheschoolcurriculuminpeace-building
aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation
humanrightseducationandcitizenshipeducation isproposedand then
examinedthroughaqualitativecasestudyofeighteducationalinstitutions
inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe
schools promote reconciliation values develop problem-solving and
communication skills and reveal some knowledge of human rights
Howeverthereislittleunderstandingofhistoryoroflocalnationaland
international politicallegal systems and minimal development of
discussionandcriticalthinkingskills
Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe
designofacurriculumthatcancontributetosustainablepeaceandreduce
theriskofcivilwarre-eruption
KeywordsEducationSchoolCurriculumPeace-buildingCivilWar
Truth-seekingReconciliationInclusiveCitizenship
Civilwarandpeace-building
Civilwars have caused huge economic and social damage and impeded
progress towards the Millennium Development Goals (Collier 2007)
Understanding the root causes of civil wars and preventing their re-
eruption would help meet the new Sustainable Development Goals
Education is implicated in civilwar causation throughdiscrimination in
accessandthroughculturalrepressionconveyedthroughthecurriculum
Improvingeducationalaccessandcurriculumqualitymaycontributetowar
preventionandpeace-building(BushampSaltarelli2000Thyne2006)
JeremyCunninghamMPhilPhD
AssociateresearcherCentreforInternationalStudiesOxfordUniversity
86HamiltonRoadOxfordOX27QA
cunninghamjeremygmailcom
42
The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool
The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar
43
curriculum playsanimportant role in imparting such knowledgevaluesandskills
CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended
curriculumthatiswhateducationplannersmapouttobetaughtinschool
theimplementedcurriculumthatiswhattheteacherscarryoutandthe
receivedcurriculumnamelythewholeexperienceofthestudentinschool
notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere
ishiddenlearningthatoccursasaby-productoftheorganizationofthe
schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe
totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade
(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners
viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian
governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat
ignoresculturalandethnicdiversity therebysowing theseedsof future
conlictsWherethewarhasendedthroughnegotiationtheremaybean
opportunitytosocializevaluesofequalrespecttoleranceandforgiveness
butalsostrugglesovercurriculumcontentandapproachHoweveracivil
warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict
needtoconsider the impactof theschoolcurriculumonsocialcohesion
(Cardozo2008Paulson2010)
Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter
civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights
Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey
2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-
conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace
butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights
educationdealswithglobalrightsnormsandparticipationskillsforpolitical
activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay
bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation
emphasizesparticipationproposingacombinationofknowledgeskills
andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused
onnationalunityandthestatusofcitizenshipratherthanthefeelingof
belongingit maynot adequately recognizetheinterestsofminority
identitygroupsand is likely to relect the agendasofpolitical elites
(Levine amp Bishai 2010) No one approach is suficient for a peace -
buildingcurriculumandnoneincorporateshistory andmemoryof the
recentpastFurthermoretheymaybetreatedasmarginal withlittle
impactonthewholeethosoftheschool
Featuresofeachof theseapproachesarecombined inanewconceptual
frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-
conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto
daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa
historyteacherandschoolleaderandonmypreviousresearchonhuman
rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict
transformationcurriculum truth-seeking reconciliationand inclusive
citizenship
Truth-seekingaddressestheneedtounderstandtherootcausesofviolent
conlict and ones personal and collective history Buckley-Zistel
(2008p142)saysthatthewaytheviolentpastisrememberediscentralto
everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe
questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot
deal with forensic truth directed towards accountability they may
contributetounderstandingthecausesofcivilwarandprovideaplatform
fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation
isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake
revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose
divided by conlict and enmity (Rigby 2006) Schools can promote
reconciliation throughhelpingyoungpeopledevelopa senseofpositive
identityinrelationtoothersandthroughincreasesinunderstandingand
mutualrespectinrelationships(Lederach2003)
Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand
identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe
localnationalandinternationalboundariesItisasmuchaboutrecognition
as about access to formal rights The development of knowledge and
understandingofpoliticalandlegalinstitutionsatlocalandnationallevel
44
45
andthefosteringofparticipationskillsandvaluesisanimportantwayfor
schoolstocontributetopeace-building(Dupuy2008)
Methodology
An exploratory visit to Gulu district in northern Uganda which had
sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive
readingofacademicandgreyliteratureandthenathreemonthieldwork
visit to collect empirical data through the following methods (i)
participantobservationinthecommunityandinarepresentativegroupof
eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews
aimed at uncovering the knowledge skills and values of teachers
education oficials and NGO oficers (iii) two student focus group
interviewsineachschool inthelocallanguage(Luo)withthehelpofa
local research assistant aimed at exploring students values and
knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights
(v)documentarystudyoftextbookssyllabischoolandNGOpolicies
Iobservedrelationshipsbetweenteachersandstudentsandamongthe
studentsthemselvesbothinformallessoncontextsandinotherelements
of school life assemblies sports social timemusic performance and
clubs Notices and lists of rules some of them devised by classes
themselvesshowedevidenceofeffortsmadetowardsapeacefulschool
culture and complemented the interviews data Teacher and head
teacherinterviewsformthebulkofthedataandstudentsgovernment
and NGO oficers provided valuable triangulation A Luo-speaking
researchassistantdiscoveredwhatstudentsknewabouthumanrights
historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed
primary curriculum was checked against test questions in Primary
Leaving Examinations and with chapters in textbooks and revision
books The research limitations include the chance that this group of
schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe
districtcentre
Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork
and modiied in the light of the evidence collected For example the
inclusionof forgiveness asakeyvalue for reconciliationwasderived
directly from the interviews where the termwas used by all parties
46
On the vertical axis are three core sustainable peace concepts On the
horizontalaxisisthemethodofarticulatingtheminthewholecurriculum
TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace
Knowledgeandunderstanding
Skills
Values
TruthSeeking
RecentHistory
Narrativeskills
Criticalthinking
Valueofhistory
Toleranceof
divergent
interpretations
Reconciliation
Contemporaryevents
andissues
Problem-solving
Cooperationand
teamwork
Equalrespect
Sympathy
Forgiveness
Inclusive
Citizenship
Localnationaland
international
politicallegalsystems
Humanrightsarticles
andconventions
Deliberative
discussion
Debate
Sensitization
Procedural
fairness
Humanrights
sensitivity
TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords
ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state
power where ethnic and economic factors were intertwined Under
colonialism theAcholipeopleofnorthernUgandawerepoorer than the
ethnic groups of the south They were preponderant in armed forces
implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986
Joseph Kony and the LRA inluenced by traditional ethnic spirit and
Christianbeliefsledanassaultonthenorthern districtsEarlysupportby
someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led
toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA
relocated to central Africa where it still carries out abductions and
massacres albeit on a smaller scale (Gersony 1997 Schomerus amp
Tumutegyereize2009)
47
Theimpactofthewarwasdevastatingthereweresome70000deathsand
75000peopleabductedofwhom30000were children (PhamVinckamp
Stover 2008)Most experienced horriic induction trials such as killing
fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-
called bushmarriage(World Vision 2004) 90 of the population was
moved into internally displaced peoples (IDP) camps supposedly to
protect them from the LRA Detachments of the army behaved like an
occupyingforceinhostileterritoryperpetratinghumanrightsviolations
withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition
in the camps led to an estimate of 120000 extra non-violent deaths
(CSOPNU 2006) Traditional communal life was damaged by the
underminingof theauthorityofeldersandawholegenerationsuffered
hugedisruptiontotheirschooling
ThroughoutthewartherewasatensionbetweenPresidentMusevenis
goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated
peace settlement It was feared that an all-outmilitary assault would
resultinthedeathsofabductedfamilymembersSomeAcholibelieveit
suited the government to keep thenorthweakby allowing thewar to
continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe
InternationalCriminalcourtbutmanypeopleinUgandastronglysupport
theideaofatruthcommissiontoaddressLRAandgovernmentviolations
Meanwhile schoolshave theopportunity to address some truth issues
through history teaching and the treatment of contemporary events
48
Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar
victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir
owngroup
Reconciliation is needed between the abducted and their families and
communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay
become frustrated and commit violence on themselves or others (Murphy
StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute
resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic
valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand
forgivenessbackedupbyproblemsolvingandcooperationskills
Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout
the legal and political system and the global human rights architecture and
throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue
ofproceduralfairness
Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis
studyarecontributingtopeace-buildinginthisverychallengingcontextThe
illustrative remarks from participants in the study were chosen for their
typicality
Truth-Seeking
Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany
incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut
hereweareinasituationwherewhenthelionsightthegrasssuffers
Urbanprimaryhead
Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor
sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe
chances of renewed violence (Hayner 2002) School history teachingwas
suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted
Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge
questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant
fornorthernUgandawherethereisastrongperceptionofbeingrepressed
throughthegovernmentsstrategyfordefeatingtheLRAThereispotential
spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand
forthestudyofavarietyofinterpretationsandperspectivesHoweverthis
type of history in schools requires amore complex approach than rote
learningofprescribedfacts(Cole2007)
49
the narrative that would be taught (Freedman Weinstein Murphy amp
Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible
forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted
thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer
Rougemembers or perhaps because of a psychological need to bury the
trauma for the time being (Kiernan 2004) However victor-governments
effortstocontroltheoficialstoryseldomcompletelysuppressalternative
narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea
strong oral memory cultivated through the family rather than through
educationalorreligiousinstitutions
The empirical study sought to discover to what extent participants are
familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis
importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy
throughtheprescribedcurriculumandtheimportanceattachedtoitfor
example by its position in national tests Some headteachers claimed
knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand
Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid
notknowitshistory
ActuallythestoryofthewarIknownotallThewarstartedwhenthe
governmenthellipwasoverthrownandthearmypeopleranawayand
toldpeopleherethatbadpeoplearecomingandwewillhavetoight
soverymanypeoplewereaffectedbypropagandahellip
Specialschoolteacher
Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor
sustainablerecoveryandpeace Itwasclearthatthememoryofalleged
governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA
violencewasonamuchgreaterscale
We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda
Secondaryteacher
Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory
tellingandcriticalthinkingAnumberofrespondentswereabletomake
aconvincingnarrativeandayouthgroupofformerlyabductedpeople
developedadramaperformancetocommunicatetheirexperiencesand
sufferingstoothersAmajorityofteachersandoficialsinthisstudy
thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe
wararewaysinwhichschoolscancontributetothetruth
50
Myownchildrenwereallbornduringthiswarperiodtheywillneedto
knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics
hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip
MunicipalEducationOficer
Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge
ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere
are somanywho have been involved in the atrocities itwill really
provokethecommunitySpecialschoolteacher
Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived
facts or uncontested truth Many teachers are aware of strongly contested
interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot
possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives
The impression was that people are wary about expressing their views
51
Urbanprimaryhead
SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians
Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle
Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis
taught at secondary level currently attended by a small minority of the
populationbut inneitherstage is thereany treatmentof theLRAcivilwar
Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto
teach it at all Several respondents explained that the history was not yet
writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed
to emerge without an oficial truth and reconciliation process So the
conclusionisthatthetruth-searchingandtellingelementintheframeworkis
nothappeningintheschoolsinthisstudy
ReconciliationThe rotten ibres of justice in these two regimes- we are facing the
consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend
thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow
whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes
aviciouscircleofwarandanarchyRuralsecondaryhead
TheinterestshownbythepeopleofnorthernUgandainbringingthecivil
wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf
reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe
immediate need is reconciliation between the communities of northern
Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims
(Angucia2010)
One view is that the knowledge and understanding necessary for
reconciliationisthatofcontemporaryeventsandissuesThecounter-view
isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress
current or controversial issues until there is some reconciliation and a
52
PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend
the war when we say peace it means we must begin where we
arehellipWe teach the learner that peace begins within yourself They
shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall
problemscanbesolvedbyighting
SpecialschoolTeacher
Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility
whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school
clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby
UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills
The school-level skills suitable for reconciliation after civil war fall are
relatedtointra-personalandtheinter-personalintelligencesTheformer
refers to self-knowledge and understanding and the latter to peoples
relationships with others (Gardner 1993) Conlict resolution problem-
solvingandcooperationskillscanbedevelopedthroughrepeatedactionand
have applicability beyond the school (Coleman amp Deutsch 2001 Davies
2004b) There is evidence of efforts for skills development related to
reconciliation
degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool
curriculum and peoples increasing access to broadcast andweb-based
mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent
eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto
the knowledge and understanding of contemporary issues through
occasionalcontributionsofteachersactingundertheirowninitiativeand
throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral
debatesatprimaryandsecondarylevelwereobservedinwhichthepeace
process the international criminal court and traditional justice were
discussed Naturally thiswasmore extensive at secondary level than at
primarylevel
53
UrbanPrimaryHead
IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee
lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in
schoolWedidanumberofworkshopsand seminarswith themWewere
gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful
wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo
Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal
respect is of crucial importance Equal respectmeans the value inwhich
humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman
eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality
but acknowledgement and recognition There is still considerablemistrust
betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto
stereotypenorthernersaswarlikeandresponsiblefortheLRAwar
IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas
SecondaryTeacher
TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment
of skills and values but the training and preparation of school prefects
appearstobequiterudimentarysofar
PrimaryPrefect
Theactivepromotionofequalrespectfordifferentethnicgroupsislittle
evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant
Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot
intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust
istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum
SecondaryTeacher
Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto
teachersandolderstudentsandisemerginginprimaryschoolsespecially
where there are Girls Education Movement clubs Although the term
disability is not common there is evidence that schools are promoting
equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof
themobvioussuchasavisualhandicapbutmorepervasivelythemental
traumaofhavingbeenabductedorhavinglostfamilymembers
IhavestrongfeelingsaboutwomensequalityIcomefromthevillages
andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage
[thegirls]toworkharderandtobecomeindependentpeoplebecause
withouteducationinUgandathepossibilityofhavingagoodjobisnot
there
Aclosely-relatedvalueforreconciliationeducationissympathySympathy
isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto
bedisturbedby injustice to intrinsically care for another (Yarnall 2001)
Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith
onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave
an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa
learned value from early infancy socialized through child rearing and
education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin
thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand
there is some evidence from the students This sympathy is applied to the
formerlyabductedpeopleandtoothervictimsofthecivilwar
LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers
SecondaryTeacher
54
Thelanguageofreconciliationfrequentlyincludesthetermforgiveness
Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa
renunciation of any need for personal revenge This value emerged
stronglyfromtheempiricalinvestigationThetraditionalcultureofthe
districtseemstohavebeencombinedwithreligioustraditionstosupport
this value and schools are playing their part in reinforcing it
SecondaryTeacher
UrbanSecondaryHead
How do we sustain the right to life for a peaceful community co-
existenceforgivenessandreconciliationWehavethoseinourculture
whenthingsgooutofhandsustainitbysittingdowntalkingtoother
peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken
heartscanbemendedandpeoplebeginwalkingonthesamepath
Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)
InclusiveCitizenship
Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic
theyinallywillcomebacktoliveinoursocietysowearetransforming
themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens
andwearegraduallytransformingthesociety
Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe
perceived marginalization of northern Uganda from the more
prosperousandbetter-educatedsoutherndistrictspopulatedlargely
by different ethnic groups and the history of different attempts to
capturestatepowerSustainablepeacewilldependonthegovernmentrsquos
successinbuildingsocialcohesionandforachievingafairdistribution
oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin
this process Membership of a political community depends on a
knowledgeandunderstandingoflocalandnationallegalsystemsand
humanrightsIfordinarypeopleunderstandtheboundariesandscope
of their own systems they are less easilymanipulated by dominant
groupsandbetterabletoachievetheirobjectiveswithoutrecourseto
armedviolence
55
Headteachers and secondary teachers are more knowledgeable than
primary teachers This is hardly surprising as the former have higher
educationalqualiicationsSomesecondarystudentsparticularlythosein
theUgandaNationalStudentsAssociationshowlocalandnationalpolitical
awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis
averysmallplaceinthecurriculumforciviceducationaimedatdeveloping
some basic understanding of local and national institutions The term
In1998wehadatrainingworkshopatourformerschoolThetopic
washumanrightsinschoolsItwasorganizedbytheschoolBefore
thatdayIhadnotlearntabouthumanrightsSecondaryTeacher
FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe
national system and those best known are economic and social rights -
especiallytherightsofwomenandchildrenTherighttoeducationwasthe
mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including
democraticrights-are far lessprominentThereareproblemsaboutthe
understandingofhumanrightsinthatthetranslationinthelocallanguage
suggestspowerandhaslittlesenseofentitlementorreciprocity
lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems
especially[theword]tweroissostronglikehavingacertainkindof
power and authority that is not lexible and if you need peace
somethingshouldbe lexible that is liable tochange if there isany
mutualunderstandingrsquo PrimaryTeacher
Scholarsandpractitionersagreeontheimportanceofcommunicationskills
forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult
infrustrationandviolenceIexploredthreegroupsofcommunicationskills
lsquoDeliberative discussionrsquo which means open-minded efforts to achieve
consensus requires concentrated listening clear speaking and logical
thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing
controversial issues using adversarial argument and decision by simple
majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto
frustration on the part of the minority lsquoSensitizationrsquo means publicizing
issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem
to think or act differently Groups seeking to achieve their purposes
peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto
gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence
(Halpern2005)
56
humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland
internationalNGOs
Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome
maybe takingplace inclubswhich tend to involve theyoungpeople in
lsquoTheneveryFridaywemakethemholddebatesontopics theyhave
chosenWefeelthatthroughthatwecanpromotehumanrightsWe
are trying to make this a democratic society where the rights of
individuals are respected and the views of individuals are also
respectedrsquoUrbanPrimaryHead
Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs
Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand
girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea
ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip
SecondaryTeacher
As it is dificult to assess values through answers to direct questions the
indings here are derived from responses to indirect questions about life
choices and dilemmas and from participant observation of behaviour The
development of procedural fairness through simpliied versions of legal
processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary
authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe
worldThereisevidencethatschoolsareusingfairprocedureinestablishing
rulesandincarryingoutdisciplinaryactions
SecondaryTeacher
Wegiveaveryclearhearinghellipwhena studenthasdone something
wrongwedontjustsubjectthemtopunishmentbeforeweheartheir
sideofthestory
57
planningandactivitiesundertheguidanceofateacherpatronormatron
Secondary schoolsprovideameans for students to contribute to school
improvement through the Uganda National Students Union which may
fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas
any such form of representative student involvement Debating is well
established in thedistrictbut theadversarialandcompetitiveapproach
appearstofavoursupericialconclusionsandaconcentrationontheforms
ratherthanontherealityofissues
Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough
not entirely disappeared Students have strong notions of procedural
fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings
Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember
There is evidence too of some democratic process in prefect selection
althoughteachersretainaveto
After thecampaignall the teacherswillbe there tohelpcounting
controllingthelineandoneteacherrecordsthevotesTheelections
arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe
electionwehaveastaffmeetingandwhenweseethatachildisnotit
weputhiminanotherpostPrimaryTeacher
Thereisnowacommonhabitwhentheycatchathieftheytrytolynch
himmobrulebecausetheysaythatwhenyouarrestathief inthe
evening you see the fellowwalking on the streets and so they take
actionintotheirhandshellipsoherewasayoungmanhewascaughtwith
somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]
youtakethistothepoliceandtheywillhelpyousortoutthisissuethe
truth will come out[hellip] He may be innocent let it be proved
elsewhererdquorsquoSecondaryTeacher
Generalsupportforhumanrightsisimportantforinclusivecitizenship
as it indicates a belief in their applicability to different groups and
contexts It isquitepossible toknowagreatdealabouthumanrights
without subscribing to their underpinning values Most heads and
teachersthinkitisimportanttoteachandlearnabouthumanrightsboth
for creating a better learning atmosphere in school and for personal
conidence about job security and relationships with superiors
58
Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis
evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers
reportsof interventions in thecommunity topreventmob-justiceshows
theirownvalueoffairprocessandtheirsenseoftheteacherasanexample
tothecommunity
Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas
NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa
universalcontextThereisawidespreadconcernthatthelanguagehasbeen
allaboutrightsandlittleaboutresponsibilities
lsquoChild labour rightshellipwhen you tell them to help you doing small
workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey
donrsquot know enoughhellipthey mix up responsibilities with the
rightshellipchildren have a little knowledge and they need a better
knowledgersquoPrimaryTeacher
ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace
Conclusion
ThepictureismixedAlthoughmostteachersthinkthatitisimportantto
teachthehistoryofthewarasyettheschoolsarenoteventeachingthe
historyofUgandaleadinguptothewarThereisnocoverageofpolitical
and legalsystemsorcontemporary issuesThere issomeknowledgeof
humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon
UNconventionsThereislittlecriticalthinkingordeliberativediscussion
asmostoftheteachingistop-downtransmissionofinformationusuallyby
rote However the schools are fostering problem solving teamwork
debate and sensitization thereby supporting reconciliation and
inclusive citizenship skills They are making positive efforts to foster
valuesof equal respect sympathy forgivenessandprocedural fairness
59
lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe
teachersherehellipandprotecttherightsofall(participantrsquosemphasis)
thechildrenandalltheparentsandalsomakesuretheyimplement
theirrolesandresponsibilitiesrsquoUrbanPrimaryHead
ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing
Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan
Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre
CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda
Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield
Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks
CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress
60
Oneof theparticipants said Bad thingsareanagent of transformation
destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted
from conditions of structural violence the development of an equitable
society requires a transformational process Through its contribution to
truth-seeking reconciliation and inclusive citizenship the school
curriculum can help heal oldwounds and provide the foundations of a
collectiveeffort forabetter future assisting in theglobal challengeof a
decent quality of life for all humans as expressed in the Sustainable
DevelopmentGoals
Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the
Effects of Young Peoples War Experiences on Teaching and Learning in
Northern Uganda in JPaulson (Ed) Education Conlict and Development
OxfordSymposiumBooks
FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries
FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92
FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress
Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191
GardnerH(1993)FramesofMindLondonFontana
GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury
DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress
DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute
61
Davies L (2004a) Schools and war urgent agendas for comparative and
internationaleducationPresidentialaddressinBritishAssociationforInternational
andComparativeEducationConferenceEducationinthe21stCenturyConlict
ReconciliationandReconstructionBrightonUniversityofSussex
Kiernan B (2004) Recovering History and Justice in Cambodia Yale
UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch
olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed
13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress
LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation
LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan
LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace
62
HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge
Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge
HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress
Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman
GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner
HalpernD(2005)SocialCapitalCambridgePolity
PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein
historyanditscausesLondonAllenLane
ReardonBA (2000)PeaceEducationA reviewandaprojection inB
MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion
toEducationLondonRoutledge
Richmond O P amp Franks J (2009) Liberal Peace Transitions between
statebuildingandpeacebuildingEdinburghEdinburghUniversityPress
RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo
LynneRienner
RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin
Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot
Ashgate
63
MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium
OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress
OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham
PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress
ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress
PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146
PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411
LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35
Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge
Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources
Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID
Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754
Tint B (2010) History memory and conlict resolution research andapplicationConlictResolutionQuarterly27(4)369-399WeeksW(2002)PushingtheEnvelopemovingbeyondProtectedVillagesinNorthernUgandaNewYorkONOCHA
WilsonR(2001)ThePoliticsofTruthandReconciliationinSouthAfricaLegitimising the post-apartheid state Cambridge Cambridge UniversityPressWorld Vision (2004) Pawns of Politics Children conlict and peace inNorthernUgandaLondonWorldVisionYarnallPH(2001)TheIntrinsicGoodnessofPainAnguishandtheLossofPleasureTheJournalofValueInquiry35449-454
64
Ryan S (2007) The Transformation of Violent Intercommunal Conlict
