National Institute of Education

National Institute of Education SRI LANKA Degree of Master of Education Course Guide Department of Teacher Education Faculty of Research, Planning & Teacher Education 2012 1

Master of Education National Institute of Education 01. Title of the course Master of Education 02. Objectives of the Course The candidates who complete the course successfully should be able; to communicate competently and confidently for one s own success and also for the success of educating others, to adapt and modify available delivery systems to pave the way for high quality education, to investigate and act upon issues pertaining to education for the sake of one s own professional development and also for promoting the quality of education, to reflect upon behaviours, practices and interventions of one s own for further improvement of professional capabilities, to make an accurate assessment of one s own strengths, weaknesses and future needs for continuous professional growth, to develop successful collaborative professionals. 03. Duration of the Course The course is a part time course of 18 months duration. Once registered the candidate has to complete the course within six years from the date of registration. If the candidate is prevented from completing the examination within this period owing to illhealth or any other reason acceptable to the Director General the Academic Affairs Board may grant him the extra time necessary to complete the examination. 04. Target Group This course is mainly for personnel working in the Sri Lankan education system. In case of overseas students the candidates have to be recommended by the Ministries of Education / Governments of the respective countries. 05. Eligibility The participants must have obtained a Postgraduate Diploma in Education with minimum 5 B passes or a Bachelor of Education degree with minimum 5 B passes or a first degree with a class and a Postgraduate Diploma in Education. 2

Overseas candidates should possess equivalent qualifications acceptable to the Academic Affairs Board of the National Institute of Education. The candidates should be below 50 years of age on the date of closing of applications. 06. Selection Procedure Candidates will be selected on the results of the Entrance Examination and the selection interview. The Entrance Examination will comprise two parts as follows: Part I - General Knowledge in Education Part II - General Aptitude 07. Medium of Instruction The course will be conducted in the English medium with assistance provided in Sinhala / Tamil. The Examination will be conducted in all three media and candidates will be allowed to sit for the examination in the preferred medium. 08. The Structure of the Course The course leading to the Degree of Master of Education is a 60 credit point course which includes 25 credit points for contact lecture hours and 35 credit points for individual work hours. (Details are given in Table 1). When considering lecture hours fifteen hours of lectures are taken as being equivalent to 01 credit point. The credit point is defined as the time spent in learning activities that directly relate to requirements to complete the respective qualification. This includes instruction time (in classroom or otherwise). In case of self/field work forty five hours are considered as being equivalent to one credit point. Self / Field work includes library time, time spent on reading, researching and writing to fulfill the requirements of the respective qualification. Table 1: Course Component by Credit Hours Components Contact Hours Individual work Hours Credit points 1. Psychology of Learning 90(6cp) 180(4cp) 10 2. Philosophical and Sociological Thought on 90(6cp) 180(4cp) 10 Education 3. Optional Subject 90(6cp) 180(4cp) 10 4. Research Methods in Education 90(6cp) 180(4cp) 10 5. Research Dissertation 15(1cp) 855(19cp) 20 Total 375(25cp) 1575(35cp) 60 3

09. Evaluation Evaluation comprises a written examination, continuous assessment and the submission of a dissertation. 9.1 The Written Examination The written examination consists of four subjects as follows: (1) Psychology of Learning, (2) Philosophical and Sociological Thought on Education, (3) Research Methods in Education (4) One Optional Subject selected from the following (a) Educational Management (b) Educational Measurement and Evaluation (c) Teacher Education Each subject will be examined by one written paper of three hour s duration. To be eligible to sit for the written examination, the participants must have put in 80% attendance at contact sessions and also have to complete the assignments related to continuous assessment. 9.2 Continuous Assessment There will be continuous assessment for each of the four subjects. The continuous assessment for the three subjects other than Research Methods in Education will be by a critical essay in the form of written work. For Research Methods in Education the assessment will be based on the research proposal and its oral presentation. 9.3 Final Marks and The Grading System The final marks for each subject will be calculated with the combination of external examination marks and internal assessment marks. However, each component should have marks at least 50% to obtain a pass. The grade will be decided according to the final marks. The grading system is as follows. Range of Marks Grade Grade Point Value 85 100 A+ 4.0 70 84 A 4.0 65-69 A- 3.7 60 64 B+ 3.3 55 59 B 3.0 50 54 B- 2.7 45 49 C+ 2.3 40 44 C 2.0 35 39 D+ 1.5 25 34 D 1.0 00-24 E 0.0 Candidates should obtain pass marks (B - or above) in all the four subjects to qualify for the award of the degree. 4

