· education forall assessment sri lanka - unesdoc...
TRANSCRIPT
Contents
Acknowledgements
Contents
Preface
Executive Summary
Abbreviations
Certifications
Part I - Introduction, EFA Goals, Targets and Strategies
1.1 Sri Lanka: Background Information
1.2 EFA Goals, Target and Strategies
1.3 Expansion of Basic Education and Training in Skills Required by
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VI
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Youths and Adults 9
1.4 EFA Strategy and Plan of Action 10
1.5 Decision making and Management 13
1.6 Cooperation in EFA 14
1.7 Investment on EFA Since 1990 15
Part 2 - EFA Goals: Status 16
2.1 Early Childhood Care and Development (ECCD) 16
2.1.1 Background 16
2.1.2 Policy on ECCD 17
"e 2.1.3 Institutions Involved 18
2.1.4 Activities Accomplished and Future Plans 18
2.1.5 Indicators Pertaining to the Dimension of ECCD 19
2.2. Primary Education 24
2.2.1 Background 24
2.2.2 Access and Participation 24
2.2.3 Indicator 3 : Apparent (Gross) Intake Rate 25
2.2.4 Indicator 4: Net Intake Rate 27
III
2.2.5 Indicators 5 and 6 : Gross Enrolment Ratio and Net
Enrolment Ratio 27
2.2.6 Public Expenditure of Primary Education 28
2.2.7 Indicator 9 : Percentage of Primary School Teachers
Having the Required Academic Qualifications 30
2.2.8 Indicator 10: Percentage of Primary School Teachers who
are Certified According to National Standards 31
2.2.9 Indicator 11 : Pupil Teacher Ratio - Primary Cycle 34
2.2.10 Indicator 12 : Repetition Rates by Grades 37
2.2.11 Effects of Special Foreign Funded Projects 41
2.2.12 Indicator 13 : Survival Rate to Grade 5 42
2.2.13 All Island Survival Rate to Grade 5 43
2.2.14 Indicator 14 : Coefficient of Efficiency 46
2.3 Learning Achievement and Outcomes 50
2.3.1 Achievement of Basic Learning Competencies 50
2.3.1.1 Background 50
2.3.2 Learning Achievement Surveys Completed 51
2.3.3 Learning Achievements and Outcomes 51
2.4 Adult Literacy 57
2.4.1 Background
2.4.2 Indicator 16 : Literacy Rate of 15-24 years old 57
2.4.3 Indicator 17 : Adult Literacy Rates - Percentage of the 58
Population Aged 15+ that is Literate
2.4.4 Indicator 18 : Literacy Gender Parity Index 60
2.5 Training in Essential Skills 64
2.6 Education for Better Living 66
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Part 3 - National Agenda for the Future: Suggestions and
Recommendations 71
3.1 E.C.C.D. Programmes 71
3.2 Primary Education 73
3.3 Learning Achievement 81
3.4 Adult Literacy 83
3.5 Training in Essential Skills 84
3.6 Education for Better Living 88
Bibliography 91
Committee on EFA Year 2000 Assessment 93
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Education for All : Sri Lanka Status Report
Preface
Education for AIl- The Year 2000 Assessment
The World Conference on Education for All held in 1990 in Jomtien, Thailand
pledged to take necessary steps to provide basic education for all children, youth and
adults and to reduce illiteracy. Immediately following the Conference, the
International Consultative Forum on Education for All was set up as a mechanism to
promote, and monitor the progress of the goals of Education for All. In addition, it
was agreed that progress towards achieving EFA goals will be gauged at two distinct
points i.e. mid-decade and at the end of year 2000. The Mid-Decade Review held in
1996 in Amman, Jordan to assess the status and trends of EFA in respective countries
showed that there was a widespread support for goals and principles embodied in the
World Declaration on Education for All and its Framework for Action.
The Government of Sri Lanka has participated in the above two World Conferences
and is committed to adopt the principles of Education for All goals and to take
necessary steps to achieve them. Sri Lanka has made significant endeavours even
before the Jomtien Conference towards universalizing primary education and
providing extended opportunities for learning to its citizens. Significant measures,
such as the provision of free education, free text books, free mid-day meals, free
uniforms etc. have been successfully implemented from time to time and are still in
vogue for achieving the target of Education for All. Since 1990, the Ministry of
Eduqation and Higher Education (MEHE) has taken further measures to achieve the
above target. The enactment of the Compulsory Education Regulations and setting up
of committees at village level to promote participation in primary education in 1997,
reforms effected in the curriculum, strengthening the infrastructure of the primary
level education since January 1999, improvements effected in the printing of school
text books, reforms introduced in the teachers' training programmes (pre-service and
in-service) and changes proposed in the assessment of students' learning competencies
(school based assessment scheme) are a few of such significant measures. Education
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Education for All : Sri Lanka Status Report
for All campaign, comprises six dimensions. They are Early Childhood Care and
Development, Primary Education, Learning Achievement and Outcomes, Adult
Literacy, Training in Essential Skills and Education for Better Living.
The present assessment of the achievements of Education for All by the year 2000 is
mainly based on 18 Core Indicators proposed by the Forum Secretariat in its Technical
Guidelines. The National Committee set up to prepare the EFA 2000 Assessment
Report comprises the representatives from the Ministry of Education and Higher
Education, Ministry of Women's Affairs, Universities, National Institute of Education,
Department of Examinations, Provincial Education Authorities, Non Government
Organisation and University Grants Commission.
In preparing the Report the following strategies were used together information:
1. A survey conducted island wide using a sample of households to gather
information about ECCD and rates of adult literacy.
2. A survey on achievement levels of Grade 5 students;
3. A modified questionnaire used in the school census conducted in June 1999
to assess many of the 18 indicators.
This Report comprises three parts as follows:
• Part 1
Part 2
Part 3
Introduction, EFA Goals : Targets and Strategies
EFA Goals: Status and Trends
National Agenda for the Future: Suggestions and
Recommendations
A major limitation of the assessment was the difficulty in obtaining data from the war
torn Northern and Eastern Provinces. In many instances only the data obtained from
other provinces were used for the analysis. Another difficulty encountered was the
lack of updated demographic data due to an absence of population census since 1981.
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Education for All : Sri Lanka Status Report
Some schools too had not kept systematic records, and therefore were unable to
provide data requested in the School Census.
Professor Lal Perera
National Coordinator
30.09.99
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Education for All : Sri Lanka Status Report
Abbreviations
ADB Asian Development Bank
ADE Assistant Director of Education
ADG Assistant Director General
DE Director of Education
DDE Deputy Director of Education
DFID Department for International Development
DOE Department of Examinations
• ECCD Early Childhood Care and Development
EFA Education for All
EMIS Educational Management Information System
ESCAP Economic and Social Co-operation for Asia Pacific
GCE (OIL) General Certificate of Education (Ordinary Level)
GCE (AIL) General Certificate of Education (Advanced Level)
GDP Gross Domestic Product
GER Gross Enrolment Rate
GNP Gross National Product
GTZ German Agency for Technical Co-operation
LGPI Literacy Gender Parity Index
• MERE Ministry of Education and Higher Education
MLA Monitoring Learning Achievement
MPPE Master Plan for Primary Education
MTIP Medium Term Investment Plan
NA Not Available
NAITA National Apprentice and Industrial Training Authority
NATE National Authority on Teacher Education
NCOE National College of Education
NER Net Enrolment Ratio
IX
UNICEF
NEC
NFED
NGO
NIE
NYSC
PDE
PEPP
PME
PMP
PSEDP
PTR
- RR
SBA
SIDA
TETD
UGC
UNESCO
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Education for All : Sri Lanka Status Report
National Education Commission
Non Formal Education Department
Non Governmental Organisation
National Institute of Education
National Youth Services Council
Provincial Director of Education
Primary Education Planning Project
Provincial Ministry of Education
Primary Mathematics Project
Plantation Sector Education Development Project
Pupil Teacher Ratio
Ready Reckoner
School Based Assessment
Swedish International Development Agency
Teacher Education and Teacher Deployment
University Grants Commission
United Nations Education, Science and Cultural
Organisation
United Nations Children's Fund
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Education for All : Sri Lanka Status Report
Acknowledgement
The completion of this report is a result of the assistance extended and support given by various persons
and organisations to the National Committee on EFA Year 2000 Assessment. On behalf of the National
Committee I wish to thank all of them.
The following persons are specially mentioned herein with a deep sense of gratitude for the co
operation extended.
• Honourable Minister Dr. Richard Pthirana
• Honourable Deputy Minister Prof. Viswa Warnapala
• Secretary to the Ministry of Education and Higher Education, Mr. A. Andrew de Silva
My sincere thanks are extended to the following
• Statistical Unit of the MEHE
• National Institute of Education
• Department of Examinations
• UNESCO Offices in Sri Lanka, New Delhi and Bangkok
• UNICEF Office in Colombo
The services rendered by the following are praiseworthy
• Mr. Sterling Perera, Education ConSUltant, Mr. A.A. Navaratne, ADG, NIE and Mrs. Soma de
Silva ofthe UNICEF who assisted in writing the report
• Mr. P. W. Gunasekara, DE, Mr. P. Nalaka Ilapperuma, DDE and Mr. L.D. Upali, System Analyst
and Mrs.Manori Hemachandra, Data Entry Operator all of MEHE who assisted in analysing data
• Miss. Dhammika Kariyawasam who helped in type setting the report.
This project was made a reality due to the services extended by all of them. I wish to acknowledge
their co-operation in this regard.
Prof. Lal Perera
National Co-ordinator
30.09.1999
Ministry of Education & Higher Education
Isurupaya,
Battaramulla
Sri Lanka
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Education for All : Sri Lanka Status Report
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Executive Summary
Provision of equal opportunities for Education for all children alike has been one of
the main concerns of the Government of Sri Lanka throughout the last five decades
or so. Even before the Jomtien Conference held in 1990, the universalization of
education in Sri Lanka had been accepted in principle by the state. The Free
Education Act enacted in 1945 which made provisions for free education from the
kindergarten to the University level is a landmark in the history of education.
There have been many other progressive steps such as the distribution of free
school books, free uniforms, etc.
Sri Lanka following the participation in the Jomtien Conference in 1990, has
committed herself to adopt the principles of Education for All Goals and to take
necessary measures with a view to achieving them. Many of the steps for the
achievement of these goals were taken after the participation in the mid decade
review in 1996.
In Sri Lanka the responsibility of organizing programmes for ECCD has been
thrust upon the private organizations and NGO's. The contribution of the
Government towards ECCD is minimal. The preschools, creches and nurseries are
established and run by individuals, private organizations and NOO's. At present
there are signs of commitments on the part of the government to participate in
ECCD programmes. The initiation taken by the government to establish a Centre
for ECCD at the Open University is a clear sign of such commitment. In addition
the Presidential Task Force on Education (PTF) has expressed the need for
preparing a common curriculum and a frame - work for pre - primary educational
institutions.
The provision of equal opportunities for Primary Education has become the sole
responsibility of the Government and it has fulfilled its responsibility to a great
extent. The following are some of the important measures taken in Sri Lanka to
broaden the opportunities for primary education:
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Education for All : Sri Lanka Status Report
*
*
*
*
*
Enactment of compulsory education regulations in 1997 and relaxation of
admission regulations;
Establishment of special committees at village level to identify and
motivate non school goers;
Transformation of learning into an interesting and pleasant experience by
introducing a series of changes in the infrastructure of primary classes,
curriculum materials and teaching methodologies;
Introduction of a School Based Assessment programme as an intervention
strategy for the improvement of the learning - teaching process;
Emphasis on learner centred education and student activities.
Despite these measures, Sri Lanka still experiences difficulties in achieving EFA
Goals, because there are school related and non school related factors which
compel children to be away from schools.
The five year Primary Education Plan has proposed the following goals to be
achieved by the end of year 2004 :
1. Increase in the initial enrolment and retention rate upto 100 percent in
Grades 1 - 5 ;
2. Increase in the rate of attainment of essential learning competency upto 95
percent of students completing primary education;
3. Improvement of the quality of primary education management;
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Education for All : Sri Lanka Status Report
4. Promotion of the equitable allocation of human and financial resources to
primary education;
The participation of Sri Lanka in the Monitoring Learning Achievement Project
launched with the assistance of the UNESCO and the UNICEF is an example to
show the government's concern on the improvement oflearning achievement. The
National Institute of Education (NIE) has already completed 3 surveys to identify
the levels and problems in learning achievement of primary children. The format
of the scholarship examination held annually at the end of Grade 5 was changed in
the year 1996 in order to motivate students to achieve objectives of the primary
education, more effectively. Changes in primary curriculum and teaching
approaches were implemented island wide in 1999 with the objective of enhancing
the level of learning achievement. The school based assessment programme which
is to be gradually extended to grade 5 in the year 2003 is another intervention
effected to improve learning - teaching process that will lead to the improvement of
students' learning achievement.
According to the Population Census in 1981 (the last census) the male and female
literacy rates in Sri Lanka were 91 percent and 83 percent respectively. With all
the attempts made during the past to achieve universalization of primary education
there is still a considerable number of people who have not participated in the
education process or a considerable number of early dropouts from school.
Making this group of people literate has posed a major challenge to the
government. Organizing literacy classes and other programmes for skill
development is done with the assistance of several organizations. The Non
Formal Education Department of the Ministry of Education & Higher Education,
the Ministry of Samurdhi, Youth Affairs and Sports and the Ministry of Social
Services have mainly contributed towards the provision of non formal type of
education for adults. In addition the Non Governmental Organizations (eg.
Sarvodaya) and private organizations (eg. Mahila Samithi) have contributed
immensely towards achieving this objective.
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Education for All : Sri Lanka Status Report
Training in Essential Skills is another area that the Government obtains the
assistance of different ministries and organizations. The following activities have
been performed by different organizations offering their assistance to the
government to train people for skill development :
*
*
*
*
Vocational and Technical Education Commission (VTEC) had organised a
vocational guidance week from 13 - 19 in September 1999, to make the
adult students aware of the job opportunities available and the
qualifications needed for such jobs. Seminars, Workshops, Mass Media
programmes were conducted to achieve this objective.
The Federation of Chamber of Commerce and Industry in Sri Lanka has
compiled a directory giving details of 205 jobs grouped into 18 categories
in which adult schoolleavers could obtain a training.
National Youth Services Council offers a variety of short and long term
courses enabling adult students to obtain a training in essential skills.
Social Services Department and many non-governmental organizations
organize short term courses as non-formal education interventions for
development of essential skills in adults.
•Imparting of knowledge for better living is the primary purpose of education. All
aspects of formal education are geared to achieve this goal. But there is a special
contribution expected from the non formal and informal agencies of education in
this respect. Specially informal education agencies such as Television, Radio and
News papers render a great service in providing knowledge and experience for
better living. The T.V. and Radio programmes and the feature articles and news
published on various themes provide new knowledge for the people and are
influential in the affective development of people which would help improve their
personalities. This would undoubtedly result in cognitive and psychological
change in people which would in turn provide the conditions for better living.
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Part 1- Introduction, (EFA Goals, Targets and Strategies)
The part I includes basic information on geography, economy and Education of Sri Lanka.
In addition it gives the present status of achieving EFA goals its targets and strategies
1.1 Sri Lanka: Background Information
(a). Geography
The Democratic Socialist Republic of Sri Lanka, is an island in the Indian Sub-Continent,
lying about 070North and 820East. Its area is about 65,610 sq. km and it measures 435km
from North to South and 225km from East to West. The coastal plains with an average
temperature of 260C give rise to central highlands, with the temperatures ranging from
100C - 200C. For administrative and educational purposes, the country is divided into nine
provInces.
(b). Demography
In Sri Lanka 72.2 percent of the population live in rural areas, 3.6 percent live in the
plantation sector and the rest in urban areas. In 1998, the population was estimated to be
over 18 million. The population growth rate is 1.2. The total population is expected to be
well beyond 20 million by the year 2000 and above 27 million by the year 2040. Sri
Lanka is a multi- ethnic and multi-religious country. According to the 1981 census
• Sinhalese comprise the majority representing 74 percent of the population, Sri Lankan
Tamils account for 12.6 percent, while the Moors comprise 7.1 percent and the balance is
made up of Indian Tamils, Europeans, Eurasians, Malays and Others. Religion wise 69.4
percent of the population are Buddhists, with about 15.5 percent Hindus, 7.5 percent
Moslems and 7.6 percent Christians.
Education for all: Sri Lanka Status Report
(c) Economy
During the past, the major source of external income was the export of tea, rubber and
coconut. Before 1995, the percentage of those earnings were about 60 percent of the total
export earnings - and it comprised 20 percent of Gross Domestic Product (GDP). At
present non-traditional exports such as textiles and apparel have become the main sources
of export income. The largest share of foreign exchange comes from the remittances from
emigrant workers. The composition of GDP in 1998 was: agriculture 21.3 percent,
industry 25.4 percent and services 53 percent. The Gross National Product (GNP) in 1998
was Rs. 9980 billion and per capita GNP was US$ 823. In 1998 the rate of growth of
GDP (in real terms) was 4.7; the Human Development Index was 0.704.
