· Education ForAll Assessment Sri Lanka - UNESDOC ...unesdoc.unesco.org/images/0021/002195/219519eo.pdfUGC UNESCO • Educationfor All: Sri Lanka Status Report National Education

· Education For All AssessmentSri Lanka

The Country Statns Report

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

11

111

VI

IX

X111

xv

1

1

6

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

iv

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

v

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

VI


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.

vu


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

V111


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

•


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

x

•


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/or All: Sri Lanka Status Report

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F:\COMMON\UHNDL\EXECUTIV.DOC

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:

ix- ix-


*

*

*

*

*

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;

x - x-


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.

Xl- XI-


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.

XII- XII -

Education for all: Sri Lanka status reportF:\COMMON\UHNDL\PARTl.DOC

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

3


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

4


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.

5


(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 childcare.

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.

8


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


•

(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


• 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


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


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

??



?4


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.


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


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.


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

•


Map 4

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


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


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


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

•


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


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


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.


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.


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.


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


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.


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


experiences. These deliberations have created a culture for self appraisal that

leads to the enhancement of the overall achievement of students.

Figure 10


Map 6

hO


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


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?


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


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


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


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


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


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.


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


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


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?


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


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


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


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


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


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


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


(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


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


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


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


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


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


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


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


(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

•


(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.


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


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


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.

92

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





- 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


- 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

· Education ForAll Assessment Sri Lanka - UNESDOC ...unesdoc.unesco.org/images/0021/002195/219519eo.pdfUGC UNESCO • Educationfor All: Sri Lanka Status Report National Education

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