9.4 Re-sit Examination A student who obtains a grade below B - for two or more than two subjects he / she will have to re-sit for the whole written examination. A student who obtains grade B - for 3 subjects and C + for one subject is considered as referred. He / She has to sit only for the relevant subject. A student who obtains a grade below C + even for one subject, he / she will have to re-sit for the whole written examination. 9.5 Grade Point Average Grade Point Average (GPA) is the credit-weighted arithmetic mean of the Grade Point Values, i.e., the GPA is determined by dividing the total credit-weighted Grade Point Value by the total number of credits. GPA shall be computed to two decimal places. For example, a student who has completed four subjects each of four having grades B -, B -, B -, B -, respectively will obtained a GPA of 2.7. = (10x2.7) + (10x2.7) + (10x2.7) + (10x2.7) 10 + 10 + 10 + 10 = 27.0 + 27.0 + 27.0 + 27.0 40 = 108 = 2.70 40 === All four subjects that a student has registered for shall be taken into account in calculating the GPA for the award of the degree. 9.6 The Dissertation The second requirement to qualify for the award of the Master of Education Degree is the submission of the dissertation on or before a stipulated date and it is compulsory that he / she should obtain grade B - or above for the dissertation for the award of the Master of Education Degree. Even if he / she has failed the examination there s no need to submit his / her dissertation again. If he / she obtains less than B - for the dissertation, he / she has to resubmit the correct dissertation within 3 months of the informed date. Only one chance will be given for the re-submission. 5

10. Eligibility for the award of the Degree of Master of Education To be eligible for the Degree of Master of Education, a student must have; - obtained totalling to a minimum of 60 credits. - obtained a grade B - or above in all the subjects. (Including the dissertation) - obtained a minimum 50% of marks in both continuous assessments and the written examination for all the subjects. - completed the relevant requirements within a period of six academic years from the date of first registration. - obtained a minimum total GPA of 2.7. 11. Certification The successful candidates will be awarded the Degree of Master of Education. The medium will be decided according to the medium the candidate sat for the final examination. 6

Psychology of Learning Specific Objectives To enable the learners;. to critically examine and review the theoretical concepts of learning, intelligence, personality, development and adjustment. to apply the theoretical concepts diligently in classroom teaching, learning and evaluation process. to demonstrate insight into educational implications of these concepts and principles. 1.0 Individual Differences (09 hours) 1.1 Aspects of individual development : i. Childhood ii Adolescence 1.2 Aspects of individual differences : Physical, Social, Emotional,Intellectual 1.3 Psychological needs of Childhood and Adolescence 1.4 Implications for the teacher. 2.0 Learning and Instruction (18 hours) 2.1 Theories of learning 2.1.1 Humanistic Learning Theory 2.1.2 Cognitive Learning Theory 2.1.3 Constructivist Learning Theory i Social Constructivism ii Radical Constructivism 2.2 Memory 2.2.1 Theories of Memory and Forgetting 2.2.2 Meta Cognition 2.2.3 Practical Applications 3.0 Intelligences (09 hours) 3.1 Multiple Intelligence 3.2 Emotional Intelligence 3.3 Left and Right brain differences 4.0 Development of Thought Process (18 hours) 4.1 Thought Process and Development 4.2 Higher Order Thinking Skills 4.2.1 Reasoning, Decision Making, Problem Solving, Creativity 4.2.2 Theories 4.2.3 Creativity and thinking 4.2.4 Creativity and intelligence 7

4.2.5 Characteristics of a creative person 4.2.6 Education for encouraging creativity 5.0 Motivation (06 hours) 5.1 Theories of motivation 5.2 Application and Practice 5.0 Personality and Adjustment (15 hours) 6.1 What is personality? 6.1.1 The person and the situation 6.1.2 Defining personality 6.1.3 Factors affecting personality 6.2 Theories of Personality 6.2.1 Freud s psychoanalytical theory 6.2.2 Jung s and analytical theory Eysenck Trait Theories 6.2.3 Maslow s theory of needs hierachy 6.2.4 Carl Rogers s humanistic theory i. Self concept ii. Development of self iii. Locus of control theory 6.3 Concept of Adjustment 6.3.1 Characteristics of a well adjusted person 6.3.2 The adjustment process and mechanisms 6.3.3 Psycho Social Intervention in adjustment 6.3.4 Role of counselling in adjustment 6.3.5 Guidance Personal, educational and vocational 7.0 Development of Attitudes (06 hours) 7.1 Foundation and development of attitudes 7.2 Taxonomy of the affective domain 7.3 Principles and techniques for intervention 7.4 Professional ethics for teachers 8.0 Psychological Assessment and Evaluation (09 hours) 8.1 Learning outcomes and assessment of learning 8.2 Cognitive, affective and psychomotor outcomes 8.3 Formative and summative evaluation, formal and informal methods of assessment 8.4 School-based Assessment 8