(d) Education
Education is highly valued by all groups of people in Sri Lanka. This veneration for
education derives from different ethno-religious traditions, such as in the case of
Buddhism. The basic of its philosophy led to the establishment of the earliest universities
in the world among which the Mahavihara and Abhayagiriya Universities were the most
ancient ones. Traditionally the principles of free education, equity and access to education
had been well established in these institutions.
The Constitution of the Democratic Socialist Republic of Sri Lanka (1978) affirms the
need for the complete eradication of illiteracy and assure the citizens the right to universal
and equal access to education at all levels. This policy conforms to the Article No. 26 of
the Universal Declaration of Human Rights (1948) which proclaims that every citizen has
a right to education. Introduction of free education from primary level up to university
level, and changing the medium of instruction from English to mother tongue i.e. Sinhala
and Tamil, were landmarks in this regard. Later, bringing all private and assisted schools
under government control, providing free mid-day meals, subsidised transport, free text
books, free uniforms and giving financial assistance through scholarships at various levels
are some of the distinct measures adopted by all successive governments during the past
2
Education for all: Sri Lanka Status Report50 years, to accomplish the aim of widening equal educational opportunities. In 1997, the
government enacted regulations to ensure compulsory attendance of children, in the age
range from 5-14 years.
The schools in Sri Lanka can be divided in to two categories as non-government and
government schools. Non-government schools consist of estate schools, pirivenas, special
schools, approved/certified schools, pre-schools and international schools. Pirivenas are
educational institutes attached to Buddhist temples, catering mainly to Buddhist monks
and also conducting general education classes for male students who do not attend formal
schools. Out of the total number of 11,272 schools in 1998 only 629 were non
government schools. The 10,643 government schools are categorized as follows:
1AB Schools -
1C schools
Type 2 schools -
Type 3 schools -
having classes from grade I -13 or 6 - 13 with
advanced level classes in science, arts, commerce
and aesthetic streams.
having classes from grade 1 -13 with advanced level
streams other than in science.
having classes from grade 1 -11.
having classes from grade 1 - 5.
There is another category of government schools named as "National Schools" to which
mainly the lAB schools are promoted and controlled by the Line Ministry as against the
other state schools which are under the control of the Provinces. The total number of
pupils is 4,260,989 (1997) where the number of girls and boys are almost equal. Around
43 percent are in the primary cycle of grade 1 to 5; twenty five percent in the junior
secondary cycle of year 6 to 8; and 25 percent are in senior secondary classes of grade 9 to
11 and 7 percent in advanced level classes. About 58 percent of pupils attend type lAB
and type C schools, 42 percent are in types 2 and 3 schools. The country's teaching force
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Education for all: Sri Lanka Status Report
consists of 179,589 teachers, (1995) two out of three being female. Around 27 percent are
university graduates, 20 percent are professionally untrained and the others are trained or
certified teachers.
The levels of education provided through the school system can be divided as follows:
A Primary Education Grades 1- 5 5 years
B Junior Secondary Education Grades 6 - 9 4 years
C Senior Secondary Education Grades 10 -11 2 years
Grades 12 - 13 2 years
The first three levels comprising grades 1-11 form the free access span indicating the aim
of 11 years of schooling.
Three public examinations are held during the span of 13 years. The grade 5 scholarship
examination is held at the end of the primary cycle to award scholarships to students who
need financial assistance and for selection to "popular schools". At the end of grade 11 the
GCE (OIL) examination is held to select students for higher education and employment.
The GCE (AIL) examination is the other examination held at the end of grade 13 that
serves two purposes, such as selection for universities and certification for employment.
(e) Administrative and supervisory structure
The Ministry of Education and Higher Education is responsible for designing,
implementation, control and maintenance of general education, teacher education and
technical education in Sri Lanka. The Minister of Education and Higher Education
who is the executive head of the Ministry is assisted by two Deputy Ministers. The
Secretary to the Ministry who is also the Director General of Education is responsible
for all supervisory and managerial activities of the entire education system. The
Education Services Committee which is an independent body is responsible for
recruitment, promotion, transfer and disciplinary matters of teachers and officers in the
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Education for all: Sri Lanka Status Report
Sri Lanka Education Administrative Service. Functions such as curriculum
development, preparation of syllabi etc. are mandated to the National Institute of
Education. The matters related to Universities and other Higher Education Institutes
are handled by the University Grants Commission. Consequent to [the enactment of the
13III Amendment to the Constitution and the establishment of Provincial Councils the
Provincial Departments of Education, headed by the Provincial Director of Education
(PDE) came into being. The PDE is responsible for the planning, implementation,
management and direction of all educational programmes in the Province.
(t) Non Formal Education
Since 1970s, the Non Formal Education Unit has been functioning within MEHE.
Throughout the island Adult Education Centres and Technical Education Units are
established and monitored by this Unit at MEHE. A special cadre of Adult Education
Officers are entrusted with the task of taking leadership in organising and managing
activities and relevant courses in these centres mainly to meet the needs of adults and
young school leavers. Developing income-generating skills is emphasised in some of
the courses, while developing functional literacy is the major objective in certain other
courses. In addition to the courses organised by the state, several non-governmental
organisations too provide various Non Formal Education Programmes including adult
education.
(g) Special Education
In Sri Lanka two types of programmes are implemented in relation to special
education. One is the integrated special education programme under which
handicapped children attend normal schools and learn with normal children. The
other is the special schools programme where handicapped children learn in special
schools which are mostly residential.
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Education for all: Sri Lanka Status Report
(h) Pre-school Education
Pre-school education in Sri Lanka does not come under the purview of state managed
general education. However, some pre-school facilities are provided by local
government authorities, non governmental organisations and by the private sector,
preferably on a fee-levying basis. It is estimated that around 90 percent of children
attend pre-schools for periods ranging from a few months to one or two years.
1.2 E.F.A. Goals, Targets and Strategies
In Sri Lanka, the responsibility of setting up of pre-schools and day care centres lies in the
hands of individuals, private organisations and non-governmental organisations. The
functions of these pre-schools and day care centres are mainly preparing children for the
formal school and facilitating the working parents in their duties regarding child- care.
From 1970s the responsibility of providing pre-school and day care facilities for the
children of working mothers of the Estate Sector was identified as a responsibility of the
estate management. As a result in every estate, pre-schools and day care centres were
established. The government does not consider the training of pre-school teachers as one
of its responsibilities. Hence, it has been undertaken mainly by the private institutions.
The Open University of Sri Lanka also provides training programmes for pre-school
teachers. The government policy of non-intervention in pre-school education is under
going changes. The Presidential Task Force (PTF) in Education has suggested some
strategies for the improvement of early child care and pre-school education through which
government participation in this sphere would increase. The PTF has requested the
provincial authorities to increase the number of pre-schools and day care centres and
maintain them properly. Regulations will be enacted in order to improve the monitoring
and supervision of these institutions. The PTF will take steps to prepare a common
curriculum with the assistance of Universities, MEHE and other related organisations.
Arrangements are being made to establish a Department of Child Development and a
Child Study Centre at the Open University of Sri Lanka. The functions of this Centre are
to organise evaluation and research programmes in relation to ECCD activities. Much
6
Education for all: Sri Lanka Status Reportattention has been paid by the government to improve the levels of health and nutrition of
children of pre-school age. Awareness programmes for mothers, and other health-related
programmes have been already launched by the government with the assistance of
UNICEF and WHO.
Universalization of Primary Education and broadening the opportunity for access to
primary education was a major target of the government even before the year 1990. In this
regard Sri Lanka has set several goals and targets which are as follows:
(a) Providing schools for the children in their proximity. (i.e. establish a
school within a radius of two miles from children's homes)
(b) Providing basic facilities needed to promote attendance (i.e. provision of
free mid-day meals, free uniforms, free text books);
(c) Forcing parents to send their children to schools (i.e. passmg the
Compulsory Education Regulations in 1997);
(d) Relaxing conditions for admission (i.e. accepting any document apart from
the birth certificate that certifies the age);
(e) Making the learning-teaching process more pleasant and interesting (i.e.
learner-centered classrooms);
(t) Making learning materials more attractive (i.e. printing more attractive text
books in four colours with good quality papers);
(g) Improving teaching strategies and methodologies (i.e. changing the scope
of teacher training);
(h) Improving physical conditions in the classroom (i.e. providing separate
and spacious class rooms);
(i) Monitoring progress continuously (i.e. implementation of a School Based
Assessment Programme);
G) Helping every child to master a mmImum set of competencies (i.e.
identifying the Essential Learning Continuum for every subject in each
grade);
7
Education for all: Sri Lanka Status ReportImprovement in learning achievements has been one of the main concerns of the
government. Following are some of the activities carried out in this regard:
(a) Drawing continuous attention on improving learning achievement.
Introducing the UNESCO - UNICEF assisted Monitoring Learning
achievement project, and carrying out relevant surveys are one of
the major achievements in this field.
(b) Revising the Grade 5 Scholarship Examination question papers in
1994 to make the children learn at least the key concepts given in
the primary syllabi and develop the ability to make use of them in
real life situations.
(c) Introducing a School Based Assessment programme in primary
classes paying more attention on process skills, reaching
predetermined target levels and systematic record keeping related to
achievement levels.
(d) Adopting more suitable teaching - learning strategies in the
classroom paying less attention to desk work and more attention to
activity learning methods and group work.
According to the Central Bank data sources, in 1981 the literacy rate in Sri Lanka was
estimated as 88.6 percent. The male literacy rate was 91 percent and the female literacy
rate was 83 percent. By 1994 this had increased upto 90 percent. A noteworthy
improvement, nevertheless, is the improvement of the gender parity from 63 percent to 96
percent during the 50 years of independence. As regards the outcomes of this pervasive
commitment to improve education one may note several relevant indicators: an Education
Index of 0.83 and a Human Development Index of 0.704, (UN Human Development
Report, 1998), a Life Expectancy of 72.2 years, an Infant Mortality rate of 17, a Birth Rate
of 1.8 and a Total Fertility Rate of 2.2. During 1990s, however, a significant decline in
the school age population occurred, mainly as a result of continuous decline in the birth
rates. This led to a shift in the emphasis from quantitative expansion (except at the upper,
secondary and tertiary levels) to quality improvement in the education sector.
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Education for all: Sri Lanka Status Report
1.3 Expansion of basic education and training in other essential skills
required by youths and adults
The educational needs of the adults and children who had dropped out from school were
not paid much attention until a Non-Formal Education Unit was formed in the MEHE. In
1970s a special department for non-formal education (NFED) was established and a
heightened interest in adult education was witnessed. This non-formal education unit
launched several programmes for providing education in different areas. Non-formal
education has now become a part of the accepted government policy on education. In
1992, NFED conducted four programmes for children, youths and adults. They are skill
development programmes for school leavers, literacy programmes for non-school goers
and primary school drop-outs, adult education / community education programmes and
English language classes for adults. These programmes are continuing.
Non-formal education programmes supported by donor agencies such as UNICEF, and
SIDA are also in progress. Existing infrastructure facilities of schools are being utilised
for these programmes.
A proposal to introduce an 'Open School' to organise courses for those who have left the
formal education system is under consideration. The framework and the curriculum is
being planned by the NIE and ready for implementation. Also a Special Department of
Non-Formal Education is set up at the NIE for research and development work in this
field.
In the non-government sector many Social Service and Voluntary organisations conduct
various types of Non-Formal Education Programmes. Their main concern is about income
generating activities such as handicrafts and farming.
9
Education for all: Sri Lanka Status Report1.4 E.F.A. Strategy and Plan of Action
The historic commitment of Sri Lanka to make education accessible to all through the
decades beginning in the nineteen thirties was pursued with greater vigour after
independence. This led to high rates of literacy, high enrolment, and above all in the
elimination of gender disparities. The continued commitment to free education has been
enhanced by extending its scope to include the provision of free textbooks and free school
uniforms. The scholarship scheme available to those in grades 6 and above has been
expanded. While access widened rapidly to reach all barring those in very disadvantaged
situations, access to a better quality of education was not so pervasive. School education,
however, continued to be mainly examination-oriented. Efforts made from the early
seventies to make education more relevant contextually as well as to reduce the restrictive
and constrictive influence of the public examinations were thwarted by the people who
through the years have been persuaded to think of education only from an examination
perspective. Recognising the need for quick and effective remedial measures the
government has taken several major steps. Some of such very important steps are as
follows:
(a). Establishing a "Primary Education Unit" at the MEHE headed by a
Director especially to design, implement and monitor all activities
related to primary education.
(b) Setting up of a separate Department of Primary Education at the
National Institute of Education whose main functions are designing
curriculum, preparing text books, developing teacher guides,
training of teachers, organising research on pre-primary and primary
education, material development leading to quality improvement in
primary education.
(c) Establishing a separate unit under a Deputy Director of Education
in each Province to be in charge of the matters related to Primary
Education. Implementing and monitoring the curriculum process in
primary classes within the province, organising training
10
Education for all: Sri Lanka Status Report
•
(d)
(e)
(t)
(g)
(h)
•
•
•
programmes and carrying out special programmes for under
achievers are some of the responsibilities entrusted to him. He is
assisted by a group of Primary Education Officers who work at
Zonal Level Education Offices.
Appointing Special In-Service Advisors in each zone to assist the
Primary Education Director in organising and carrying out primary
teacher in-service training programmes and in monitoring the
relevant primary education activities.
Effecting a curriculum revision in 1995 to suit the trends and needs
of the decade. In this process an Essential Learning Continuum has
been developed for the grades 1 - 5, in addition to the desirable
learning objectives given in the syllabi. Instructions were given to
the teachers to take necessary steps to make pupils achieve at least
the essential learning competency expected in each grade level.
Joining the Monitoring Learning Achievement Project in 1994, and
carrying out a survey in relation to the performance level of the
grade 05 pupils who completed the primary cycle. In 1996 a further
study was carried out to assess the performance of grade 03 pupils.
In 1999 the grade 05 assessment was conducted again to gauge the
progress made by the schools.
Conducting a series of research studies to study various dimensions
of problems envisaged in pre-primary and primary education. Some
of them are given below:
Non-participation of students of 5 to 14 age group in Primary
Education (Jayaweera, 1992; Survey : Non Formal Education
Division of the MERE, 1998)
Dropping out of students from the Primary Cycle (1979; Kularatne,
et aI, 1990; Perera et al. 1991; Kularatne 1997)
Teacher absenteeism ( Kularatne et aI, 1990; Perera et aI, 1991;
Kularatne, 1997).
11
Education for all: Sri Lanka Status Report
• Weaknesses in teaching methodologies (Lekamge and Suranimala,
1994; Kularatne, 1997)
• Lack of basic facilities; (Kularatne, 1997)
A comprehensive education reform is implemented from 1998. Under this reform
a competency based curriculum was designed, piloted in a sample of schools and
implemented island wide in 1999. This revision focussed its attention on providing
Learner-Centered activities rather than book learning and desk work. Learning
through enjoyable learning events was encouraged. Among other things the
improvement of infrastructure of the classroom, the teaching-learning
environment, improving the quality of text books and up grading of teacher
training facilities are noteworthy.
(a) The counter productive examination emphasis was reduced through a School
Based Assessment Programme.
(b) The PTF on Education is monitoring the implementation of Primary Education
reforms and their impact monthly. In these review meetings the Provincial
Education Secretaries as well as Provincial Education Directors are given
necessary guidance and feedback.
(c) A monthly review meeting is held at MERE for co-ordinators of Regional
Primary Education to assess the progress of the implementation of Primary
Education reforms in their respective regions. This review meeting is organised
by the Department of Primary Education of the MEHE.
(d) Compulsory education regulations were enacted by Parliament in 1997 and
came into force in 1998 as a means of ensuring participation of children from
disadvantaged groups and as a measure of deterring child labour. Special
Committees have been set up to motivate parents to admit their children to
schools. To facilitate this movement some conditions related to entry
12
Education for all: Sri Lanka Status Report(e) requirements have been relaxed. A mass campaign using media is being carried
out to ensure the provision of compulsory education.
The difficulty of ensuring provision of schooling under stable conditions in the
Northern and Eastern provinces which are affected by unsettled conditions has
hampered the efforts to improve education in all parts of the country. The
government maintains the schools, pays the teachers, holds public examinations
and provides free text-books and curricular guides even in respect of areas in these
provinces which are subject to unsettled conditions as is also done in the case of
provision of food and health care. However significant numbers of the population
in these provinces are now living as refugees in the adjoining provinces utilising
available schooling facilities. The schooling in areas immediately adjacent to these
provinces is also adversely affected because of continuing threats of displacement
and the lack of teachers.