AldershotAshgate
Timetoassessourassessmentprocess
RNAdeSilva
OverseasSchoolofColombo
ndesilvaosclk01128208690777834523
Abstract
AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost
aspects of education have undergone change over time assessment
practiceshaveremainedmuchthesameNewdevelopmentsineducation
havemadeitcompellingthatwegiveseriousattentiontowardstheissueof
assessmenttoenableallstudentstolearnwellandtherebygainthemany
positivebeneitsofthatsuccess
Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe
mostappropriateandrecognizedtoolsinitsmeasurementThetwomain
assessmentcategoriesareknownas normativeandcriterionbasedIn
normativegradingstudentsarecomparedandrankedinrelationtoone
anotherInthecriterionbasedassessmentmodelstudentsareassessed
accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand
parents the opportunity to identify strengths and weaknesses and act
accordingly
International Baccalaureate is an educational programme that has
successfully implemented the criterion based assessment model in the
delivery of their curriculum Grade descriptors are identiied for each
subjectandthegradingisalignedtoapre-determinedachievementlevel
This system is better suited tomeasure learning progress and it offers
helpfulinformationforfuturedevelopmentofeachchild
Assessmentprocess
ldquoExaminationsareformidableeventothebestpreparedforthegreatest
foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb
ColtonMoststudentsdreadthewordexaminationandmanyareofthe
view that examinations are a necessary evil However summative
65
assessment has become an integral part of instructional education
Summative assessments are generally used to assign students a course
gradewiththeideaofsummarizingwhatthestudentshavelearntandto
knowwhetherthematerialhasbeenunderstoodwellInshortitismeant
to determine whether or not the goals of education are being met
In Sri Lanka the secondary education culminates with the General
CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations
InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted
afterclass10whichdeterminesthepursuingofhighereducationInChina
theNationalHigherEducationEntranceExaminationcommonlyknownas
GAOKAO is a prerequisite for entrance into most higher education
institutionsAgoodproportionofsuchexaminationsindifferentcountries
in the world are standardized tests which are norm referenced Norm
referenced tests are designed to compare and rank the candidates in
relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans
andeachcandidatesperformanceiscomparedwiththisaveragethereby
awardinga lettergradesuchasABCDampEaccordingtothesetgrade
boundaries
Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand
criterionbasedNormativegradingcomesfromthebeliefthatintelligence
tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage
intelligence and there will be a few who are below or above what is
considered average In criterion based grading students are assessed
accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis
thatthestudentachievementismeasuredagainststandardsundercriterion
basedgradingratherthanagainstotherwhoarebeingassessedAccording
toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure
menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise
inprofessionaljudgementandthereforeisasubjectiveprocessTherefore
itisimportanttousethemostrecognizedandappropriatetoolstocollect
evaluate and communicate students achievement or performance As
VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot
knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo
The modern educational trend is to move away from norm-referenced
66
assessment and to introduce criteria-based assessment models where
assessment is based upon pre-established learning objectives In a
criterion-referenced test the purpose is not to rank each student with
respecttotheachievementofothersbuttodeterminewhethereachstudent
hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors
indicating the level of achievement in meeting the learning objectives
withoutdiscriminatingbetweenthehighandlowachieversAccordingto
theassessmentexpertGrantWiggins thecriteria-basedassessment isa
superior model as it requires greater student involvement with the
intention of developing student processes in critical thinking
metacognitionandrelection
The International Baccalaureate (IB) is an example of a recognized
educationalprogrammewhichfollowsthecriterion-referencedassessment
modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears
Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal
twoyearsofsecondaryeducationRightthroughthestudentresultsare
determinedbyperformanceagainstsetstandardsnotbyeachstudents
positionintheoverallrankorderIntheDPstudentsfollow6subjects3at
higherleveland3atstandardlevelThisallowsstudentstogointomore
depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto
studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson
futureareasofstudyInadditionthestudentsalsofollowacourseoftheory
ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand
what they believe to be facts or truth Each student also completes an
extendedessaywhichoffersthemanopportunitytoconductanin-depth
studyofatopicofspecialinterestThisprovidesexcellentpreparationfor
independentstudyatuniversitylevelAllDPstudentsarealsorequiredto
takepartinsomeartisticactivitysportactivityandacommunityservice
project
Theassessmentiscarriedoutthroughexternalandinternalcomponents
ExaminationsformthebasisofexternalassessmentInternalassessment
consists of in-school assessment tasks marked by their teachers and
moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion
basedmodelareasfollows
middot Assessmentisholisticandlexibletakingintoaccountdifferent
67
IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-
referenceddescriptors Students receive grades for each subject ranging
from 1 to 7 with 7 being the highest The highest score for 6 subjects
therefore is 42 Theory of knowledge and extended essay components
contribute3 additionalpoints bringing the total to45A students inal
Diplomaresultismadeofthecombinedscoresanditisawardedtostudents
whogainatleast24pointsAsanexamplethetopgradeachievableinGrade
12formathematicshasthefollowingdescriptors
68
learningstylesabilitiesandaptitudes
middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand
methodsandformativeandsummativeapproaches
middot Assessmentisfairandreliableindrawingconclusionsbasedupona
rangeofevidencefromawiderangeoftasksandactivities
middot Assessmentistransparentbaseduponobjectivecriteriawhichare
madecleartostudentsinadvance
- Demonstratesathoroughknowledgeandunderstandingofthesyllabus
- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin
awidevarietyofcontexts
- Successfullyusesproblem-solvingtechniquesinchallenging
situations
- Recognizespatternsandstructuresmakesgeneralizationsand
justiiesconclusions
- Understandsandexplainsthesigniicanceandreasonablenessof
resultsanddrawsfullandrelevantconclusions
- Communicatesmathematicsinacleareffectiveandconcisemanner
usingcorrecttechniquesnotationandterminology
- Demonstratestheabilitytointegrateknowledgeunderstandingand
skillsfromdifferentareasofthecourse
- Usestechnologyproiciently
Assessment formathematics courses in all years of the programme is
criterion-related based on four equally weighted assessment criteria
HowitisappliedwithGrade10mathematicsisshownbelow
69
AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach
strandfromthemathematicscurriculumhasacorrespondingstrandinthe
assessment criteria Figure below illustrates this alignment and the
increasingly complex demands for student performance at higher
Achievement level Level descriptor
The student does not reach a standard described byany of the descriptorsbelow
The student is able to
The student is able to
The student is able to
The student is able to
select appropriate mathematics when solvingsimple problems in familiar situations
select appropriate mathematics when solvingmore complex problems in familiar situations
select appropriate mathematics when solvingchallenging problems in familiar situations
select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations
apply the selectedmathematics successfullywhen solving problems
solve these problems correctly in avariety of contexts
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
0
1-2
3-4
5-6
7-8
A Knowing andunderstanding
At the end of year 5students should be able to
70
achievementlevelsconsideringGrade10mathematicsasanexampleFor
each criterion the descriptors are identiied that matches with the
achievablegradelevel
More than4000schools in theworldhavechosen to teach International
Baccalaureate programmes with their unique academic rigor excellent
preparationforuniversitystudiesandtheemphasisonstudentspersonal
developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe
OverseasSchoolofColombo
Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment
inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress
thannorm-referencedexams Furthertheycanprovideinformationthat
canbeusedtoimproveteachingandschoolperformanceTheyarefairerto
students too as relative performances are not considered and the
achievement is evaluated against an established set of criteria Albert
EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto
climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo
Bibliography
1 GuskeyTRampBaileyJM(2001)DevelopingGradingand
ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International
BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate
Organization
AbouttheAuthor
HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof
timetheauthorisnowemployedattheOverseasSchoolofColomboasthe
Head of the Mathematics Department He is a senior examiner of the
InternationalBaccalaureateOrganizationandhasabout40yearsofteaching
experience He is also a co-author of two books on IBmathematics Sri
Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy
underhisdirection
71
CharacteristicsofanEffectiveTeacherLakshmanWedikkarage
SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo
0718-052612RSKKDharmasiri
MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028
kumaridharmasirigmailcom
Abstract
The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished
KeywordsEffectiveteacherCharacteristics
72
ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa
fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh
wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp
wOHdmk mGS h fldltU uacuteYja uacuteoHdh
ixlaIsmah
rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug
wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk
moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj
wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd
fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska
hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=
=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS
bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal
folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha
oa ia lsIacuteu i`oyd fdard kakd oS =Kdaul mfotildeYh wkqukh llt
mfrac34fhaIKfha ksheosh =rejreka 40 fofkl=fka yd uacuteyumlyamsjreka 08 fofkl=fka
iukauacute uacuteh ksheosfha =rejreka 40 fokd bfkqiuml bekaugraveiuml lshdjsfha fhoS isaacuteh oS
ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK
lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re
fmreIh ldreKsl nj ksrjqa ikaksfotildeokh hk ldrKd ydividekd kakd os =rejreka
uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas
ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg
lshdldrliumlj oS =rejreka yd isiqka wr hyma mcd in`od mjsk nj fuka u
hyma mcd in`od bfkqiuml bekaugraveiuml lshdjsh idfrac34l lr ekSug yelshdj mjS
fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta i`oyd jDaSh iqyumliqliuml yd =re mqyqKqj iys
bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska
msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk
ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia
uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u
jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsn`o mqiquesta oelaulska hq= j
tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu
=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka
Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h
73
ye|skaugraveu
fdalh jvd hyma iadkhla njg ma lsIacuteu i|yd jk wHjYH idOlh
jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula
hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j
fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)
=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o
Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp
olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd
iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia
wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk
=rejrhd h
=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid
isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu
=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we
frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk
=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu
fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp
bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska
YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we
u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja
=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq
fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja
bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla
(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd
uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha
isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)
fmkajd fos
Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk
moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah
msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq
miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u
wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha
isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha
msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h
74
uqLH mo ( ModhS =rejrhd =Kdx
fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi
Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS
r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we
r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd
K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS
r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o
wkdjrKh lr fk we
uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS
r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla
fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd
Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd
ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj
cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq
hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=
udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks
nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml
jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd
khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh
oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka
r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh
oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr
we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a
75
yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven
Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes
leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj
udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde
fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we
yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia
N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh
hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh
msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=
i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr
kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska
udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o
=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch
mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj
yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa
=Kdx fidhd neSu h
76
mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=
fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau
udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH
mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh
bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia
wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL
mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia
=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys
h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk
miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
msltsn`oj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute
fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek
jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd
fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd
jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj
nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj
yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d
mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq
fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh
lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd
n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh
(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd
ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd
ekSuga fuu mfrac34fhaIKh bjya fuacute
lufotildeoh
iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia
fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug
ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk
nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk
nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs
wOHhkfha wruqK
Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY
meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild
neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)
iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa
waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj
celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul
mfotildeYfhka lsrSug ufmkajk os
mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS
=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska
=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd
nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh
Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK
bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml
l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=
i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha
=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml
lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os
=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk
aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq
nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j
ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute
lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS
=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh
wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re
Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40
fofkl= odhl lr kakd os 1 jk j=jamp
ksheEgraveh
ldmh mdia ixLHdj =rejreka ixLHdj
1AB 1C 1AB 1Cmqau
l=shdmsaacuteh
ksljeraacuteh
uyj
01
01
01
01
01
01
01
01
05
05
05
05
05
05
05
05 tl=j 04 04 20 20
1 jk j=j ( ksheosh
77
wOHhkfha iSud
YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka
jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla
ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la
muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar
^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua
uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr
mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY
mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h
oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa
ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja
lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk
ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re
fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss
lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas
ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi
fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=
njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug
ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS
=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml
wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os
oa ialsrSu yd uacuteYafaIKh
11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml
lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S
mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia
05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd
wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa
lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug
fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla
welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d
fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os
ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
78
bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ
=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq
ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os
Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=
=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi
mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp
79
=re pfrac34hd laIK
2 jk j=j( =re pfrac34hd
Okdaul laIK RKdaul laIK
middot ukd =re fmreIh middot mshukdm nj
middot ldreKslnj middot ye`Siuml mldY fkdugraveu ^iskdj flakash fyda fjka wdldrhl ye`Siumlamp
middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp
middot wecircldIacuteuh iajrEmh
middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd
middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd
middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd
middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j
middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu
middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu
middot Nduacute NdIdfotilde Wiia nj
middot mkas ldur lltukdlrKfha yumlfrac34jd
middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh
middot iskduqiq nj
middot wdofrac34Yja nj
middot =Kdaul nj middot fmr iQodkiuml iys nj
mshukdm fkdjknj
=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk
wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd
laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh
jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h
ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd
laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa
ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH
slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs
ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska
neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu
hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud
=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h
mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes
lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK
bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg
lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml
wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o
=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h
=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj
ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul
=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute
flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml
th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu
meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re
pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml
isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug
YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels
uacuteh
tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o
kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj
Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch
mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld
mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh
mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml
u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka
iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda ye`uS la ns Q
80
njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp
=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda
isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh
lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde
=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h
WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh
wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues
mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla
fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid
nk os 3 jk j=jamp
3 jk j=j ( WNtilde bekaugraveiuml lu
middot iyNds lKavdhiuml luh
middot foaYk idlEacutePd luh
middot bfkqiuml wdOdrl Nduacuteh
middot mYaklrKh
middot idrdxYlrKh
middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu
middot jvd WNtilde ksoiqka Nduacuteh
middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu
middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu
middot mejreiuml nd sectu
middot lafiarelrKh
middot kugravek dlaIKh Nduacuteh
middot =re flakaoslashSh iajNdjh
middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd
middot ukaodoacute bekaugraveiuml ffYSka
middot mdvug wHjYH bfkqiuml wdOdrlja
Nduacute fkdlsIacuteu
Okdaul laIK RKdaul laIK
81
YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq
lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka
mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr
ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g
r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla
jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g
r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul
ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg
mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh
wHjYH u fotilde
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jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml
lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls
uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh
jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr
mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla
nj ksIacutelaIKh llt yels uacuteh
tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave
lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu
wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu
wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml
luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska
ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh
yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu
u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka
u llt hq= jeoa ldfrac34hhls
r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi
wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e
wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o
kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H
flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml
lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd
foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla
mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute
bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls
mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh
83
i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla
fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la
fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa
yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa
kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo
r= e iis q wka frac34 in|d
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u
Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh
iiumlnkOa fhks
r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34
in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml
igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj
krs EmKh uacuteh 4 jk jj= amp
84
middot hyma =re-isiq iiumlnkaOd
middot YsIHhdfa kntildeka wdukaKh lsIacuteu
middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu
middot ishuml isiqka mdvug odhl lr ekSu
middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu
middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu
middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu
middot Waidyfhka fdr ukd mkas ldur lltukdlrKh
middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu
middot fkdmentildeKs isiqka flfrys o wjOdkh
middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu
middot YsIH woyia uacuteuid isagraveu
middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu
middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu
middot isiqkag bEgraveszligma ugraveug wjiad nd sectu
middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu
middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu
middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu
middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu
middot YsIH wjYHd =rejrhd fareiuml fkdekSu
middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu
middot YsIHhd =rejrhd fj plusmnauml
igravehuqiq mlaImdSajhla plusmnlaugraveu
middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml
middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu
middot olaI yd mltuq fmlt isiq msszligi
fj muKla wjOdkh fhduq lsIacuteu
middot mkas ldur lltukdlrKfha yumlfrac34jd
Okdaul laIK RKdaul laIK
4 jk j=j (=re-isiq iiumlnkaOd
85
weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh
uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh
tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh
tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh
jDaSh l=id mofrac34Ykh
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=
tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx
mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl
mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk
ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx
fi ksIacutelaIKh uacuteh 5 jk j=jamp
middot jDaSh mugraveKajh mofrac34Ykh ugraveu
middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu
middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu
middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu
middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu
middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu
Okdaul laIK RKdaul laIK
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp
5 jk j=j (jDaSh l=id
YdiaSh oekqu Nduacuteh
86
ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h
Okdaul laIK RKdaul laIK
middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu
middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu
middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu
middot myiq bfkqiuml wjiadjka nd sectu
middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu
middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu
middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu
middot =re uacuteNjHd mofrac34Ykh ugraveu
middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu
middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu
middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu
middot dlaIKh Nduacute fkdugraveu
middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu
middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu
middot mdvfuys wkafrac34hka muKla bekaugraveu
6 jk j=j (YdiaSh l=id
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=
=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd
RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh
ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd
tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh
iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi
zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla
fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml
wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar
uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt
mofrac34Ykh ugraveu jeoa fldg ielsh yels h
mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy
plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi
zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd
weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska
mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd
tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla
87
tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt
wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh
iiumlnkaOfhks
l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h
ksoiqkla fi
jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd
mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt
=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu
muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy
plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd
yels uacuteh tfiau weeiuml =rejreka ^uacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr
igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg
mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh
kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq
mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh
tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40
fokd wszligka kugravek dlaIKsl plusmnkqu Nduacute lflta fofofkl= ^02amp muKs Tjqyq bd
leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty
luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms
fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys
NtildeKh lrkakg ksfrac34udKlre iuafjd sfhkjd lshZZ hkak plusmnlauacuteh yels h fuh
zisfys rEm ueugraveuZ fi plusmnlajQfha kiuml th jgyd ekSug YsIHhdg wes wjiadj ssyS
hkq we tfya =rejszligh ish olaIdjh u iqyumliq fi jvd fhdaH ksoiqkla iys j
th meyeEgraves lr sectug iua jQjd h
SrK ekSfiuml l=id
SrK ekSfiuml l=id iys Modhs =rejrfhl= kiuml bekaugraveug kshntilde
uacuteIh mh uacuteIh fldgi msltsn| j lska ieiqiuml fldg SrKh lr eicircu llt hq=
h ta nj ksIacutelaIKfhka yjqre lr ekSug yels uacuteh kshntilde Egravekfha sect wodlt
ldEacutefthornoh =lt wdjrKhg wfmalaIs uacuteIh fldgi fmr isg u SrKh lr ekSu
bd jeoa fldg ielsh yels =Kdxhls
88
plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt
=rejrhd flfrys yd =rejrhd nd fok plusmnkqu iiumlnkaOfhka uacuteYajdihla wes lsIacuteu
flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg
isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg
ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka
flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju
mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh
7 jk j=j ( SrK ekSiuml
Okdaul laIK RKdaul laIK
middot iaOacuter Ndjhlska hq= woyia mldYkh
middot bekaugraveug kshntilde uacuteIh mh msltsn| SrKh lr isagraveu
middot ksjerEgrave mslts=re yjqre lsIacuteu
middot YsIHhd ksjerEgravej wiqka lsIacuteu
middot YsIH jerEgrave pfrac34hd uacutelrKh
middot mlaIdyS nj yd mqoanoaO nj wju ugraveu
middot mlaIdyS nj
middot u plusmnkqu msltsn| wuacuteYajdih
middot bekaugraveu i|yd iQodkula fkdugraveu
middot wjiadkql+ j SrK ekSfiuml fkdyelshdj
middot isiqka ksis mszligEgrave wiqka fkdlsIacuteu
tfya =rejreka weeiuml uacuteg mlaIdyS nuacuteka lghq= lsIacuteu isiqka ksis mszligEgrave
wiqka fkdlsIacuteu jeks ajh =rejrekafa SrK ekSfiuml l=id rys nj
mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt
nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel
uUumlgfiuml yumlfrac34jd o weeiuml =rejreka flfrka mofrac34Ykh uacuteh fuu ajh
wjiadkql+ j SrK ekSfiuml fkdyelshdj u wes jk ajhls bekaugraveu i|yd
iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka
mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka
flfrka mofrac34Ykh jQfha Tjqka i= plusmnkqu wuacuteYajdifhka msszlig tlla njhs ud i=j uacuteIh
lafIah yd idudkH plusmnkqu iiumlnkaOfhka mjsk wvq plusmnkqu thg fya=jla fi i|yka
llt yels h
wdYs ka
w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda
cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU
89
90
AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013
Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity
ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors
FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013
HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html
JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall
RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on
TeachingChicagoMcNally
ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan
Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc
ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS
LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit
NationalInstituteofEducationMaharagama
Abstract
SupersedingallthepreviouscircularstheCircular201306hasstrongly
emphasizedtheneedofGuidanceandCounselingfortheschoolsystem
ThishaspavedwaytoofferthepostsofCounselorteachertogivethem
professional acceptance The speciic objectives of the study were to
investigate theprofessionalcompetenceoftheteacherCounselorstheir
modeofinterventionforCounselingtheproblemsandchallengestheyface
in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate
effectivelytheroleofateacherCounselorproductivelyForthestudy138
teachers from several provinces were purposively selected and
quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis
revealedthatdeinitionofthesubjectCounselingincompliancewithclear
indicatorsistheestablishmentofthelegalidentityandframeworkofthe
subjectgivingalicensetoteachersselectedoncoherentcriteriamaking
compulsory the completion of professional qualiication of Counselor
Teachers and releasing them full-time for Counseling activities are the
perceivedsolutionsfortheproblemsinthisield
MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention
91
mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla
idrdxYh
mdia moaOshg udfrac34fdamfoaYh yd WmfoaYkfha ldSk wjYHdj fufla mejes
ishuml plfaL wNsnjntildeka 2013$06 plfaLh uska oeauml j wjOdrKh fldg we
tuska mejes egumljg uacuteiyumliuml jYfhka WmfoaYk =rejrhdg jDaSh msltsekSula
nd oSu i|yd wOHdmksl yd jDaSh iqyumliqliuml wkqj WmfoaYk k=re nd sectug
lghq= lrk sect wOHhkfha iquacutefYaIS wruqKq jQfha fuu fdard a WmfoaYk
=rejreka i= jDaSuh fhdaHdj Tjqka WmfoaYkh i|yd ueEgraveya jk wdldrh
mdifa sect Tjqka uqyqK mdk eguml$wNsfhda iy WmfoaYk =re N=ntildeldj Modhs fi
mjajdfk hdu i|yd jyumlrga ixjfrac34Okh llt hq= lafIa uacuteuiSu h mltda 07l
WmfoaYk =rejreka 138la wdriumluk j fdard mYakdjs uska nd a oa
mudKdaul j uacutefYafaIKh lrk oS wkdjrK jQfha egumljg uacuteidivideiuml jYfhka
WmfoaYk uacuteIhh meyeoss ksfrac34Kdhl hgfa wfrac34lkh lsrSu uacuteIhfhys ffksl
wkkHdj iy ffksl rduqj iadms lsrSu msltsa nmhla meyeoss ksfrac34Kdhl
hgfa fdard a =rejrekg nd sectu WmfoaYk =rejrekafa jDaSh iqyumliqliuml
imqrdSu wksjdfrac34h lsrSu iy Tjqka mQfrac34KldSk j WmfoaYkh i|yd ksoyia lsIacuteu h
uQsl joka ( WmfoaYk =re N=ntildeldj jDaShuh fhdaHdj ueEgraveyaugraveu
ikas Sdks llafdvwdrEacuteNtildelOacuteldpdfrac34h$udfrac34fdamfoaYl yd Wmfoal tallh
cdsl wOHdmk wdhkhuyru
92
10 ye`Egravekaugraveu
fdaSlrKh jQ YS dxlsl iudc jgmsgdfotilde mqoahd mdszligiszligl iudc wdfrac34Oacutel
foaYmdksl yd ixialDsl iudc mjdy iu bd rldIacute Ocircjk rgdjlg wjSfrac34K
ugrave we wS iudc yd ixialDsl yr moaOs jfrac34udkh jk uacuteg YSgtfhka fjkia
fjntildeka mjs dlaIKsl yd uacuteoHdaul mrfrg sh ixlSfrac34K jgmsgdjl ethja ugraveug
isyuml ugraveu yd ixialDsl yr moaOs fjkia fjntildeka mejSu fya=fjka mqoahd ixlSfrac34K
egumljg uqyqK fontildeka isaacute fiuml ksid WmfoaYkfhys wjYHdj jvd biau= fjntildeka
mjskqfha egumljg uqyqK sectug ksrdlrKh lr ekSug yd u fmkaugraveug Wootilde
lrkq nk luuacuteoHdjla fi WmfoaYk uacuteIhhg wes YlHdj u h fuu
miqigravefuys jvda egumljg uqyqK md weafa YsIH mcdj fotilde mdia isiqyq mudKkh
llt fkdyels riuml egumljg mqoa noaO j o mjqa mszligirh mdi yd iudcdYs j
o uqyqK fontildeka isaacutes fidhsid rdcmlaI yd ksotildefldiumlfiacute ^2010amp wjOdrKh lrkqfha
Egravefkka Egravek mdia isiqkafa udkisl wiykh bylt hntildeka mjsk wr uacutefYaIfhka kj
fhdjqkauacuteh isiqkafka 494]la udkisl wjmSvkfhka hqla njhs cdsl sxdYs
frda yd taacircia ufrac34ok jHdmDsh 2016amp fmkajd fok mszligEgrave 2015 jir wjidk jk uacuteg
taacircia jelt`yumlKq mdia isiqka 22la jdfrac34d ugrave wes wr 2016 jiffrac34 uqa ldfrac34= fofla sect
muKla tu ixLHdj 23la olajd bylt fdia we tfia u fdal fiLH ixuacuteOdkh
wjOdrKh lrk mszligEgrave uaoslashjH Nduacuteh ltud uotildejreka iusxsl yd uacutereoaO sxsl
eguml uacuteoaHqa udOH ksid u=jk eguml ishEgraveuacute kid ekSiuml foudmsh jeaumlysaacute mjqa
mszligirh =lt wes jk wfkal uacuteO eguml o ltuhskag idudkHlrKh fjntildeka mjs fiuml
ksid udkisl wdsh lauh yd ta wdYs Ntildeafotildes mSvkjg ndivideka jk isiqka
mudKh Egravefkka Egravek bylt hntildeka mjS uacutelurak 1998brvbar msrK 2015brvbar msrK 2016amp
tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc
jk reK mrmqr =lt iunr fmreI laIK neyer fjntildeka mjsk njg o woyia mlt
fjntildeka mjs
YS xldfotilde mdia moaOsfha udfrac34fdamfoaYh yd WmfoaYk bsydih ielsag
ekSfiuml sect udfrac34fdamfoaY yd WmfoaYk fiajdfotilde wjYHdj wSfha isg mej we
YS xldfotilde wOHdmk moaOsh wdYfhka udfrac34fdamfoaY yd WmfoaYk jevigyka
lshdlaul lsIacuteu 1957 plfaL wxl 10 uska iadms ugrave we ^uacutelurak 2010amp 1983
jk uacuteg wOHdmk wudHdxYfha udfrac34fdamfoaY yd WmfoaYk wxYhla wdriumlN jQj o th
j yumlrga iadms jkafka reK fiajd iNdfotilde o ueEgraveyaugraveu usks msrK 2016amp bka
miqldSk j iqkdntilde jHikha iuu 2014 sect mdia moaOshg ufkda iudOcirch ueEgraveya
ugraveul wjYHdj mokiuml fldg fk 2006 jiffrac34 sect udfrac34fdamfoaY yd WmfoaYk wxYh
cdsl wOHdmk wdhk mszligYfhys iadms lrk sect ^cdsl wOHdmk wdhkh
2006amp
iuia mdia moaOshg WmfoaYk uacuteIhfhys wes ldSk wjYHdj msmas
93
tuska fufla mejes egumljg uacuteidivideiuml nd fontildeka WmfoaYk =rejrhdg
jDaSh jYfhka msltsekSula ndsectu i`oyd wOHdmksl yd jDaSh iqyumliqliuml wkqj
k=re nd sectug o lghq= lr we ta wkqj mdifa Rcq iyh fiajdjla jYfhka
udfrac34fdamfoaY yd WmfoaYk fiajdj lshdaul lsIacuteug plfaLh uska ieiqiuml fldg
we tys i`oyka jk wdldrhg
94
iiumlmdolhka uacuteiska plusmnauml j wjOdrKh fldg we ^reKhka msltsn`o ckdecircms
fldntildeika iNd jdfrac34dj 1990brvbar ckdecircms ldfrac34h idOl nldh 1997brvbar cdsl wOHdmk
fldntildeIka iNdj 2003brvbar idudkH wOHdmkh i`oyd kj wOHdmk mkla iiumlmdokh
lsIacutefiuml cdsl lntildegqj 2009brvbar uacutelurak 2010brvbar msrK 2016amp cdsl wOHdmk fldntildeika
iNdj ^1992amp wjOdrKh fldg weafa yqfola YsIH fmreIh jfrac34Okh flfrys
wjOdkh fhduq lrntildeka reK wiykhg msltshula fi uacuteecircua udfrac34fdamfoaY yd
WmfoaYk fiajdjla mdia moaOsh =lt iadms uacuteh hq= njhs idudkH wOHdmk
msixialrK i`oyd ma lrk o ckdecircms ldfrac34h idOl nldh ^1997amp fmkajd sect
weafa iudcfha sect Woa jk eguml iys aaj ksid fmoasl mokul
WmfoaYkh wjYH nja h fuys msMhla jYfhka wOHdmk wudHdxY 2001$16
plfaLh uska fdrd a mdia 100l uacuteecircua WmfoaYk jev igyka wdriumlN lrk
sect ^wOHdmk wudHdxYh plfaL wxl 2001amp miqldSk j wOHdmk wudHdxYh
uacuteiska ksl=a lrk o ishuml plfaL wNsnjntildeka 2013$06 plfaLfhka keja mdia
moaOshg udfrac34fdamfoaYh yd WmfoaYkfha wjYHdj oeauml j wjOdrKh fldg we
- iEu mdilg u mdia udfrac34fdamfoaY yd WmfoaYk fiajd
jevigyk i`oyd ksYaNtilde j kiuml llt =rejreka fiajfha
fhouacuteh hq= h- isiqka 300 g wvq mdia i`oyd =rejrhl= wfrac34O ldSk j
fiajdfotilde fhouacuteh hq= h
- NdId udOH wkqj YsIH ixLHdj ielsag ksntildeka tla tla
udOH i`oyd =rejrfhl= neska fiajfha fhouacuteh hq= h
- =re ixLHdj mudKja jkafka kiuml wxY Kkdjlska hqa
mdia i`oyd ta ta mdifa wjYHd mszligEgrave wxY ksfhdackh ugraveu
i`oyd WmfoaYk =rejreka ma lr yels h
- mdia udfrac34damfoaY yd WmfoaYk fiajdjg wha =rejrhd
wsszligla =rejrfhla fkduacuteh hq= wr lsisyuml wjiadjl
wkqmdmaslhl=fka fdr j udre fkdllt hq= h
Bg wur j =rejreka fdard eksfiuml sect bylt fYaKs iaOacuter =rejrhl= ugraveu Wiia
wkafrac34 mqoa iiumlnkaOdjska iukauacute ugraveu mdi msysaacute mfoaYh =lt Ocircja uacuteh hq=
ugraveu uacutekh egumljg la fkdjQjl= ugraveu iy ldhsl yd udkisl kSfrdaSNdjh
wjOdkhg la fldg we jeauml yumlrga =rejreka ldKav lsysmhla Tiafia fYaKs
fldg we
^wamp WmfoaYk fiajd iyldr
fuh fjka iqyumliqliuml imqrdk fla WmfoaYk ldfrac34hfha fhfok
=rejreka i`oyd h
^wdampi yldr YsIH WmfoaYl
WmfoaYk fiajdj i`oyd meh 60lg jeauml msltsa wdhkhlska flaacute fyda
Egrave=ldSk mqyqKqjla nd wes =rejreka
^weamp YsIH WmfoaYl
msltsa wdhkhlska meh 200lg jvd mqyqKqjla fyda aumlmafdaudjla a
=rejreka
^wEamp fcHIaG YsIH WmfoaYl
WmfoaYkh msltsn`o meh 80lg jvd mdfhdasl mqyqKqj iys mYapda Wmdecirc
uUumlgfiuml iqyumliqliuml enqjka fyda by iqyumliqlu iys j WmfoaYkh fyda
ufkdauacuteoHdj we=lta Ydiams Wmdecirch fyda bka bylt iqyumliqliuml enq
95
ta wkqj 2013$06 plfaLh =rejreka ma lr ekSu i`oyd meyeEgraves ffksl
miqigraveula bEgraveszligma fldg we fujeks ffksl miqigraveula mej=k o iuia wOHdmk
moaOsh =lt meyeEgraves Ntildehla mdia WmfoaYkh fyda WmfoaYk =rejreka
iiumlnkaOfhka fufla ysntilde ugrave fkdues wr WmfoaYk N+ntildeldj iiumlnkaOfhka
iudcfhka o uacuteuacuteO uacutefotildepk ta fjntildeka mjSs p=szligld 2015brvbar msrK 2015brvbar msrK
2016amp
mdia WmfoaYk ldfrac34hfhys ksr =rejrekafa ldfrac34hNdrh iiumlnkaOfhka
fufla YS xldfotilde lrk o iDcq mfrac34fhaIK iSntilde wr cdsl wOHdmk wdhkh
2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk
eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS
xldfotilde kj fhdjqka uacutefha mdia orejka i`oyd WmfoaYkhl wjYHdj o fyajfa
^1999amp kj fhdjqkauacutefha orejka mdia iudch =lt uqyqK fok eguml msltsn`o j o
wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka
WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok
eguml wju lr ekSu i`oyd mdia WmfoaYkh i= j uacuteYd ldfrac34hNdrhla mjsk
nj fmkajd fok wr u tjlg mdia moaOshg wes uacutefotildepk wr wOHdmkh
uska isiq wjYHd Dma fkdugraveu wdau Ylash fyda fmreI ixjfrac34Okh flfrys
wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha
orejkafa eguml wNsfhda mdi uska uacutei`okjd fjkqjg wOHdmk yumlIalrd o tl=
96
fujeks jq miqigraveul mdia udfrac34fdamfoaYh yd WmfoaYk ldfrac34hNdrh jvd
uacuteecircua yd wHjYH fiajdjla lsIacutefiuml wruqKska wOHdmk wudHdxY 2013$6
plfaLh uska udfrac34fdamfoaY yd WmfoaYk =re ldfrac34hNdrh iquacutefYaI j wfrac34 olajd
ffksl miqigraveula nd oSug ea fldg we fun`yuml ffksl yd uacutefotildepkdaul
jgmsgdjl mdia WmfoaYk =rejrekafa N+ntildeldj uska isyumllrkq nk ldfrac34hNdrh
msltsn`o meyeEgraves wjfndaOhla nd hq= ugraveu jeoa jkafka jfrac34udk mdia YsIH
mcdj i`oyd mdia WmfoaYkh plusmnauml j wjYH j mejSu u h ^uacutelurak 2010brvbar
msrK 2016amp msrK 2016 fmkajd fok mszligEgrave u mdig udfrac34fdamfoaYh yd
WmfoaYkfha wjYHdj rug u th mdia moaOsh =lt iaOacuteridr j iadms
lrSug kiuml tys plusmnkg ksr j isaacutek =rejrekafa ldfrac34hNdrh msltsn`o j uacutemriuml
lsIacuteu wjYH lreKla j mjs tneuacuteka ta i`oyd miqigraveula fi WmfoAYk =re
N+ntildeldfotilde jfrac34udk miqigraveu wOHhkh i`oyd mfrac34fhaIKhl wjYHdj mjS
ugrave th j yumlrga yumlIalr jljdkqjla njg ma fldg wes nj mjihs ueKsfla 2004amp
fmkajd fokqfha mdia udfrac34fdamfoaY yd WmfoaYk N+ntildeldj msltsn`o meyeEgraves Ntildehla
fkdues nj yd mdia udfrac34fdamfoaY yd WmfoaYk jev igyka jvda mltodhs whqszligka
lshdaul lsIacutefiuml wNsfhdahg mdi uqyqK Egraveh hq= j wes njhs
msrK ^2015amp mdia WmfoaYk =rejrekafa uacuteNjHd fidhd neSu
iiumlnkaOfhka wes wOHhkfhka wkdjrKh fldg weafa WmfoaYk uacuteIhh
iiumlnkaOfhka WmfoaYk =rejreka iiumlnkaOfhka wes wju plusmnkqjaNdjh fya=fjka
WmfoaYk ldfrac34hfhka ndfmdfrda= jk wruqKq bgq ugrave fkdues njhs tfya fuu
wOHhk mdia WmfoaYk =re ldfrac34hNdrh iiumlnkaOfhka Rcq wOHhk fkdfotilde p=szligld
^2015amp mdia WmfoaYkh msltsn`o isiqka olajk wdlam wOHhkh fldg we tuska
wkjrKh jkafka mdia isiqka =lt mdia WmfoaYk ldfrac34hNdrh fyda tys ksr
=rejreka iiumlnkaOfhka Okdaul wdlam fkdues njhs msrK ^2016amp YS xldfotilde
mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir
jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg
idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja
h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks
wsuacuteYd mudKhlska hqla jk njhs fuu miqigraveu u mdia WmfoaYk wNsudfrac34
^AmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j
wes nj jeaumlyumlrga fmkajd foa tfia jQ udfrac34damfoaY yd WmfoaYk =rejreka fi ma
lrk o =rejreka i`oyd luja jev msltsfjltla mdi =lt fdvkd fkdues ugraveu
yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd
wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja
jeaumlyumlrga fmkajd foa
20 wNsudfrac34h iy iquacutefYaIS wruqKq
wOHhkfha wNsudfrac34h mdia WmfoaYk lafIafha ksr ugrave isaacutek =rejrekafa
mdia WmfoaYk ldfrac34hNdrh yd Tjqka ta i|yd ueEgraveya jk wdldrh fidhd neSuhs
iquacutefYaIS wruqKq jQfha
wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd
wes jDaSuh fhdaHdj fidhd neSu
wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk
wdldrh uacuteufrac34Ykh lsIacuteu
weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk
eguml iy wNsfhda ydividekd ekSu
wEamp WmfoaYk =re N=ntildeldj Modhs fi mjajd fk hdu i|yd
ixjfrac34Okh llt hq= lafIa ksfrac34Kh lsIacuteu
97
30 lufotildeoh
mudKdaul mfrac34fhaIK mfotildeYfha ioacutelaIK mfrac34fhaIK lufotildeoh fhdod kakd
oS WmfoaYk =rejrekafa lshdldIacuteajhg wodlt msmash ksrEmKh lrk
plfaL lshd llt iajNdjh wOHhkh lrk ksid msmas mfrac34fhaIK laIK o Nduacute
lrk sect ioacutelaIK mfrac34fhaIK Khg wha mYakdjshla uska WmfoaYk
=rejrekafa oa ia lrk sect mYakdjsh ilia lsIacutefiuml sect iyNdslhkafa
wOHdmk yd WmfoaYkh i|yd wes iqyumliqliuml mdia WmfoaYk fiajd ldh hk uQsl
fdr=re nd ekSuga fojkqj WmfoaYk =rejrhl= jYfhka oekg mdifa lrkq
nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect
uqyqKmdk eguml yd tajd wju lsIacuteug a lshdudfrac34 o fjkqj jyumlrga WmfoaYk
=re N=ntildeldj =lt iadjr ugraveug Tjqkafa uQsl wjYHd fudkjd o hkak wjOdrKh
flrsKs
YS xldfotilde wOHdmk ldm 94ka mltda 07lska ^niakdysr jhU uOHu
kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk
=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh
ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa
yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34
^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard
kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j
msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect
1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m
sr y d ak i n
U h j
u H O u
k
sr y k f e
j W
qj u r n i
=K l o
h m d l
qj u oacute
v d af k qj k ntilde
sh K e l
h aacute r e j ssl k
h saacute m d sh == l
r qj k y u
sh lt t r qj k
r d m iuml w
v su e j
v d f x n
a e l
g d af k n iuml y
a e aj l Egrave
h K d u m
10 10 10 10 20 10 10 10 10 06 12 10 10
wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh
i`oyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH
udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa
yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh
lIacutes ua h
40 oa uacuteyh iy idlEacutePdj
41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj
411 wOHdmksl iy jDaSh iqyumliqliuml
wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka
5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk
rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ
29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr
kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia
Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu
yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha
jhU Wj yd kefkysr h
iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd
ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc
jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha
jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls
bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl
98
454035302520151050
wfm
diW
fmlt
aumlmaf
daud
mqyqKq
=re
cdY
suacute
wOHdmk
fotildesect
Ydiafotilde
sect
Ydiam
s
mYa W
mdecirc
1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml
WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs
mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka
sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi
yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju
iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re
lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg
o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch
412 WmfoaYkh iiumlnkaO iqyumliqliuml
WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml
yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh
lafIahls
WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ
kHdhdaul yd mdfhdasl ksmqKd wHjYH h ^American School Counselor
wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk
uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml
u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg
wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy
99
Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes
jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka
WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt
cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks
=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes
iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch
ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia
aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj
aumlmafdaud jQy 2 jk rEmhamp
2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml
01 WmfoaYkh msltsn`o mYapda Wmdecirc aumlmafdaudj
02 ufkdauacuteoHdj Wmdecirch
0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj
0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj
0 5 ufkda msldrh msltsn`o Wiia aumlmafdaudj
0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn`o Wiia aumlmafdaudj
=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd
snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc
aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu
Wmdecirch i`oyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla
jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl
WmfoaYkfha sect jeoa ufkda msldr msltsn`o yodrd isaacutefha tla whl= muKs fudjqka
fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh
100
reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl
fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk
uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh
jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs
413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml
=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid
mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk
ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl
ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave
snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd
snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds
ugrave fkdsigraveKs ja 39]la fiuml i`oyd mslts=re sect fkdsigraveK
414 mdia WmfoaYk fiajd ldh
flIa a h mlts ns `o mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq
yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d
ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu
r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld
mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh i`oyka fkdllt 9]la
o uacuteh
2 jk jj= ( mdia WmfoYa k fiajd ldh
jir Kk mudKh ^]amp
16 g jeauml
9
13 -
15
2
10 -
12
7
7
-
9
9
4 -
6
17
1 -
3
26
jir 1 g wvq
20
i`oyka kes
9
101
42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre
jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka
plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis
oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka
ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml i`oyd
uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu
mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u
Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml
ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh
udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh
WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu
fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml
iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la i`oyka fldg we
lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd
mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj
wkdjrKh uacuteh
421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml
ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a
WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a
WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k
r= ejrhd iis kq a iiumlnkOa fhka fyd`o kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect
Rcq j ueEgraveyugravea fiuml wjia dj mjs
fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o
fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO
jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh
422 isiq egumlj iajNdjh
isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect
mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la
wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj
msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl
eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY
iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO
ldhsl wdndO uacutefYaIfhka i`oyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la
fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt
egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK
102
mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u
fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk
fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk
=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh
foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd
orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi
fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka
dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml
ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute
yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect
=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $
foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg
wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd
uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg
la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=
j we
103
mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg
uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels
wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh
^wfiacutemd 2010amp fotilde
ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj
wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|
eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK
fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml
fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu
bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld
mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka
wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde
=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka
lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu
ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg
iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la
olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]
bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re
fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH
Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs
iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj
wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc
uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka
ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp
kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml
lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml
eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO
sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa i`oyd Nduacutehg ekSu
=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh
104
=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska
iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la
mdig mentildeKsfiuml yumlIalrdjg uqyqKmds
bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml
eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus
lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka
mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk
egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE
wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a
oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka
fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka
tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave
nika dyrs mltd wdYf hka we``umliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl
lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu
miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls
wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka
uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls
lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh
fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde
fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes
jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks
423 wehSiuml jdfrac34d nd ekSu
jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool
CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu
uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh
whsu lsysmhla Tiafia fla lrk sect
jdfrac34d nd kakd wdldrh mudKh ^]amp
1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64
2 fda igyka 12
3 ffokls jdfrac34d 3
4 mentildeKsfiuml faLk 2
5 fkdkS$ j u ke 1
6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9
WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd
mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula
lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu
ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs
3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu
105
424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka
eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak
ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs
WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu
^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh
hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha
uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq
nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig
wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt
hq= h
wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO
mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M
mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh
msldfrac34h ^Theraphyamp i`oyd fhduq lrk mudKh jeltelaugraveug yd
ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka
fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt
iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula
lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka i`oyd
lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs
ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok
ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde ^American School Counselor
Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls
flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk
mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK
425 WmfoaYk =re WmfoaYljrhdfka efnk iydh
WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt
odhlajhla ysntilde uacuteh hq= h
106
wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq
ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI
ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO
mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh
ksheEgravefha jQ =rejreka 29]la efnk iydh msltsn`o ieySulg ma uacuteh fkdyels nj
mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsn`o
ieySulg ma jk mudKh 21]ls
mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml
rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd
wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect
isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk
wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute
fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd
uqyqKmdk eguml fotilde bka 42]la i`oyka fldg snqfka isiqka mdig fkdmentildeKSu iy
Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg
uqyqKmdk njls
4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah
bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke
01]
06]
14]
28]
01]
50]
fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka
WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk
=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa
u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh
43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda
107
fkdeicircu iudc wdlam WmfoaYkh msltsn`o wkjfndaOh iadkhla fkduesugraveu
ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg
ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt
ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh
ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu
foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu
foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk
ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh
lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|
fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk
ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys
wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American
School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj
WmfoaYkh i`oyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj
fkdmentildeKsug fuh o fya=jls
tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels
neuacuteka WmfoaYk k=r msltsn`o j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka
48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a
=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla
njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh
fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls
fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka
36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma
fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect
egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml
khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS
kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml
uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h
WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh
lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs
mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh i`oyd u
ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma
llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues
njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos
uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs
431 eguml wNsfhda wju lr ekSug a lshdudfrac34
WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj
WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug
a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh
mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia
ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka
yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam
fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj
fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO
wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute
fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk
=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk
ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j
N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod
ekSu ^uacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu
mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu
wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j
lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi
uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh
wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd
wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul
miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute
lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl
wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj
fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka
uacuteiska wjOdrKh lr snqKs
108
middot 2013$6 plfaLh uska mdia WmfoaYkh i`oyd ksYaNtildej u kiuml llt
=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh
jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia
ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug
miqigraveula fdvkes fkdues nja h
middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u
mdi i`oyd WmfoaYk =rejreka n`ojd kakd fi wjOdrKh llt o
ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh i`oyd jDaSh iqyumliqliuml nd
weafa 14]l mudKhls
50 ksuk
109
middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka
ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we
middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq
egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid
isiqka uqyqK fok eguml mOdk uacuteh
middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|
wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo
u nd fkd ks
middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI
j msldfrac34h i`oyd jeauml fhduq ugraveula wkdjrKh uacuteh
middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re
WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu
i`oyd fkd efnhs
middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes
wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk
hug fkdyels ugrave we
middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect
we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu
mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla
fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka
wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk
=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk
uacuteIhh i`oyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk
=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg
jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh
msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju
ugraveu ta wr mOdk fotilde
middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka
iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o
fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd
Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka
lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys
lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h
middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt
uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk
=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect
mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml
60 fhdca kd
middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=
WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =
h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu
uacuteIfhys wes eTrq jgyd fk lghq = llt yels h
middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k
r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula
jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt
hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh
hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys
khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a
llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g
Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs
lt= ia dms uacuteh hq = h
middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka
WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh
iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =
j wefa a fiuml i`oyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg
a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq
mlts ns `o j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu
nmh nd Egraveh hq = h
middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a
ld mrdihla welt= hdjla dkS llt hq = h
middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e
Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu
yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a
plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h
110
middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia
WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh
ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u
eigraveh hq= ksis ek o egumljg la j we
wjOdkhla fhduq fldg ke
middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsn`o j uacuteuiSfiuml sect fmkS sfha
Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska
weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u
mdia mszligmdkh o fuys wes jeoalu fkdild we
111
middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh
uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk
hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ
WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg
iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml
msltsn`o lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska
u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka
n`ojd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt
hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk
weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg
jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk
mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc
wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga
mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr
mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu
mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud
^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd
iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda
iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd
WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu
wjOdkh llt hq= h
middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u
moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok
wdpdrOfrac34u moaOsh WmfoaYk =rejre n`ojd ekSug wodlt
plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia
WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga
WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq
wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j
ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd
lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu i`oyd
uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug
mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh
hq= h
middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg
fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls
tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk
wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u
wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd
wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk
jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd
2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh
iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu
hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg
wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu
ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka
foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h
middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg
WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula
fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk
ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml
wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj
fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula
lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia
wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h
middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave
weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsn`o lshdldIacute ksis
weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua
wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej
u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl
Tiafia wecirclaIKh llt hq=h
112
middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev
ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr
ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves
plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd
ksis weumllaIKhla o isyuml llt hq=h
middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY
msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska
ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh
113
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MedicalJournal49(1)21-23
- DeZoysaPRajapakseLampNewcombePA(2004)Apersonalityproileofth
Sinhala speaking school childern in Sri Lanka The 60 Annual
conferenceintheSriLankaAssociatefortheAdvancementofScience
ColomboSriLanka
- NationalInstituteofEducation(2006)GuidanceandCounsellingUnitLealet
Guidance and Counselling Unit National Institute of Education
Maharagama
- PathiranaBDD(2015)MappingoutthepotentialroleforSriLankanschool
An counselor explratary study International Journal of Advanced
Research3(5)609-618
- PathiranaBDD(2016)SchoolcounselinginSriLankaAnalysisofthepast
recomending a way forward International Journal of Advanced
Research4(6)30-38
- WickramarathneV(1998)Counsellinginterventionsintheschoolsettingin
SriLankaItsneedsSriLankaJournalofScience11(1amp2)29-45
114
- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk
- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsn`o wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp
- chisxytEacuteagravetiatiuml^1994ampmdil fhdjqkauacutefha isiqka i`oyd kHdhdaul WmfoaYk kHdhla mjajd fkhdu wfkl=a bfkqiuml ldfrac34hhka wr jvda jeoa fkdjkafka o wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh^wmldYsamp
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- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- cdsl wOHdmk fldntildeika iNdj 2003amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
- reKhka msltsn`o ckdecircms fldntildeika iNdj ^1990amp reKhka msltsn`o ckdecircms fldntildeika iNd jdfrac34dj YS xld rcfha uqoslashKdh
- ueKsflaiStiumlwdfrac34^2004ampYs xldfotilde kj fhdjqkA mdia YsIHhd uqyqKmdk eguml iy plusmnkg lshdaul jk udfrac34fdamfoaY yd WmfoaYk jev msltsfjlt msltsn`o j uacuteufrac34Ykdaul wOHhkhla wOHdmk lltuKdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- uacutelurak ugrave 2010amp WmfoaYkfha uQsl ixlam lD mldYkhls- uacuteluisxyviacuteOcirc^1990ampmdia jdaSh udfrac34fdamfoaYh msltsn`o uacuteufrac34Ykdaul
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- fotildeyea tiuml tiuml ^1996ampjDaSh udfrac34fdamfoaY fiajdjlg wodlt j mdifa ldfrac34hNdrh wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- iurisxytia^1981ampfhdjqka uacuteh yd wOHdmksl guml wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- wOHdmk wudHdxYh2001$06$20 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- wOHdmk wudHdxYh2013$01$15 wxl 6 orK wOHdmk wudHdxY plfaLhwOHdmk wudHdxYh
- idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj^2009amp YS xldfotilde idudkH wOHdmkh i|yd kj wOHdmk mkla ikaofrac34Nh eguml iy fhdackd wha jdfrac34dj idudkH wOHdmkh i|yd kj wOHdmk mkla iiumlmdokh lsIacutefiuml cdsl lntildegqj
- fiLH wudHdxYh ^2016amp cdsl sxdYs frda yd tacircia ufrac34ok jHdmDsh fiLH wudHdxYh
- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia
jordosh
Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States
For further details visit wwwvarkeyfoundaonorg
Strength of a Teacher amp the Global Teacher Prize
Im privileged to have had an education that
taught me to approach the world with openness
curiosity and flexibility I was surrounded by
great teachers that modeled the rigorous
intellectual discipline needed to disrupt
culturally constructed ways of knowing to
bypass static habitual perspectives and to greet
the world with empathy authenticity and a
playful sense of humor The Global Teacher Prize
is exciting because it acknowledges the
importance o f teachers and the enormous
impact they have The future is in the hands of
our children the spirit they encounter in todays
classrooms will provide the foundation for
tomorrows world Jordan Shapiro
115
- 2017 Coverpdf (p1)
- cover2pdf (p2-6)
-
- newpdf (p1-4)
- Untitled1pdf (p5)
-
- 8-1Executive summary (61)pdf (p7-10)
- 1 Teaching physicspdf (p11-33)
- 2 Activity based (61)pdf (p34-47)
- 3 School curriculum for sustainable peace(JC)doc(61)pdf (p48-70)
- 4 Assessment article(61)pdf (p71-77)
- 5 Characteristics of an ET(61)pdf (p78-96)
- 6 Guidance 2-2-3(61)pdf (p97-120)
- 7 Strength of a Teacherpdf (p121)
-
educational programwhich follows the criterion referenced assessment
modelItcontainsaprimaryyearsprogram(grade1to5)middleyears
program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn
theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at
standardlevelInadditionstudentsfollowacourseoftheoryofknowledge
which guide them to relect critically onhow theyknowandwhat they
believetobefactsortruthEachstudentcompletesanextendedessayona
topicofspecialinterestwhichpreparesstudentsforanindependentstudy
Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities
andacommunityserviceprojectTheassessmentsarecarriedoutthrough
externalampinternalcomponentsIntheIBprogramnumericalgradesare
offeredbasedonthecriterion-referencedescriptors
ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat
makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers
have long lasting impact on the lives of their students and the greatest
teachers inspire students towards greatnessrdquo (Sunday Times
30072017)
TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto
conductthisresearchbyformulatingtheframeworkrequiredThismodel
inquires personal behavior relevant teachingmethods amp teaching aids
student-teacherrelationshipprofessionalskillstechnicalskillsampdecision
making skillsof a teacherand identiiedpositiveandnegativepoints to
differentiateeffectivecharacteristicsThesampleconsistedof40teachers
fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers
who enters the professions should have a broad knowledge about the
profession and they should develop required characteristics to be an
effectiveteacher
This situation highlighted by the recommendation from the National
CommissiononteachingAmericasfutureThepanelmaderecommendations
for ensuring that every classroom has a qualiied teacher Further
recommendationsinclude
raisingtheprofessionalstandardsofteachers
improvesalariesampworkingconditions
3
reinventingteacherpreparationandprofessionaldevelopment
encourageandrewardteacherknowledgeampskills
InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo
AmandaRipleysaysothercountriesaremoreseriousabouteducationand
thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside
KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit
topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband
making sure vulnerable students have strong teachers BothUSampKorea
believe that the caliber of the teacher matters tremendously and great
teachersmakeahugedifferenceinchildrenslives
The inal article is a study of the role of school counsellor teacher and
investigatedprofessionalcompetenceofthecounsellorteachertheirmode
of intervention challenges faced by the counsellors and the areas that
should be developed to perform productively The study suggested the
followingThedeinitionofthesubjectcounsellingincompliancewithclear
indicatorsestablishalegalidentityampframeworkforthesubjectgivinga
license to teachers selectedoncoherent criteriamakingcompulsory the
completionofprofessionalqualiicationforteachersandreleaseteachers
fulltimeforcounsellingactivities
TheResearchampDevelopmentBranchoftheMinistryofEducationisvery
gratefultothewritersfortheirvaluableinsightsandcontributionsand
wouldliketothankthemaccordingly
4
TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE
Abstract
Scienceeducationhasundergonemanyreformsinthepastwiththepurpose
ofchanginganddevelopingtheteachingandlearningprocesstoimprove
theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis
theknowledgeandkeennessofteachersthatdeterminehowtheyrespond
toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto
accountwhen implementing educational changes or reforms Therefore
this study was undertaken to identify the status of science teachers
knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor
successful implementation of the science education reforms A random
sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas
selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas
investigatedthroughmodesofaquestionnairesurveyanddirectinterviews
based on pre-test and post-test knowledge on science The data were
quantitatively analyzed and interpreted with qualitative inputs which
revealedasigniicantdifferencebetweentheexperimentalgroupandthe
controlledgroupofteachersThestudyresultsshowedthatmostscience
teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs
suchtheteachershavefailedtoteachphysicstostudentseficientlyand
effectivelyandthusstudentsperformpoorlyattheGCEOLexamination
Therefore science teachers should be providedwith proper training to
update their knowledge in physics through periodical seminars and
workshopstoachievethegoalsofScienceEducationinschools
KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts
Introduction
InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital
roleintheschooleducationsystemsinceitisessentialthatstudentspas
5
SAhilan
TeacherJJaffnaHinduCollegeJaffnaamp
DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07
ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools
comprises threemajorsubjectcomponentsnamelybiologyphysicsand
chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe
abilityofteachersinteachingthosesubjectcomponentsitisobviousthat
teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience
subject
Thegreat educationistAnagarikaDharmapala observed that the
present and the future life of youth lie in the classroomswhich exactly
meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring
aboutthescientiicandtechnologicalabilityforfuturegenerationtowards
humanresourcedevelopmentIntheGCE (OL)curriculumthesubject
physicsincludesthesectionsofElectronicsLightElectricityandMechanics
andbasedonthesesectionsrelevantquestionsareincludedinthequestion
papergivenattheGCE(OL)examinationIfthestudentsunderstandthe
principlesbehindthesesubjectcomponentsveryclearlyandthoroughly
theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid
examinationThisfactrequireschangesinteachingandlearningprocessin
physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe
EducationCurriculumReformsof2007thusaimsatachievingthetargetof
improvingtheteachingandlearningprocessinschoolsThereforeitwillbe
useful to investigate the feasibility of teaching the science subject in
achievingthegoaloftheEducationCurriculumReformsof2007
ReviewofLiterature
Conceptualizationdependsonseveral factorsFrequentexperiencesand
relationships among such experiences lead to create concepts while
hereditary or human development related pattern also inluences
conceptualization(Balachandranetal2010)Thisresearchinvestigation
wasundertakentostudythephysicseducationinschoolandunderstanding
thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof
studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof
studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife
6
1)Whatisinvolvedinunderstandingandusingphysics
Whilethismightseemobviousorevensimpletotheprofessionals
manyofthecomponentsofourunderstandingarenormallyinvisible
tousCarefulobservationandanalysisoftheconceptsofphysicsand
ofthebehaviorofexpertsisrequired
2) Whatdoourstudentsbringtoourphysicsclasses
Howstudentshearandinterpretthematerialpresentedtothemina
physicsclassisheavilydependentontheexperiencestheygetinthe
classEveryonehassomesensethataforceisnecessarytomaintaina
velocitywhenwalkingdrivingorpushingsomethingalongtheloor
NewtonsSecondLawisinconsistentwiththewaythatmanyofour
studentshavemadesenseoftheirexperiencesintheworld
3) Howdostudentsrelectonourphysicsinstructions
Teachersoftenassumethatstudentswouldrespondonbehalfofthe
knowledgeofconceptsofthesubjectphysicsTeacherscouldalso
designeffectiveinstructionsandthenitisuptoteacherstolearnhow
studentsrespond
itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto
createmoreeffectiveinstructionstowardsbetterlearningandimproving
skillssuchascriticalanddivergentthinkingcreativity initializationand
collective responsibility which are products of totality of the education
process(Baskaran2001)ManyteacherswhoteachscienceattheGCE
(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof
scienceduetotheproblemofunderstandingtheconceptsofsameandare
less troubledwith how little the students learn Tomake the case even
worsethegrowingimportanceoftechnologicalliteracyintheworkplaces
makes it increasingly important foronetoprovidevalue tomanyofour
studentswithgoodunderstandingofconceptsofphysicsintheclassroom
Intheprocessofteachingandlearningtheteachersneedtounderstanda
fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie
2007)
7
processesOntheother
handscientiicmodelsareoneofthemainproductsofsciencethatplaya
crucialroleinreducingthecomplexityofphenomenabyallowingamore
visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan
bemadeandtested(Gilbertetal1995)Thissituationassumesimportance
ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe
physicscomponentof thesciencesubjectTherefore the followingmain
objective and the speciic objectives arising out of it are drawn for
investigation
MainObjectiveoftheStudy-
Toinvestigatetheproblemsandconstraintsfacedbytheteachersin
teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents
SpeciicObjectives
Toindouttheviewsofteachersabouttheirknowledgeofphysicsin
relationtotheconceptstaughtintheGCE(OL)syllabus
Toindouttheeffectivenessofthephysicspracticalclassesconductedin
schoolinunderstandingtheconcepts
ResearchMethodology
a)Sampledesign
Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing
together an analysis of the components and structure of knowledge of
physicswiththeobservationandanalysisofstudentbehaviorduringthe
teachingandlearningprocessInthiscontexttheieldofPhysicsEducation
Research (PER) seems as a growing sub-discipline of physics (Edward
Redish and Richard 2001) Further Mathusuthanan et al (2007) have
pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare
nowbeinginprocessinSriLankaSucheducationalreformstakeplacein
everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel
processesTheeducationalreformsandthequalityofeducationshouldbe
checked frequently by conducting research studies to ind out their
successes and failures By research it is possible to ind out that the
secondary level of education system has not brought about the target
achievementswhich has been one objective of theNational Institute of
Education (NIE) The NIE hasmade curriculum changes in 2007 in the
secondary education level On one hand the models of science are
representationsofobjectseventsideassystemsor
8
The Jaffna Educational Zone consists of many resource persons many
scienceteachersandadequatephysicalfacilitieswhencomparedwiththe
otherEducationalZonesinthePeninsularInthepresentstudytheschool
teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone
Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting
the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna
NallurandKopaywereidentiiedandtheteachersineachstratumwere
selectedbyusingthestratiiedrandomsamplingmethodduetothereason
thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove
EducationalDivisionshaveadequatephysicalresourceswhilecomprising
thehighestnumberofteachersofscienceThiswasthemainreasontoselect
the Jaffna zone for a representative sample of teachers The following
conceptsofphysicswereconsideredforthestudy
b)PhysicsConceptsselectedfortheStudy
A) The formation of various images from lenses to design optical
instrument(Lenses)
D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)
E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd
irstobject(Newtons3 Law)
The questionnaire designed for the pre-test to be done by teachers
comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach
questioncontainedafewpartswhichcovervariousconceptsofphysicsthat
areincludedintheGCEOLSyllabus
B) The phenomena of refraction of light in human activities (lightrefraction)
C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)
c)Formulatinghypotheses
Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor
statisticaltesting
1) H ThereisnodifferencebetweenthemeanoftheExperimental01
groupandthe
9
Controlgroupinthepre-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11
Controlgroupinthepre-test
2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe12
Controlgroupinthepost-test
3) H Themean difference of the pre-test and the post-test on the03
experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13
experimentalgroupisgreaterthanzero
d)Statisticaltoolsusedinthestudy
The t- test wasused to indout thewhether therewasa signiicant
differenceintheknowledgeofphysicsconceptsbetweentheexperimental
groupandthe controlgroupofscienceteachersForidentiication of
theproblemsfacedbythescienceteachersapre-testwasconducted
Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent
concepts ofphysics in the GC EOL syllabusas mentioned
previouslywhichwereidentiied duringthe teachingand learning
processofphysics Direct interviews werealsoconductedwiththe
stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter
thepre-testtheconceptsbehindthequestionswereexplainedtothe
teachersandapost-testwas againconducted amongtheteacher
sample to see whether they would answer the questions correctly
10
As mentioned previously this study was carried out to investigate the
knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE
OLexaminationThesamplecomprisedeighty-two(82)scienceteachers
whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation
ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay
Theresearchinstrumentsusedfordatacollectionfromthescienceteachers
were questionnaires interviews and direct observations that were
analyzedalongwiththescoresofthepre-testandthepost-testconducted
withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)
The data were analyzed statistically and t-test was conducted to see
ResultsandDiscussion
whetherthereissigniicantknowledgegapinthescienceteachersandthe
resultsarepresentedbelow
i EducationalQualiicationsoftheteachersample
IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder
thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix
(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11
Others were trained at the Colleges of Education or Teacher Training
Colleges who had also obtained different types of training programs
organized by the Ministry of Education and the National Institute of
Education
ii Questionnairesurveyconductedonthephysicsconcepts
Thefollowingweretheresultsof thequestionnairesurveyconductedto
investigate whether science teachers have a sound knowledge on the
conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL
examinationFiveconceptsABCDandEmentionedpreviouslywereused
forthispurposeandtheresultsarediscussedbelow
a)Concept-wisecomparisonasawhole
Percentage
()
9090
80
70
60
50
40
30
20
10
0
5154
60
50
Variousimages(A)
Refraction oflight(B)
Cange ofbrightness(D)
Newtonrsquos 3rdlaw(E)
Transistorand
resistor cConcept
Fig1Achievementsofteachersonvariousphysicsconcepts
Theconcept-wisecomparisonisshowninFig1FortheConceptA
806 of the teacher sample correctly answered the questions
relatedtofunctionsofthelensesHoweverthesampleteacherscould
answerthe Concepts BCD andEat an averagelevel (50-60)
11
b)Question-wisecomparisonundereachconcept
ConceptA-Theformationofvariousimagesfromlensestodesign
opticalinstrument
Fig2UnderstandingofConceptA
50
120
100
80
60
40
20
0
733
90 90
100
1 2 3 4 5
Questions
Percentage
()
TheConceptAwastestedontheprocessofformationofvariousimagesby
the convex lens As shown in Fig2 only 50 of the teachers correctly
answeredtheirstquestionrelatedtoimageoflensrevealingthatother50
oftheteachersdidnothavethepracticalknowledgeonthelensperformance
Mostoftheteachersansweredsatisfactorilytothequestions234and5
undertheConceptA(70-100)butthisachievementmaynotbeadequate
forteachingphysicssatisfactorilytothestudentsattheGCE(OL)
ConceptB-Thephenomenaofrefractionoflightinhumanactivities
Fig3UnderstandingofConceptB
80
70
60
50
40
30
20
10
0
7333
4333
6333
2333
5333
6 7 8 9 1 0
Questions
Percentage
()
TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The
lowest number of teachers correctly answered the question number 9
12
followedbythequestionnumber7Thesequestionswererelatedto the
rainbowandpropertiesoflightforwhichbelow50ofteachersanswered
correctly indicating that the sample teachers have poor knowledge on
refractionrelectionandlightwavemotion
ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds
Fig4UnderstandingofConceptC
Questions
100
90
80
70
60
50
40
30
20
10
0
1333
60
3666
7666
8666
Percentage(
)
11 12 13 14 15
13
The Concept C tested was in relation to the process of transistors and
resistersThelowestnumberofteachersansweredthequestionnumber11
followedbythequestionnumber13Thesequestionswererelatedtothe
transistorandLDRactivity Asteachershadapoorunderstandingonthe
functionofNPN transistor and the functionof LDR86of themwere
unabletogivethecorrectanswertothequestion11indicatingthatteachers
didnotunderstandtheactivitiespertainingtothequestionwiththegiven
data
ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit
Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin
bulbsOnly30ofteachersansweredthequestionnumber16
correctly followed by the question number 18 (50)
ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany
teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere
unabletoanswercorrectly
ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst
object
Fig5 understanding of Concept D
Questions
6066 6333
30
90
50
16 17 18 19 20
100
90
80
70
60
50
40
30
20
10
0
Percentage(
)
Fig6 understanding of Concept E
7666
3666
2333
8333
30
Questions21 22 23 24 25
90
80
70
60
50
40
30
20
10
0
Percentage(
)
rdTheConceptEwas testedon the forces related to theNewtons3 Law
(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223
and 24 correctly One reason could be that the diagram related to this
ConceptgivenintheSciencetextbookwasnotclearThereforethesample
teachers were not familiar to this subject component of physics
14
iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted
Apre-testwithivequestionswasconductedamongtheteachersofscience
Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped
asfollows
a)ExperimentalgroupndashGroupE
b)Controlledgroup-GroupC
Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore
rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot
very low scores (below 40)for answering the questions given under
variousconceptsofphysics
Table1presentsthepre-testscoreoftheteachersofscienceAmajority
oftheteachersgotverylowmarksMostofthescienceteachers(377)
areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe
scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin
betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It
isimportanttonotethatcumulativenumberofseventy-ive(75)science
teachersscoredbelowforty-onemarksindicatingaverylowknowledge
Table1Scoreofthepre-test(Questionnaire)
15
ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were
alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test
butthevalueswereverylowandapproximatelyequal
Table2summarizestheresponsesgivenbytheteachersampleundereach
concept of physics Accordingly many respondent teachers could not
understand theelectronic concepts ie functionof the transistors Some
respondentshowevercouldnotansweranyofthequestionsandtheyfailed
tocompletethequestionnaire
Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test
Table2also indicates that ingeneral a lownumberof science teachers
understooddifferentconceptsofPhysicswhichareABCDandEThe
conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent
(50)Fifty-fourpointnine(549)percentofthescienceteachersmade
mistakesonconceptERegardingtheconceptsrelevanttoLenses122of
scienceteachersknowledgeofPhysicswasveryweak
iv Analysisofthescoreofquestionnaireatthepost-testconducted
Thepre-testquestionnairewasdiscussedandexplainedonlytothe
experimentalgroupEThepost-testquestionnairewasdesignedwith
the same concepts of physics and tested with the teacher sample
16
Thepost-testmarksrecordedaregiveninTable3
Table3Scoresofthepost-test
Total 41 41
Theresponsesofthetwogroups(experimentalandcontrol)accordingthe
aboveTable3indicatethatthereisanimprovementofknowledgeinthe
experimental group as compared to the control group because the
experimentalgroupwasprovidedwithremediesanddiscussionson the
conceptsABCDandE
Descriptive statistics was performed to identify the effectiveness and
eficiency of remedies and discussion Science teachers in the
experimentalgroupbasedonmeanvalueperformedwellatthepost-test
thanthatofthecontrolgroupStandarddeviationalsorevealedthesame
result Further a t-testwas conducted between the two groups to see
whetherthereisasigniicanteffectinperformanceafterexplainingthe
concepts to the experimental group of teachers Therefore it can be
summarizedthatwhencomparingthescoreofthepre-testwiththepost-
testmarksoftherespondentsitwasobservedthatthepost-testscoresof
therespondentsintheexperimentalgroupwerehigherafterexplaining
the physics concepts to them through workshops and discussions
17
vHypothesesTesting
(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01
ExperimentalgroupandtheControlgroupinthepre-test
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
pre-test
isthemeanvalueofthepopulationfortheControlgroupinthepre-test
H 01 =mE mc
H 11 gtmE mc
mE
mc
UnderH thecalculatedvalue=-07201
Butthetablevalueat5signiicancelevel164
Where
isthemeanvalueofthepopulationfortheExperimentalgroupinthe
post-test
isthemeanvalueofthepopulationfortheControlgroupinthepost-test
H 02 =mE mc
H 12 gtmE mc
mE
mc
UnderH thecalculatedvalue=66202
Butthetablevalueat5signiicancelevel164
18
(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02
andtheControlgroupinthepost-test
SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01
meansthe5signiicancelevelthereisnodifferencebetweenthemeanof
theExperimentalgroupandtheControlgroupinthepre-test
SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02
at 5 signiicance level there is a difference between themean of the
ExperimentalgroupandtheControlgroupinthepost-testThereforethe
meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue
of the Control group in the post test Thus we could infer that the
ExperimentalgroupperformedsigniicantlybetterthantheControlgroup
intheposttestThereforeitwasclearthattheunderstandingofconceptsof
physicswasverylowinthescienceteachers
013 gt-= prpoDH mmm003 =-= prpoDH mmm
(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03
ontheexperimentalgroupiszero
Where
D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup
UnderH thecalculatedvalue=31903
Butthetablevalueat5signiicancelevel1684
SincethecalculatedvaluegtthetablevalueH isrejected03
Hence at the 5 level of signiicance the post-testmean value of the
Experimental group was higher than the pre-test mean value of the
ExperimentalgroupindicatingthattheperformanceoftheExperimental
groupwasbetterinthepost-testthanthatofthepre-testThissituationalso
provesthatthescienceteachershavepoororverylowunderstandingofthe
physicsconceptstaughtattheGCEOLsciencesyllabus
Directinterviewswithstakeholders
The following observations were made during the direct interviews
conductedwiththestakeholders
AlecturerattachedtoaCollegeofEducationsaid
ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin
othersubjectsareappointedtoteachmathematicsandscienceThereforeitis
doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience
subjectsrdquo (interviewconductedduringthestudy)
19
AlecturerinattachedtoaTeacherTrainingCollegesaid
ldquoTrainee teachers do not have adequate knowledge in basic concepts of
sciencethataretobetaughtintheseniorsecondarygradesThereasonfor
thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto
teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid
ldquoI found that most science teachers had studied in the biological science
streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad
theirtrainingeitherattheCollegesofEducationorattheTeacherTraining
Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis
thereasonforthesetbackinproducinggoodphysicsresultsrdquo
(interviewconductedduringthestudy) ScienceTeachersOpinion
The information collected from the teachers by direct interviews are
tabulatedinTable4Whentheteachersopiniononthesubjectcomponents
ofsciencewasconsidereditindicatedthat914teachershaveproblems
inteachingphysicsThereasonwasthatmostteachersinthesampledidnot
haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat
theGCEOLsciencesyllabus
20
SubjectcomponentinScience
Percentageofteachers()
Difficult Normal Easy
Physics 914 61 24
Biology 24 12 963
Chemistry 06 634 305
Table4Teachersopinioninteachingsubjectcomponentsinscience
Impactofthequaliicationsofscienceteachersample
Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)
IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching
at theGCE(OL)classesat the timeof thestudyMostof the trained
teachersfromCollegesofEducationandtheTeacherTrainingColleges
teach science toGCE (OL) students Though theirmain subjectwas
sciencemanyofthemdidnothaveadequateknowledgeinmathematics
tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion
and Tamil etc as their optional subjects Thus they face many
challengesanddificultiesinteachingthephysicscomponentinScience
21
Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)
Discussiononthesecondspeciicobjectivetoindouttheeffectiveness
ofthephysicspracticalclassesconductedinschools
In this regard facilities such as laboratory facilities Internet facilities
libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing
the questionnaire The responses given by the sample teachers in the
questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas
school principals students technical persons and laboratory assistants
were also inquired about the facilities available for conducting physics
practicalclassesandtheyagreedwiththeobservationoftheteachers
Table6Facilitiesavailableforteachingandpracticalwork
22
Facilitiesavailableinschoolsfortheteachingandpracticalwork
IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-
mentioned facilitiesButschools inruralareashave less facilitiesWhen
schoolshave less facilitiestheteachersinditdificultto developtheir
ownknowledgeorexplaintheconceptsofphysicstothestudents
Fig 7 indicates the teachers opinion on the physics teaching methods
gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe
bestToenhancetheknowledgeinthephysicscomponentofscienceitis
essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp
boththeteachersandthestudentstodeveloptheirteachingandlearning
skillsthroughhandsonexperience
Groupdiscussion(P)
Experiment(Q) Any othermathod(S)
Suggestions
80
70
60
50
40
30
20
10
0
71
20
9
Pe
rce
nta
ge
()
Fig7-Bestteachingmethod
P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents
Q-Experimentalactivity(demonstratetheexperimentswhichare
inthetextbook)
S-Anyothermethod(GroupworkindividualworkChalkandtalk)
Interviewsconductedregardingfacilitiesavailability
AninterviewwasconductedwithalecturerofCollegeofEducation
ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo
(interviewconductedduringthestudy)
ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo
(interviewconductedduringthestudy)
AnotheroficeroftheJaffnaEducationexpressedthefollowingview
23
AnAdditionalDirectorofSciencecommentedasfollows
ldquoIt is essential that all teachers know the fundamentals of
ScienceThenonly they can teachScience Science is a ield
which can elaborate our knowledge This is related to two
important things The irst one is observing an event that
happensinourenvironmentandtheotheroneisconstructing
principles to explain those observances Therefore doing
experiments and research to explain the concepts inPhysics
section will help the teachers to enhance the practical
knowledgeofScienceandgavedetails
(interviewconductedduringthestudy)
During the informal discussions held with Laboratory Assistants the
followingdrawbackswerementionedthatwouldaffecttheteachingand
learningprocess
a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades
b) Manyequipmentrequiredarenotinworkingcondition
c) Nowaterfacilitiesavailableinthelaboratories
d) Teachersarealsoreluctanttodopracticalwork
24
Thisstudy investigated the levelofcomprehension in teaching thebasic
conceptsofthephysicscomponentofthesciencesubjectrelevanttothe
GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended
questionsthatweremainlyfocusedona)refractionoflightb)relectionof
light c) transistor and resister d) changing brightness of bulbs in the
circuitande)NewtonsThirdLawBycombiningthequestionswiththe
focusedfactorsandthescoresachievedbyteachersfortheanswersgiven
for each question it was possible to analyze the data relevant to each
concept It was found that the science teacher sample had a poor
understandingoftheconceptsofphysicstestedThestudyrevealedthatthe
knowledgeofthescienceteachersampleonthecomponentofphysicsinthe
GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand
thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers
showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts
tested due to insuficient experience in doing practical relevant to the
physics component of the OL Science Syllabus (direct interviews with
teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat
morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat
the Colleges of Education were from the Biological Science stream and
hence they had insuficient knowledge in the physics concepts
Conclusions
There were only a few science graduate teachers in the Jaffna
EducationZonewhoareteachingScienceattheGCE(OL)classesMany
teacherswhoteachsciencewerefromtheNationalCollegeofEducation
ButattheinterviewwithalecturerintheNationalCollegeofEducationit
wasrevealedthattherewasnolecturerappointedtoteachscienceforthe
last11yearsThismightbeonereasonformanytrainedteachershavingan
insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso
revealedatthedirectinterviewsthebiologyandchemistrycomponentsof
thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto
physicsarecoveredrarely
Itmustbeemphasizedthatasoundknowledgeinmathematics is
also essential to teach physics eficiently Therewere 292of science
teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher
Training Collegeswho had opted for various other subjects but not for
Mathematics Thissituationingeneralhasalsocausedforhavingapoor
understanding of the physics concepts Inadequacy of resources in the
generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad
obstructed conducting the OL physics practical sessions to the trainee
teachersintheNationalCollegesofEducationJaffna
Manyteachers(707)didnotunderstandtheconceptsofthephysics
component and the interviews conducted with the stakeholders also
revealed the importance of doing proper practical sessions in physics
towards better student performance in science at the G C E (OL)
examinationTheteacherswereoftheviewthatteachingofphysicsthrough
practicalsessionscouldnotbeconductedbecausetheteacherguidanceand
the teaching materials were insuficient Thus the science teachers had
dificultiesinteachingandguidingscienceforstudentstoperformbetterAs
per the direct interviews with the educational authorities principals
teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers
werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience
25
ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation
Zone the science teachers do not have suficient knowledge in science
especiallyinthephysicscomponenttoteachscienceeffectivelytoschool
26
childrenwhichcouldbethereasonforthepoorperformancebystudentsin
scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave
beensimilarornotintheothereducationzonesofthecountryHenceitis
suggestedthatasimilarstudybeconductedinalleducationzonesinthe
country to arrive at a irm conclusion and make recommendations to
improveperformanceinthesciencesubjectattheGCE(OL)examination
Recommendations
Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand
theconceptsofthephysicscomponentrelevanttotheGCE(OL)
Sciencesyllabus
Oslash Qualiied lecturers in the relevant ields of science should be
appointedtotheNationalCollegesofEducationtoproduceeficient
andknowledgeablescienceteachers
Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant
schoolsandtotheNationalCollegesofEducationshouldbeensured
whilegivingprioritytopracticalassessmentsattheschoollevel
Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon
thetextbooksontheschoolswebsitesaswellasintheformofa
compactdiscforeasyreferencebystudentsandteachers
Oslash
Oslash
Oslash
References
Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka
BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka
EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3
Oslash
Oslash
Oslash
Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197
Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19
StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523
27
ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES
DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe
OpenUniversityofSriLanka
skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches
usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted
by the Faculty of Education of the Open University of Sri Lanka (OUSL)
PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE
programmeinTamilmediumatOUSLin20112012academicyearAmong
them104studentteacherswhofollowedPGDEprogrammeattheColombo
Regional Centrewere purposively sampled for this study A self-developed
questionnaire built up by reviewing related literature was used for data
collection The data obtained were tabulated and analyzed by applying
elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe
responses to the open ended questions were analyzed qualitatively The
indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch
moreinformationthemselvesfortheirownlearningandtheystatedthatthe
activities given in the PGDE havemotivated them to do self-learning and
searchmorerelevantinformationfortheirlearningFindingsclearlyshowed
thatactivitybased learningsessionshavedevelopedhigher levelcognitive
skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe
student teachers Further some problems that hindered the effective
participationinactivitybasedsessionsincludinglackofpreparationlackof
timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers
MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated
learningpractices
INTRODUCTION
Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage
students in the learning process including group discussions problem
solving case studies role plays journalwriting learning activities and
structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove
criticalthinkingskillsincreaseretentionandtransferofnewinformation
increasemotivationandimproveinterpersonalskillsStudentsshouldbe
28
29
encouragedtodothingsbythemselvesinordertoidentifyproblemstoill
gapsandindsolutionsinacollaborativewayTherewereexpressionsof
optimism that such independent approaches could lead to success and
teacherscouldbesurprisedbystudentsrsquoperformance
Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif
theycanrelyontheirownresourcesforcompletingassignmentsstudying
for tests and achieving success in school At the core of successful and
lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe
meta-cognitively motivationally and behaviourally active in regulating
hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals
and of strengths weaknesses and interests given instructional goals
environmentalexpectationsandconditionsoflearningandperformance
Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe
ultimate integration of neuro developmental abilities Self-regulated
learners are attentive focused and productive They set goals for
themselvesanduseaplannedapproachtolearningSelf-regulatedlearners
keep track of their understanding and their progress and reward
themselves for their successesTheyuseproblem-solving strategies and
memorytechniqueswhenappropriateTheylearntothinkcriticallyabout
thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn
shortself-regulatedlearnersareintentionalactiveandrelective
Pedagogy the science of teaching involves instructional methods
materials and learning activities directed by these Traditionally the
lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe
teacherwasconsideredastheproviderofinformationandstudentsasthe
passiverecipientsofinformationThemajorinstructionalmaterialswere
textbooksthatwerewrittenforspeciiedagegroupsandforparticular
subjectsThemajorlearningactivitywaslisteningandwritingfromthe
textbookorfromtheblackboardThisparadigmhasbeenchangedinthe
newer methodology of activity ndash based learning Here the teacher is
consideredasthefacilitatorandthestudentsareself-learningthroughthe
medium of a detailed array of learning cards (Anandalakshmi 2007)
Othermethodssuchascooperativelearninghavealsobeensuggestedas
alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping
brains learning processes and the growing childs learning needs
provides great potential to create effective pedagogical practices
Theprocessoflearningcomprisesofthreecomponentsndashinformationinput
information processing and expression of information or knowledge In
each of these components students show differences For example in
informationinputwhichalsomeansthewaystudentsreceiveinformation
tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe
auditoryorkinestheticlearnersIntermsofinformationprocessingsome
students may use top-down processing or bottoms-up processing This
dependsbothonthelearneraswellasthenatureofskillorknowledgetobe
learnedWith respect toexpressionofknowledgeor skill learned some
studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose
MeyerStrangmanampDalton2002) It is important that the instructional
methodologyproactivelyplansforsuchdifferencestoachievehighquality
educationalexperiencesandlearningoutcomesforallstudents
Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses
theeducationandprofessionaldevelopmentofeveryteacherneedstobe
seenas a lifelong task andbe structuredand resourcedaccordinglyTo
equiptheteachingbodywiththeskillsandcompetencesneededforitsever
changingrolesitisnecessarytohavebothqualityinitialteachereducation
andacoherentprocessof continuousprofessionaldevelopment tokeep
teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety
(BarberandMourshed2007)
30
Lecturers who use activity based learning strategies pause frequently
duringtheperiodonceeveryifteenminutesorsotogivestudentsafew
minutes toworkwith the information theyareprovidingTheymayask
students to respond to a question to summarize important concepts in
writingortocomparenoteswithapartnerForsomelecture-basedclasses
usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor
roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder
these circumstances may not be possible but other strategies such as
individualwritingorbalancingactivitiesarequitepossibleandleadtogood
results
TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational
universityinSriLankawherestudentsareabletofollowfurthereducation
byopendistancemode Thestudent-centeredstudysystemisdesignedto
support a distance learner throughmultiplemodes including self-study
printandAudioVisual(AV)materialscontactsessionse-mailandinternet
TheFacultyofEducationof theOUSLrealizes the importanceofquality
teachers for quality education Therefore the faculty has introduced
several teacher education programmes using innovative approaches to
increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe
studentteachersPostGraduateDiplomainEducation(PGDE)programme
isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich
providesthebasicprofessionalqualiicationforgraduateteachersworking
intheschoolsystem
31
Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity
basedlearningapproachesusedforPostGraduateDiplomainEducation
(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows
1 ToexaminetowhatextenttheActivityBasedLearningapproaches
increaseself-learningpracticesamongstudentteachers
2 ToIdentifythehigherordercognitiveskillsachievedbythestudent
teachersthroughtheactivitybasedlearningapproaches
3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto
engageeffectivelyintheactivitybasedlearningsessionsand
4 Tomakeappropriatesuggestionsandrecommendationstoimprove
theeffectivenessoftheactivitybasedlearningapproach
LITERATUREREVIEW
Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart
ActivityBasedLearning
Learningisacquiringnewknowledgebehaviourskillsvaluespreferences
or understanding and may involve synthesizing different types of
information Further it is a process that brings together cognitive
emotional and environmental inluences and experiences for acquiring
enhancingormakingchangestoonesknowledgeskillsandworldview
(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent
understands and engages with the information to be learnt It is also
important that the studentprocesses the informationwithhigherorder
thinking such as comprehension analysis synthesis application and
metacognition When this happens the student is able to relate the
informationtoanylifesituationconnectitwithpastlearningbuildhisor
her own knowledge (Garner 1987) and become a knowledgeable and
contributingcitizenasanadultOneimportantmethodoffacilitatingsuch
engagementwithinformationisthroughactivity
32
The dictionary deinition of activity is work that involves direct
experiencebythestudentratherthantextbookstudyThusactivity-based
learningshouldallowstudentstoengagewithandprocessinformationin
suchawaythathesheunderstandsandbuildshisherknowledgeabouta
particular subjectAnoutcomeof successful learningwould be that the
student has acquired the basic literacy skills and is able to apply this
knowledgeorskilllearntinarelevantsituationTheideaofactivity-based
learningfollowstheconstructivisteducationaltheoryandischild-centered
pedagogy Activity-based learning may be deined as a method of
instruction where activities of different types suitable and relevant to
speciic subjects are integratedseamlessly into the regular instructional
materials andmethods to involvestudents in the teachingndash learningor
instructional processes and engage them fruitfully (Suydam amp Higgins
1977) Themain purpose of themethod ismaking the classroommore
student-friendlyandreducetheintimidationanddominationoftheteacher
Activelearningisacrucialelementofthenewthrusttowardwhatisnow
commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching
(Weimer 2002) Most deinitions of active learning focus on two key
componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition
of active learning comes from Bonwell and Eison (1991) ldquoInvolving
students in doing things and thinking aboutwhat they aredoingrdquo The
overallqualityofteachingandlearningis improvedwhenstudentshave
ample opportunities to clarify question apply and consolidate new
knowledge In this case instructors createopportunities for students to
engagenewmaterialservingasguidestohelpthemunderstandandapply
information
33
High-ordercognitiveskills
Developmentofhigherordercognitiveskill isacomponentofeducation
reforms based on the learning taxonomies of Blooms Taxonomy This
includescriticallogicalrelectivemetacognitiveandcreativethinkingetc
Adominantcomponentincurrentreformsineducationistheefforttotrain
studentstodevelophigherordercognitiveskillsThisrequireschangesin
teaching-learning processes encouraging students to acquire analytical
Self-RegulatedLearning
Self-directedstudy isapurposefulmentalprocessusuallyaccompanied
andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying
informationThe student accepts the responsibilityofmakingdecisions
about thegoals and theeffort tobedonebecoming thereforehisown
change agent for learning (Long 1990) Self-directed study is critical
accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof
peopleslivesbasedonthedesireandneedtounderstandsomethingorto
performsomeactivityButLong(1990)commentsthatitisnotreasonable
to expect that people who have been used to receive ready-made and
formatted information during all their years of school life nowwill be
instantlytransformedintoindependentlearnersIfwewantstudentstobe
empowered teachers need to be empowered aswell (Wehmeyer et al
2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto
deliberately create an environment and structure inwhich teachers are
encouraged to relect on and take responsibility for their learning and
teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van
Eekelenetal2005)
34
Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills
whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland
relectivewayshowtoaskquestionsmakedecisionssolveproblemsand
knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso
skillsforlifelonglearningInordertomeetthemarketdemandthefocusof
educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof
autonomousandorganizedstudyTheseskillswillbeusefultoindividuals
becausesuccessinuniversitycoursesandinalsomostprofessionsrequire
suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis
consensusontheneedtodeveloptheseskillswhatisnotsoclearishow
they can be developed in students in university courses (McLoughlinamp
Luca 2003) and this is much more dificult in the Open and Distance
Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe
main characteristics that differentiates distance education from other
forms of education is the central focus on the student and on their
independenceinthelearningprocessHefurtherargueswhetherdistance
learning successfullyhelps todevelopautonomousandorganized study
skillsandotherhigherordercognitiveskillslearningatdistance
RESEARCHMETHODOLOGY
ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign
critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual
PopulationandSampleThe study was conducted on the student teachers who followed PGDE
programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin
the20112012academicyearThetotalnumberofTamilmediumstudent
teachersenrolledfortheprogrammewas1054Amongthem104student
teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre
35
(ii) the higher order cognitive skills achieved by the student teachers
throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage
effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber
ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems
there were several sub items which were included to get a wider
understanding on the aspects related to the main items Rating scales
selectionofthemostappropriateanswerstructuredtypequestionsaswell
asafewopen-endedquestionswereincludedinthesubitemsThedata
obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative
techniques such as frequencies and percentages Open ended questions
wereanalyzedqualitatively
RESULTSANDDISCUSSION
Increaseself-learningpractices
Alltherespondentswereadultlearnersbetweentheages30to45years
The majority (86) of the student teachers expressed that as adult
learnerstheydidnotexpectalltheinformationneedtobegivenbytheir
lecturersNinetysix(96)percentofthestudentteachersmentionedthat
theylikedtosearchmoreinformationthemselvesfortheirownlearning
Thisclearlyshows that the lecturersshouldnotgiveall the information
relatedtothelessonsbutatthesametimethelecturersshouldgivemore
werepurposivelysampled for thisstudyDataweregatheredonly from
student teacherswhowere physically present at the Colombo Regional
Centre for the activity based contact session on the day of visit by the
researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was
structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas
namely
(I) the extent to which activity based learning approaches facilitate to
increaseself-learningpractices
Table1StudentsRatingonInvolvementofSelfLearningPractices
36
activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices
AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent
teachershaveacceptedthatactivitybasedlearningcontactsessionshave
increasedtheirinvolvementforselflearningpracticesMorethan90of
theteachersexpressedthatactivitybasedlearningcontactsessionshave
motivated and increased their participation in group learning and
group activities Further they stated these sessions enabled them to
respectthevaluablepresentationsofpeersFromtheindingsitisclearly
shown that activity based learning approaches have improved the self-
learning andpeer learningpracticesamongthePGDEstudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywere
askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe
activitybasedlearningapproaches
Table2-StudentsRatingsonSkillsDevelopment
AccordingtoTable2theindingsrevealedthatactivitybased learning
contactsessionshave facilitatedthestudentteachersto improvetheir
higher order cognitive skills in a positive manner More than twenty
percentage of the teachers expressed that they have achieved higher
order cognitive skills such as critical thinking evaluation skills and
analytical skills to a great extent through the activity based learning
contact sessions They also agreed activity based learning contact
sessions have improved their self-learning presentation skills
leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat
activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic
skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers
HigherOrderCognitiveSkills
Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches
37
Openendedquestionsinthequestionnaireallowedthestudentteachersto
mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact
sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe
studentteachers
Amongtherespondents36ofthestudentteachersexpressedthatthey
wereunabletoinvolveeffectivelyduetolackofprepreparationand56
indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame
time42ofthempointedoutthattheclassroomfacilitiestoformulatethe
groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge
numbersinthegroupswasaproblemforthem24ofthestudentteachers
reported that theydidnot receive support fromall thegroupmembers
Majority of the student teachers stated that the time allocated for
instructors feedbackwasnotenough(68)and49ofthemindicated
that the questions raised by the peers after the presentation were not
enoughTheresultsrevealedthereareproblemsthatexistintheplanning
and implementation of activity based learning contact sessions and the
Faculty of Education need to give more attention to address the above
problems
CONCLUSIONSANDRECOMMENDATIONS
Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof
38
ProblemsandIssuesFacedbytheStudentTeachers
Educationof theOUSLandotherrelevantteachereducation institutions
should adopt activity based learning strategies These activities based
learning strategies help to increase the self-learning practices and to
develophigherordercognitiveskillsamongthestudentteachersFurther
facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate
facilitiesandtoallocateenoughtimefortheactivities
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AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf
BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity
ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455
CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan
FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)
GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing
Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer
Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress
LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK
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McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills
be fostered online In GCrispDThiele IScholten SBarker and JBaron
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TertiaryEducation7-10December2003Adelaide
Murphy J (1993) Restructuring schooling The equity infrastructure
SchoolEffectivenessandSchoolImprovement4(2)111-130
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PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional
andnurturingeffectsofactivity-based-learning-animpactstudyinselected
districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD
SSA-TN
RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent
ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness
researchPapercommissionedfortheEFAGlobalMonitoringReport
2005TheQualityImperative
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SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17
SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary
school mathematics recommendations from research Mathematics
Education Reports ERIC Center for science math and environmental
educationOhioStateUniversityED144840
VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471
Wehmeyer M L Agran M amp Hughes C (2000) A national survey of
teacherspromotionofself-determinationandstudent-directedlearning
TheJournalofSpecialEducation34(2)58-68
41
Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass
Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120
SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM
NORTHERNUGANDA
Abstract
Littleisknownabouttheroleoftheschoolcurriculuminpeace-building
aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation
humanrightseducationandcitizenshipeducation isproposedand then
examinedthroughaqualitativecasestudyofeighteducationalinstitutions
inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe
schools promote reconciliation values develop problem-solving and
communication skills and reveal some knowledge of human rights
Howeverthereislittleunderstandingofhistoryoroflocalnationaland
international politicallegal systems and minimal development of
discussionandcriticalthinkingskills
Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe
designofacurriculumthatcancontributetosustainablepeaceandreduce
theriskofcivilwarre-eruption
KeywordsEducationSchoolCurriculumPeace-buildingCivilWar
Truth-seekingReconciliationInclusiveCitizenship
Civilwarandpeace-building
Civilwars have caused huge economic and social damage and impeded
progress towards the Millennium Development Goals (Collier 2007)
Understanding the root causes of civil wars and preventing their re-
eruption would help meet the new Sustainable Development Goals
Education is implicated in civilwar causation throughdiscrimination in
accessandthroughculturalrepressionconveyedthroughthecurriculum
Improvingeducationalaccessandcurriculumqualitymaycontributetowar
preventionandpeace-building(BushampSaltarelli2000Thyne2006)
JeremyCunninghamMPhilPhD
AssociateresearcherCentreforInternationalStudiesOxfordUniversity
86HamiltonRoadOxfordOX27QA
cunninghamjeremygmailcom
42
The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool
The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar
43
curriculum playsanimportant role in imparting such knowledgevaluesandskills
CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended
curriculumthatiswhateducationplannersmapouttobetaughtinschool
theimplementedcurriculumthatiswhattheteacherscarryoutandthe
receivedcurriculumnamelythewholeexperienceofthestudentinschool
notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere
ishiddenlearningthatoccursasaby-productoftheorganizationofthe
schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe
totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade
(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners
viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian
governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat
ignoresculturalandethnicdiversity therebysowing theseedsof future
conlictsWherethewarhasendedthroughnegotiationtheremaybean
opportunitytosocializevaluesofequalrespecttoleranceandforgiveness
butalsostrugglesovercurriculumcontentandapproachHoweveracivil
warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict
needtoconsider the impactof theschoolcurriculumonsocialcohesion
(Cardozo2008Paulson2010)
Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter
civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights
Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey
2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-
conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace
butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights
educationdealswithglobalrightsnormsandparticipationskillsforpolitical
activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay
bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation
emphasizesparticipationproposingacombinationofknowledgeskills
andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused
onnationalunityandthestatusofcitizenshipratherthanthefeelingof
belongingit maynot adequately recognizetheinterestsofminority
identitygroupsand is likely to relect the agendasofpolitical elites
(Levine amp Bishai 2010) No one approach is suficient for a peace -
buildingcurriculumandnoneincorporateshistory andmemoryof the
recentpastFurthermoretheymaybetreatedasmarginal withlittle
impactonthewholeethosoftheschool
Featuresofeachof theseapproachesarecombined inanewconceptual
frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-
conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto
daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa
historyteacherandschoolleaderandonmypreviousresearchonhuman
rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict
transformationcurriculum truth-seeking reconciliationand inclusive
citizenship
Truth-seekingaddressestheneedtounderstandtherootcausesofviolent
conlict and ones personal and collective history Buckley-Zistel
(2008p142)saysthatthewaytheviolentpastisrememberediscentralto
everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe
questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot
deal with forensic truth directed towards accountability they may
contributetounderstandingthecausesofcivilwarandprovideaplatform
fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation
isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake
revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose
divided by conlict and enmity (Rigby 2006) Schools can promote
reconciliation throughhelpingyoungpeopledevelopa senseofpositive
identityinrelationtoothersandthroughincreasesinunderstandingand
