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Keeping Children in Sri Lanka Safe and Empowered Online
KEEPING CHILDREN IN SRI LANKA SAFE AND EMPOWERED ONLINE A study on Sri Lanka’s digital landscape: Potential risks to children and young people who are online Commissioned by the United Nations Children’s Fund (UNICEF) Conducted by the Institute for Participatory Interaction in Development (IPID) FOREWORD The past decades have seen digital technology transform the world in which we live. Whilst many of us can remember life before these technologies were in mainstream use, for our children and young people who have grown up online, life is unimaginable without them. Digital technology has disrupted entire industries and changed the social landscape. The changes they have ushered in have been broad and are ongoing. Childhood is no exception. Undoubtedly, these technologies have the potential to be a game changer for children, especially those from vulnerable and disadvantaged communities, offering them new opportunities to learn, socialize and make their voices heard. However, they can also be yet another dividing line, exacerbating and enabling inequities to prevail. The Digital Landscape Study explores the way adolescents access and use digital technology in Sri Lanka at present. While identifying gaps in knowledge about children’s digital media practices and their online safety, the report provides some key recommendations for government, NGO’s and the private sector that will help to ensure that digital technologies, and the access to the internet that they afford, bring the maximum benefits to children and young people individually, and to their communities and the country as a whole. Key to this will be a more proactive approach to protecting children from harm - including abuse, exploitation, trafficking, cyberbullying and exposure to unsuitable materials - and securing their privacy as they become prone to risks both online and off line. -
Project for Formulation of Greater Kandy Urban Plan (Gkup)
Ministry of Megapolis and Western Development Urban Development Authority Government of the Democratic Socialist Republic of Sri Lanka PROJECT FOR FORMULATION OF GREATER KANDY URBAN PLAN (GKUP) Final Report Volume 2: Main Text September 2018 Japan International Cooperation Agency (JICA) Oriental Consultants Global Co., Ltd. NIKKEN SEKKEI Research Institute EI ALMEC Corporation JR 18-095 Ministry of Megapolis and Western Development Urban Development Authority Government of the Democratic Socialist Republic of Sri Lanka PROJECT FOR FORMULATION OF GREATER KANDY URBAN PLAN (GKUP) Final Report Volume 2: Main Text September 2018 Japan International Cooperation Agency (JICA) Oriental Consultants Global Co., Ltd. NIKKEN SEKKEI Research Institute ALMEC Corporation Currency Exchange Rate September 2018 LKR 1 : 0.69 Yen USD 1 : 111.40 Yen USD 1 : 160.83 LKR Map of Greater Kandy Area Map of Centre Area of Kandy City THE PROJECT FOR FORMULATION OF GREATER KANDY URBAN PLAN (GKUP) Final Report Volume 2: Main Text Table of Contents EXECUTIVE SUMMARY PART 1: INTRODUCTION CHAPTER 1 INTRODUCTION ........................................................................... 1-1 1.1 Background .............................................................................................. 1-1 1.2 Objective and Outputs of the Project ....................................................... 1-2 1.3 Project Area ............................................................................................. 1-3 1.4 Implementation Organization Structure ................................................... -
[email protected] | Web
No 947, Uduwela, Udugama West, Kandy | Phone: +94 (81) 798 9100 | Email: [email protected] | Web: www.w15kandy.lk A world of colonial charm that blends perfectly with its sublime surroundings of rolling tea plantations and emerald green forests. A beautifully restored 10-suite bungalow, dating back to the days of the Raj, sits amidst the lush vegetation. Only 15 minutes from the historic Kandy city centre, the famous Hanthana mountain range is recognized as one of Sri Lanka’s most picturesque regions and the panoramic view from our bungalow will invigorate. This heritage residence is reminiscent of a by-gone era, revived to accommodate every whim and fancy of the discerning traveller. ACCOMMODATIONS The main bungalow features 6 exclusive and individually themed suites with 4 more suites being situated in the Stables. All accommodation is split into 3 exclusive categories. Each room has its own unique character and flavor waiting to be discovered and enjoyed by our guests. Bungalow Master Suite Bungalow Suites Plush furniture fittings throughout this 185sq.m suite with a Five 60-90sq.m exquisitely appointed, individually designed super king bed, presidential mattress and walk in bathroom rooms. A unique feature of these rooms is a large enclosed featuring a spacious bathtub and rain shower. This suite private terrace, perfect for sunbathing or even an intimate boasts a large private outdoor terrace suitable for lazing out dinner under the stars. or even to hold a private outdoor event in the crisp mountain surroundings of Hanthana. Stables Suites Four 30sq.m tastefully appointed rooms with island inspired furnishing, standing separated from the bungalow overlooking the breathtaking Hanthana mountain range. -