1.5 Decision - making and management
The Ministry of Education and Higher Education (MEHE) is the authority for
decision making on all education policies, plans and implementation. The National
Education Commission (NEC) was instituted in 1991. The proposals for reforms
in education now being implemented were made by the NEC. A Presidential Task
Force on Education was set up in 1997 to make further and more detailed
recommendations regarding educational reforms. This Task Force now monitors
the implementation of the reforms and advises MEHE on related matters. Hence
the highest level of political leadership and decision making is now visible in the
field of education. The provision and administration of education became a
function devolved to a large extent to the newly constituted Provincial Councils in
1987. The Ministry retained responsibility for national level policies and their
implementation. The responsibility for all institutional teacher education,
curriculum development and public examinations is also retained by MEHE and
executed through its statutory agencies such as National Authority on Teacher
Education (NATE), National Institute of Education (NIB) and the Department of
13
Education for all: Sri Lanka Status Report
Examinations (DOE). The funds for the Provincial Ministries of Education
(PMEE) come from the government. The Provincial Ministries of Education
(PMEE) have the authority to decide implementation strategies within their areas
of jurisdiction and control the schools and teacher deployment in the schools in the
Provinces except in the case of National Schools which come directly under
MEHE. This policy of decision making and management has facilitated the
effective functioning of the primary education system.
1.6 Co-operation in EFA
In Sri Lanka, the Government is the primary provider of basic education services.
With the exception of a few private schools (79) and an even smaller number of
what are called" international schools". All of the country's schools are managed
and financed by the government through MEHE and PMEE. Several external
agencies have supported the education system and EFA strategies in the country.
UNICEF continues to provide long term assistance in promoting early childhood
care and development of literacy centres, and quality improvement of primary
education. Currently the World Bank and the Asian Development Bank are
providing substantial assistance in the strategic areas of teacher education,
curriculum development, improvement in testing and assessment programmes, text
book production and physical infra-structure development. These agencies have
also supported studies in critical areas through the provision of consultants. The
Swedish and German International Development agencies SIDA, and GTZ are
among the continuously active co-operating partners and their assistance mainly in
fields pertaining to disadvantaged groups, are directly relevant to EFA concerns.
Under the SIDA funding project a special programme is carried out in the estate
sector with the purpose of improving primary education in Estate Schools. Apart
from these programmes the Department for International Development (DFID) in
United Kingdom has already funded three projects in Primary Education such as,
14
Education for all: Sri Lanka Status Reportthe Primary Mathematics Project, Primary English Project and Primary Education
Planning Project. NORAD is another foreign donor agency which provides
financial assistance for the improvement of primary education of Sri Lanka. Pre
school education is still not a MERE function. Pre-schools are set up and managed
by individuals or organisations, as private concerns. Some of the teachers hold
certificates awarded by university departments of education. Some of the pre
schools are supported by local government agencies. Sarvodya Movement a NOO
has taken a keen interest in establishing pre-schools in every village where their
programmes are implemented. MERE has no direct control over this sector.
1.7 Investment on EFA since 1990
Sri Lanka, when compared with international standards spends less on education.
In the near past Sri Lanka has spent 03 percent of G.D.P. and 10 percent of total
public expenditure on education. According to international standards as indicated
in a World Bank document the expenditure incurred on education, averages as 05
percent of G.D.P. and 20 percent of the total public expenditure. The averages
range from 4 - 8 percent of G.D.P. and 11 - 18 percent of total expenditure. The
expenditure on education in Sri Lanka has increased with the expansion of the
school system, but it has remained between 8 - 10 percent of the total public
expenditure. In Sri Lanka it is difficult to estimate precisely the expenditure on
primary and secondary levels, because of the manner the school system is
organised. In many schools the primary section does not function separately. It is
roughly estimated that 30 percent of total recurrent public expenditure is spent on
primary education, 53 percent on secondary education and 09 percent on university
education. The expenditure on primary teacher salaries has increased both in real
terms and also as a percentage of total teacher salaries. Rer Excellency the
President as the Minister of Finance has allocated Rs. 800 million for construction
of buildings and other infrastructure required for primary schools. The
international organisations such as UNICEF, SIDA, OTZ, NORAD and UNESCO
have contributed many millions to bring about quantitative and qualitative
improvements in the primary cycle.
15
Education for All: Sri Lanka Status ReportF:\COMMON\UHNDL\PART2.DOC
Part 2 - EFA Goals: Status and Trends
The progress Sri Lanka has achieved in the education for all goals is reviewed in
this part. Progress is assessed in terms of 18 indicators which the EFA Technical
Committee developed to capture essential features of four of the dimensions of the
goals: namely Early Childhood Care and Development, Primary Education,
Learning Achievement and Outcomes, and Adult Literacy. No indicators are yet
available for the other two dimensions: Training in Essential Skills and Education
for Better Living. The situation with respect to these two dimensions is described
qualitatively.
2.1: Early Childhood Care and Development (ECCD)
Target: Expansion ofearly childhood care and development activities, including
family and community interventions, especiallyfor poor, disadvantaged and
disabled children.
2.1.1 Background
Organised activities for early childhood development are yet evolving in the
country. The most well known are the pre-schools which are primarily expected to
prepare three to five year old children for schooling. There are day care centres,
which look after young children, from infants to toddlers, mainly to help working
mothers. A parallel to these day care centres, well spread through the plantations
are the creches. All these institutions are run mainly by non governmental
organisations (NGOs), and the private sector. Of the various types of institutions
only pre-schools can be considered as providing organised early child care and
stimulation for growth and development. Not all pre-schools are designed or
equipped to promote the growth and development of young children. They seek
primarily to teach the children what they should know to be competitive in Grade 1
H,
Education for All: Sri Lanka Status Report
- to write letters, count and even workout sums. This unfortunately is what the
parents and even the primary schools too expect.
About a third ofpre-schools do not have basic materials. Most pre-school teachers
about 60 percent according to a study in 1994, (Wickremarathne, 1994) have
educational levels below the GCE OIL. The training that most teachers have
received is limited to short duration of a few weeks.
The Ministry of Education and Higher Education and the Children's Secretariat
have recognised the need to change this situation by attempting to convert pre
schools as places where necessary stimulation for social and cognitive
development in early childhood could be provided. Guidelines for pre-schools
have been prepared. A good monitoring and facilitating mechanism is a long
recognised need. It is needed to encourage the pre-schools to adopt these
guidelines, and to help improve the quality of pre-school teachers and facilities of
pre-schools.
2.1.2 Policy on EeCD
State responsibility for pre-schools began to receive attention with the formation of
the Children's Secretariat in the early 1980's. A report on Early Childhood Care
and Education was presented to Parliament in 1986 as a Sessional Paper.
Concurrently, with these developments, a new trend in ECCD was seen - i.e.
emphasis on the child's total well being and development both emotionally and
intellectually. The Children's Secretariat of the Ministry of Women's Affairs is
mandated to promote ECCD. Pre-school education and ECCD have been included
as a subject under the Education Reforms of 1997. Under the reforms Provincial
17
Education for All: Sri Lanka Status ReportCouncils and Local Government Authorities will be encouraged to maintain ECCD
centres. The government will also provide facilities for the training of pre - school
teachers and the development of curricula and model teaching - learning materials
for these centres (NEC 1997). In 1997 when the National Plan of Action for
Children was formulated, ECCD was included as an important component.
2.1.3 Institutions involved
The institutions involved are Children's Secretariat of the Ministry of Women's
Affairs, The Open University of Sri Lanka (OUSL), certain Local Authorities and
NGOs such as Sarvodaya. The government although its involvement is recent, is
playing a significant role. The Children's Secretariat has developed a set of
guidelines for pre-schools and trained NGOs personnel in the districts to adopt
these guidelines. In addition it has developed Communication and Education
materials on home - based ECCD activities. The OUSL offers a diploma course in
pre- school education and this diploma is considered as a recognised qualification
for pre - school teaching. According to the present devolved administrative
structure, ECCD is a devolved subject. As such, steps have been taken at
provincial level to strengthen Provincial Councils for ECCD activities and
accordingly a cell for ECCD activities has been established within the Provincial
Education Ministries.
2.1.4 Activities accomplished and future plans
The Resource Group (local experts in ECCD) of the National Committee on
ECCD are formulating the minimum requirements for the registration of pre
schools island-wide. A national basic curriculum for pre-schools is being
formulated. The Pre-school are to be re-named as Early Childhood Care and
Development Centres. The manual for trainers of pre-school teachers for guidance
on use of the national basic curriculum is in progress. The Children's Secretariat
lR
Education for All: Sri Lanka Status Reporthas initiated a programme to train national trainers, teachers and care givers on
ECCD. The Children's Secretariat with the involvement of relevant ministries and
other
organisations has conducted a series of parent awareness programmes through the
TV and the radio.
Arrangements are already being made to establish a Department of Child
Development with a Child Study Centre at the Open University of Sri Lanka.
2.1.5 Indicators pertaining to the dimension ECCD
Indicator 1: Gross enrolment in early childhood care and development
programme - NER
Indicator 2: Percentage ofnew entrants to grade 1 ofprimary school who have
attended someform oforganised ECCD programme.
The age group applicable for early child development programmes, particularly
pre-schools in Sri Lanka is three to five years. Since official school entry age is
five years, a child has to be five years as at the 31st of January of the year of
primary school admission. Therefore, those children who complete age five after
31st January continue to attend pre-school till the beginning of the following year.
Hence, the indicator is computed as a proportion of the 3-5 age group. Based on
the various information gathered it is correct to assume that the participation in
pre-school education has increased in this decade. In 1994 the gross enrolment was
43 percent and increased to 63 percent in 1999. (Tabl;e 1 and 2) here is no gender
disparity relating to pre-school participation. The maximum participation relates to
the 4 and 5 year age groups. The districts where participation is highest are
Colombo and Hambantota, while the lowest participation is in the Nuwera Eliya
district. Although no time series data are available, it is a common observation
19
Education for All: Sri Lanka Status Reportthat sending children to pre-schools have gained popularity. In 1994,43 percent of
children in the age of three to five years were enrolled in pre-schools.(Table 1 and
2) By 1999, the net pre-school enrolment has risen to 63 percent (NER) in a survey
of six provinces.
Table 1: Percentage of 3-5 year old children enrolled in pre
school by age, 1994 and 1999 (excluding North and East
provinces)
Age 19941 1999z
Male Female Tota Male Female TotaI I
3 18 19 19 31 33 32
4 55 57 56 73 74 73
5 48 48 48 84 90 87
3-5 42 44 43 62 64 63
Note 1: Northern and Eastern Provinces not included for 1994.
2: Excluding Northern, Eastern and North-Central
provinces
Source: Computed from data Department of Census and
Table 2 - Percentage of 3 - 5 Year all Children Enrolled in Pre- schools by
province, 1994 and 1999 (Excluding North & East Provinces)
Province 1994 1999
Western 52 64Central 39 59Southern 47 64Northern ... ...Eastern ... ...North Western 41 68North Central 47 65Uva 38 68Sabaragamuwa 38 55Sri Lanka 43 63
?O
Education for All: Sri Lanka Status Report
Note. Eight districts in the conflict areas of the North and East notincluded for 1994 and ten districts in 1999.Source 1- Computed from data in Department of Census and Statistics(1998) Demographic Survey 1994 Sri Lanka. Report on Demographic andHousing Characteristics. Release 4.
2 - Survey on EFA, 1999,(unpublished).Non-fonnal Education Unit,MERE,
It is important that a child at the time of commencing primary education has an
adequate competency level in social and psychomotor skills. Participation in an
organised early child care and development programme helps children acquire
such competency. Proportion of children entering Grade I after having participated
in an ECCD programme is an indicator of the preparedness of children for
schooling.
According to some surveys carried out by NGOs it is found that in 1999 out of the
total number of children who entered primary school at Grade I, nearly 90 percent
has attended a pre-school. This level is also compatible with an independent
estimate from school census taken in 1999. The rapid increase through out the
decade in attendance ofyoung children in pre-schools, among boys and girls seems
alike. A strong recognition among parents of the need for formal early childcare is
clearly visible. It is imperative that pre-schools, the predominant institutions, offer
ECCD services to the highest possible standards. Though the percentages enrolled
in pre schools in 1994 were below 50 in all the six provinces excluding Western, in
1999 all the percentages are above 60 except in Sabaragamuwa province.
?1
Education for All: Sri Lanka Status ReportMap NO.1 Enrolment in early childcare organisation 1999 indicates the
percentages of children enrolled in different childcare centres and those who stay
at home. No
data in this regard are available for Northern and Eastern Provinces. Map 2 shows
the percentages of children who have entered the primary school after receiving a
pre school education.
Map 1
??
Education for All: Sri Lanka Status Report
2.2 Primary Education
Target: Universal access to, and completion ofprimary / basic education by theyear 2000.
2.2.1 Background
As indicated in Part I the universal access to education in Sri Lanka means the
provision of opportunities for free education in the 11 years of the grades 1 to 11
free access span. The newly introduced regulations for compulsory education also
indicate an intention of providing at least 9 years of schooling. This intention is
also reflected in the proposal under the education reforms (1997) to have a two tier
school structure with a 9 year elementary school and a 4 year senior school. Hence
the indicators pertaining to primary education has to be interpreted considering the
5 years of primary education that form the lower position of a larger free access
span.
2.2.2. Access and participation
It is the right of every child to have access to and opportunity to participate in
basic education. In Sri Lanka, through the decade of 1990s, over 90 percent of
children reaching school entry age annually have sought and gained admission to
schools. By 1998, of children aged five, 94 percent (Net Intake Rate) has gained
admission to a school. Some children, not exceeding 5 to 6 percent, however have
not had this opportunity. The gross intake rate which is the ratio of children of all
ages to those aged 5 years is not significantly higher than the net intake rate. Each
year, then about 20,000 children who reach school going age do not get the
opportunity to enter to the school.
Education for All: Sri Lanka Status Report
Some of these children have no parents living with them, or if they do have they
just cannot afford to send the children to school. There have been reports that
absence of a birth certificate has been a reason for a child not being admitted to a
school. Due to the ongoing armed conflict some children have been displaced and
have lost their birth certificates. Some children born out ofwedlock, or under other
stressful situations, have not had their births registered. The rule regarding birth
certificates has been relaxed now. Children out of school are likely to be employed
in petty trade or domestic labour. Elimination of child domestic labour is one of
the aims of the compulsory education bill. Some mechanism has to be set in place
to enforce the legislation. The NGOs, the private sector, and the community
organisations need to play an articulated role in identifying the primary school age
children who fall out of school, to afford them their right to quality basic
education.
Because of the gradual decline in the number of births annually, the number of
children entering school has been declining gradually from 390,000 in 1990 to
356,000 by 1998. This decline, which according to population projections will
continue, offers a window of opportunity. Resources need no longer be allocated to
merely keep pace with quantitative expansion of infrastructure facilities. Rather
they can be invested in enhancing the quality ofeducation facilities.
2.2.3 Indicator 3: Apparent (Gross) intake rate
The apparent (gross) intake rate for 1998 is 98.5. The gross intake rates have
remained in a range above 90 percent during the decade indicating high enrolment
at grade 1. These data are given in table 3
?(,
Education for All: Sri Lanka Status ReportThe number of children of five years of age is assumed to be the same as the
number of births registered five years ago. It is assumed that the under-registration
and mortality balance each other roughly. No recent and accurate data exist on the
degree of under registration and survival ratios to warrant a more refined
estimation procedure.
Table 3 : Gross intake rate 1990 to 1998
Year New admissions Estimated population Gross intake rateto grade I aged 5 years. percent
1990 387,314 389,599 99.4
1991 388,315 361,735 107.2
1992 359,228 357,723 100
1993 354,671 344,179 103
1994 339,879 363,343 93.5
1995 346,333 341,223 101.5
1996 322,858 356,593 90.5
1997 347,787 356,842 97.5
1998 345,436 350,707 98.5
Source:11EruE-E~S
Figure 1 : New admissions to Grade 1 and gross intake rate
12010590
• 75• • 60 ~
Co:)
• • 4530150
400000 ~=--==------------------.,.350000300000
<f.l
§ 250000:~ 200000~ 150000
10000050000
O-f--.l.---'--,........I..-..&....r--l...-L....,.......-lI--l.....,.....L-...&...-,--L-..L.-r-L-.-I.....,.......L-..L-,.............L.-f-
•
1990 1991 1992 1993 1994 1995 1996 1997 1998
c:::JNewadmissions '-'-Gross intake rate
?7
Education for All: Sri Lanka Status Report
The infonnation given in the Table 3 is depicted in the Figure 1 Columns in the
above figure show that the gross intake rate and the New Admissions to the Grade
1 fluctuate year by year during the decade.