Philosophical and Sociological thoughts on Education Specific Objectives : To enable the learners; to understand the scope and application of Philosophical and Sociological thoughts on Education. to explain the role of Education in the development of an individual and society from their cultural perspective to analyse the relationship of the school and the society. to cultivate the habit of independent thinking in the changing context of education to apply Philosophical and Sociological thoughts in the context of education Part I Philosophical thought on Education (09 hours) 1.0 Meaning of Philosophy 1.1 Different Schools of Philosophical Thought 1.1.1 Idealism 1.1.2 Realism 1.1.3 Pragmatism 1.1.4 Existentialism The above Philosophies in relation to the following aspects Reality Knowledge Values Emphasis on learning 2.0 A Comparative Study of the Schools of Educational Philosophy (09 hours) 2.1 Perennialism 2.2 Progressivism 2.3 Essentialism 2.4 Reconstructionism Educational Philosophy keeping in view the following aspects Aims of Education / National and Global Knowledge Role of Education Trends in Curriculum Teacher s Role-Ethics of teaching 9

3.0 Relevance of Educational thinkers for the Present Society (09 hours) 3.1 Mahathma Gandhi 3.2 Rabindranath Tagore 3.3 C.W.W. Kannangara 3.4 Julins Neyrere 3.5 Paulo Freire 4.0 Perspectives of Eastern Thoughts on Philosophy of Education (09 hours) 4.1 Religious values from the perspective of Education in relation to Teacher, Pupil and Society 4.1.1 Ethics of Hinduism 4.1.2 Ethics of Buddhism 4.1.3 Ethics of Christianity 4.1.4 Ethics of Islam 5.0 Philosophical Issues in Education (09 hours) 5.1 Education for Human Development 5.2 Education and world of work / work ethics 5.3 Global learning for a peaceful world 5.4 Aestheticism in Education 5.5 Towards of a good society 5.6 Holistic person 5.7 Developing a Philosophy of Education for Sri Lanka Sociological thoughts on Education 1.0 Overview of Sociology of Education (09 hours) 1.1 Meaning and scope of sociology 1.2 Sociology of education and its significance 1.3 Process of socialization 1.4 Social groups and education 1.4.1 Informal and formal groups in education 1.4.2 Effects of group behavior on education 2.0 Culture and Education (09 hours) 2.1 Concept of Culture 2.2 Impact of Culture on Education 2.3 National Culture in the context of Global Culture 2.4 School Culture 2.5 Multicultural Education / Education for National Integration in Sri Lanka 2.6 Influence of Cultural Issues on Curriculum Change 10

3.0 Social Stratification and Social Class Education (09 hours) 3.1 Concept of Social Stratification 3.2 Social Class and Education 3.3 Social Mobility and Education 3.4 Family, School and Cultural Capital 3.5 Family School and Social Capital 4.0 Teacher, School and the community in a changing Society? (06 hours) 4.1 The School and the Community in transition 4.2 Social change and School Education 4.3 Knowledge Society / The Learning Society / Learning Teacher 4.4 Social Role of the Teacher 4.5 Professionalization of the teachers 5.0 Key issues in contemporary Sociology of Education in Sri Lanka. (12 hours) 5.1 Education in the globalization context 5.2 Equity, excellence and relevance in Education 5.3 Youth unrest and Social Competence 5.4 Mass media in transition 5.5 State of anomie in Society 5.6 Impact of technology on person and society 5.7 Accountability of Education 5.8 Disadvantaged groups in Society and Education. (Marginalization, Discrimination, Exclusion, Gender ) 11