Teaching Students with Special Educational Needs in an Inclusive Educational Setting in Sri Lanka: Regular Class Teacher’ View
CICE Hiroshima University, Journal of International Cooperation in Education, Vol.19 No.2 (2017) pp.1 ~ 18 Teaching Students with Special Educational Needs in an Inclusive Educational Setting in Sri Lanka: Regular Class Teacher’ View Hiroko Furuta Kumamoto University, Japan K. A. C. Alwis Open University of Sri Lanka, Sri Lanka Abstract This study examined how regular class teachers view teaching students with special educational needs (SEN) in Sri Lankan government schools. Three types of schools in three education zones were visited and 36 teachers were interviewed. The results revealed that all the participants recognized the presence of a student with SEN in their classes, and majority of them were aware that they had given some sorts of accommodations/modifications to teach them. In addition, it was found teachers felt they were supported especially from the school administrators. Results also indicated that teachers face stress or dilemmas when balancing classes to meet the needs of both students with and without SEN. However, there was a pitfall in coordination between teachers of regular classes and special units. More training and seminar need to be introduced on inclusive education strategies and philosophy that reinforces teachers’ professional ideas of accepting students in need. Introduction Inclusive education is a process of strengthening the capacity of the education system to reach out to all learners and can thus be understood as a key strategy to achieve Education for All (EFA), adopted in Jomtien, Thailand (UNESCO 2009). Inclusive education is thought of as an approach to serve children with special educational needs (SEN) within mainstream classrooms. -
Postcolonial Emotionalism in Shaping Education: an Analysis Of
The International Education Journal: Comparative Perspectives Vol 15, No 1, 2016, pp. 66-83 http://openjournals.library.usyd.edu.au/index.php/IEJ/index Postcolonial emotionalism in shaping education: An analysis of international school choice in Sri Lanka Virandi Wettewa The University of Sydney: [email protected] This research explores the proliferation of a newer kind of independent ‘international’ schools that has grown in popularity in an otherwise proscribed private education system. These schools provide both foreign and local curriculums in the English medium for a majority of local students. By welcoming students from all ethnic and religious backgrounds, international schools facilitate an agency for multiculturalism. However, the double-edged sword of business and education means that these schools are restricted to a minority that can afford the high fees. In this paper, it is argued that English continues to be perceived as a reminder of colonial rule, a driver of social stratification and a destroyer of tradition contrary to a global language that is omnipresent in contemporary society. The study attempts to outline the reasons behind international school popularity and unpack some of the anxieties that this education system has given rise to in recent times. It looks at the government concerns as well as various stakeholder consternations of providing a ‘global education for local students’ via a mixed method research conducted in four contrasting case studies. This paper contributes to the debates on private school choice and cultural capital; the verdict being that English proficiency and foreign credentials allow for a competitive edge in neo-liberal times yet grounding oneself in the local culture is of paramount importance if education is to be truly international. -
Education Sector Assessment