Indicator 4: Net Intake Rate
During the 1990s both intake into grade 1 and participation in primary school have
improved. The net intake rate has reached 94 percent in 1998.
Table 4 : Net Intake rate
Year Number of new Children of age 5 Netadmissions of age 5 years2 intake
years'
1997 331,506 356,842 841998 330,189 350,707 94
Source: 1. MEHE - EMlS2. Estimated from registered live births published by the Registrar General's Department.
2.2.5 Indicators 5 and 6
Indicator 5 : Gross enrolment ratios (GER)
Indicator 6 : Net Enrolment Ratios (NER)
Computation of NER is constrained by the absence of age data in the school
censuses except in a few selected years. The following table gives available data.
Table 5 : Gross and net enrolment ratio in primary cycle
Year Primary enrolment Number of GER NER
All ages Age 5 to 9children of
ageyears5-9 years
1991 2,081,104 1,652,727 1,863,700 112 89
1997 1,807,751 1,615,602 1,700,000 106 95
1998 1,798,162 1,499,678 1,674,842 107 90
Source: MEHE - EMIS.
?R
Education/or All: Sri Lanka Status Report
The figure 2 represents the data given in the Table 5. The data in the Table 5 and
the figure 2 indicate that the GER has a gradual decrease from the year 1991 to
1998 and a gradual increase in the NER for the same period.
Figure 2 Gross Enrolment Ratio and Net Enrolment Ratio 1991 and 1998)
120 ,.--------------------------,
1151---------------------------i
110 1-----1
105 1-----1
100 1----1
95 1-----1
90 1-----1
85 1-----1
GER
D 1991 DI998
2.2.6 Public Expenditure on Primary Education
NER
Indicator 7: Public current expenditure on primary education (a) as a
percentage ofGNP and (b) per pupil as a percentage of GNP per
capita.
Indicator 8: Public current expenditure on primary education as a percentage
oftotal expenditure on education.
1<)
Education for All: Sri Lanka Status ReportPublic expenditure on education was as high as 5 percent of the GNP, during the
period when enrolment expansion was high as was the case in the fifties and the
sixties. The share of education expenditure as a proportion of the GNP declined in
the seventies and eighties and decreased below 3 percent. The share of education
as a proportion of GNP increased to about 3.3 percent in 1991 and has remained at
this rate during the decade.
Since data on public expenditure on education by levels are not available,
indicators 7 and 8 are computed by way of estimates based on certain assumptions.
The main reason for the lack of separate data by level is because schools are not
strictly segregated by level. About 65 percent of the primary level pupils are
enrolled in schools which have post - primary grades also. Therefore the
expenditure on primary level education was computed using the cost of teachers
salaries and assuming that this salary cost is 90 percent of the total expenditure.
Table 6 : Total Expenditure on Salary of Primary Teachers
Year No. ofPrimary Total salary bill for
Teachers Primary
Education (Millions)
1991 66,980 1748
1992 68,794 1796
1993 69,010 1801
1994 69,236 1807
1995 64,756 3497
1996 63,555 3432
1997 60,832 3285
Source: MEHE - EMIS
10
Education for All: Sri Lanka Status ReportThe increase of the Salary Bill for primary education for 1995 is due to the new
salary structure implemented from the year 1995. The Central Bank of Sri Lanka
in its Annual Reports publishes the GNP and the total expenditure on Education
each year. Based on these data, indicators 7 and 8 are computed and given in the
following Table. These indicators are not computed at provincial level as relevant
data are not available.
Table 7: Public Expenditure on Primary Education 1991 - 1998
1991 1992 1993 1994 1995 1996 1997 1998Public expenditure on primaryeducation (Rs. Million) 1,942 1,995 2,001 2,008 3,885 3,813 3,650
3,520Total public expenditure oneducation (Rs. Million) 10,714 10,131 11,694 11,031 15,039 16,192 17,983 21,241Total enrolment in primaryeducation ('000) 2,081 2,027 1,980 1,930 1,864 1,810 1,808 1,798GNP ms. Million) 369,262 413,935 493,729 571,131 655,364 684,741 793,764 ...Total population ('000) 17,401 17,543 17,685 17,827 17,969 18,112 18,263 18,414Public expenditure on primaryeducation as % of total public 18.13 19.69 17.11 18.20 25.83 23.55 20.30 16.57expenditure on educationPublic expenditure on primary ...education as % of GNP 0.53 0.48 0.41 0.35 0.59 0.56 0.46.Public expenditure on primary ...education per pupil as % ofGNP 4,40 4.17 3.62 3.25 5.71 5.57 4.64per capita
Data Source: School Census - MinistIy ofEducation & Higher Educa1:lonCentral Bank Reports - Central Bank of Sri LankaPopulation Statistics - Department of Census and Statistics
It is evident from the above table that public expenditure on education has
increased gradually from 1995. But public expenditure on primary education as a
percentage ofGNP has shown a downward trend.
2.2.7 Indicator 09 : Percentage ofprimary school teachers having the requiredacademic qualifications (Government Schools)
During the past three decades primary teachers were recruited on the basis of
General Certificate of Education (Ordinary Level) (GCE (OIL» and GCE
11
Education for All: Sri Lanka Status Report(Advanced Level) qualifications. With the increasing output of GCE (AIL)
qualified persons and with the increasing demand for employment as teachers, the
Ministry of Education decided to consider four passes at the GCE (AIL) as the
minimum qualification required for selection to the Colleges of Education for
training before appointing as teachers. This proposal was introduced following the
"Education Reforms in 1981". Since then, teachers were recruited from time to
time based on the above criterion. Nevertheless in the period from 1989 to 1994,
50,000 teachers were recruited under a special scheme where this requirement was
relaxed. This 'teacher trainee' Recruitment Scheme, aimed at solving the shortage
of teachers caused by a decision in 1990 to allow premature retirement for
teachers. Further due to the lack of G.C.E. (AIL) qualified persons specially in
the plantation area, and in respect of certain subjects such as Music, Dancing,
Physical Training the expected minimum academic qualification was considered
as GCE (OIL). After 1990 graduates were also appointed as teachers for primary
schools.
About 1000 OIL qualified persons were recruited for the plantation area schools in
1990, under a special scheme called Plantation School Teacher Programme. To
upgrade the quality of these teachers, a year's training was offered prior to their
appointment. The minimum qualification requirement of GCE (Advanced Level)
was reintroduced after 1997.
With the establishment ofthe Teachers' Service in October 1994 the teachers were
placed at a point in the Teacher's Service, which consist of 5 steps according to
qualifications and experience. Newly recruited primary teachers are placed on the
last step of the Teachers Service Grade II of Class 3 salary.
The school censuses conducted in the past do not include particulars of G.C.E.
(AIL) and G.C.E. (OIL) qualified teachers. However, the majority of teachers
recruited with G.C.E. (OIL) qualification in 1960s have now reached their
1?
Education for All: Sri Lanka Status Reportretirement age. When compared with the total primary school teacher population
of about 55,000, the number of teachers with OIL qualification is very negligible.
Therefore it could be concluded that more than 90 percent of the teachers possess
the required academic qualification ofG.C.E. (AIL).
2.2.8 Indicator 10: Percentage of Primary School Teachers who are certifiedaccording to national standards (Government schools)
The criteria for the recruitment of teachers were changed several times, during the
past 3-4 decades. The rationalisation of teacher training is considered under the
new education reforms. In the past the teachers were trained after being appointed
as teachers. The courses for non graduate teachers were basically divided into two
types namely general and special trained which included training of teachers to
teach in special subject areas. Primary education was not considered as a special
subject discipline. With the establishment of Colleges ofEducation in 1985 those
who scored high marks at the competitive G.C.E. (AIL) examination, but could not
enter the university were selected for admission and were trained prior to their
appointment. In 1990 about 50,000 teachers called "teacher trainees" were
selected under a special scheme with a view to meeting the shortage of teachers
resulting from a policy to permit early retirement of serving teachers. In order to
upgrade the quality of these teachers they were trained by a short term scheme
through the distance mode. After 1990 quite a large number of primary teachers
followed the REd course conducted by the National Institute of Education (NIB),
Open University and the University of Colombo. Presently the NIB is in the
process of training all the remaining untrained non graduate teachers through
distance mode and it is expected to train all untrained non graduate teachers by
2001. Though not officially confirmed the practice now is to consider, the
completion of a primary education course at Teacher Colleges, National Colleges
of Education, B. Ed degree or the distance mode training course conducted by the
NIB as the professional qualification to teach in the primary school. This indicator
was computed based on these criteria. A comparison of this indicator cannot be
11
Education for All: Sri Lanka Status Reportmade with previous years as such data on primary trained teachers have not been
collected during the past.
Table 8: Percentage of Teachers qualified to teach in primary schools, 1997
Province Male Female Total
Western 34.7 47.2 46.2
Central 41.0 59.9 57.2
Southern 50.5 55.5 55.0
Northern 41.5 45.2 44.4
Eastern 51.7 57.7 55.7
North Western 56.0 59.8 59.3
North Central 49.5 63.3 59.6
Uva 50.3 58.9 57.3
Sabaragamuwa 51.2 66.5 47.7
Sri Lanka 46.6 56.5 55.2
Source: MEHE-EMIS
Figure 3 : Percentage of Qualified Teachers in Primary Cycle
North Central
Uva
Central
Eastern
Southern
North Western
Sabaragamuwa
Western
Northern
If:.' «
'w, , rr I
T_' . I
,or , I
~ )f' -J" I
I
". ~
, I
40 45 so ss 60
Education for All: Sri Lanka Status ReportTable 8 and Figure 3 show that more than 50 percent of teachers are trained in
primary education for many of the provinces. As given in the above table and
graphs the percentage for the whole island is 55.2. These data imply that out of the
total population of primary teachers about 45 percent are not adequately qualified
to teach in primary grades.
Teacher Training Programmes are under going changes at present in order to
provide training facilities to the rest of the teachers who are not trained in the next
2-3 year. Map 3 presents the data given in Table 8 in a visual form.
Education for All: Sri Lanka Status Report
Map 3
2.2.9 Indicator 11: Pupil Teacher Ratio ofqualified teachers in - Primary Cycle
The current Pupil Teacher Ratio - PTR (for 1998) for the whole school is 24:1
and for the primary cycle it is 32:1. This indicates a generally satisfactory situation
as the target to be reached by 2001 is 26:1 for primary and 22:1 for the secondary.
The progressive decline in the number of children reaching school going age
owing to the demographic changes make it even easier to achieve the targets. But
even province wise PTR figures for the primary cycle given in the Table 9 and
represented in Figure 4 show a wide disparity ranging from 27.6 in the Southern
Province to 43.9 in the Northern Province, currently experiencing civil strife. The
Eastern province which is also affected by unsettled conditions has a PTR of 38.3
Education for All: Sri Lanka Status Reportpupils. Despite all the efforts made to provide education for all this disparity
continues because of the failure to implement a rational scheme for the
deployment of teachers. School wise teacher shortages are also owed to the failure
to rationalise the school system and the continued maintenance of a large number
of schools with very low pupil enrolments especially in the post primary grades.
Such schools are pennitted to function even in locations having sufficient schools.
1277 schools have less than 51 pupils on roll while 1412 have between 51 and 100
pupils. 1301 of these small schools have PTRs ranging from 1 to 9. The schools
with very small enrolments are unable to provide a satisfactory curriculum and an
enriching learning environment to the pupils. Attempts were made beginning in
1983 to have an equitable teacher provision to the schools through the strict
application ofa 'Ready Reckoner' in computing school - wise teacher needs. The
insistence of the use of the ready reckoner was relaxed in 1989 together with the
provisions for ensuring the recruitment of academically qualified teachers.
Currently the Ministry of Education & Higher Education is implementing a project
for the improvement of Teacher Education and Teacher Deployment with the
assistance of the World Bank. One of the main objectives of this project is to
achieve a Pupil Teacher Ratio to 26: 1 for the primary cycle. The Ready Reckoner
to assess teacher need school wise has been revised to achieve this target.
Table 9: Pupil teacber ratio by province-selected years
Province 1990 1992 1996 1997 1998
Western 29.3 31.3 29.7 31.5 33.3Central 27.6 28.2 28.8 27.5 31.7Southern 26.1 25.9 25.4 26.9 27.6Northern 41.9 44.0 ... ... 43.9Eastern 38.4 33.2 ... ... 38.3North Western 26.8 28.1 26.2 25.8 30.5North Central 28.6 28.5 27.1 29.4 30.8Uva 28.2 28.7 27.3 27.1 32.9Sabaragamuwa 26.4 26.5 25.5 27.8 30.3Sri Lanka 29.1 29.5 28.5 29.7 32.3Source: MERE - EMIS
17
Education/or All: Sri Lanka Status ReportThe Map 4 illustrates the pupil teacher ratios for the years 1990, 1995 and 1998 byprovinces
Figure 4 - Pupil teacher ratio in primary cycle, 1998
Northern
Eastern
Western
Uva
Central
North Central
North Western
Sabaragam uwa
Southern
, ...- ~
.
25 30 35 40
DPupil teacher ratio45
Educationfor All: Sri Lanka Status Report
2.2.10. Indicator 12: Repetition rates by grade (Government Schools)
In the Sri Lankan context a repeater is considered as a pupil retained in the same
class for another year for not being able to reach a level of achievement to justify
progression to the next grade. This decision is taken by the head of the school on
the recommendation made by the teacher in charge of a particular class. As there
are no national norms to identify repeaters, decision making, which in any case is
very lenient, varies from school to school and from grade to grade. Repetition rate
is more conveniently used as an indicator to measure efficiency and generally
depends on the performance of pupils at term end and year end examinations. Out
of the 4 types of schools namely lAB, 1C, 2 and 3 grade repetition prevails mainly
in type 2 and 3 schools situated in the remote areas, plantation areas and in
deprived urban areas of the country.
The Table 10 gives data about Repetition Rates Grades 1-5 for the year 1997.
When both males and females are taken together, repetition rates for the country
range between the minimum of 3.8 percent at grade 1 against 5.8 percent at grade
3. A noteworthy feature is that the percentage of repeaters increase continuously
from grade 1 to 3 and decrease onwards up to grade 5. For all grades repetition
rates are slightly greater for males when compared with females.
Table 10: Repetition Rate by Gender and Grade, 1997
Grade Male Female Total
1 4.4 3.3 3.8
2 6.2 4.5 5.3
3 6.8 4.7 5.8
4 6.5 4.4 5.5
5 6.0 4.0 5.0
Source: MEHE - EMIS
40
Education for All: Sri Lanka Status Report
When the repetition rates are compared among provinces (Tables 11 and 12) the
most significant feature is the low repetition rate in the Western Province for all
grades and for both sexes when compared with corresponding rates for the other
provinces. The rates for the Western province for both sexes for grade 1 to 5 for
1997 (Table 12 ) are 4.0 percent (grade 1), 5.3 percent (grade 2), 5.3 percent
(grade 3),4.8 percent (grade 4) and 4.2 percent (grade5) as against 4.4 percent, 7.9
percent, 7.3 percent, 7.8 percent and 7.5 percent respectively in the Northern
Province, which are higher than in other provinces. This situation may be
attributed to the unsettled conditions in these provinces. In rest of the provinces
high repetition could be observed in Uva, Central, and Sabaragamuwa provinces.
When the rates of 1997 are compared with 1990, the percentage of repeaters have
declined in 1997 for all grades for both males and females in all the provinces.