Research Methods in Education Specific Objectives : To enable the learners; to understand the role of research in the field of education. to differentiate among different types of research. to achieve skills in using different tools and practice various methods for conducting educational research. to achieve skills in writing and comprehending research reports and dissertations. 1.0 Introduction to Educational Research (03 hours) 1.1 Historical aspects of research 1.2 Characteristics of research 1.3 Approaches of research with examples 1.4 Scope and purpose of educational research 1.5 Factors hindering educational research 1.6 Ethical considerations in research 1.7 Stages of a research study 2.0 Research Process : Research Problem (03 hours) 2.1 Characteristics of a research problem 2.2 Sources of research problem - experience - deductions from a theory - related literature - policy decisions - contemprarary field of Education 2.3 Narrowing the range of a problem 3.0 Research Process : Review of related literature (03 hours) 3.1 Advantages of reviewing related literature 3.2 Sources of information - reference books : Encyclopedia, Dictionaries, Directories, Biographical sources, Bibliographical sources. - books and monographs : Cards Catalog, Book-lists and Reviews. 12

- periodicals and pamphlets : Newspapers, Periodicals, Microfilms and other aids. - dissertations, theses and research journals. - ERIC data. - internet, websites. 3.3 Referencing related literature 4.0 Research Designs (21 hours) 4.1 Historical research 4.2 Descriptive research : - surveys (school surveys, public opinion surveys, community surveys) - case studies, - comparative and co-relational studies - evaluation studies - ex-post facto research - ethnographic research 4.3 Development studies and policy research - longitudinal studies - cross-sectional studies - trend studies 4.4 policy research 4.5 Experimental research 4.4 Action research 5.0 Research Hypothesis (03 hours) 5.1 Concept and importance of research hypothesis 5.2 Characteristics and forms of hypothesis 5.3 Formulating research hypothesis (the null and alternative hypothesis) 5.4 General hypothesis testing procedure 6.0 Sampling and Data Collection (09 hours) 6.1 Concepts of population and a sample 6.2 Sampling techniques - probability sampling techniques - non probability sampling techniques 6.3 Errors in sampling 6.4 Types of data 6.5 Tools of data collection - questionnaires - individual interviews - focus group interviews - observations 13

- rating scales - standardized tests - sociometric techniques 6.6 Qualities of data collection tools - reliability - validity - practicability 6.7 Data triangulation 7.0 Research Proposal (06 hours) 7.1 Basic structure of a research proposal 7.2 Writing a research proposal 8.0 Data Analysis and Interpretation - Quantitative Data (24 hours) 8.1 Descriptive Statistics - quantitative data & scales of measurement (nominal, ordinal, Internal & ratio). - data presentation (univariate data, bivariate data) - univariate analysis - bivariate analysis 8.2 Inferential Statistics - the normal probability curve. - sampling distribution, concept of standard error. Levels of significance and Type I & II errors. - testing hypothesis of difference : t-tests for independent and correlated samples - testing hypothesis of relationship : chi-square and correlation. 9.0 Data Analysis and Interpretation Qualitative data (12hours) 9.1 Data reduction and data coding 9.2 Qualitative analysis of data 9.3 Interpretation 10.0 Writing a Research Dessertation (06 hours) 10.1 Basic structure of a research dissertation 10.2 Writing a research dissertation 14

Educational Management Specific Objectives: To enable the Learners; to explain the concept of organizational behavior. to identify the traits that differentiates one individual from another. to understand how traits differentiate individuals from one another and influence attitude, commitment and productivity. to understand motivational theories and how motivation influences practice. to list the types of Groups and to discuss the importance of Groups in an Organization. to examine the present trends in school management in Sri Lanka. 1. Organizational Behaviour (18 hours) 1.1 The Individual and the Organization 1.2 Influencing Individual and Organizational Behaviour 1.3 Personality 1.4 Factors affecting Personality 1.5 Factors affecting Perception 1.6 Values, Attitudes and Job Satisfaction 1.7 Theories of motivation 1.8 Motivation in practice 2. Motivation (12 hours) 2.1 Theories of Motivation 2.2 Motivating people 2.3 Work stress 3. Social behavior Analysis at the Group level (21 hours) 3.1 Definition and Classification of Groups 3.2 Group Formation and Structure 3.3 Groups and Teams 3.4 Leadership 3.5 Communication 3.6 Individual and Group Decision Making 15

4. The organization and Analysis at the Organizational level (18 hours) 4.1 Organizational Structure 4.2 Organizational Culture 4.3 Organizational Change and Development 4.4 Institutional Development 4.5 Power, Politics and Conflict 5. School Management in Sri Lanka (21 hours) 5.1 Decentralization 5.2 Programme of School Improvement 5.3 Roles of School Leaders at different levels 5.4 Teacher Appraisal 5.5 Teacher Development 5.6 School Based Teacher Development 5.7 Career Planning and Succession 16