mutualrespectinrelationships(Lederach2003)
Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand
identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe
localnationalandinternationalboundariesItisasmuchaboutrecognition
as about access to formal rights The development of knowledge and
understandingofpoliticalandlegalinstitutionsatlocalandnationallevel
44
45
andthefosteringofparticipationskillsandvaluesisanimportantwayfor
schoolstocontributetopeace-building(Dupuy2008)
Methodology
An exploratory visit to Gulu district in northern Uganda which had
sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive
readingofacademicandgreyliteratureandthenathreemonthieldwork
visit to collect empirical data through the following methods (i)
participantobservationinthecommunityandinarepresentativegroupof
eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews
aimed at uncovering the knowledge skills and values of teachers
education oficials and NGO oficers (iii) two student focus group
interviewsineachschool inthelocallanguage(Luo)withthehelpofa
local research assistant aimed at exploring students values and
knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights
(v)documentarystudyoftextbookssyllabischoolandNGOpolicies
Iobservedrelationshipsbetweenteachersandstudentsandamongthe
studentsthemselvesbothinformallessoncontextsandinotherelements
of school life assemblies sports social timemusic performance and
clubs Notices and lists of rules some of them devised by classes
themselvesshowedevidenceofeffortsmadetowardsapeacefulschool
culture and complemented the interviews data Teacher and head
teacherinterviewsformthebulkofthedataandstudentsgovernment
and NGO oficers provided valuable triangulation A Luo-speaking
researchassistantdiscoveredwhatstudentsknewabouthumanrights
historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed
primary curriculum was checked against test questions in Primary
Leaving Examinations and with chapters in textbooks and revision
books The research limitations include the chance that this group of
schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe
districtcentre
Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork
and modiied in the light of the evidence collected For example the
inclusionof forgiveness asakeyvalue for reconciliationwasderived
directly from the interviews where the termwas used by all parties
46
On the vertical axis are three core sustainable peace concepts On the
horizontalaxisisthemethodofarticulatingtheminthewholecurriculum
TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace
Knowledgeandunderstanding
Skills
Values
TruthSeeking
RecentHistory
Narrativeskills
Criticalthinking
Valueofhistory
Toleranceof
divergent
interpretations
Reconciliation
Contemporaryevents
andissues
Problem-solving
Cooperationand
teamwork
Equalrespect
Sympathy
Forgiveness
Inclusive
Citizenship
Localnationaland
international
politicallegalsystems
Humanrightsarticles
andconventions
Deliberative
discussion
Debate
Sensitization
Procedural
fairness
Humanrights
sensitivity
TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords
ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state
power where ethnic and economic factors were intertwined Under
colonialism theAcholipeopleofnorthernUgandawerepoorer than the
ethnic groups of the south They were preponderant in armed forces
implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986
Joseph Kony and the LRA inluenced by traditional ethnic spirit and
Christianbeliefsledanassaultonthenorthern districtsEarlysupportby
someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led
toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA
relocated to central Africa where it still carries out abductions and
massacres albeit on a smaller scale (Gersony 1997 Schomerus amp
Tumutegyereize2009)
47
Theimpactofthewarwasdevastatingthereweresome70000deathsand
75000peopleabductedofwhom30000were children (PhamVinckamp
Stover 2008)Most experienced horriic induction trials such as killing
fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-
called bushmarriage(World Vision 2004) 90 of the population was
moved into internally displaced peoples (IDP) camps supposedly to
protect them from the LRA Detachments of the army behaved like an
occupyingforceinhostileterritoryperpetratinghumanrightsviolations
withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition
in the camps led to an estimate of 120000 extra non-violent deaths
(CSOPNU 2006) Traditional communal life was damaged by the
underminingof theauthorityofeldersandawholegenerationsuffered
hugedisruptiontotheirschooling
ThroughoutthewartherewasatensionbetweenPresidentMusevenis
goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated
peace settlement It was feared that an all-outmilitary assault would
resultinthedeathsofabductedfamilymembersSomeAcholibelieveit
suited the government to keep thenorthweakby allowing thewar to
continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe
InternationalCriminalcourtbutmanypeopleinUgandastronglysupport
theideaofatruthcommissiontoaddressLRAandgovernmentviolations
Meanwhile schoolshave theopportunity to address some truth issues
through history teaching and the treatment of contemporary events
48
Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar
victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir
owngroup
Reconciliation is needed between the abducted and their families and
communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay
become frustrated and commit violence on themselves or others (Murphy
StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute
resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic
valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand
forgivenessbackedupbyproblemsolvingandcooperationskills
Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout
the legal and political system and the global human rights architecture and
throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue
ofproceduralfairness
Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis
studyarecontributingtopeace-buildinginthisverychallengingcontextThe
illustrative remarks from participants in the study were chosen for their
typicality
Truth-Seeking
Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany
incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut
hereweareinasituationwherewhenthelionsightthegrasssuffers
Urbanprimaryhead
Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor
sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe
chances of renewed violence (Hayner 2002) School history teachingwas
suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted
Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge
questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant
fornorthernUgandawherethereisastrongperceptionofbeingrepressed
throughthegovernmentsstrategyfordefeatingtheLRAThereispotential
spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand
forthestudyofavarietyofinterpretationsandperspectivesHoweverthis
type of history in schools requires amore complex approach than rote
learningofprescribedfacts(Cole2007)
49
the narrative that would be taught (Freedman Weinstein Murphy amp
Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible
forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted
thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer
Rougemembers or perhaps because of a psychological need to bury the
trauma for the time being (Kiernan 2004) However victor-governments
effortstocontroltheoficialstoryseldomcompletelysuppressalternative
narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea
strong oral memory cultivated through the family rather than through
educationalorreligiousinstitutions
The empirical study sought to discover to what extent participants are
familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis
importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy
throughtheprescribedcurriculumandtheimportanceattachedtoitfor
example by its position in national tests Some headteachers claimed
knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand
Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid
notknowitshistory
ActuallythestoryofthewarIknownotallThewarstartedwhenthe
governmenthellipwasoverthrownandthearmypeopleranawayand
toldpeopleherethatbadpeoplearecomingandwewillhavetoight
soverymanypeoplewereaffectedbypropagandahellip
Specialschoolteacher
Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor
sustainablerecoveryandpeace Itwasclearthatthememoryofalleged
governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA
violencewasonamuchgreaterscale
We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda
Secondaryteacher
Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory
tellingandcriticalthinkingAnumberofrespondentswereabletomake
aconvincingnarrativeandayouthgroupofformerlyabductedpeople
developedadramaperformancetocommunicatetheirexperiencesand
sufferingstoothersAmajorityofteachersandoficialsinthisstudy
thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe
wararewaysinwhichschoolscancontributetothetruth
50
Myownchildrenwereallbornduringthiswarperiodtheywillneedto
knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics
hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip
MunicipalEducationOficer
Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge
ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere
are somanywho have been involved in the atrocities itwill really
provokethecommunitySpecialschoolteacher
Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived
facts or uncontested truth Many teachers are aware of strongly contested
interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot
possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives
The impression was that people are wary about expressing their views
51
Urbanprimaryhead
SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians
Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle
Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis
taught at secondary level currently attended by a small minority of the
populationbut inneitherstage is thereany treatmentof theLRAcivilwar
Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto
teach it at all Several respondents explained that the history was not yet
writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed
to emerge without an oficial truth and reconciliation process So the
conclusionisthatthetruth-searchingandtellingelementintheframeworkis
nothappeningintheschoolsinthisstudy
ReconciliationThe rotten ibres of justice in these two regimes- we are facing the
consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend
thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow
whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes
aviciouscircleofwarandanarchyRuralsecondaryhead
TheinterestshownbythepeopleofnorthernUgandainbringingthecivil
wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf
reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe
immediate need is reconciliation between the communities of northern
Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims
(Angucia2010)
One view is that the knowledge and understanding necessary for
reconciliationisthatofcontemporaryeventsandissuesThecounter-view
isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress
current or controversial issues until there is some reconciliation and a
52
PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend
the war when we say peace it means we must begin where we
arehellipWe teach the learner that peace begins within yourself They
shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall
problemscanbesolvedbyighting
SpecialschoolTeacher
Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility
whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school
clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby
UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills
The school-level skills suitable for reconciliation after civil war fall are
relatedtointra-personalandtheinter-personalintelligencesTheformer
refers to self-knowledge and understanding and the latter to peoples
relationships with others (Gardner 1993) Conlict resolution problem-
solvingandcooperationskillscanbedevelopedthroughrepeatedactionand
have applicability beyond the school (Coleman amp Deutsch 2001 Davies
2004b) There is evidence of efforts for skills development related to
reconciliation
degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool
curriculum and peoples increasing access to broadcast andweb-based
mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent
eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto
the knowledge and understanding of contemporary issues through
occasionalcontributionsofteachersactingundertheirowninitiativeand
throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral
debatesatprimaryandsecondarylevelwereobservedinwhichthepeace
process the international criminal court and traditional justice were
discussed Naturally thiswasmore extensive at secondary level than at
primarylevel
53
UrbanPrimaryHead
IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee
lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in
schoolWedidanumberofworkshopsand seminarswith themWewere
gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful
wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo
Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal
respect is of crucial importance Equal respectmeans the value inwhich
humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman
eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality
but acknowledgement and recognition There is still considerablemistrust
betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto
stereotypenorthernersaswarlikeandresponsiblefortheLRAwar
IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas
SecondaryTeacher
TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment
of skills and values but the training and preparation of school prefects
appearstobequiterudimentarysofar
PrimaryPrefect
Theactivepromotionofequalrespectfordifferentethnicgroupsislittle
evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant
Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot
intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust
istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum
SecondaryTeacher
Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto
teachersandolderstudentsandisemerginginprimaryschoolsespecially
where there are Girls Education Movement clubs Although the term
disability is not common there is evidence that schools are promoting
equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof
themobvioussuchasavisualhandicapbutmorepervasivelythemental
traumaofhavingbeenabductedorhavinglostfamilymembers
IhavestrongfeelingsaboutwomensequalityIcomefromthevillages
andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage
[thegirls]toworkharderandtobecomeindependentpeoplebecause
withouteducationinUgandathepossibilityofhavingagoodjobisnot
there
Aclosely-relatedvalueforreconciliationeducationissympathySympathy
isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto
bedisturbedby injustice to intrinsically care for another (Yarnall 2001)
Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith
onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave
an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa
learned value from early infancy socialized through child rearing and
education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin
thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand
there is some evidence from the students This sympathy is applied to the
formerlyabductedpeopleandtoothervictimsofthecivilwar
LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers
SecondaryTeacher
54
Thelanguageofreconciliationfrequentlyincludesthetermforgiveness
Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa
renunciation of any need for personal revenge This value emerged
stronglyfromtheempiricalinvestigationThetraditionalcultureofthe
districtseemstohavebeencombinedwithreligioustraditionstosupport
this value and schools are playing their part in reinforcing it
SecondaryTeacher
UrbanSecondaryHead
How do we sustain the right to life for a peaceful community co-
existenceforgivenessandreconciliationWehavethoseinourculture
whenthingsgooutofhandsustainitbysittingdowntalkingtoother
peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken
heartscanbemendedandpeoplebeginwalkingonthesamepath
Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)
InclusiveCitizenship
Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic
theyinallywillcomebacktoliveinoursocietysowearetransforming
themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens
andwearegraduallytransformingthesociety
Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe
perceived marginalization of northern Uganda from the more
prosperousandbetter-educatedsoutherndistrictspopulatedlargely
by different ethnic groups and the history of different attempts to
capturestatepowerSustainablepeacewilldependonthegovernmentrsquos
successinbuildingsocialcohesionandforachievingafairdistribution
oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin
this process Membership of a political community depends on a
knowledgeandunderstandingoflocalandnationallegalsystemsand
humanrightsIfordinarypeopleunderstandtheboundariesandscope
of their own systems they are less easilymanipulated by dominant
groupsandbetterabletoachievetheirobjectiveswithoutrecourseto
armedviolence
55
Headteachers and secondary teachers are more knowledgeable than
primary teachers This is hardly surprising as the former have higher
educationalqualiicationsSomesecondarystudentsparticularlythosein
theUgandaNationalStudentsAssociationshowlocalandnationalpolitical
awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis
averysmallplaceinthecurriculumforciviceducationaimedatdeveloping
some basic understanding of local and national institutions The term
In1998wehadatrainingworkshopatourformerschoolThetopic
washumanrightsinschoolsItwasorganizedbytheschoolBefore
thatdayIhadnotlearntabouthumanrightsSecondaryTeacher
FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe
national system and those best known are economic and social rights -
especiallytherightsofwomenandchildrenTherighttoeducationwasthe
mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including
democraticrights-are far lessprominentThereareproblemsaboutthe
understandingofhumanrightsinthatthetranslationinthelocallanguage
suggestspowerandhaslittlesenseofentitlementorreciprocity
lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems
especially[theword]tweroissostronglikehavingacertainkindof
power and authority that is not lexible and if you need peace
somethingshouldbe lexible that is liable tochange if there isany
mutualunderstandingrsquo PrimaryTeacher
Scholarsandpractitionersagreeontheimportanceofcommunicationskills
forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult
infrustrationandviolenceIexploredthreegroupsofcommunicationskills
lsquoDeliberative discussionrsquo which means open-minded efforts to achieve
consensus requires concentrated listening clear speaking and logical
thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing
controversial issues using adversarial argument and decision by simple
majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto
frustration on the part of the minority lsquoSensitizationrsquo means publicizing
issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem
to think or act differently Groups seeking to achieve their purposes
peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto
gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence
(Halpern2005)
56
humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland
internationalNGOs
Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome
maybe takingplace inclubswhich tend to involve theyoungpeople in
lsquoTheneveryFridaywemakethemholddebatesontopics theyhave
chosenWefeelthatthroughthatwecanpromotehumanrightsWe
are trying to make this a democratic society where the rights of
individuals are respected and the views of individuals are also
respectedrsquoUrbanPrimaryHead
Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs
Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand
girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea
ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip
SecondaryTeacher
As it is dificult to assess values through answers to direct questions the
indings here are derived from responses to indirect questions about life
choices and dilemmas and from participant observation of behaviour The
development of procedural fairness through simpliied versions of legal
processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary
authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe
worldThereisevidencethatschoolsareusingfairprocedureinestablishing
rulesandincarryingoutdisciplinaryactions
SecondaryTeacher
Wegiveaveryclearhearinghellipwhena studenthasdone something
wrongwedontjustsubjectthemtopunishmentbeforeweheartheir
sideofthestory
57
planningandactivitiesundertheguidanceofateacherpatronormatron
Secondary schoolsprovideameans for students to contribute to school
improvement through the Uganda National Students Union which may
fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas
any such form of representative student involvement Debating is well
established in thedistrictbut theadversarialandcompetitiveapproach
appearstofavoursupericialconclusionsandaconcentrationontheforms
ratherthanontherealityofissues
Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough
not entirely disappeared Students have strong notions of procedural
fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings
Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember
There is evidence too of some democratic process in prefect selection
althoughteachersretainaveto
After thecampaignall the teacherswillbe there tohelpcounting
controllingthelineandoneteacherrecordsthevotesTheelections
arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe
electionwehaveastaffmeetingandwhenweseethatachildisnotit
weputhiminanotherpostPrimaryTeacher
Thereisnowacommonhabitwhentheycatchathieftheytrytolynch
himmobrulebecausetheysaythatwhenyouarrestathief inthe
evening you see the fellowwalking on the streets and so they take
actionintotheirhandshellipsoherewasayoungmanhewascaughtwith
somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]
youtakethistothepoliceandtheywillhelpyousortoutthisissuethe
truth will come out[hellip] He may be innocent let it be proved
elsewhererdquorsquoSecondaryTeacher
Generalsupportforhumanrightsisimportantforinclusivecitizenship
as it indicates a belief in their applicability to different groups and
contexts It isquitepossible toknowagreatdealabouthumanrights
without subscribing to their underpinning values Most heads and
teachersthinkitisimportanttoteachandlearnabouthumanrightsboth
for creating a better learning atmosphere in school and for personal
conidence about job security and relationships with superiors
58
Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis
evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers
reportsof interventions in thecommunity topreventmob-justiceshows
theirownvalueoffairprocessandtheirsenseoftheteacherasanexample
tothecommunity
Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas
NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa
universalcontextThereisawidespreadconcernthatthelanguagehasbeen
allaboutrightsandlittleaboutresponsibilities
lsquoChild labour rightshellipwhen you tell them to help you doing small
workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey
donrsquot know enoughhellipthey mix up responsibilities with the
rightshellipchildren have a little knowledge and they need a better
knowledgersquoPrimaryTeacher
ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace
Conclusion
ThepictureismixedAlthoughmostteachersthinkthatitisimportantto
teachthehistoryofthewarasyettheschoolsarenoteventeachingthe
historyofUgandaleadinguptothewarThereisnocoverageofpolitical
and legalsystemsorcontemporary issuesThere issomeknowledgeof
humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon
UNconventionsThereislittlecriticalthinkingordeliberativediscussion
asmostoftheteachingistop-downtransmissionofinformationusuallyby
rote However the schools are fostering problem solving teamwork
debate and sensitization thereby supporting reconciliation and
inclusive citizenship skills They are making positive efforts to foster
valuesof equal respect sympathy forgivenessandprocedural fairness
59
lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe
teachersherehellipandprotecttherightsofall(participantrsquosemphasis)
thechildrenandalltheparentsandalsomakesuretheyimplement
theirrolesandresponsibilitiesrsquoUrbanPrimaryHead
ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing
Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan
Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre
CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda
Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield
Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks
CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress
60
Oneof theparticipants said Bad thingsareanagent of transformation
destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted
from conditions of structural violence the development of an equitable
society requires a transformational process Through its contribution to
truth-seeking reconciliation and inclusive citizenship the school
curriculum can help heal oldwounds and provide the foundations of a
collectiveeffort forabetter future assisting in theglobal challengeof a
decent quality of life for all humans as expressed in the Sustainable
DevelopmentGoals
Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the
Effects of Young Peoples War Experiences on Teaching and Learning in
Northern Uganda in JPaulson (Ed) Education Conlict and Development
OxfordSymposiumBooks
FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries
FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92
FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress
Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191
GardnerH(1993)FramesofMindLondonFontana
GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury
DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress
DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute
61
Davies L (2004a) Schools and war urgent agendas for comparative and
internationaleducationPresidentialaddressinBritishAssociationforInternational
andComparativeEducationConferenceEducationinthe21stCenturyConlict
ReconciliationandReconstructionBrightonUniversityofSussex
Kiernan B (2004) Recovering History and Justice in Cambodia Yale
UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch
olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed
13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress
LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation
LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan
LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace
62
HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge
Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge
HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress
Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman
GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner
HalpernD(2005)SocialCapitalCambridgePolity
PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein
historyanditscausesLondonAllenLane
ReardonBA (2000)PeaceEducationA reviewandaprojection inB
MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion
toEducationLondonRoutledge
Richmond O P amp Franks J (2009) Liberal Peace Transitions between
statebuildingandpeacebuildingEdinburghEdinburghUniversityPress
RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo
LynneRienner
RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin
Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot
Ashgate
63
MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium
OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress
OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham
PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress
ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress
PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146
PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411
LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35
Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge
Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources
Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID
Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754
Tint B (2010) History memory and conlict resolution research andapplicationConlictResolutionQuarterly27(4)369-399WeeksW(2002)PushingtheEnvelopemovingbeyondProtectedVillagesinNorthernUgandaNewYorkONOCHA
WilsonR(2001)ThePoliticsofTruthandReconciliationinSouthAfricaLegitimising the post-apartheid state Cambridge Cambridge UniversityPressWorld Vision (2004) Pawns of Politics Children conlict and peace inNorthernUgandaLondonWorldVisionYarnallPH(2001)TheIntrinsicGoodnessofPainAnguishandtheLossofPleasureTheJournalofValueInquiry35449-454
64
Ryan S (2007) The Transformation of Violent Intercommunal Conlict
AldershotAshgate
Timetoassessourassessmentprocess
RNAdeSilva
OverseasSchoolofColombo
ndesilvaosclk01128208690777834523
Abstract
AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost
aspects of education have undergone change over time assessment
practiceshaveremainedmuchthesameNewdevelopmentsineducation
havemadeitcompellingthatwegiveseriousattentiontowardstheissueof
assessmenttoenableallstudentstolearnwellandtherebygainthemany
positivebeneitsofthatsuccess
Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe
mostappropriateandrecognizedtoolsinitsmeasurementThetwomain
assessmentcategoriesareknownas normativeandcriterionbasedIn
normativegradingstudentsarecomparedandrankedinrelationtoone
anotherInthecriterionbasedassessmentmodelstudentsareassessed
accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand
parents the opportunity to identify strengths and weaknesses and act
accordingly
International Baccalaureate is an educational programme that has
successfully implemented the criterion based assessment model in the
delivery of their curriculum Grade descriptors are identiied for each
subjectandthegradingisalignedtoapre-determinedachievementlevel
This system is better suited tomeasure learning progress and it offers
helpfulinformationforfuturedevelopmentofeachchild
Assessmentprocess
ldquoExaminationsareformidableeventothebestpreparedforthegreatest
foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb
ColtonMoststudentsdreadthewordexaminationandmanyareofthe
view that examinations are a necessary evil However summative
65
assessment has become an integral part of instructional education
Summative assessments are generally used to assign students a course
gradewiththeideaofsummarizingwhatthestudentshavelearntandto
knowwhetherthematerialhasbeenunderstoodwellInshortitismeant
to determine whether or not the goals of education are being met
In Sri Lanka the secondary education culminates with the General
CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations
InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted
afterclass10whichdeterminesthepursuingofhighereducationInChina
theNationalHigherEducationEntranceExaminationcommonlyknownas
GAOKAO is a prerequisite for entrance into most higher education
institutionsAgoodproportionofsuchexaminationsindifferentcountries
in the world are standardized tests which are norm referenced Norm
referenced tests are designed to compare and rank the candidates in
relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans
andeachcandidatesperformanceiscomparedwiththisaveragethereby
awardinga lettergradesuchasABCDampEaccordingtothesetgrade
boundaries
Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand
criterionbasedNormativegradingcomesfromthebeliefthatintelligence
tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage
intelligence and there will be a few who are below or above what is
considered average In criterion based grading students are assessed
accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis
thatthestudentachievementismeasuredagainststandardsundercriterion
basedgradingratherthanagainstotherwhoarebeingassessedAccording
toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure
menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise
inprofessionaljudgementandthereforeisasubjectiveprocessTherefore
itisimportanttousethemostrecognizedandappropriatetoolstocollect
evaluate and communicate students achievement or performance As
VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot
knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo
The modern educational trend is to move away from norm-referenced
66
assessment and to introduce criteria-based assessment models where
assessment is based upon pre-established learning objectives In a
criterion-referenced test the purpose is not to rank each student with
respecttotheachievementofothersbuttodeterminewhethereachstudent
hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors
indicating the level of achievement in meeting the learning objectives
withoutdiscriminatingbetweenthehighandlowachieversAccordingto
theassessmentexpertGrantWiggins thecriteria-basedassessment isa
superior model as it requires greater student involvement with the
intention of developing student processes in critical thinking
metacognitionandrelection
The International Baccalaureate (IB) is an example of a recognized
educationalprogrammewhichfollowsthecriterion-referencedassessment
modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears
Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal
twoyearsofsecondaryeducationRightthroughthestudentresultsare
determinedbyperformanceagainstsetstandardsnotbyeachstudents
positionintheoverallrankorderIntheDPstudentsfollow6subjects3at
higherleveland3atstandardlevelThisallowsstudentstogointomore
depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto
studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson
futureareasofstudyInadditionthestudentsalsofollowacourseoftheory
ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand
what they believe to be facts or truth Each student also completes an
extendedessaywhichoffersthemanopportunitytoconductanin-depth
studyofatopicofspecialinterestThisprovidesexcellentpreparationfor
independentstudyatuniversitylevelAllDPstudentsarealsorequiredto
takepartinsomeartisticactivitysportactivityandacommunityservice
project
Theassessmentiscarriedoutthroughexternalandinternalcomponents
ExaminationsformthebasisofexternalassessmentInternalassessment
consists of in-school assessment tasks marked by their teachers and
moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion
basedmodelareasfollows
middot Assessmentisholisticandlexibletakingintoaccountdifferent
67
IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-
referenceddescriptors Students receive grades for each subject ranging
from 1 to 7 with 7 being the highest The highest score for 6 subjects
therefore is 42 Theory of knowledge and extended essay components
contribute3 additionalpoints bringing the total to45A students inal
Diplomaresultismadeofthecombinedscoresanditisawardedtostudents
whogainatleast24pointsAsanexamplethetopgradeachievableinGrade
12formathematicshasthefollowingdescriptors
68
learningstylesabilitiesandaptitudes
middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand
methodsandformativeandsummativeapproaches
middot Assessmentisfairandreliableindrawingconclusionsbasedupona
rangeofevidencefromawiderangeoftasksandactivities
middot Assessmentistransparentbaseduponobjectivecriteriawhichare
madecleartostudentsinadvance
- Demonstratesathoroughknowledgeandunderstandingofthesyllabus
- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin
awidevarietyofcontexts
- Successfullyusesproblem-solvingtechniquesinchallenging
situations
- Recognizespatternsandstructuresmakesgeneralizationsand
justiiesconclusions
- Understandsandexplainsthesigniicanceandreasonablenessof
resultsanddrawsfullandrelevantconclusions
- Communicatesmathematicsinacleareffectiveandconcisemanner
usingcorrecttechniquesnotationandterminology
- Demonstratestheabilitytointegrateknowledgeunderstandingand
skillsfromdifferentareasofthecourse
- Usestechnologyproiciently
Assessment formathematics courses in all years of the programme is
criterion-related based on four equally weighted assessment criteria
HowitisappliedwithGrade10mathematicsisshownbelow
69
AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach
strandfromthemathematicscurriculumhasacorrespondingstrandinthe
assessment criteria Figure below illustrates this alignment and the
increasingly complex demands for student performance at higher
Achievement level Level descriptor
The student does not reach a standard described byany of the descriptorsbelow
The student is able to
The student is able to
The student is able to
The student is able to
select appropriate mathematics when solvingsimple problems in familiar situations
select appropriate mathematics when solvingmore complex problems in familiar situations
select appropriate mathematics when solvingchallenging problems in familiar situations
select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
apply the selected mathematics successfullywhen solving these problems
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
generally solve these problems correctly in avariety of contexts
select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations
apply the selectedmathematics successfullywhen solving problems
solve these problems correctly in avariety of contexts
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
i
ii
iii
0
1-2
3-4
5-6
7-8
A Knowing andunderstanding
At the end of year 5students should be able to
70
achievementlevelsconsideringGrade10mathematicsasanexampleFor
each criterion the descriptors are identiied that matches with the
achievablegradelevel
More than4000schools in theworldhavechosen to teach International
Baccalaureate programmes with their unique academic rigor excellent
preparationforuniversitystudiesandtheemphasisonstudentspersonal
developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe
OverseasSchoolofColombo
Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment
inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress
thannorm-referencedexams Furthertheycanprovideinformationthat
canbeusedtoimproveteachingandschoolperformanceTheyarefairerto
students too as relative performances are not considered and the
achievement is evaluated against an established set of criteria Albert
EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto
climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo
Bibliography
1 GuskeyTRampBaileyJM(2001)DevelopingGradingand
ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International
BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate
Organization
AbouttheAuthor
HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof
timetheauthorisnowemployedattheOverseasSchoolofColomboasthe
Head of the Mathematics Department He is a senior examiner of the
InternationalBaccalaureateOrganizationandhasabout40yearsofteaching
experience He is also a co-author of two books on IBmathematics Sri
Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy
underhisdirection
71
CharacteristicsofanEffectiveTeacherLakshmanWedikkarage
SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo
0718-052612RSKKDharmasiri
MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028
kumaridharmasirigmailcom
Abstract
The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished
KeywordsEffectiveteacherCharacteristics
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ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa
fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh
wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp
wOHdmk mGS h fldltU uacuteYja uacuteoHdh
ixlaIsmah
rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug
wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk
moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj
wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd
fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska
hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=
=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS
bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal
folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha
oa ia lsIacuteu i`oyd fdard kakd oS =Kdaul mfotildeYh wkqukh llt
mfrac34fhaIKfha ksheosh =rejreka 40 fofkl=fka yd uacuteyumlyamsjreka 08 fofkl=fka
iukauacute uacuteh ksheosfha =rejreka 40 fokd bfkqiuml bekaugraveiuml lshdjsfha fhoS isaacuteh oS
ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK
lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re
fmreIh ldreKsl nj ksrjqa ikaksfotildeokh hk ldrKd ydividekd kakd os =rejreka
uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas
ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg
lshdldrliumlj oS =rejreka yd isiqka wr hyma mcd in`od mjsk nj fuka u
hyma mcd in`od bfkqiuml bekaugraveiuml lshdjsh idfrac34l lr ekSug yelshdj mjS
fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta i`oyd jDaSh iqyumliqliuml yd =re mqyqKqj iys
bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska
msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk
ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia
uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u
jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsn`o mqiquesta oelaulska hq= j
tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu
=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka
Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h
73
ye|skaugraveu
fdalh jvd hyma iadkhla njg ma lsIacuteu i|yd jk wHjYH idOlh
jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula
hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j
fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)
=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o
Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp
olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd
iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia
wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk
=rejrhd h
=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid
isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu
=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we
frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk
=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu
fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp
bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska
YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we
u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja
=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq
fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja
bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla
(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd
uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha
isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)
fmkajd fos
Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk
moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah
msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq
miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u
wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha
isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha
msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h
74
uqLH mo ( ModhS =rejrhd =Kdx
fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi
Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS
r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we
r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd
K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS
r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o
wkdjrKh lr fk we
uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS
r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla
fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd
Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd
ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj
cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq
hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=
udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks
nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml
jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd
khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh
oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka
r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh
oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr
we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a
75
yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven
Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes
leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj
udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde
fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we
yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia
N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh
hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh
msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=
i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr
kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska
udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o
=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch
mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj
yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa
=Kdx fidhd neSu h
76
mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=
fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau
udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH
mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh
bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia
wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL
mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia
=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys
h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk
miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
msltsn`oj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute
fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek
jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd
fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd
jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj
nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj
yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d
mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq
fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh
lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd
n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh
(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd
ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd
ekSuga fuu mfrac34fhaIKh bjya fuacute
lufotildeoh
iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia
fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug
ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk
nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk
nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs
wOHhkfha wruqK
Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY
meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild
neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)
iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa
waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj
celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul
mfotildeYfhka lsrSug ufmkajk os
mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS
=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska
=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd
nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh
Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK
bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml
l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=
i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha
=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml
lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os
=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk
aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq
nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j
ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute
lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS
=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh
wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re
Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40
fofkl= odhl lr kakd os 1 jk j=jamp
ksheEgraveh
ldmh mdia ixLHdj =rejreka ixLHdj
1AB 1C 1AB 1Cmqau
l=shdmsaacuteh
ksljeraacuteh
uyj
01
01
01
01
01
01
01
01
05
05
05
05
05
05
05
05 tl=j 04 04 20 20
1 jk j=j ( ksheosh
77
wOHhkfha iSud
YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka
jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla
ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la
muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar
^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua
uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr
mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY
mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h
oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa
ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja
lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk
ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re
fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss
lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas
ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi
fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=
njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug
ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS
=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml
wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os
oa ialsrSu yd uacuteYafaIKh
11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml
lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S
mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia
05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd
wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa
lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug
fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla
welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d
fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os
ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu
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bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ
=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq
ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os
Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=
=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi
mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp
79
=re pfrac34hd laIK
2 jk j=j( =re pfrac34hd
Okdaul laIK RKdaul laIK
middot ukd =re fmreIh middot mshukdm nj
middot ldreKslnj middot ye`Siuml mldY fkdugraveu ^iskdj flakash fyda fjka wdldrhl ye`Siumlamp
middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp
middot wecircldIacuteuh iajrEmh
middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd
middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd
middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd
middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j
middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu
middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu
middot Nduacute NdIdfotilde Wiia nj
middot mkas ldur lltukdlrKfha yumlfrac34jd
middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh
middot iskduqiq nj
middot wdofrac34Yja nj
middot =Kdaul nj middot fmr iQodkiuml iys nj
mshukdm fkdjknj
=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk
wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd
laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh
jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h
ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd
laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa
ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH
slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs
ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska
neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu
hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud
=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h
mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes
lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK
bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg
lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml
wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o
=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h
=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj
ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul
=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute
flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml
th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu
meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re
pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml
isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug
YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels
uacuteh
tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o
kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj
Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch
mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld
mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh
mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml
u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka
iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda ye`uS la ns Q
80
njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp
=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda
isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh
lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde
=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h
WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh
wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues
mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla
fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid
nk os 3 jk j=jamp
3 jk j=j ( WNtilde bekaugraveiuml lu
middot iyNds lKavdhiuml luh
middot foaYk idlEacutePd luh
middot bfkqiuml wdOdrl Nduacuteh
middot mYaklrKh
middot idrdxYlrKh
middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu
middot jvd WNtilde ksoiqka Nduacuteh
middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu
middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu
middot mejreiuml nd sectu
middot lafiarelrKh
middot kugravek dlaIKh Nduacuteh
middot =re flakaoslashSh iajNdjh
middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd
middot ukaodoacute bekaugraveiuml ffYSka
middot mdvug wHjYH bfkqiuml wdOdrlja
Nduacute fkdlsIacuteu
Okdaul laIK RKdaul laIK
81
YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq
lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka
mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr
ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g
r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla
jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g
r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul
ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg
mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh
wHjYH u fotilde
82
jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml
lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls
uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh
jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr
mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla
nj ksIacutelaIKh llt yels uacuteh
tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave
lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu
wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu
wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml
luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska
ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh
yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu
u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka
u llt hq= jeoa ldfrac34hhls
r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi
wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e
wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o
kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H
flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml
lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd
foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla
mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute
bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls
mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh
83
i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla
fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la
fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa
yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa
kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo
r= e iis q wka frac34 in|d
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u
Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh
iiumlnkOa fhks
r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34
in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml
igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj
krs EmKh uacuteh 4 jk jj= amp
84
middot hyma =re-isiq iiumlnkaOd
middot YsIHhdfa kntildeka wdukaKh lsIacuteu
middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu
middot ishuml isiqka mdvug odhl lr ekSu
middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu
middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu
middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu
middot Waidyfhka fdr ukd mkas ldur lltukdlrKh
middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu
middot fkdmentildeKs isiqka flfrys o wjOdkh
middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu
middot YsIH woyia uacuteuid isagraveu
middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu
middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu
middot isiqkag bEgraveszligma ugraveug wjiad nd sectu
middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu
middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu
middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu
middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu
middot YsIH wjYHd =rejrhd fareiuml fkdekSu
middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu
middot YsIHhd =rejrhd fj plusmnauml
igravehuqiq mlaImdSajhla plusmnlaugraveu
middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml
middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu
middot olaI yd mltuq fmlt isiq msszligi
fj muKla wjOdkh fhduq lsIacuteu
middot mkas ldur lltukdlrKfha yumlfrac34jd
Okdaul laIK RKdaul laIK
4 jk j=j (=re-isiq iiumlnkaOd
85
weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh
uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh
tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh
tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh
jDaSh l=id mofrac34Ykh
Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=
tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx
mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl
mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk
ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx
fi ksIacutelaIKh uacuteh 5 jk j=jamp
middot jDaSh mugraveKajh mofrac34Ykh ugraveu
middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu
middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu
middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu
middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu
middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu
Okdaul laIK RKdaul laIK
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp
5 jk j=j (jDaSh l=id
YdiaSh oekqu Nduacuteh
86
ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h
Okdaul laIK RKdaul laIK
middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu
middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu
middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu
middot myiq bfkqiuml wjiadjka nd sectu
middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu
middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu
middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu
middot =re uacuteNjHd mofrac34Ykh ugraveu
middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu
middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu
middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu
middot dlaIKh Nduacute fkdugraveu
middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu
middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu
middot mdvfuys wkafrac34hka muKla bekaugraveu
6 jk j=j (YdiaSh l=id
mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=
=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd
RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh
ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd
tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh
iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi
zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla
fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml
wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar
uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt
mofrac34Ykh ugraveu jeoa fldg ielsh yels h
mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy
plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi
zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd
weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska
mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd
tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla
87
tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt
wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh
iiumlnkaOfhks
l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h
ksoiqkla fi
jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd
mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt
=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu
muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy
plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd
yels uacuteh tfiau weeiuml =rejreka ^uacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr
igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg
mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh
kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq
mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh
tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40
fokd wszligka kugravek dlaIKsl plusmnkqu Nduacute lflta fofofkl= ^02amp muKs Tjqyq bd
leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty
luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms
fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys
NtildeKh lrkakg ksfrac34udKlre iuafjd sfhkjd lshZZ hkak plusmnlauacuteh yels h fuh
zisfys rEm ueugraveuZ fi plusmnlajQfha kiuml th jgyd ekSug YsIHhdg wes wjiadj ssyS
hkq we tfya =rejszligh ish olaIdjh u iqyumliq fi jvd fhdaH ksoiqkla iys j
th meyeEgraves lr sectug iua jQjd h
SrK ekSfiuml l=id
SrK ekSfiuml l=id iys Modhs =rejrfhl= kiuml bekaugraveug kshntilde
uacuteIh mh uacuteIh fldgi msltsn| j lska ieiqiuml fldg SrKh lr eicircu llt hq=
h ta nj ksIacutelaIKfhka yjqre lr ekSug yels uacuteh kshntilde Egravekfha sect wodlt
ldEacutefthornoh =lt wdjrKhg wfmalaIs uacuteIh fldgi fmr isg u SrKh lr ekSu
bd jeoa fldg ielsh yels =Kdxhls
88
plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt
=rejrhd flfrys yd =rejrhd nd fok plusmnkqu iiumlnkaOfhka uacuteYajdihla wes lsIacuteu
flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg
isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg
ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka
flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju
mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh
7 jk j=j ( SrK ekSiuml
Okdaul laIK RKdaul laIK
middot iaOacuter Ndjhlska hq= woyia mldYkh
middot bekaugraveug kshntilde uacuteIh mh msltsn| SrKh lr isagraveu
middot ksjerEgrave mslts=re yjqre lsIacuteu
middot YsIHhd ksjerEgravej wiqka lsIacuteu
middot YsIH jerEgrave pfrac34hd uacutelrKh
middot mlaIdyS nj yd mqoanoaO nj wju ugraveu
middot mlaIdyS nj
middot u plusmnkqu msltsn| wuacuteYajdih
middot bekaugraveu i|yd iQodkula fkdugraveu
middot wjiadkql+ j SrK ekSfiuml fkdyelshdj
middot isiqka ksis mszligEgrave wiqka fkdlsIacuteu
tfya =rejreka weeiuml uacuteg mlaIdyS nuacuteka lghq= lsIacuteu isiqka ksis mszligEgrave
wiqka fkdlsIacuteu jeks ajh =rejrekafa SrK ekSfiuml l=id rys nj
mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt
nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel
uUumlgfiuml yumlfrac34jd o weeiuml =rejreka flfrka mofrac34Ykh uacuteh fuu ajh
wjiadkql+ j SrK ekSfiuml fkdyelshdj u wes jk ajhls bekaugraveu i|yd
iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka
mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka
flfrka mofrac34Ykh jQfha Tjqka i= plusmnkqu wuacuteYajdifhka msszlig tlla njhs ud i=j uacuteIh
lafIah yd idudkH plusmnkqu iiumlnkaOfhka mjsk wvq plusmnkqu thg fya=jla fi i|yka
llt yels h
wdYs ka
w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda
cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU
89
90
AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013
Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity
ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors
FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013
HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html
JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall
RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on
TeachingChicagoMcNally
ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan
Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc
ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS
LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit
NationalInstituteofEducationMaharagama
Abstract
SupersedingallthepreviouscircularstheCircular201306hasstrongly
emphasizedtheneedofGuidanceandCounselingfortheschoolsystem
ThishaspavedwaytoofferthepostsofCounselorteachertogivethem
professional acceptance The speciic objectives of the study were to
investigate theprofessionalcompetenceoftheteacherCounselorstheir
modeofinterventionforCounselingtheproblemsandchallengestheyface
in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate
effectivelytheroleofateacherCounselorproductivelyForthestudy138
teachers from several provinces were purposively selected and
quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis
revealedthatdeinitionofthesubjectCounselingincompliancewithclear
indicatorsistheestablishmentofthelegalidentityandframeworkofthe
subjectgivingalicensetoteachersselectedoncoherentcriteriamaking
compulsory the completion of professional qualiication of Counselor
Teachers and releasing them full-time for Counseling activities are the
perceivedsolutionsfortheproblemsinthisield
MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention
91
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ksid udkisl wdsh lauh yd ta wdYs Ntildeafotildes mSvkjg ndivideka jk isiqka
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tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc
jk reK mrmqr =lt iunr fmreI laIK neyer fjntildeka mjsk njg o woyia mlt
fjntildeka mjs
YS xldfotilde mdia moaOsfha udfrac34fdamfoaYh yd WmfoaYk bsydih ielsag
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YS xldfotilde wOHdmk moaOsh wdYfhka udfrac34fdamfoaY yd WmfoaYk jevigyka
lshdlaul lsIacuteu 1957 plfaL wxl 10 uska iadms ugrave we ^uacutelurak 2010amp 1983
jk uacuteg wOHdmk wudHdxYfha udfrac34fdamfoaY yd WmfoaYk wxYhla wdriumlN jQj o th
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miqldSk j iqkdntilde jHikha iuu 2014 sect mdia moaOshg ufkda iudOcirch ueEgraveya
ugraveul wjYHdj mokiuml fldg fk 2006 jiffrac34 sect udfrac34fdamfoaY yd WmfoaYk wxYh
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2006amp
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tuska fufla mejes egumljg uacuteidivideiuml nd fontildeka WmfoaYk =rejrhdg
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k=re nd sectug o lghq= lr we ta wkqj mdifa Rcq iyh fiajdjla jYfhka
udfrac34fdamfoaY yd WmfoaYk fiajdj lshdaul lsIacuteug plfaLh uska ieiqiuml fldg
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94
iiumlmdolhka uacuteiska plusmnauml j wjOdrKh fldg we ^reKhka msltsn`o ckdecircms