Table 11 : The Repetition Rate - 1990
Prov Grade I Grade 2 Grade 3 Grade 4 Grade 5
M F T M F T M F T M F T M F T
WP 4.6 3.3 4.0 6.2 4.2 5.3 6.2 4.3 5.3 5.7 3.8 4.8 5.1 3.2 4.2
CP 9.1 7.7 8.4 11.5 9.9 10.7 11.3 9.3 10.4 10.7 8.4 9.6 9.7 6.6 8.3
SP 5.5 3.5 45 9.7 6.7 8.2 9.9 6.4 8.2 10.0 6.2 8.2 8.6 5.0 6.9
NP 5.0 3.7 4.4 9.0 6.7 7.9 8.5 6.5 7.5 8.9 6.7 7.8 8.4 6.5 7.5
EP 9.6 8.9 9.3 15.3 13.7 14.5 16.6 14.7 15.7 16.1 14.2 15.1 15.0 13.0 14.0
NWP 8.2 6.3 7.3 11.1 8.0 9.6 10.6 7.4 9.1 9.8 6.6 8.2 8.8 5.8 7.3
NCP 5.3 4.5 4.9 10.6 8.4 9.5 10.4 8.2 9.3 10.4 8.3 9.4 9.1 6.8 8.0
UvaP 8.6 7.6 8.1 11.9 9.6 10.8 13.2 10.5 11.9 12.7 9.4 11.1 11.6 8.5 10.1
SabP 6.6 5.1 5.9 9.9 6.9 8.4 10.2 7.0 8.7 9.9 6.5 8.3 8.5 5.2 6.9
SL 6.8 5.4 6.2 10.1 7.8 9.0 10.2 7.7 9.0 9.8 7.1 8.5 8.7 6.0 7.4
Source: MEHE-EMIS
WP-Western Province, CP - Central Province, SP - Southern Province, NP - Northern
Province, EP - Eastern Province, NWP - North Western Province, NCP - North Central
Province, UvaP - Uva Province, SabP -Sabaragamuwa Province
41
Education for All: Sri Lanka Status Report
Table 12: Repetition Rate 1997
Prov Grade I Grade 2 Grade 3 Grade 4 Grade 5
M F T M F T M F T M F T M F T
WP 1.5 1.0 1.3 2.5 1.7 2.1 2.8 1.7 2.3 3.1 1.8 2.5 3.3 1.6 2.4
CP 4.8 3.9 4.4 7.0 5.4 6.2 7.7 5.7 6.7 7.8 5.8 6.9 7.1 5.3 6.2
SP 4.0 2.7 3.4 6.0 3.6 4.8 6.4 3.7 5.1 5.8 3.4 4.7 5.9 3.2 4.6
NP 6.6 5.7 6.2 6.8 6.0 6.4 8.0 5.6 6.9 7.1 5.4 6.3 6.8 5.2 6.0
EP 6.2 5.2 5.7 10.1 8.9 9.5 10.5 9.0 9.8 11.0 8.9 10.0 10.3 8.5 9.4
NWP 5.1 3.7 4.4 6.8 4.2 5.6 6.5 4.1 5.4 5.5 3.4 4.5 4.8 2.9 3.9
NCP 3.6 3.0 3.3 6.3 4.0 5.2 7.8 5.4 6.6 7.4 5.0 6.3 6.2 4.2 5.2
UvaP 6.2 4.5 5.4 8.3 6.4 7.4 9.6 7.2 8.4 9.5 6.3 8.0 8.4 5.8 7.1
SabP 4.8 3.5 4.2 6.3 4.3 5.3 6.7 4.5 5.6 6.0 3.7 4.9 5.9 3.4 4.7
SL 4.4 3.3 3.8 6.2 4.5 5.4 6.8 4.7 5.7 6.5 4.4 5.5 6.1 4.0 5.1
Source: MEHE-EMIS
The repetition rates for grade 1 to 5 in 1990 and 1997 are given in the following
table 13
Table 13: Repetition rates by Grade
Year Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
1990 6.2 9.0 9.0 8.5 7.4
1997 3.8 5.4 5.8 5.5 4.0
Source: MEHE-EMIS
For the country (males and females taken together) the repetition rate has
decreased from 6.2 percent to 3.8 percent at grade 1. 9 percent to 5.4 percent at
grade 2, 9 percent to 5.8 percent at grade 3, 8.5 percent to 5.5 percent at grade 4
and from 7.4 percent to 4.0 percent at grade 5. Though these figures are impressive
a common feature that has been observed is the existence of under achieving
pupils in upper grades. It has also been observed that some of the educational
authorities in various regions discourage repetition. Some parents demand the
promotion of their
children with a view to obtaining a certificate for completing a higher grade,
required to seek employment. Some school authorities are reluctant to disqualify
4')
Education for All: Sri Lanka Status Reportstudents as repetition prevents them in sitting the grade 5 scholarship examination.
The data in the Table 12 is represented in the Map 5.
Map 5
Education for All: Sri Lanka Status Report
2.2.11 Effects of special foreign funded projects
Various quality inputs and infrastructure facilities were provided under the General
Education Project 1 funded by the World Bank. The SIDA provided financial
assistance for a 12 year period from 1987 to 1998 for the development of deprived,
remote primary schools and plantation schools. All the SIDA funded projects were
concerned with the reducing of grade repetition and dropout. The DFID-UK is
presently funding for the improvement of the standard ofPrimary Mathematics and
Primary English throughout the country (PMP and PEP-Project) and also for the
preparation of a Master Plan for Primary Education (PEPP- Project).
As mentioned above one of the objectives of SIDA supported programmes was to
reduce repetition and dropouts in the primary cycle. All schools developed by the
Primary Schools Development Project were disadvantaged remote schools and
plantation schools (schools developed by Plantation School Education
Development Project- PSEDP). The following tables give the status of repetition
at two points in these schools in 1990s.
Table 14: Repetition Rates Grade 1- 5 (SIDA Project Schools)
Year Male Female Total
1993 10.7 6.6 8.6
1997 5.2 3.0 4.1
Source: Primary school development project, 1999
44
•
Education for All: Sri Lanka Status Report
Table 15: Grade 5 Repetition Rates in Plantation Sector Schools
Year Male Female Total
District
Nuwara Eliya 1994 16.5 17.1 14.3
1997 13.8 12.7 13.3
Kandy 1994 9.1 9.1 9.1
1996 10.5 10.7 10.7
Matale 1994 17.3 10.0 13.7
1996 9.4 5.1 7.8
Ratnapura 1994 20.5 15.8 19.0
1997 22.7 14.4 18.8
Badulla 1994 15.7 12.1 13.7
1996 19.5 13.1 16.7
Source: Swedish Support to the MEHE report, 1999
The above two tables clearly indicate that the repetition rates in disadvantaged
schools are sometimes even higher than 10 percent.
2.2.12 Indicator 13: Survival Rate to Grade 5 (Government Schools)
The rates were calculated for a reconstructed cohort of 1000 pupils admitted to
grade 1 in 1990 based on enrolment in 1990/1991, and repeaters in 1991. To assess
Education for All: Sri Lanka Status Reportthe current status similar data pertaining to 1997/1998 were used. In a cohort
study it is assumed that there will be no additional pupils admitted (no new
entrants) in subsequent years. This assumption holds true only for the country, with
the exception of pupils being transferred to state schools from private schools. In
Sri Lanka a large proportion of schools are type 3 (About 30%) and conduct
classes only from grade 1 to 5. The pupils completing the primary cycle in these
schools and those who qualify at the year 5 scholarship examination will in
variably be enrolled in secondary schools. As a consequence pupils join schools in
the same province or schools in other provinces. As statistical data pertaining to
these
transfers are not maintained such transfers were assumed as zero in the calculation.
Therefore this may reduce the reliability of rates calculated for provinces.
2.2.13. All Island Survival rate to Grade 5 (1997)
Out of the cohort of 1000 the total number of survivals, survivals with and without
repetition and the drop outs are indicated in the following table
Table 16 : All Island Survivals to Grade 5, 1990 and 1997
Category 1990 1997
Male Female Total Male Female Total
Total Number of Survivals 949 932 941 968 962 965
Survivals without Repetitions 651 715 683 758 808 782
Survivals with repetition 299 217 258 210 154 183
Number ofdropouts 51 68 60 32 38 35
Source - MEHE-EMIS
4"
•
Education for All: Sri Lanka Status ReportAccording to the Table 16 the total number of survivals to grade 5 were 968 for
males, 962 for females and 965 for both sexes out of a cohort of 1000. This
indicates that the survival rates to grade 5 are 96.5 percent, 96.2 percent and 96.5
percent respectively.
As is given in the above table out of a selected cohort 758 (75.8 percent) males
have reached grade 5 without repetition and 210 (21.0 percent) reached grade 5
after repeating a class at least once and 32 (3.2 percent) dropped before reaching
grade 5. Similarly the corresponding values for females are 808 (80.8 percent), 154
(15.4 percent), and 38 (3.8 percent) respectively. This indicates that wastage due to
repetition for males is 21.0 percent and 15.4 percent for females; and wastage due
to dropout are 3.2 percent for males and 3.8 percent for females.
When the two cohorts of 1990 and 1997 are compared, the total number of
survivals has increased for males from 94.9 percent in 1990 to 96.8 percent in
1997. Similarly for females the is has increased from 93.2 percent to 96.2 percent.
With regard to wastage due to repetition, for males the survivals after repeating a
class at least once was 29.9 percent in 1990. This has declined to 21.0 percent in
1997. Similarly, for females the rate has declined from 21.7 percent to 15.4
percent. Wastage due to dropouts too have decreased in 1997 as against 1990. The
percentage of dropouts was 5.1 percent for males and 6.8 percent for females in
1990. This has decreased to 3.2 percent and 3.8 percent respectively in 1997. The
Figure 5 illustrates the differences highlighted in the Table 16.
47
Education/or All: Sri Lanka Status ReportFigure 5 - Survivals of Grade 5 by gender, 1990 and 1997
970 r------------;::====:::;-----,960 1-----------------1
950 1---"""===;--------......
940 I----t
930 I----t
920 L.-_-..L.__---l~:.:..:..:l.:.._._...L_ _'____~:..1-:-~~L__.......
1990 1997
OMde OFamle
Survivals for males and females taken together for the nine provinces are indicated
in the table given below:
Table 17: Total Number of Survivals Out of a Cohort of 1000 by Province
1997Category Province
W C S N E N. N. Uva SABW C
Total survivals 993 964 973 995 909 961 968 946 947
Survivals without 915 750 809 762 630 785 777 699 771RepetitionSurvivals With 78 214 163 233 280 176 191 247 176RepetitionNumber of 7 36 27 5 91 39 32 54 53Dropouts
Source: MEHE - EMIS
W - Western, C - Central, S - Southern, N - Northern, E - Eastern,
N.W. - North Western, N.C. - North Central, SAB - Sabaragamuwa
Figure 6: Survivals by Province, 1997
4R
Education for All: Sri Lanka Status Report
I
I
II
I
I
I
I
I
t=J
Northern
Western
Eastern
900 910 920 930 940 950 960 970 980 990 1000
Sabaragamuwa
Uva
Southern
North Central
Central
North Western
In all the provinces the total number of survivals reaching grade 5 are above 90
percent. The rate in the Eastern province is the lowest (90.9 percent) and the best
rate is from the Western Province (99.3 percent). When the survivals without
repetition are compared among provinces, comparatively high rates are reported
from the Western (91.5 percent) and Southern (80.9 percent) provinces. Five
provinces namely Northern, North Western, North Central and Sabaragamuwa
have rates around 75 percent. The lowest rates are seen in the Eastern (63.0
percent) and Uva (69.9 percent) provinces. Disparities could be seen in the
percentage of pupils reaching grade 5 after repeating a class at least once. The
wastage due to repetition is minimum in the Western province (7.8 percent).
Considerable wastage could be seen in the Eastern Province (28.0 percent), Uva
(24.7 percent) Northern (23.3), Central (21.4 percent). Southern and
Sabaragamuwa provinces have percentage around 17 percent. Dropouts are
4<)
•
Education for All: Sri Lanka Status Reportcomparatively low in all provinces when compared with repeaters. Out of the
cohort of 1000 (Male and Female) highest number of dropouts (91) are from the
Eastern province and around 50 from Uva and Sabaragamuva provinces. Western
province again records the lowest.
2.2.14 Indicator 14: Coefficient ofEfficiency (Government Schools)
The coefficient ofefficiency as computedfor 1997 is 90.4
The calculation of the coefficient efficiency was based on the flow of pupils of a
reconstructed cohort of 1000 pupils that entered grade 1. This indicator was
calculated for 1990 and 1997 cohorts through the EXCEL programme used for the
calculation of survival rates (indicator 13). Therefore method/limitations for this
indicator will be the same as those for survival rates.
The coefficient of Efficiency of the primary cycle, calculated for 1990 and 1997 is
given in the table below:
Table 18: Coefficient of Efficiency oftbe Primary Cycle, 1990 and 1997
Province 1990 1997Western 93.1 96.8Central 83.5 90.2Southern 87.1 91.1Northern 69.3 83.9Eastern 89.8 79.9North Western 90.1 90.8North Central 90.8 91.1Uva 82.5 87.1
Education/or All: Sri Lanka Status Re ortSabaragamuwa 85.9 90.0Sri Lanka 86.8 90.4
Source - MEHE-EMIS
The coefficient of Efficiency at grade 5 for the nine provinces is given for both
sexes in the table 19 and figure 8
~ • ' . ~..-.. I' •. .. ._-r: '~,
I I I
•.'.c .• • ..... • · , . • . I
I I I I.. • ~'. .. .",
I I I II. • . . -~. .. ,. .' .'."
I I I., • • ~_.... ' ...~. ~ J.
I I I,. .. .or -, ,f .. . ,. .'.I I I
. ·I I I
I... "I1 I. • . · .. ~.
65 75 85
o19'X> 0 1997
95 100
Figure 7: Co-efficient of efficiency of the primary cycle, 1990 and 1997
The success of efforts made towards education for all, after 1990, in respect of
primary education could be partially measured by comparing this indicator at two
points of the decade. The table 19 and the figure 8 clearly indicate that in 1997 Sri
Lanka records a high index of efficiency~ 89.2 percent for males and 91.7 percent
for females. When the current status is compared with 1990, the efficiency had
increased for males from 85.1 percent to 89.2 percent, for females from 88.5
percent to 91.7 percent and from 86.8 percent to 90.4 percent for both sexes. This
also gives an indication of the wastage (about 10 percent) in the primary cycle due
~1
Education for All: Sri Lanka Status Reportto repetition and dropout in 1997. It could also be seen that no significant
difference exist among sexes.
Table 19: Coefficient of Efficiency by provinces 1997
Coefficient of EfficiencyProvince
Male Female Total
Western 96.6 97.1 96.8
Central 89.3 91.3 90.2
Southern 92.9 94.8 91.1
Northern 83.6 84.2 83.9
Eastern 77.3 82.6 79.9
North Western 89.9 91.8 90.8
North Central 90.0 92.3 91.1
Uva 85.3 89.0 87.1
Sabaragamuwa 87.9 92.2 90.0
Sri Lanka 89.2 91.7 90.4
Source - MEHE-EMIS
When compared with the index of 90.4 percent for the country, the Western
Province has the best efficiency index of 96.8 percent. Northern (83.9 percent),
Eastern (79.9 percent) and Uva (87.1 percent) provinces have comparatively low
indices of efficiency.
Figure 8; Provincial disparities in coefficient of effciency, 1997
Education for All: Sri Lanka Status Report
Western
North Central
Southern
North Western
Sabaragamuwa
Central
Uva
Northern
Eastern
I
II
II
I
I ,I
I
II
II
II
0.80 0.85 0.90 0.95 1.00
CDisparity index
1.05 1.10
The coefficient of internal efficiency of the country of the primary cycle has
increased from 86.8 percent in 1990 to 90.4 percent in 1997. When the changes in
the nine provinces are compared 1990 vis a vis 1997, the efficiency has increased
in all the provinces except in the Eastern province where a decrease is seen from
89.8 percent to 79.9 percent. The increase in the Central province from 83.5
percent to 90.2 percent, and in the Uva province from 82.5 percent to 87.1 percent
and in Sabaragamuwa from 85.9 percent to 90.0 percent are noteworthy.
Education for All: Sri Lanka Status Report
2.3 Learning Achievement and Outcomes
Target: Improvement ofLearning Achievement such that an agreedpercentage
ofan appropriate age cohort (Jor example, 80 percent of14year olds) attains or
surpasses a defined level ofnecessary learning achievement
2.3.1 Achievement of Basic Learning Competencies
2.3.1.1 Background
Effective basic education provision results in high learning achievement levels.
Depending on intended outcomes of education, countries take varying approaches
to assess learning achievement. Some countries assess learning achievement in
respect to mastery of the prescribed curricular as determined through
examinations. Others assess mastery of a series of sequenced ' minimum learning
competency levels' or essential learning competencies'. Still others use
standardized tests of basic skills, or tests of functional literacy, numeracy and life
skills. The UNESCOIUNICEF Monotoring Learning Achievement (MLA) project
has supported countries to define their own criteria of learning achievement. The
project focusses on children with at least four years of schooling by which time
they have developed sustainable literacy and numeracy skills.
Sri Lanka joined the Monitoring Learning Achievement Project in 1994, as a
member of the second group of countries. In Sri Lanka, the primary school
covers the five grades from one to five. Before 1999, this cycle was divided into
two stages, i.e. Grades 1-3 as stage I and Grades 4-5 as stage n. A student seeking
graduation at the primary cycle had to complete grade 5. Therefore, Grade 3 and
Grade 5 were considered as the best terminal points at which the students are to be
assessed. The guidelines agreed upon by the member countries and the guidance
given by the Basic Education Division of UNESCO were followed in the surveys
carried out to assess the achievement levels at the end of the above two stages.
Education for All: Sri Lanka Status Report
2.3.2. Learning Achievement Surveys Completed
Two surveys have been completed in Sri Lanka to assess the achievement levels of
grade 05 children. The first was in 1994, and the second was in 1999. The target
group of the survey completed in 1994, was the students who completed grade 5
in 1993. A national sample of 3991 students was selected from 204 schools. The
target group of the 1999 study, was made of the students who completed grade 5 in
1998. A group of 8398 studetns was selected from 462 schools representing all 25
districts.