Educational Measurement and Evaluation Specific Objectives: To enable the Learners; to understand concepts of measurement and evaluation. to develop skills for preparation of tools like check lists, rating scales, questions, questionnaires etc. to apply measurement and evaluation in the context of education. 1.0 Educational Measurement and Evaluation: Its nature and Scope (18 hours) 1.1 Introduction to Measurement and Evaluation 1.2 Evolution of Concepts of Measurement and Evaluation 1.3 Use of Measurement and Evaluation in Education 1.4 Accuracy, Precision and Acceptability as Attributes in Measurement and Evaluation 1.5 Educational Measurement and Evaluation in the present context 1.6 Types of Measurement and Evaluation (Formative and Summative, Norm Referenced and Criterion Referenced) 1.7 Scales of Measurement (Normal, Ordinal, Interval and Ratio) 1.8 Role of Statistics in Educational Measurement and Evaluation (Descriptive and Inferential Statistics) 1.9 Uses of Educational Measurement and evaluation 1.10 Ethical Considerations in Educational Measurement and Evaluation 2.0 Domains and Taxonomies of Educational Objectives and use of Educational Objectives for test Construction (12 hours) 2.1 Need for a Classification of Objectives in Education 2.2 Classification of Objectives in the Cognitive Domain (Eg. B.S. Bloom s Classification of Objectives) 2.3 Classification of Objectives in the Affective Domain (Eg. D.R. Krathwohl s Classification of Objectives) 2.4 Classification of Objectives in the Psycho Motor Domain (Eg. E.J. Sypmson s Classification of Objectives) 2.5 Writing of Behavioural Objectives for Construction of Test Items. 3.0 Measurement and Evaluation of Cognitive Abilities (06 hours) 3.1 Achievement Testing 3.1.1 Different Types of Achievement Tests (Supply Type and Selection Type) 3.1.2 Specific Characteristics of each type 3.1.3 Principles of Test Construction 17

3.2 Intelligence Testing 3.2.1 Different Types of Intelligence Tests (Verbal/Non-Verbal, Individual/Group) 3.2.2 Specific Characteristics of each type 3.2.3 Principles of Construction of Intelligence Tests 3.3 Aptitude Testing 3.4 Diagnostic Tests 4.0 Measurement of Non-Cognitive Abilities (12 hours) 4.1 Non Cognitive Attributes 4.2 Problems Encountered in Measurement of Non-Cognitive Attributes 4.3 Measurement of Personality 4.4 Measurement of Attitudes 4.5 Measurement of Interests and Values 5.0 Measurement and Evaluation of Performance and Product (12 hours) 5.1 Need for Assessment of Performance and Product 5.2 Different Types of Performance and Product Tests 5.3 Evaluation of the Process and the End Product 5.4 Different Techniques used in Measurement of Performance and Product 5.5 Difficulties in Measurement of Performance and Product 6.0 Use of Evaluation Information for Diagnosis and Remediation (12 hours) 6.1 Meaning of Diagnosis and Remediation 6.2 Diagnosis 6.2.1 Identifying Students with Hearing and Vision Difficulties 6.2.2 Determining Strengths and Weaknesses 6.2.3 Determining Causes for Unsatisfactory Achievement 6.3 Remediation 6.3.1 Providing Motivation 6.3.2 Using Clinical Personnel 6.4 Examination of Class Achievement 6.5 Individual Diagnosis and Remediation 7.0 Desired Characteristics of Measurement Instruments and Test Construction (12 hours) 7.1 Reliability 7.1.1 Reliability of Tests 7.1.2 Factors Affecting the Reliability 18

7.2 Validity 7.2.1 Types of Validity (Content Validity, Criterion Validity, Construct Validity) 7.2.2 Factors Affecting the Validity 7.3 Practicality 7.4 Item Analysis 7.5 Construction of Tests 8.0 School Based Assessment (12 hours) 8.1 Nature, Philosophy and Techniques 8.2 Meaning of School Based Assessment 8.3 Philosophy of School Based Assessment 8.4 Objectives of School Based Assessment 8.5 Different Types of Assessment Instruments 8.6 Reporting and Interpretation of Assessment Information 19

