SRI LANKA CASE STUDY M.N, S. EDIRISINGHE DIRECTOR (RESEARCH AND DEVELOPMENT NATIONAL INSTITUTE OF EDUCATION SRI LANKA

SRI LANKA CASE STUDY M.N, S. EDIRISINGHE DIRECTOR (RESEARCH AND DEVELOPMENT NATIONAL INSTITUTE OF EDUCATION SRI LANKA

Table 1.2: General Education span GENERAL EDUCATION SPAN Stage Span From To Minimum Age(years) Primary 5 years Grade 1 Grade 5 5-9 Junior Secondary 4 years Grade 6 Grade 9 10-13 Senior Secondary stage 4 years Grade 10 Grade 13 14-17

Government provides free textbooks to all students from Grade 1 11. There are 70 titles in the school curriculum and 7.34 million books are printed and distributed to all primary school children annually. There are 253 titles for Grade 6 11 students and government provides 21.32 million books annually for the Grade 6 11 students and it is expected that 33 percent of the used books of the previous year will be reused. The total subsidy for textbooks now amounts to Rs 1,165 million per year

Teacher states Teacher Deployment Legitimate Issues In-service Universities States TC NIE. ISA. Teachers Student Pre-sevice Academic / Management Ncoe

STUDENTS 567,396 478,441 1,272,645 1,718,675 Primary cycle (Grades 1-5) Junior Secondary cycle (Grades 6-9) Senior Secondary cycle (Grades 10-11) Collegiate cycle (Grades 12-13)

Table 1.2 :Teachers by qualifications in Government schools : 2013 Source: School censes(2013) Teachers by qualifications in Government schools : 2013 Category Number Percentage Graduate teachers 90,515 39.9 Trained Teachers 129,686 57.1 Untrained Teachers 4388 1.9 Trainee teachers and 2394 1.1 others

LAWS, REGULATIONS AND PRACTICES Educational ordinance No 31 (SL,1939), Assisted schools training colleges act No.5 (SL,1960), supplementary provision Act 8 (SL,1961), Pirivana Education Act No 64 (SL,1979), National Institute of Education Act 28 (SL, 1985), Colleges of Education Act 30 (MOE,1986), National Education Commission Act No.19(SL,1991), School development Boards Act. No 8 of 1993, Vocational Training Authority of Sri Lanka Act No. 12 (SL,1995), The National Authority of Teacher Education Act. No 32(SL,1997), School Development boards Act. No 8 of 1993, Gazette No.1885/38 Teacher service minutes, Principals Service published in the Gazette Extraordinary No.1086/26,

TEACHERS CATEGORIES school teachers are categorized under a few categories in the initial salary scale according to the Grades of Recruitment. For example. I Bachelor of Education - Class 2 Grade II, II Graduates (13.7) - Class 3 Grade I III Pedagogy trained teachers - Class 3 Grade I (b), IV Diploma Holders. - Class 3 Grade I (c) G.C.E. (A/L) qualified - Class 3 Grade II are as in gazette 1885/38 (2014).

Table 1.1: School categories and teacher students ratio Source : School Census, 2013 School Category SCHOOL SYSTEM AND TEACHER STUDENT RATIO No. of Schools Student teacher ratio Percentage Descriptions 1AB 868 22 9% Grade 1 to Grade 13 or Grade 6 to Grade 13 with GCE(A/L) classes in science, Arts commerce and aesthetic streams 1C 1910 18 19% Grade1 to Grade 13 with GCE(A/L) classes other than science streams Type 2 3730 13 37% Classes from Grade 1 to Grade11 Type 3 3504 18 35% Classes from Grade 1 to Grade 5 or Grade1 to Grade 8

TEACHERS IN GOVERNMENT SCHOOLS BY MEDIUM OF INSTRUCTION, PROVINCE AND GENDER: 2013

CLASSIFICATION OF GOVERNMENT SCHOOLS BY DIFFICULTY LEVEL

PRE-SERVICE TEACHERS NCoE teacher trainees are chosen following the completion of their GCE (A/L) examination and trained thereafter for three years, Includes two years of residential training and one year of internship in a school. Pre-service teacher education courses are structured in terms of professional component, general component, specialized component.

EVERY STUDENT IN NCOES EDUCATIONAL PSYCHOLOGY, EDUCATIONAL SOCIOLOGY, EDUCATIONAL GUIDANCE AND COUNSELING, EDUCATION MEASUREMENTS AND EVALUATION, ELEMENTS OF EDUCATION AND SCHOOL MANAGEMENT, CLASSROOM PRACTICES OF EDUCATIONAL PRACTICES THAT COME UNDER NO.1 TO 6 OUT OF THIS SUBJECTS. DURING THE FIRST TWO EDUCATION YEARS 90 HOURS OF TRAINING HOURS ARE PROVIDED FOR THE FIRST 5 SUBJECTS.100 HRS OF TRAINING TIME IS PROVIDED FOR THE 6 TH SUBJECT.

SCHOOLS MONITORING AND EVALUATION In 2001 MOE established an evaluation and quality assurance unit. Further in 2010 guidelines on national educational standards and In-service advisors (ISA) competencies were established with SEQI. The final marks the school has earned through a 9 evaluations domain has the classroom teacher as the observation domain. These classroom teacher experiences are categorized under 3 areas ie primary grades 1-5, secondary grades 6-11 and grades 12-13. Under each category teachers have been evaluated according to the 25 indicators. Total marks earned under each domain by a school are used to calculate School Education Quality Index (SEQI).. However there is a mismatch in the number of teachers in a school because is not always dependent on the number of students in that school.