The tests designed for the surveys were in accordance with the guidelines given by
the Basic Education division of UNESCO. The literacy test included items in
vocabulary, comprehension and writing. The numeracy test included items on
conceptual understanding, knowledge of procedures and problem solving. The life
skills test included test items for sub-skills namely duties and responsibilities,
science skills, environmental skills and health skills. In designing the achievement
tests, syllabi used at primary cycle was also considered. In the 1999 survey, the
achievement tests used were the same tests that were used in 1994. In the analysis
of test results, students scoring 80 percent of the marks or above were considered
as ones achieving mastery in each subject.
2.3.3. Learning Achievement and Outcomes
Indicator 15 : Percentage ofpupils having reached at least Grade 4 ofPrimary
schooling who master a set ofnationally defined basic learning competencies
As given in table 20 and illustrated in figures 9,10 and also in Map 5 all Island
mean scores in Literacy for years 1994 and 1999 are 62 and 61 respectively. Mean
scores in numeracy and life skills have shifted upward, from 45 to 50 and 27 to 55
respectively from 1994 to 1999. This improvement in performance is witnessed
also by the up ward trend evident in percentages of students achieving mastery.
Education for All: Sri Lanka Status Report
Table 20: Mean Scores in Literacy, Numeracy and Life Skills by Province
1994 and 1999
Province Literacy Numeracy Life Skills
1994 1999 1994 1999 1994 1999
Western 68 64 48 52 27 56
Central 58 62 42 51 26 54
Southern 64 59 45 49 26 54
Northern 66 57 48 51 27 53
Eastern 61 57 47 48 27 57
North Western 62 64 43 52 26 58
North Central 62 61 45 49 27 56
Uva 56 60 42 49 25 55
Sabaragamuwa 54 61 37 51 22 56
Sri Lanka 62 61 45 50 27 55
Source: Monitoring Learning Achievement Grade 5 Surveys 1994 and 1999
Education for All: Sri Lanka Status Report
65 ,...-------------------------.....,
60
55
50
45
40
35
30
2520 1--.......L__~..;;w,,_...&.. ....I___ __&o.~.....:;....L._.__.......L__""___ _..a.._....I
Literacy Numeracy
01994 01999
LifeSkills
Figure 09 Mean Scores in Literacy, Numeracy and Life Skills - 1994 and 1999
The Western Province which had the highest mean value for literacy in 1994, has
been able to maintain the same position in 1999 also. The North Western Province
which was far below has progressed satisfactorily in 1999 and has been able to be
at par with the Western Province. Sabaragamuwa Province which had the lowest
mean value in 1994, has shown a considerable improvement in 1999. A decrease
is evident for the Western Province in the percentage of students achieving mastery
in literacy. The Sabaragamuwa and North Western Provinces have made
remarkable improvements in achieving mastery. The Nothern, Eastern and Uva
Provinces show very low achievement percentages in both surveys. The Western
and Northern Provinces which showed higher mean values for numeracy in 1994,
do not show a deviation from their positions in 1999. The Sabaragamuwa has
shown a considerable improvement in 1999. Percentages achieving mastery in
numeracy were very poor for all provinces in 1994. When compared with 1994,
the 1999 percentages show a progress. The North Western Province also has made
a significant improvement. In life skills, the mean scores for all provinces show
an improvement in performance. Percentages of students achieving mastery in
1999 in Life skills, is much higher than that of 1994.
e.
Education for All: Sri Lanka Status Report
The case of North Western Province, improving the quality of the teaching
learning process was an important factor that had led to the observed increase in
learning achievement. In the North Western province a special programme was
carried out during the last few years to introduce and popularise the "leamer
centred approach" in teaching and leaming. In this process "leaming by doing"
was emphasised to make the teachers and pupils more active. The appointment of
a Deputy Director in-charge of primary education at the provincial office and
Assistant Directors of Education and In-service Advisors in-charge of primary
education at zonal level had provided an environment to create a productive
supervisory network. Conducting training programmes for teachers and
monitoring the progress in their activities had become more effective as a result of
this organisational change. The main objective of this strategy was to improve
schools by divisions. Teachers in primary mathematics and science were trained
to use the primary mathematics and science kits supplied to schools by the
government. This was one reason that led to an increase in the performance of
teachers and the achievement of learners.
The language improvement programme launched for primary level students was
another significant factor that had led to this improvement. A language kit
designed to be used to identify the weaknesses of students, had been used for
diagnosis of inabilities and also to take steps as remedial measures to improve the
language ability of children. This intervention has paved the way for an
improvement in their achievement in other subjects too. The exhibitions and
competitions organised at school and zonal levels, related to all subject areas,
added more flavour to the programme and had enhanced motivation in both
teachers and learners. Another factor that has contributed to this effect was the
implementation of the concept of "school family". According to this concept a
few schools ( 3-5) situated in close proximity to one another were organized as a
family of schools, where one of the principals was identified as the leader. This
family serves as a quality assurance body by affording opportunities for the
teachers and principals of primary schools to meet at a forum to discuss and share
Education for All: Sri Lanka Status Report
experiences. These deliberations have created a culture for self appraisal that
leads to the enhancement of the overall achievement of students.
Figure 10
Education for All: Sri Lanka Status Report
2.4. Adult Literacy
Target: Reduction ofthe Adult Literacy Rate (the appropriate age - to be
determined in each country) to, say, one-half its 1990 level by the year
2000, with sufficient emphasis on female literacy to significantly reduce
the current disparity between male andfemale literacy rates
2.4.1. Background
The target of adult literacy seeks to assess the policy actions and measures
taken in the country to meet the learning needs ofvarious categories of adult
learners, i.e. the population 15 years ofage and above.
Adult literacy rate is defined as the percentage of the population aged 15
years and over who can both read and write with understanding a short
statement of his/her every day life. A higher literacy rate reflects the
Education for All: Sri Lanka Status Report
existence of an effective primary education system and / or adult literacy
programmes that have enabled a large proportion of the population to
acquire the ability to use reading and writing with understanding in daily
life.
2.4.2 Indicator 16 : Literacy Rate of 15 - 24 years Old
Literacy rate among the 15-24 year old is suggestive of the level of participation
and retention in primary education and its effectiveness in imparting the basic
skills of reading and writing. Since the persons belonging to this age group are
entering adult life, their literacy level is an important dimension to consider in
national human resource policies.
Literacy rate of 15-24 years old is defined as the number of persons aged 15-24
years who can both read and write with understanding a short simple statement
divided by the total population in that age group. In national censuses and
surveys, literacy has been measured by asking a whether a person can read and
write, with understanding. Those who declare that they can read and write with
understanding are considered literate. Literacy is measured as declared by the
respondents and not by administering a literacy test.
The literacy rate of the 20-24 year age group has changed little in the past two
decades. It is not possible to assess here whether this change is due to changes in
measurement procedure or not. The main issue is that at the end of the decade of
1990s 20 percent of the 20-24 year population will remain illiterate.
Map No. 7 on Literacy Rate of 15 - 24 years old population shows how
Sabaragamuwa and Central provinces differ from other provinces and records a
larger percentage of illiterates.
2.4.3. Indicator 17 : Adult Literacy Rate: Percentage ofthe Population Aged 15+
that is literate
ft?
Education for All: Sri Lanka Status Report
In Sri Lanka, the adult literacy rate in 1994 is 90 percent. The NEe (1992)
planned to provide alternative structures of schooling to give a meaningful and
adequate education for drop outs and non starters. The nonformal education unit
of the Ministry of Education & Higher Education has been conducting literacy
classes for these groups for a considerable period of time. In 1996, 8123 children
were enrolled in 422 literacy classes in the country. But these could not cater to.the entire target population. Jayaweera (1992) estimated the percentage enrolled
in literacy classes to be less than 5% of the total group needing such education.
Gunawardena (1996) in a study of a sample of literacy classes confirmed that only
about 5% of functionally illiterate children were enrolled in these classes. The
latter study also reported that on the basis of an assessment of literacy through a
test, that approximately 56 percent of the rural children and 46 percent of the
urban children in literacy classes only were able to read and write. The study
found that the majority of the literacy class teachers were not adequately
professionally trained, that curriculum materials were not adequately provided or
on time, that the environment in the classes was not lively or attractive and that the
attendance of the learners was poor an irregular.
Map no. 7
Education for All: Sri Lanka Status Report
This situation calls for an expansion of successful basic literacy, post-literacy and
continuing education opportunities for the adult population. Adequate resources
and infrastructures must be made available for such expansion. One reason for the
appearant slow change in literacy is the changing age structure of the population.
The presence of larger proportion of the older age group whose literacy levels are
lower makes the overall literacy levels lower.
Map No. 8 Gives a picture on how Sabaragamuwa Province differs from other
provinces in relation to the rate ofAdult Literacy
2.4.4. Literacy Gender Parity Index
Education for All: Sri Lanka Status Report
Indicator 18 : Literacy Gender Parity Index: Ratio ofFemale to Male Literacy
Rate
The Literacy Gender Parity Index which is the ratio of female to male adults
literacy rate, measures progress towards gender equity in literacy and the level of
learning opportunities available for women in relation to those available for men.
It also is a measure of the empowennent of women in society. When the literacy
gender parity index shows a value equal to 1, female and male literacy rates are
equal.
Map 8
Education for All: Sri Lanka Status Report
The Gender parity Index over the years has gone up in Sri Lanka. This is
because of the equal opportunities of access to basic education, which the
Sri Lankan Education system has offered.
Table 21: Literacy Gender Parity Index
Year Male Female LGPI
1981 90 83 0.83
1984 90 83 0.83
1999 92 88 0.96
Somce:1{EHE-E~S
Education for All: Sri Lanka Status Report
1.00
0.95
0.90
0.85
0.80 I I I I1981 1984 1999
Figure 11: Literacy Gender parity Index, 1981, 1984,1994
(N.B. The latest population statistics available is for 1981. Data gathered
through household surveys are available for 1984 and 1999. No national
census has taken place since 1981.)
At subnational level gender difference exist in districts where over all adult
literacy rate is low, such as in Nuwara Eliya and Moneragala. Such
differences are also quite prominent in marginalize groups, as seen in the
following Table 22.
Table 22 : Literacy Gender Parity Index Among disadvantage Groups
Male Female LGPI
Rural peasant 68 54 0.8Rural working class 69 60 0.9Urban slums 50 12 0.2Urban working class 72 60 0.8Fishing community 76 66 0.9Plantation 79 38 0.5community
Source - Gunawardana et el, 1995
fl7
12345X@PJL SET PAGEPROTECT=OFF@PJL SET RESOLU~R9J9for All: Sri Lanka Status Report@PJL ENTER LANGUAGE=PCL600RODOF
Figure 12: Literacy Gender Parity Index Among disadvantageGroups
1.0
0.8
0.6
0.4
0.2
0.0
.-- -
- '{'.;-
I'" ... .--f---- -
",
- ~" -J '"I-'¥
,"'.~~-' j
Rural pes<Ilt Rural \\OOcing Uba1 sl\.IJE mm \\OI'king Fishing HlIltatimclass cl~ cormulity oormutity
As elaborated in the above tables and figures the Study in 1995 (Gunawardena,
et.al. 1995) of deprived communities has shown that the female literacy in urban
slums was as low as 12 percent and gender parity index for this group was 0.25.
2.5 Training in Essential Skills
Target : Expansion ofProvision ofBasic Education Training in other Essential
Skills required by Youth and Adults, with programme effectiveness assessed in
Education for All: Sri Lanka Status Report
terms of behavioural changes and impacts on Health, Employment and
Productivity.
Throughout the last five decades an important place is given for skill training in
the secondary education span. It is evident that though all successive governments
during the part 50 years were correctly thinking about the need for an education in
practical skills, they had exhibited differences in their perception about what they
should offer to students as practical subjects. Therefore the subjects introduced to
the curriculum for skill training were changed from time to time as the ruling
governments changed. This is a very crucial characteristic found in the skill
training programmes at the school level in Sri Lanka.
During the past 50 years the following subjects have been introduced to the
secondary school curriculum from time to time.
1945 -
1962 -
1966 -
1972 -
1977 -
Community education which emphasized practical workrelated to activities of the villagers.
Technical subjects
Work Experience
Pre vocational Training
Life Skills
By 1990, the subject Life Skills was taught as the main subject intended for
training of skills in the Junior school level. At the senior school level students
were given an education in technical subjects that included, Agriculture, Wood
work, Weaving, Metal work, etc.
In 1997 according to the reforms introduced in the school system from Primary
Grades to the Junior Secondary Level the following changes have been
implemented.
Education for All: Sri Lanka Status Report
a. Activity learning approach was introduced from 1998 as an
important part of Primary Education. Pupils are encouraged to do
things and learn through practical experience. They will make use
of materials, simple tools and measuring devices and also learn to
work together.
b. In Junior Secondary Education steps have been taken from 1999 to
develop skills in relation to food, clothing, shelter, health,
organisation, infonnation and communication. These activities will
be supported by the establishment of Activity Rooms in each
school, provided with appropriate basic equipment and tools.
c. Science and Technology as a subject will be taught at the G.C.E
(O.L) from the year 2000 on a revised and modified syllabus.
d. A new Technology stream will be introduced at the G.C.E. (A.L) in
2001 with bias towards Agriculture, Industry, Commerce, Services
and Professional fields.
e. Practical work and project work has been introduced in 1999 as
these activities will contribute greatly to the development of
technical capabilities.
2.6. Education for Better Living
70
Education for All: Sri Lanka Status Report
Target: Increased acquisition by individuals andfamilies ofthe knowledge,
skills and values required for better living and sound and sustainable
development, made available through all education channels including the
Mass media, other forms of modern and traditional communication, and
social action, with effectiveness assessed in terms ofbehavioural change
Education has been used as a vehicle for developing conditions for better
living. This tendency was found in the provision of education even before
country's participation in the Jomtien Conference. Every step taken for
widening the opportunities of primary education is based on the motive of
providing conducive conditions for better living.
The National Goals which provide the basis for the refonns effected from
1998 explains how the reforms in the system of education aims at changing
the conditions needed for better living.
a. The achievement of National Cohesion, National Integrity and
National Unity
b The establishment of a pervasive pattern of Social Justice
c The evolution of a Sustainable Pattern of Living - A Sustainable
Life Style which is vital for the year 2000 and beyond when, for the
first time in the history of mankind even air and water cannot be
taken for granted.
/' d The generation of Work Opportunities, those that are at one and the
same time, dignified, satisfying and self-fulfilling.
e In the above framework the institution of a variety of possibilities
for All to Participate in Human Resources Development, leading to
cumulative structures ofgrowth for the nation.
71
Education for All: Sri Lanka Status Report
f The active partnership in Nation Building activities should ensure
the nurturing of a continuous sense of Deep and Abiding concern
for One another.
g In a rapidly changing world, such as we live in today, it is
imperative to cultivate and evolve elements of adaptability to
change -: Learn to Adapt to Changing Situations. This must be
coupled with the competencies to guide change for the betterment
ofoneself and of others.
h The cultivation of the Capacity to cope with the Complex and the
Unforeseen, achieving a sense of security and stability.
1 The development of those competencies linked to Securing an
Honourable Place in the international community.
The changes effected in the methodologies of teaching, revisions made in
the curriculum, syllabi, and the co-curricular activities are expected to
enhance the personality qualities of students that would lead to better
standards of life.
The competencies affiliated to the above goals further indicate how new
education changes are aiming to develop quality of life of people. The
following are the five basic competencies expected to be developed
through the new system of education
A Competencies in Communication
7?
Education for All: Sri Lanka Status Report
The first set of competencies is made up of three subjects - Literacy,
Numercy and Graphics.
Literacy includes: Listen attentively, Speak clearly, Read for
meaning and Write Accurately and lucidly
Numeracy includes: Use numbers for Things, Space and Time. Count,
Calculate and Measure systematically
Graphics includes Make sense of line and form, express and record
details, Instructions and ideas with line, form and
colour
B Competencies relating to the Environment
The second set of competencies relates to the Environments- Social,
Biological and Physical Environments; social environment;
Social Environment:
Awareness, sensitivity and skills linked to being a member of society,
social relationships, personal conduct, general and legal conventions,
rights, responsibilities, duties and obligations
Biological Environment
Awareness, sensitivity and skills linked to the living World. Man and the
Ecosystem, the Trees, Forests, Seas, Water, Air and Life Plant, Animal and
Human Life
Physical Environment
71
Education for All: Sri Lanka Status Report
Awareness sensitivity and skills relating to Space, Energy, Fuels, Matter,
Material and their links with Human Living, Food, Clothing, shelter,
Health, Comfort, Respiration, Sleep, Relaxation, Rest, Wastes and
Excretion. Included here are the skills in using tools to shape and form
materials for living and learning.