Teacher Education Specific Objectives: To enable the Learners; to understand concepts, objectives, and principles of teacher education to acquaint with focal points in the development of teacher education in Sri Lanka. to acquaint with existing practices regarding structure, curriculum and evaluation in teacher education at different levels. to understand teaching and training techniques and innovative practice in teacher education. to know the concept and practice of evaluation in teacher education. 1.0 Concepts and Objectives of Teacher Education (06 hours) 1.1 Meaning, nature and concepts of teacher training and teacher education 1.2 Needs of the educational system and the teacher education program 1.3 Objectives of teacher education for primary and secondary level 2.0 The development of teacher education in Sri Lanka (06 hours) 2.1 The indigenous Efforts 2.2 Post-independence period 2.3 Modern period 3.0 Nature of Teacher Education (12 hours) 3.1 Pre-service teacher education. 3.2 In-service teacher education (Continuing Teacher Education) 3.2.1 Short term 3.2.2 Long term 4.0 Learning Component of Teacher Education (18 hours) i. Initial teacher development ii. Block teaching iii. Teaching practice iv. Internship v. Mentoring vi. Assessment and Evaluation 20

5.0 Approaches, Methods and Techniques of Teacher Education (18 hours) Approaches i. Distance teacher education ii. Traditional teacher education iii. School based teacher education iv. E- learning Methods i. Micro Teaching ii. Team teaching iii. Workshops iv. Project- based learning v. Program learning vi. Brain Storming vii. Demonstrations viii. Simulation ix. Research Action Research x. Reflective Practice xi. Journal Writing 6.0 Teacher Education Institutions in Sri Lanka (12 hours) 6.1 Intuitions. 6.2 Organizational structures 6.3 Recruitment procedures 6.4 Curricula 6.5 Evaluation Procedures 6.6 MOE/NIE/ NCOE/TTC/TC/OUS/ Universities 7.0 Teacher Education in a few other Countries (09 hours) 7.1 Asian Countries India Malaysia Thailand 7.2 Western countries England America Australia 7.3 Recruitment procedure, Goals, Content, Methods, Evaluation 8.0 Research and Innovation in Teacher Education (09 hours) 8.1 Nature and scope of research in teacher education in Sri Lanka. 8.2 Areas of research in teacher education 8.3 Trends in research in teacher education 8.4 Innovations in teacher education at local and international level 21

Name List of Resource Persons Guidance and Supervision Prof. W.M. Abeyrathna Bandara Dr.(Mrs.) T.A.R. Jayanthi Gunasekara Director General National Institute of Education Assistant Director General Faculty of Research, Planning & Teacher Education Director Mrs. R.M. Saman Kumari Ranasingha Department of Teacher Education Internal Resource Persons 01. Dr.(Mrs.) T.A.R. Jayanthi Gunasekara 02. Mrs. R.M. Saman Kumari Ranasingha 03. Dr. G. Kodituwakku 04. Dr. M.B. Ekanayaka 05. Dr. S. Sivanesharaja 06. Mrs. Sarojini Dias 07. Mrs. I. Selvarani 08. Mrs. T.S. Abeygunawardana 09. Mrs. A.K. Panagoda 10. Mr. P.M. Madhawa Aruna Bandara External Resource Persons 01. Prof. Roland Abeypala 02. Prof. C. Kariyawasam 03. Prof. M. Karunanidhi 04. Dr. (Mrs.) Lalitha Batuwitage 05. Dr. U. Navaratnam 06. Dr. D.W.L.D. Sarath Perera 07. Dr. Wilfred J. Perera 08. Mr. S. Galagamage 09. Mr. T. Rajendran 10. Mrs. S.S. Samarasingha 22

Name List of the Lecturers Internal Lecturers 01. Dr. (Mrs.) T.A.R. Jayanthi Gunasekara 02. Dr. Godwin Kodituwakku 03. Dr. S. Sivenesharaja 04. Ms. Sarojini Dias 05. Ms. R.M. Saman Kumari Ranasingha External Lecturers 01. Prof. M. Karunanithy 02. Dr. Wilfred J. Perera 03. Dr. M.B. Ekanayaka 04. Dr. U. Navaratnam 05. Dr. (Mrs.) Lalitha Batuwitage 06. Dr. D.W.L.D. Sarath Perera 07. Ms. Lathika Gunawardana 08. Mr. T. Rajendran 09. Ms. S. S. Samarasinghe 23