fldntildeika iNd jdfrac34dj 1990brvbar ckdecircms ldfrac34h idOl nldh 1997brvbar cdsl wOHdmk
fldntildeIka iNdj 2003brvbar idudkH wOHdmkh i`oyd kj wOHdmk mkla iiumlmdokh
lsIacutefiuml cdsl lntildegqj 2009brvbar uacutelurak 2010brvbar msrK 2016amp cdsl wOHdmk fldntildeika
iNdj ^1992amp wjOdrKh fldg weafa yqfola YsIH fmreIh jfrac34Okh flfrys
wjOdkh fhduq lrntildeka reK wiykhg msltshula fi uacuteecircua udfrac34fdamfoaY yd
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msixialrK i`oyd ma lrk o ckdecircms ldfrac34h idOl nldh ^1997amp fmkajd sect
weafa iudcfha sect Woa jk eguml iys aaj ksid fmoasl mokul
WmfoaYkh wjYH nja h fuys msMhla jYfhka wOHdmk wudHdxY 2001$16
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sect ^wOHdmk wudHdxYh plfaL wxl 2001amp miqldSk j wOHdmk wudHdxYh
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95
ta wkqj 2013$06 plfaLh =rejreka ma lr ekSu i`oyd meyeEgraves ffksl
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moaOsh =lt meyeEgraves Ntildehla mdia WmfoaYkh fyda WmfoaYk =rejreka
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iudcfhka o uacuteuacuteO uacutefotildepk ta fjntildeka mjSs p=szligld 2015brvbar msrK 2015brvbar msrK
2016amp
mdia WmfoaYk ldfrac34hfhys ksr =rejrekafa ldfrac34hNdrh iiumlnkaOfhka
fufla YS xldfotilde lrk o iDcq mfrac34fhaIK iSntilde wr cdsl wOHdmk wdhkh
2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk
eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS
xldfotilde kj fhdjqka uacutefha mdia orejka i`oyd WmfoaYkhl wjYHdj o fyajfa
^1999amp kj fhdjqkauacutefha orejka mdia iudch =lt uqyqK fok eguml msltsn`o j o
wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka
WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok
eguml wju lr ekSu i`oyd mdia WmfoaYkh i= j uacuteYd ldfrac34hNdrhla mjsk
nj fmkajd fok wr u tjlg mdia moaOshg wes uacutefotildepk wr wOHdmkh
uska isiq wjYHd Dma fkdugraveu wdau Ylash fyda fmreI ixjfrac34Okh flfrys
wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha
orejkafa eguml wNsfhda mdi uska uacutei`okjd fjkqjg wOHdmk yumlIalrd o tl=
96
fujeks jq miqigraveul mdia udfrac34fdamfoaYh yd WmfoaYk ldfrac34hNdrh jvd
uacuteecircua yd wHjYH fiajdjla lsIacutefiuml wruqKska wOHdmk wudHdxY 2013$6
plfaLh uska udfrac34fdamfoaY yd WmfoaYk =re ldfrac34hNdrh iquacutefYaI j wfrac34 olajd
ffksl miqigraveula nd oSug ea fldg we fun`yuml ffksl yd uacutefotildepkdaul
jgmsgdjl mdia WmfoaYk =rejrekafa N+ntildeldj uska isyumllrkq nk ldfrac34hNdrh
msltsn`o meyeEgraves wjfndaOhla nd hq= ugraveu jeoa jkafka jfrac34udk mdia YsIH
mcdj i`oyd mdia WmfoaYkh plusmnauml j wjYH j mejSu u h ^uacutelurak 2010brvbar
msrK 2016amp msrK 2016 fmkajd fok mszligEgrave u mdig udfrac34fdamfoaYh yd
WmfoaYkfha wjYHdj rug u th mdia moaOsh =lt iaOacuteridr j iadms
lrSug kiuml tys plusmnkg ksr j isaacutek =rejrekafa ldfrac34hNdrh msltsn`o j uacutemriuml
lsIacuteu wjYH lreKla j mjs tneuacuteka ta i`oyd miqigraveula fi WmfoAYk =re
N+ntildeldfotilde jfrac34udk miqigraveu wOHhkh i`oyd mfrac34fhaIKhl wjYHdj mjS
ugrave th j yumlrga yumlIalr jljdkqjla njg ma fldg wes nj mjihs ueKsfla 2004amp
fmkajd fokqfha mdia udfrac34fdamfoaY yd WmfoaYk N+ntildeldj msltsn`o meyeEgraves Ntildehla
fkdues nj yd mdia udfrac34fdamfoaY yd WmfoaYk jev igyka jvda mltodhs whqszligka
lshdaul lsIacutefiuml wNsfhdahg mdi uqyqK Egraveh hq= j wes njhs
msrK ^2015amp mdia WmfoaYk =rejrekafa uacuteNjHd fidhd neSu
iiumlnkaOfhka wes wOHhkfhka wkdjrKh fldg weafa WmfoaYk uacuteIhh
iiumlnkaOfhka WmfoaYk =rejreka iiumlnkaOfhka wes wju plusmnkqjaNdjh fya=fjka
WmfoaYk ldfrac34hfhka ndfmdfrda= jk wruqKq bgq ugrave fkdues njhs tfya fuu
wOHhk mdia WmfoaYk =re ldfrac34hNdrh iiumlnkaOfhka Rcq wOHhk fkdfotilde p=szligld
^2015amp mdia WmfoaYkh msltsn`o isiqka olajk wdlam wOHhkh fldg we tuska
wkjrKh jkafka mdia isiqka =lt mdia WmfoaYk ldfrac34hNdrh fyda tys ksr
=rejreka iiumlnkaOfhka Okdaul wdlam fkdues njhs msrK ^2016amp YS xldfotilde
mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir
jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg
idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja
h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks
wsuacuteYd mudKhlska hqla jk njhs fuu miqigraveu u mdia WmfoaYk wNsudfrac34
^AmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j
wes nj jeaumlyumlrga fmkajd foa tfia jQ udfrac34damfoaY yd WmfoaYk =rejreka fi ma
lrk o =rejreka i`oyd luja jev msltsfjltla mdi =lt fdvkd fkdues ugraveu
yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd
wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja
jeaumlyumlrga fmkajd foa
20 wNsudfrac34h iy iquacutefYaIS wruqKq
wOHhkfha wNsudfrac34h mdia WmfoaYk lafIafha ksr ugrave isaacutek =rejrekafa
mdia WmfoaYk ldfrac34hNdrh yd Tjqka ta i|yd ueEgraveya jk wdldrh fidhd neSuhs
iquacutefYaIS wruqKq jQfha
wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd
wes jDaSuh fhdaHdj fidhd neSu
wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk
wdldrh uacuteufrac34Ykh lsIacuteu
weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk
eguml iy wNsfhda ydividekd ekSu
wEamp WmfoaYk =re N=ntildeldj Modhs fi mjajd fk hdu i|yd
ixjfrac34Okh llt hq= lafIa ksfrac34Kh lsIacuteu
97
30 lufotildeoh
mudKdaul mfrac34fhaIK mfotildeYfha ioacutelaIK mfrac34fhaIK lufotildeoh fhdod kakd
oS WmfoaYk =rejrekafa lshdldIacuteajhg wodlt msmash ksrEmKh lrk
plfaL lshd llt iajNdjh wOHhkh lrk ksid msmas mfrac34fhaIK laIK o Nduacute
lrk sect ioacutelaIK mfrac34fhaIK Khg wha mYakdjshla uska WmfoaYk
=rejrekafa oa ia lrk sect mYakdjsh ilia lsIacutefiuml sect iyNdslhkafa
wOHdmk yd WmfoaYkh i|yd wes iqyumliqliuml mdia WmfoaYk fiajd ldh hk uQsl
fdr=re nd ekSuga fojkqj WmfoaYk =rejrhl= jYfhka oekg mdifa lrkq
nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect
uqyqKmdk eguml yd tajd wju lsIacuteug a lshdudfrac34 o fjkqj jyumlrga WmfoaYk
=re N=ntildeldj =lt iadjr ugraveug Tjqkafa uQsl wjYHd fudkjd o hkak wjOdrKh
flrsKs
YS xldfotilde wOHdmk ldm 94ka mltda 07lska ^niakdysr jhU uOHu
kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk
=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh
ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa
yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34
^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard
kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j
msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect
1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m
sr y d ak i n
U h j
u H O u
k
sr y k f e
j W
qj u r n i
=K l o
h m d l
qj u oacute
v d af k qj k ntilde
sh K e l
h aacute r e j ssl k
h saacute m d sh == l
r qj k y u
sh lt t r qj k
r d m iuml w
v su e j
v d f x n
a e l
g d af k n iuml y
a e aj l Egrave
h K d u m
10 10 10 10 20 10 10 10 10 06 12 10 10
wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh
i`oyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH
udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa
yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh
lIacutes ua h
40 oa uacuteyh iy idlEacutePdj
41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj
411 wOHdmksl iy jDaSh iqyumliqliuml
wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka
5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk
rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ
29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr
kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia
Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu
yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha
jhU Wj yd kefkysr h
iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd
ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc
jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha
jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls
bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl
98
454035302520151050
wfm
diW
fmlt
aumlmaf
daud
mqyqKq
=re
cdY
suacute
wOHdmk
fotildesect
Ydiafotilde
sect
Ydiam
s
mYa W
mdecirc
1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml
WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs
mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka
sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi
yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju
iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re
lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg
o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch
412 WmfoaYkh iiumlnkaO iqyumliqliuml
WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml
yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh
lafIahls
WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ
kHdhdaul yd mdfhdasl ksmqKd wHjYH h ^American School Counselor
wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk
uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml
u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg
wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy
99
Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes
jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka
WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt
cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks
=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes
iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch
ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia
aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj
aumlmafdaud jQy 2 jk rEmhamp
2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml
01 WmfoaYkh msltsn`o mYapda Wmdecirc aumlmafdaudj
02 ufkdauacuteoHdj Wmdecirch
0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj
0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj
0 5 ufkda msldrh msltsn`o Wiia aumlmafdaudj
0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn`o Wiia aumlmafdaudj
=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd
snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc
aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu
Wmdecirch i`oyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla
jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl
WmfoaYkfha sect jeoa ufkda msldr msltsn`o yodrd isaacutefha tla whl= muKs fudjqka
fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh
100
reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl
fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk
uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh
jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs
413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml
=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid
mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk
ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl
ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave
snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd
snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds
ugrave fkdsigraveKs ja 39]la fiuml i`oyd mslts=re sect fkdsigraveK
414 mdia WmfoaYk fiajd ldh
flIa a h mlts ns `o mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq
yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d
ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu
r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld
mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh i`oyka fkdllt 9]la
o uacuteh
2 jk jj= ( mdia WmfoYa k fiajd ldh
jir Kk mudKh ^]amp
16 g jeauml
9
13 -
15
2
10 -
12
7
7
-
9
9
4 -
6
17
1 -
3
26
jir 1 g wvq
20
i`oyka kes
9
101
42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre
jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka
plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis
oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka
ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml i`oyd
uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu
mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u
Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml
ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh
udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh
WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu
fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml
iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la i`oyka fldg we
lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd
mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj
wkdjrKh uacuteh
421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml
ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a
WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a
WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k
r= ejrhd iis kq a iiumlnkOa fhka fyd`o kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect
Rcq j ueEgraveyugravea fiuml wjia dj mjs
fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o
fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO
jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh
422 isiq egumlj iajNdjh
isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect
mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la
wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj
msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl
eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY
iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO
ldhsl wdndO uacutefYaIfhka i`oyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la
fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt
egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK
102
mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u
fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk
fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk
=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh
foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd
orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi
fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka
dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml
ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute
yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect
=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $
foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg
wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd
uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg
la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=
j we
103
mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg
uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels
wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh
^wfiacutemd 2010amp fotilde
ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj
wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|
eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK
fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml
fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu
bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld
mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka
wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde
=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka
lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu
ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg
iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la
olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]
bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re
fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH
Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs
iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj
wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc
uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka
ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp
kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml
lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml
eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO
sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa i`oyd Nduacutehg ekSu
=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh
104
=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska
iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la
mdig mentildeKsfiuml yumlIalrdjg uqyqKmds
bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml
eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus
lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka
mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk
egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE
wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a
oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka
fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka
tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave
nika dyrs mltd wdYf hka we``umliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl
lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu
miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls
wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka
uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls
lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh
fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde
fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes
jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks
423 wehSiuml jdfrac34d nd ekSu
jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool
CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu
uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh
whsu lsysmhla Tiafia fla lrk sect
jdfrac34d nd kakd wdldrh mudKh ^]amp
1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64
2 fda igyka 12
3 ffokls jdfrac34d 3
4 mentildeKsfiuml faLk 2
5 fkdkS$ j u ke 1
6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9
WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd
mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula
lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu
ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs
3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu
105
424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka
eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak
ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs
WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu
^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh
hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha
uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq
nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig
wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt
hq= h
wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO
mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M
mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh
msldfrac34h ^Theraphyamp i`oyd fhduq lrk mudKh jeltelaugraveug yd
ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka
fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt
iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula
lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka i`oyd
lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs
ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok
ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde ^American School Counselor
Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls
flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk
mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK
425 WmfoaYk =re WmfoaYljrhdfka efnk iydh
WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt
odhlajhla ysntilde uacuteh hq= h
106
wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq
ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI
ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO
mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh
ksheEgravefha jQ =rejreka 29]la efnk iydh msltsn`o ieySulg ma uacuteh fkdyels nj
mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsn`o
ieySulg ma jk mudKh 21]ls
mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml
rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd
wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect
isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk
wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute
fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd
uqyqKmdk eguml fotilde bka 42]la i`oyka fldg snqfka isiqka mdig fkdmentildeKSu iy
Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg
uqyqKmdk njls
4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah
bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke
01]
06]
14]
28]
01]
50]
fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka
WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk
=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa
u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh
43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda
107
fkdeicircu iudc wdlam WmfoaYkh msltsn`o wkjfndaOh iadkhla fkduesugraveu
ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg
ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt
ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh
ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu
foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu
foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk
ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh
lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|
fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk
ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys
wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American
School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj
WmfoaYkh i`oyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj
fkdmentildeKsug fuh o fya=jls
tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels
neuacuteka WmfoaYk k=r msltsn`o j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka
48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a
=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla
njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh
fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls
fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka
36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma
fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect
egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml
khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS
kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml
uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h
WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh
lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs
mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh i`oyd u
ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma
llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues
njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos
uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs
431 eguml wNsfhda wju lr ekSug a lshdudfrac34
WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj
WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug
a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh
mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia
ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka
yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam
fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj
fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO
wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute
fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk
=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk
ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j
N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod
ekSu ^uacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu
mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu
wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j
lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi
uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh
wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd
wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul
miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute
lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl
wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj
fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka
uacuteiska wjOdrKh lr snqKs
108
middot 2013$6 plfaLh uska mdia WmfoaYkh i`oyd ksYaNtildej u kiuml llt
=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh
jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia
ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug
miqigraveula fdvkes fkdues nja h
middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u
mdi i`oyd WmfoaYk =rejreka n`ojd kakd fi wjOdrKh llt o
ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh i`oyd jDaSh iqyumliqliuml nd
weafa 14]l mudKhls
50 ksuk
109
middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka
ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we
middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq
egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid
isiqka uqyqK fok eguml mOdk uacuteh
middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|
wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo
u nd fkd ks
middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI
j msldfrac34h i`oyd jeauml fhduq ugraveula wkdjrKh uacuteh
middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re
WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu
i`oyd fkd efnhs
middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes
wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk
hug fkdyels ugrave we
middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect
we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu
mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla
fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka
wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk
=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk
uacuteIhh i`oyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk
=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg
jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh
msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju
ugraveu ta wr mOdk fotilde
middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka
iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o
fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd
Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka
lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys
lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h
middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt
uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk
=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect
mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml
60 fhdca kd
middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=
WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =
h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu
uacuteIfhys wes eTrq jgyd fk lghq = llt yels h
middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k
r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula
jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt
hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh
hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys
khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a
llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g
Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs
lt= ia dms uacuteh hq = h
middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka
WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh
iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =
j wefa a fiuml i`oyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg
a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq
mlts ns `o j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu
nmh nd Egraveh hq = h
middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a
ld mrdihla welt= hdjla dkS llt hq = h
middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e
Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu
yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a
plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h
110
middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia
WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh
ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u
eigraveh hq= ksis ek o egumljg la j we
wjOdkhla fhduq fldg ke
middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsn`o j uacuteuiSfiuml sect fmkS sfha
Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska
weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u
mdia mszligmdkh o fuys wes jeoalu fkdild we
111
middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh
uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk
hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ
WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg
iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml
msltsn`o lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska
u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka
n`ojd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt
hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk
weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg
jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk
mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc
wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga
mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr
mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu
mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud
^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd
iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda
iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd
WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu
wjOdkh llt hq= h
middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u
moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok
wdpdrOfrac34u moaOsh WmfoaYk =rejre n`ojd ekSug wodlt
plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia
WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga
WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq
wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j
ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd
lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu i`oyd
uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug
mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh
hq= h
middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg
fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls
tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk
wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u
wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd
wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk
jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd
2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh
iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu
hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg
wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu
ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka
foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h
middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg
WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula
fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk
ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml
wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj
fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula
lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia
wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h
middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave
weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsn`o lshdldIacute ksis
weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua
wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej
u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl
Tiafia wecirclaIKh llt hq=h
112
middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev
ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr
ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves
plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd
ksis weumllaIKhla o isyuml llt hq=h
middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY
msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska
ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh
113
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- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk
- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsn`o wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp
- chisxytEacuteagravetiatiuml^1994ampmdil fhdjqkauacutefha isiqka i`oyd kHdhdaul WmfoaYk kHdhla mjajd fkhdu wfkl=a bfkqiuml ldfrac34hhka wr jvda jeoa fkdjkafka o wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh^wmldYsamp
- ckdecircms ldfrac34h idOk nldh ^1997amp idudkH wOHdmkfha msixialrK jdfrac34dj YS xldj
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- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh
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- reKhka msltsn`o ckdecircms fldntildeika iNdj ^1990amp reKhka msltsn`o ckdecircms fldntildeika iNd jdfrac34dj YS xld rcfha uqoslashKdh
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wOHhkhla wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
- fotildeyea tiuml tiuml ^1996ampjDaSh udfrac34fdamfoaY fiajdjlg wodlt j mdifa ldfrac34hNdrh wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp
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- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia
jordosh
Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States
For further details visit wwwvarkeyfoundaonorg
Strength of a Teacher amp the Global Teacher Prize
Im privileged to have had an education that
taught me to approach the world with openness
curiosity and flexibility I was surrounded by
great teachers that modeled the rigorous
intellectual discipline needed to disrupt
culturally constructed ways of knowing to
bypass static habitual perspectives and to greet
the world with empathy authenticity and a
playful sense of humor The Global Teacher Prize
is exciting because it acknowledges the
importance o f teachers and the enormous
impact they have The future is in the hands of
our children the spirit they encounter in todays
classrooms will provide the foundation for
tomorrows world Jordan Shapiro
115
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- 8-1Executive summary (61)pdf (p7-10)
- 1 Teaching physicspdf (p11-33)
- 2 Activity based (61)pdf (p34-47)
- 3 School curriculum for sustainable peace(JC)doc(61)pdf (p48-70)
- 4 Assessment article(61)pdf (p71-77)
- 5 Characteristics of an ET(61)pdf (p78-96)
- 6 Guidance 2-2-3(61)pdf (p97-120)
- 7 Strength of a Teacherpdf (p121)
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