C Competencies relating to ethics and religion
This third set of competencies is laden with values and attitudes. It is
essential for individuals to assimilate values, so that they may function in a
manner consistent with the ethical, moral and religious modes of conduct,
rituals, practices in everyday living selecting that which is most
appropriate.
D Competencies in play and the use of leisure
This fourth set of competencies links up with pleasure, joy and such human
motivations. These find expression in play, sports, athletics and leisure
pursuit of many types. These are essesntial for realizing mental and
physical well being. These also link up with such values as cooperation,
team work, healthy competition in life and work. Here are included such
activities as are involved in aesthetics, arts, drama, literature, exploratory
research and other creative modes in human living.
E Competencies Relating to' learn to learn'
This fifth set of competencies flows directly from the nature of a rapidly
changing, complex and crowded world. Whatever one learns the learning
will need updating and review. This require that one should be aware of,
sensitive and skillful in sustained attention and be willing to persevere and
attend to details that matter in a given situation. These are the basics in the
74
Education for All: Sri Lanka Status Report
competence 'Learn to Learn' throughout life. Further the information
revolution makes this an imperative.
Another important intervention made in the curriculum in the Junior
Secondary level is the introduction of a new subject named Life
Competencies. The major objective of this subject is to develop a series of
competencies that need to be developed in students for effective and
satisfactory life.
dk/-
7"
Education for all : Sri Lanka Status Report
F:\COMMON\UHNDL\PART3.DOC
Part 3 - National Agenda for the Future: Suggestions andRecommendations
This part would be devoted to examine policy directions adopted in Sri Lanka in relation
to the improvement within the six dimensions of EFA goals. Also this part will state
briefly the steps already taken and the future plans to be implemented.
3.1 ECCD Programmes
Though much attention has not been paid on ECCD programmes in the past, the PTP on
Education in 1997 has made the following recommendations:
(a). To entrust responsibility of initiating activities regarding ECCD to the children's
Secretariat that comes under the purview of the Ministry of Women's Affairs.
The NPED of MEHE is expected to work in collaboration with the Children's
Secretariat.
(b). To create awareness among mothers on their responsibilities regarding ECCD and
Home Based Education strategies:
(c). To launch awareness programmes to educate the general public and care givers
involved in the field of ECCD
(d). To organize training programmes for mothers as well as care givers. The
assistance of community leaders and NOOO to be sought to facilitate training.
The PTF on Education is of the view that ECCD and Pre-school Education programmes
need not be under government control, but it has accepted that there should be some kind
72
Education for all : Sri Lanka Status Report
of supervision and guidance by the government over these programmes. In this context
the PTF has proposed the following strategies :
(a). To motivate Provincial Council Authorities to increase the number ofPre-schools
in their regions to provide more opportunities for children of 03 - 05 years of age
limit to participate in pre-school Education
(b). To enact laws regarding the supervision and monitoring of the quality of facilities
provided for teachers and students in pre-schools.
(c). To prepare a suitable curriculum for pre-schools with the cooperation of
Universities, MEHE, Ministry of Health and other related institutions. This
curriculum to be pre-tested, finalized and then distributed among the Provincial
Councils. It will serve as a guideline for teaching and will not be treated as
compulsory for adoption
(d). To establish an ECCD Study Centre and Department of Child Development
attached to a University with the objectives of evaluating the present pre-school
programmes, collecting information and conducting research on ECCD. (A
Department of child Development has already been established at the Open
University of Sri Lanka).
The five year plan (1999-2004) of MEHE has set targets to train 800 Pre-school teachers
and 200 officers working in ECCD programmes, annually. Accordingly it is planned to
train 4000 pre-school teachers and 1000 officers within the five years. This task is
expected to be accomplished by NFED of MEHE with the assistance of Provincial
Departments of Education. Rs. 20 million has been allocated for this task.
73
Education for all : Sri Lanka Status Report
3.2. Primary Education
The PTP on Education has recommended the following activities regarding Primary
Education to be accomplished within the five years commencing from 1999 :
(a). To develop a competency based curriculum, supported by suitable text books,
work books and other related curriculum materials such as teacher guides,
additional reading material, etc.,
(b). To organize pre-service and in-service training programmes for COE lecturers
and in-service advisors to enhance their knowledge in better teaching
methodologies and the awareness of the new curriculum
(c). To extend the scheme of assessment introduced in Junior Secondary Classes
gradually to the primary cycle. The teachers should be guided to develop their
own assessment tools to suit their classroom needs.
(d). To develop a sample of schools as model primary schools by providing buildings,
furniture and equipment. These models are expected to set examples to other
schools.
(e). To recruit teachers with necessary qualifications as heads of primary schools.
(f). To develop a supervIsIOn and monitoring programme by the MERE 111
collaboration with the NIE. The officers of the Provincial Departments of
Education, District and Zonal Education offices should be entrusted with the task
of organising effective monitoring and supervision programmes.
74
Education for all : Sri Lanka Status Report
The Five Year Primary Education Plan in Sri Lanka (1999) has identified the following
goals and targets with regard to primary education:
Goal 1- Ensure the initial enrolment of all boys and girls of official primary
education entry age, and the retention of all boys and girls in
Grades 1 - 5 before 2004.
Targets related to Goal I
(a). Increase of Net Initial Intake Rate up to 100 percent by 2004
(b). Increase of Net Enrolment Ratio up to 100 percent by 2004
(c). Increase of Completion Ratio up to 100 percent in 2004
(d). Ensure that the maximum distance to school from the residence of a Grade 01
child is 2 km. by 2000
Goals 2- Ensure an increase in attainment in essential learning continuum
competencies by all boys and girls completing the primary education cycle
by 2004
Targets related to Goals 2
(a). Increase of percentage of students mastering essential learning competencies
(Competencies in communication, Competencies relating to the Environment,
Competencies relating to ethics and religion, Competencies in play and the use of
leisure, Competencies Relating to 'learning to learn', at least up to 90 percent by
2004).
(b). Reduction of repetition rate to less than 1.0 percent by 2004
(c). Increase of percentage of teachers qualified in primary education to 100 percent
by 2004.
75
Education for all : Sri Lanka Status Report
Goals 3- Improve the quality of pnmary education management at school,
divisional, zonal, provincial and national levels by year 2004.
Targets related to Goal 3
(a). Ensure the appointment of primary trained principals or sectional heads to all
schools by 2001.
(b). Increase the percentage of Primary school Principals and Primary Section Heads
with training in primary education methods to 100 percent by 2004.
(c). Ensure the appointment of appropriately trained ISAA in primary education to
achieve an ISA : PT ratio of 1:75 for both media and 1:60 for areas of low
population density by 200 I
(d). Ensure that the maximum number of schools with primary education grades to be
handled by a subject specialist officer to be 60 by 2001
(e). Ensure that all Divisional Directors of Education, ISAA, pnmary education
subject specialists, zonal and provincial level primary education officers are
trained in primary methods by 2004
(f). Ensure the establishment of an appropriate organizational structure for the
development of primary education from national to school level by 2001
(g). Establish a primary education EMIS from national to school level by 2001.
76
Education for all .' Sri Lanka Status Report
Goal 4 - Promote the equitable allocation of human and financial resources to
primary education by 2004
Targets related to Goal 4
(a). Achieve a pupil teacher ratio of 26 : 1 by 2001 and 27 : 1 by 2003 and reduce
teacher excesses / deficits to less than 2 percent of national primary teaching
force.
(b). Formulate and consolidate a mechanism of unit cost resource allocation based on
norm specific formula in terms of supply of personnel, physical facilities,'
education material and other quality inputs by 2001
(c). Set aside 10 percent of allocations for consumables to disadvantaged schools in
addition to the normal allocation by 2001
(d). Establish a separate budget programme for primary education at national and
provincial level for recurrent expenditure by 2000 and for capital expenditure by
2001
(e). Revise and update MERE circulars governing the collection and appropriation of
funds at school level to ensure that substantial proportion of internal school funds
are appropriate to grades 1 - 5 by 2004
A special group of children that deserve attention in relation to Primary Education are
children with special needs. The PTF has proposed the following strategies with regard
to education of children with special needs:
(a). Make provision to admit children with special needs to the formal system of
Education
77
Education for all : Sri Lanka Status Report
(b). Establish special schools and institutions to cater to the needs of children with
special needs where difficulties arise in admitting them to the formal schools
(c). Provide special education programmes for gifted children without disturbing the
functioning of the normal school system
(d). Provide special programmes during vacations for gifted children to improve their
academic abilities
The five year plan of MERE indicates the following activities to be accomplished during
the period of 1999 - 2003 in the area of special education:
(a). Detection and prevention of childhood disabilities and rehabilitation of detected
disabled pupils
(b). Orientation programme on inclusive education for principals, sectional heads and
primary teachers. It is expected to train 3000 personnel during the 5 years
(c). Training of 4000 teachers during the period
(d). Supply of audio visual and other special aids for disabled children. It is expected
to supply 2500 hearing aids 5000 spectacles for children with visual and audio
impairments
(e). Rehabilitation of the Braille press and installation of machinery. Old machines at
the NIE Braille press will be replaced by new machines
(f). Establishment of educational units and resource centres. 125 educational units
and 40 resource centres are planned to be established by the end of 2003
(g). Conducting awareness programmes for parents and general public about disabled
children, slow learners and gifted children. 125 programmes will be conducted
during this period
78
Education for all : Sri Lanka Status Report
The Primary curriculum revision commenced in 1999 in Grade 01 will be gradually
extended to other grades of the primary cycle and will be completed in year 2003. Also
the identification of the minimum (essential) learning continuum will be completed by
year 2004.
These changes in curriculum will increase pupil activities that require more physical
space and other infrastructure facilities. The classrooms of the primary school will be
remodeled or reconstructed to provide more space and other physical facilities.
With the extension of the revised curricula to successive grades yearly, the primary
teachers in the service will be retrained to suit the new changes. In addition also College
of Education curricula is undergoing changes to provide necessary training for primary
teachers.
Under the World Bank Project on Teacher Education and Teacher Deployment (TETD)
steps will be taken to have a more balanced spread of teachers among schools.
Figure 13 : Pupuil Teacher Ratio at Primary level byProvince, 1990 and 1998
25
211
'Jb-7-'I' ~4~
~J -=,...,.."i~
..... ...,?lc-::"" ~~ ~t 06.
,.-~ . .... ,0; _--!-"'~ "j, ~.' - ;;t .Ifm S 1:; t; ;, "> '~~,. ~. 0. ~ ~ \ ,,.;
~\~ --S'~-'If~'!_"'::""- ~~,~ -'p~"-- ;. ~-T~~-v~- 0-
~lP'" i'",,- ~l~ .:I~ '" .1~ JI ~~ ...... ~J
;.....; t-' f '-, 'j4. •.I:l ~ ~t ;::~ ; •.~ ~~ ~~
Welih'rn Ct'nlral Snutht'rn Nllrlhcrn EUlilern NllrlhWl'lolNn f\lclrlhC"nlrlll
Province
01990 01998
79
U.d Silhorlll~.Jn1·IW".J
Education for all : Sri Lanka Status Report
At present the most serious problem that Sri Lanka faces regarding teachers is not
employment, but deployment. The above graph highlights the Teacher-Pupil Ratio
according to provinces for the years 1990 and 1998.
As the ratio differs drastically among the regions, measures will be taken in future to
achieve the accepted pupil teacher ratio 1 : 26 for the primary cycle. In this regard
MERE is implementing a teacher transfer scheme to achieve a teacher pupil ratio for
primary cycle as indicated in the following table.
Table 23 : Officially prescribed pupil teacher ratio for primary cycle
Enrolment in No. of primary No. of Total no. of Pupilprimary cycle Average general English teachers teacherGrades 1-5 Enrolment teachers teachers for primary ratio
Less than 25 13 1 1 2 725 - 44 35 2 1 3 1245 - 74 60 3 1 4 1575 - 114 95 4 1 5 19115 - 164 140 5 1 6 23165 - 199 182 6 1 7 26200 - 239 220 7 1 8 28240 - 279 260 8 1 9 29280 - 319 300 9 1 10 30320 - 359 340 10 1 11 31360 - 399 380 11 1 12 32400 - 439 420 12 2 14 30440 - 479 460 13 2 15 31480 - 519 500 14 2 16 31520 - 559 540 15 2 17 32560 - 599 580 16 2 18 32600 - 639 620 17 2 19 33640 - 679 660 18 2 20 33680 - 719 700 19 2 21 33720 - 759 740 20 2 22 34760 - 799 780 21 2 23 34800 - 839 820 22 2 24 34840 - 879 860 23 3 26 33880 - 919 900 24 3 27 33920 - 959 940 25 3 28 34960 - 999 980 26 3 29 341000 - 1039 1020 27 3 30 341040 - 1079 1060 28 3 31 341080 - 1119 1100 29 3 32 34
80
Education for all : Sri Lanka Status Report
1120 - 1159 1140 30 3 33 351160 - 1199 1180 31 3 34 351200 - 1239 1220 32 3 35 351240 - 1279 1260 33 4 37 341280 - 1319 1300 34 4 38 341320 - 1359 1340 35 4 39 341360 - 1399 1380 36 4 40 351400 - 1439 1420 37 4 41 351440 - 1479 1460 38 4 42 351480 - 1519 1500 39 4 43 351520 - 1559 1540 40 4 44 351560 - 1599 1580 41 4 45 351600 - 1639 1620 42 4 46 351640 - 1679 1660 43 4 47 351680 - 1719 1700 44 4 48 351720 - 1759 1740 45 4 49 361760 - 1799 1780 46 4 50 361800 - 1839 1820 47 4 51 361840 - 1879 1860 48 4 52 361880 - 1919 1900 49 4 53 361920 - 1959 1940 50 4 54 361960 - 1999 1980 51 4 55 36
In order to find a solution to the problem of teacher deployment the govenmlent has
approved an incentive package to motivate teachers to serve in schools classified as
difficult stations. This package of incentives include the following:
(a). Providing priority in giving loans under advances to public servants.
(b). Giving preference in granting scholarships and training opportunities
(c). Considering as having served an extra one year in respect of each period of three
years served in difficult stations for teachers who are required to complete a
specific period of service for promotion in the service
(d). Giving preference in providing living quarters
(e). Allowing an extra increment for the teachers serving in difficult stations who
obtain 25 percent of their annual leave entitlement during 03 consecutive years
(MEHE Circular No : 99/17)
81
Education for all : Sri Lanka Status Report
A School Based Assessment programme which commenced in 1999 will be gradually
extended to successive grades annually. The Implementation will be completed in year
2003. The training of teachers and preparation of necessary assessment guides are
planned to be supplied yearly.
Under the DFID programme arrangements have been made to prepare Regional Primary
Education Plans. This programme expects each province to prepare its own independent
primary education plan on guidelines and framework provided by MERE. This will
complement the independence given to the provincial authorities in implementing their
own primary education programmes. In allocation of budgets for Education, Sri Lanka
has not shown any concern for making separate allocation for Secondary and Primary
Schools. Steps will be taken to separate primary school budget from the secondary
school budget. This will lead to a rapid progress in primary education in Sri Lanka.
3.3. Learning Achievement
Monitoring learning achievement is considered as a vehicle for improving learning
teaching and the curriculum process. The learning achievement surveys conducted in
1994, 1996 and 1999 with the support of the UNICEF and the UNESCO have led to the
initiation of more innovative teaching - learning procedures and new curriculum
development strategies. Additional surveys will be carried out in year 2000, 2002, 2004
and 2006 to assess the improvements in performance at Grade 03 and Grade 05 levels.
The gathered information will be disseminated to planners at National and Provincial
level and school level authorities so that their future endeavors can be enhanced in
making primary education process more efficient and effective. A formative evaluation
process will be implemented at the classroom level to assess the pupils in relation to their
achievement of Essential learning continuum.
82
Education for all : Sri Lanka Status Report
The successful implementation of the competency based curriculum and the achievement
of essential competencies by all those who complete primary education will be supported
by School Based Assessment (SBA). The five year primary education plan proposes the
following activities for reforms in evaluation and assessment in primary grades;
(a). Extension of the assessment formats given in teachers guides for Grade 01 to
other grades with the introduction of the new curriculum
(b). Production of a manual for primary teachers on assessing and keeping records
regarding the students' attaining mastery level and achieving competencies.
(c). Development and introduction of a new standard reporting format for the purpose
of conveying the levels of achievement of children to their parents.