Government schools classification by student population : 2013 TEACHERS DATA Ph.D 24 No. of teachers by age :2013 M.Phil 162 >60 58-60 56-57 23 9,846 9,980 MA/M.Sc/ M.Ed BA/B.Sc/ B.Ed 4,064 97,651 51-55 34,078 No. of teachers G.C.E. A/L 115,661 41-50 79,048 31-40 68,412 G.C.E. O/L 9,400 21-30 25,596 0 20,000 40,000 60,000 80,000 100,000 Less than G.C.E.(O/L) 21 0 50000 100000 150000

PRINCIPALS IN GOVERNMENT SCHOOLS BY PRESENT POST:2013

CONCLUSIONS & RECOMMENDATIONS 4.1 THE GENERAL EDUCATION SYSTEMS, WITH LAWS, REGULATION AND PRACTICE IN THE PRESENT CONTEXT IT IS NECESSARY TO HAVE (A) A NATIONAL CENTRE TO DEVELOP ALL ASPECTS OF THE SPECIAL EDUCATION PROGRAMME AND (B) RESOURCE CENTERS AT ZONAL LEVEL WITH PROVISION OF EDUCATION EQUIPMENT FOR CHILDREN WITH DISABILITIES.(PAGE 40). 4.2 THE REQUIREMENTS AND QUALIFICATIONS NEEDED FOR ENTRY INTO AND RETENTION IN THE TEACHING PROFESSION. RECRUITMENT INTO THE TEACHING SERVICE OF THOSE WITH DIPLOMAS AND DEGREE FROM COLLEGES OF EDUCATION AND UNIVERSITIES ARE RECOGNIZED AS TEACHING QUALIFICATION

CTS Until adequate numbers of these categories are available recruitment into teacher service will be on, the result of a recruitment examination. Recruitment into teachers service circulars need to be modified to include gender issues. 4.3 Initial teacher preparation (pre-service), in-terms of curriculum content length of study, pedagogy MOE(2004) explains that Nearly half of the 25 districts had no pre-service teacher education institute, while two districts had 4 or more. A decision, therefore, had to made to establish a number of new colleges.

3 Initial teacher preparation (pre-service), in-terms of curriculum content length of study, pedagogy Nearly half of the 25 districts had no pre-service teacher education institute, while two districts had 4 or more. A decision, therefore, had to made to establish a number of new colleges. The Ministry of Education and Provincial Ministries of Education should establish Special Education Units in schools, which can cater to severely disabled children, and train a cadre of teachers for such units. In addition, as present policy is to include children with special needs who are not severely affected in mainstream classes, inclusive education should be offered as an optional subject in all teacher education programmes.(page xviii)

4 Teacher recruitment; employment and deployment, workloads of teachers in terms of class size, working hours, duties and responsibilities, working condition. Ensure teacher effectiveness at school level by introducing on-site school based training and further professional training.( page 48) The issue of teacher deployment and training is addressed in the ESDFP. One objective is to introduce divisional-level teacher recruitment and deployment to ensure availability of required teachers to all schools. The training of teachers is also addressed through a variety of measures from pre-service to in-service training as well as re-training where appropriate.(page. x 4.5 Kind of professional carrier pathways available to teachers: issues. To improve the morale of teachers, good performance should be commended and rewarded. 4.6 Salary and non salary benefits teachers receive, and are their adequacy and comparable to other professions. The ministry s efforts to regularize appointments should be commended and strengthened. Appointments to positions in SLEAS, the Principal service, the Teacher Service and Teacher education service, should be made according to the Establishment Code, the Sri Lanka Principal service code 1999, the Teacher Service code 1995. Excess appointment should be reviewed and brought in line with cadre formulation in the SLEAS minutes

Monitoring and assessment systems are in place to measure teachers profession and how results are used to enhance the teacher quality State schools monitoring and evaluation Capacities must be built within institutions so that officials and educations are familiar with existing regulations. Officers and advisors at zonal level as well as principal should receive adequate training enable them to perform their tasks To identify standards of professional teacher development needs in the entire province, zone and school with the collaboration of the provincial level educators through the development of the present system of "Quality Circles" could be utilized. Also this would be effective to build a constructive relationship with teachers and subject directors and to understand what is going on in each school of the entire community. Quality circles could be placed in several schools within the area. The members of these circles would be able to gather knowledge and information from schools and utilize them in their programmes.(page 19

4.10 Strengthen school leadership, support their teachers and provide a perform to the best of their ability conducive environment so that they can Awareness program of existing regulation for teachers, parents and school leaders are urgent need. At school level, closer links should be established between students and parents and the principal and teachers. In 1987, under the Thirteenth Amendment to the Constitution, authority was devolved to the provincial level on the basis of three lists of responsibilities: national/central, provincial and concurrent. The policy of devolution, however, has gaps, creating overlap and confusion at the local level, and re-examination of the guidelines is needed to ensure their efficient implementation. The system of centralized Institutional Based Teacher Development (IBTD) programmes which are in operation at present will continue to be in force specially for pre service and in service teacher education in parallel to which this new concept of school based teacher development programmes should be conducted for the school improve While these dual systems are in progress side by side gradually in the future the new concept above would be put into practice. Therefore, the attitudes of the educationists would have to be groomed for this new concept..delegate the power and financial assistance to the school to conduct school based teacher development programmes.(page 14)