(d). Drawing more attention on diagnosis of learning problems encountered by
children and taking remedial measures based on such diagnoses
(e). Training primary education officers, ISAA, Primary school principals, Sectional
heads and Primary teachers on administration of SBA will be commenced in year
2000 as follows:
Primary Education Officers
Primary Education ISAA
Primary Principals
Primary Sectional Heads
Primary Teachers
83
180
900
2318
3417
26000
Education for all : Sri Lanka Status Report
The programme will be continued during the next few years
3.4 Adult Literacy
The five year plan of MERE includes the following actions with regard to Adult
Education to be accomplished within the period 1999 - 2003
(a).
(b).
(c).
(d).
(e).
Establishment of 1000 reading centres for adults;
Establishment of 1500 non formal technical units in lAB schools
Provision of equipment to 1500 non formal education units located in lAB
schools
Provision of perishables for 1500 non formal technical training units in
lAB schools;
Establishment of 2500 training centres for non school going children and
adults
The Non formal Education Officers employed at divisional level by MERE will organize
literacy and skill development programmes through their Regional Learning Centres.
The NFED of MERE has already provided guidelines to these officers as to how these
programmes should be organized. The NFED re-emphasized their philosophy and line of
action with regard to adult literacy on the Literacy Day on 081h September 1999 by
declaring a programme for admission of non school goers and dropouts into the formal
education system. This programme envisaged the identification of such children and
promoting parents to send them to the formal school. Another significant trend evident in
this regard was the initiation made by the Ministry of Youth Services and Sports to
promote such children to enter the formal education system. This Ministry with the
assistance of the Samurdhi Authority (a programme for alleviation of poverty) and the
Samurdhi animators launched a programme to identify these children and provide them
with necessary materials and equipment to motivate them to join the formal school. This
programme which was accompanied by an extensive mass media campaign will be
continued in the future with the support of the MERE. The Ministry of Social Services is
84
Education for all .' Sri Lanka Status Report
another agent that looks after adult literacy programmes. The literacy and skill
development projects conducted by the Ministry of Social Services will be continued
without disturbance.
3.5 Training in Essenstial Skills
Training in essential skills has different dimensions. The Vocational Guidance
week held from 13th to 19th September 1999 focussed its attention on the very
important aspect of vocational training. This programme was launched by the
Ministry of Vocational Training with the assistance of the Vocational and
Technical Education Commission. The programme was supported by Mass
Media. A series of Radio and TV programmes highlighted the significance of
vocational training and identifying a vocation that suits an idividual. This
programme was an idea proposed by the Presidential Task Force on Vocational
Training.
The Vocational Training Authority of Sri Lanka has identified Vocational
Training Programmes for school leavers at two levels. Level one includes
programmes for children who leave the school after the G.C.E. (O.L)
examination. These programmes are meant for adult students of 17 - 25 years
old. Duration of these courses ranges from six weeks to four years. The list of
training programmes include the areas such as Commerce, Management,
Marketing, Engineering, Science, Arts, Languages, Computer, Law, Agriculture,
Teacher Education and Garments and Apparel Level two is meant for adult
students who leave the school after G.C.E. (A.L) examination. These
programmes are meant for adult students in the age range of 17-30 years.
Duration of these courses extend from four months to four years. These training
programmes are meant for Electricians, T.V & Radio mechanics, Refrigeration
and A.C mechanics, Motor mechanics, Lathe operators, Fitters, Welders,
85
Education for all : Sri Lanka Status Report
Carpenters, Masons, Computer operators, Hotel crews, Gem and jewellery
craftsmans, Tailors, Health workers, Clerks, Typists, Artists and Printers.
The National Youth Council of Sri Lanka (NYSC) an organization established for
youth activities has organized a series of programmes to provide vocational
training and vocational opportunities for youths. These programmes can be
categorized under 06 main objectives:
(A).. Providing vocational guidance to youths. To achieve this objective it has
organized the following :
(a). National Vocational Information Centres
(b). District Vocational Information Centres
(c). National Level Job Fairs
(d). District Level Job Fairs
(B). Providing opportunities to identify alternative jobs or income generating
sources. The following activities are organized to achieved the above
objective
(a). Establishing 20 Regional training centres
(b). Establishing 04 National training centres
(c). Launching awareness programmes
(d). Conducting orientation programmes
(C). Developing Business Enterprises belonging to youths
The following are the activities organized to achieve the above objective:
86
Education for all : Sri Lanka Status Report
(a). Broadening small Business Enterprises
(b). Establishing a net work of youth business enterprises
(c). Establishing a Technical School for students interested in business
(d). Introducing Business Counselling Service
(e). Broadening loan facilities for youths
(D). Providing business counselling for schoolleavers
The following are the activities organized in this regard
(a). Holding vocational guidance programmes for school children
(b). Holding a national youth counselling week
(E). Establishing inter-institutional relationships to facilitate provision of jobs.
Activities organized to achieve this objective are as follows:
(a). Establishment of a unit for coordination of the activities of such
institutions
(b). Establishment of a Human Resource Reserve and Job Information
Bank
(F). Reorganizing youth cooperatives (NYSCO)
In order to reach the above objective the following steps are taken:
(a). Establishment ofDistrict Banks
87
•
Education for all : Sri Lanka Status Report
(b). Establishment of Sales Units
(c). Holding fairs
(d). Establishing unified companies with the assistance of youth Co
operative societies
(e). Establishing youth cooperative banks
(f). Establishing a foundation for small business development
The Department of Technical Education and Training (DTET) extends its services
through 36 Technical Institutions. It conducts certificate courses in Business
Studies, Technical Courses and Trade Courses. The Sri Lanka Institute of
Advanced Technical Education conducts courses in Engineering, Accountancy,
Commerce and Agriculture.
The Vocational Training Authority conducts 92 courses during the year. The
National Apprentice and Industrial Training Authority will conduct their 180
courses continuously in future. New courses in the area of Hotel and Tourism,
Textile and Garments, Construction, Gem and Jewellery, Information
Technology, Computer Training Printing etc., will be introduced anew (Central
Bank Report - 1998) The Federation of Chambers of Commerce and Industry in
Sri Lanka has prepared a Career Guidance Directory which provides very
important information to adult students who leave school after completing G.C.E.
(O.L) and G.C.E. (A.L) examinations. This is a comprehensive document that
would provide better information of the various options available for developing a
suitable career path and for those wanting to up grade their skills. It also helps
parents and counsellors in directing youth to identify a suitable career. The
Directory has grouped 205 jobs under the following 18 categories:
a. Managerial and Management Related Occupations
b. Engineers, Surveyors and Architects
c. Natural Computer and Mathematical Scientists
d. Lawyers, Social Scientists and Social workers
88
e.
f.
g.
h.
1.
J.
k.
1.
m.
n.
o.
e p.
q.
r.
Education for all : Sri Lanka Status Report
Teachers, Librarians and Counsellors
Health Diagnosing and Treating practitioners
Health Co-workers
Health Technologists and Technicians
Writers, Artists and Entertainers
Technologists and Technicians other than Health
Marketing / Sales occupations
Administrative Support Occupations
Service Occupations
Agriculture, Forestry, Fishing and Related Occupation
Mechanics and Repairers
Construction Trades
Production Occupations
Transportation Occupations
This Directory gives details about working conditions training and other qualifications
required for the jobs listed.
3.6 Education for Better living
More responsibility of providing Education for better living will rest on Informal
Education Agencies. In this context Radio, Television and News papers will play
a major role. The mass media programmes that are aimed at developing
knowledge, skills and attitudes needed for better living are of three kinds. They
are programmes for development of knowledge, development of personality
attributes and programmes for development of skills. Radio and Television
programmes on basic health habits are frequent. Special mass media programmes
related to HIV, Polio and other dangerous diseases such as Dengue Fever, Filaria,
Malaria, Dysentery etc. are playing a major role in educating for better living.
Environmental pollution and conservation are themes that frequently discussed in
mass media programmes. Family planning programmes launched by the Health
89
Education for all : Sri Lanka Status Report
Department is another attempt of educating people for better living. Many
programmes aim at developing personality and attributes of people which
ultimately lead them for better living. Dramas, Musical programmes, Feature
programmes, Religious programmes contribute to development of positive
personality characteristics which promote the quality of living environment.
Various competitions such as, Cycle Races, Art festivals, Sports festivals, New
Year festivals are some of the programmes organized by Mass media leading to
development of certain skills which may be essential for better living.
In Sri Lanka the use of electronic and print media for educational purposes have
been widened during the last decade. By 1999 eight Television channels are in
operation. Seven Radio Broadcasting Services are functioning. Each of these
services has special education service programmes. These programmes are of two
types. One is curriculum based and the other is based on general themes on
education. There is a special unit at the NIE which is involved in educational
media programmes. This unit is accomplishing activities such as script writing,
production of programmes and arranging broadcasts and telecasts. In this respect
Sri Lanka Rupavahini Corporation and Sri Lanka Broadcasting Corporation
which are government services play a major role. In producing educational
programmes these two services prepare time tables of their programmes and send
them to schools. School heads are supposed to arrange the school activities to suit
T.V. and Radio programmes and make provision for students to watch and listen
to them. Often special discussion programmes are arranged to educate the general
public on matters related to education. In newspapers, special features are
arranged on educational issues and problems.
Discussions and debates on themes of interest in education which appear in mass
media help the general public themselves understand various aspects related to the
educational activities carried out in the country. Health and agriculture are two
other Ministries which are engaged in fulfilling tasks that eventually help improve
90
Education for all : Sri Lanka Status Report
the quality of life of the general public. Education is the principal agent in
increasing the quality of life of the people. In the present context, the Ministry of
Youth Affairs and Sports and the Ministry of Social Services have taken hand in
hand with the Ministry of Education & Higher Education in launching
programmes to educate the general public as well as the students for better living.
For instance the Samurdhi programme meant for improving the quality of life and
the non-formal education programmes arranged by National Youth Services
Council (NYSC) for adult education are such attempts leading for better living.
In addition, the NYSC has launched many other programmes such as Performing
Arts, Computer literacy, Beauty culture etc, that lead to improvement of
knowledge and skills needed for better living.
91
F:\COMMON\UHNDL\BIBLIOGR.DOC
Bibliography
All Island Survey on Non-Schooling Children in Sri Lanka, Progress Report (1998)MEHE, Colombo.
Career Guidance Directory (1998) Federation of Chambers of Commerce and Industry ofSri Lanka. Colombo.Central Bank Report (1998), Colombo.
Compulsory Education Regulations (1997) MERE, Colombo.
Develop a Youth Population with Skills (1998). National Youth Services Council,Maharagama
Education Development Programme 1999 - 2004 (1999) MERE, Colombo.
Five Year Primary Education Plan - 2000 - 2004 (1999) MERE, Colombo.
General Education Reforms (1997) The Presidential Task Force on Education in SriLanka, Colombo.
Guide for Vocational Training for G.C.E. (O.L) Completers (1998). Sri LankaVocational Training Authority, Colombo.
Gunawardena Chandra de Silva, W.A. and Kularatne, N.G. (1995) A Study of theIncidence of Illiteracy in Selected Deprived Communities and Identification ofInterventions to Improve Literacy. IDRC, Colombo (unpublished)
Gunawardena Raja (1996) An investigation into Literacy Classes Conducted for Nonschool Going Children in Sri Lanka (unpublished) NIB, Maharagama
Guide for Vocational training for G.C.E. (A.L) Completers (1998) Sri Lanka VocationalTraining Authority, Colombo.
Jayaweera, S. (1992) Education and the Rights of Children in Sri Lanka, presented at theAnnual Session of the Sri Lanka Association for the Advancement of Education,Colombo.
Kularatne, N.G.; Dharmadasa, K.H. and Dharmawardhena, H.M.C.K. (1990) A NationalStudy of Wastage of Sri Lanka, UNESCO, NIE, Maharagama.
Kularatne, W.G. (1997) An Investigation into the Problems and Possible Strategies ofOrganising Universal Primary Education. Unpublished Ph.D. Thesis, University ofColombo.
Kulathunga, lA.K. (1999) To you who seek ajob, Colombo.
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Lekamge, G.D. and Suranimala, E.L. (1994) A Study of Teaching Methods used byTeachers in Primary Grades in Sri Lanka. Sri Lanka Association for Advancement ofEducation (Unpublished) Colombo
Navaratne, A.A. (1945) What children have Learnt After Five Years of Schooling,Evaluation Department, NIE UNICEF, Maharagama.
National Association for Total Education (1990) Adult Education in Sri Lanka. Colombo
National Education Commission (1992 The First Report of the National EducationCommission, Government Publication Bureau, Colombo.
National Education Commission ( 1996) The Second Report of the national EducationCommission, Government Publication Bureau, Colombo.
Perera, L.; Perera, WJ. and Wijerathne, S.U. (1998) Improving Primary TeacherProvision Through Better Management. UNESCO.
Progress in Education (1998) Publication of the MEHE, Colombo.
Sandarasegaram, S. and Gunawardhena, R. (1997) Education of DisadvantagedCommunities in South Asia. Alburn University, Alabama.
School Census Report (1997) MEHE, Colombo.
Survey on Children who do not participate in the Education Process (1998) NFED,MEHE, Colombo.
The Constitution of the Socialist Republic of Sri Lanka (1978). Department ofGovernment Printing. Colombo.
UNESCO (1997) Statistical Year Book, UNESCO, Paris.
Wickremaratne, V (1994) Primary Education Curriculum, A Study Funded by Sri LankaAssociation for Advancement of Education and sponsored by UNICEF (unpublishedreport)
93
F:\COMMON\UHNDL\COMMITTE.DOC
Committee on EFA Year 2000 Assessment
Prof. Viswa Warnapala (Chairman) - Deputy Minister, MERE
Prof. Lal Perera (National Coordinator) - Additional Secretary, MERE
04. Mrs. Soma de Silva
05. Ms. C Constance
06. Mr. P W Gunasekara
07. Prof. (Mrs.) G I C Gunawardena
08. Mr. D A Perera
09. Mr. A A Navaratne
10. Mr. C Navaratne
., 11. Mr. Y AND Yapa
12. Mr. S U Wijeratne
13. Mr. P N Ilapperuma
14. Ms. Kamala Pieris
15. Mrs. D Kottachchi
01.
02.
03. Dr. P Udagama - Secretary General, UNESCO, Sri Lanka
- UNICEF, Sri Lanka
- UNICEF, Sri Lanka
- Director ofEducation, PPM, MEHE
- Open University, Sri Lanka
- Education Consultant
- Assistant Director General, NIE
- Deputy Director of Education, MEHE
- Deputy Director of Education, MEHE
- Deputy Director of Education, MEHE
- Deputy Director of Education, MEHE
- Education Consultant
- Statistician, University Grants'
Commision
16. Mrs. Padmini de Silva
17. Mrs. TAR J Gunasekara
18. Dr. G L S Nanayakkara
19. Mr. A M R B Amarakoon
20. Mr. S W M Semasinghe
~."I, 0,
21. Mr. W B M Saddharatne
22. Mr. Raris Rajapakshe
23. Mr. M Sivagnanam
24. Mr. Sterling Perera
25. Mr. K. Samarasinghe
- Statistician, MEHE
- Director Planning, NIE
- Director, Primary Education, NIE
- Commissioner General of Examinations
- Secretary, PME, North Central
Province
- PDE, Western Province
- TETD Project, MEHE
- Director, Primary Education Planning
Project
- Education Consultant
- Director, NFED, MERE
94
ADB
DFID
DOE
ECCD
EFA
EMIS
ESCAP
GCE (OIL)
GCE (AIL)
GDP
GER
GNP
GTZ
LGPI
MEHE
MLA
MPPE
MTIP
NA
NAITA
NATE
NCOE
NER
NEC
NFED
NGO
NIB
NYSC
PDE
Abbreviations
Asian Development Bank
Department for International Development
Department of Examinations
Early Childhood Care and Development
Education for All
Educational Management Information System
Economic and Social Cooperation for Asia Pacific
General Certificate of Education (Ordinary Level)
General Certificate of Education (Advanced Level)
Gross Domestic Product
Gross Enrolment Rate
Gross National Product
German Agency for Technical Cooperation
Literacy Gender Parity Index
Ministry of Education and Higher Education
Monitoring Learning Achievement
Master Plan for Primary Education
Medium Term Investment Plan
Not Available
National Apprentice and Industrial Training Authority
National Authority on Teacher Education
National College of Education
Net Enrolment Ratio
National Education Commission
Non Formal Education Department
Non Governmental Organisation
National Institute of Education
National Youth Services Council
Provincial Director of Education
95
'.
PEPP
PME
PMP
PSEDP
PTR
RR
SBA
SIDA
TETD
UGC
UNESCO
UNICEF
Primary Education Planning Project
Provincial Ministry of Education
Primary Mathematics Proj ect
Plantation Sector Education Development Project
Pupil Teacher Ratio
Ready Reckoner
School Based Assessment
Swedish International Development Agency
Teacher Education and Teacher Deployment
University Grants Commission
United Nations Education, Science and Cultural
Organisation
United Nations Children's Fund
96