CAPE Sri Lanka, Linked Document 6 SECTOR ASSESSMENT: EDUCATION A. Introduction 1. Sri Lanka’s economy has grown steadily over the last 10 years. In spite of the impact of the internal conflict on both on growth and GDP, in 2010 Sri Lanka joined the ranks of middle-income countries. Since then growth has hit 8% per annum following the massive investment in infrastructure and reconstruction after the war. The services sector has catalyzed growth, contributing 57% of GDP in 2012, according to the World Bank, and Sri Lanka appears set to achieve upper middle- income status in the next decade. However, as infrastructure spending has declined, the GDP growth rate began to slow, dropping below 5% by 2015 (Figure 1).1 By 2015, Sri Lanka had dropped to 68th out of 140 countries in global competitiveness, a big drop from its rank of 22nd in 2011.2 Figure 1: Sri Lanka GDP Annual Growth Rate 2006-2016 (%) Source: www.tradingeconomics.com Department of Census and Statistics, Sri Lanka. 2. A revitalization of the economy with new growth sectors is needed but, as Sri Lanka transitions to upper middle-income status, balancing growth and equality will become increasingly important. To date, Sri Lanka has not experienced the extreme gender, income, or regional inequality faced by other countries in the region. Nevertheless, inequalities do exist and these will have to be tackled if Sri Lanka is to avoid a repeat of the civil war. Quality growth would enable Sri Lanka to transition from an agrarian to an industrial economy that has embraced technology. -
School Resources and Education Outcomes: Evidence from Sri Lanka
School resources and education outcomes: Evidence from Sri Lanka Ashani Abayasekara* and Nisha Arunatilake Institute of Policy Studies of Sri Lanka *Corresponding author. [email protected] June 2018 Abstract Sri Lanka’s public education system suffers from poor education outcomes and wide disparities in academic achievement across schools. Using School Census data for the year 2017 and a hierarchical linear modeling technique, we examine the impact of school-level resources on student performance at the O-Levels, undertaken upon completion of secondary schooling.We find that schools with better-quality physical resources and those with larger shares of qualified and experienced teachers and principals perform better at the O-Levels. Teacher commitment— measured by teacher absenteeism—also matters. Our findings hold several policy implications for improving the quality and equity of education outcomes in Sri Lanka. Keywords: school-level resources; education outcomes; O-Levels; hierarchical linear modeling; Sri Lanka Acknowledgements: We are grateful for comments from anonymous referees and attendees at presentations at the Institute of Policy Studies and the Ministry of Education. Funding was received from the International Development Research Centre through its Think Tank Initiative. 1 1 Introduction It is now well accepted that a highly-skilled well-educated workforce is essential for Sri Lanka to remain competitive. Under the education structure of the country, successful performance at the General Certificate in Education (GCE) Ordinary Level (O-Level) examination—undertaken by students completing secondary schooling—is a pre-requisite for most further education courses. These include the GCE Advanced Level (A-Level) examination—which also serves as the university entrance examination—and many vocational training programs. -
The Colonial and Neoliberal Roots of the Public-Private Education Debate in Sri Lanka
The Colonial and Neoliberal Roots of the Public-Private Education Debate in Sri Lanka David Golding Lancaster University, Lancaster, UK Abstract The controversy surrounding Sri Lanka’s privatising education system is one of the most pressing social and political issues facing the country today. This paper explores the history of this debate by drawing connections to broader processes of colonialism and neoliberalism. Particularly, this paper traces the shifting sociocultural functions of education in Sri Lanka. Colonial-era education in Sri Lanka provoked debates about access, cultural identity, and employment that somewhat resemble contemporary discourses on the role of international education in Sri Lankan society. As the world system shifted from colonialism to neoliberalism in the 20th century, Sri Lankan education began to de- emphasize government employment for its graduates. Instead, the education system became oriented towards the needs of the economy, especially in terms of private sector employment. While Sri Lankan education finds new purpose in preparing students for employment in the globalizing economy, it also risks reproducing colonial educational modalities by marginalizing local knowledge. By focusing on economic concerns and technical skills, neoliberal education threatens the strong emphasis on spiritual development and social welfare that has long informed Sri Lankan educational culture. If the Sri Lankan education system is to remain empowering and locally-relevant, it will likely need to 145 | P a g e The Colonial and Neoliberal Roots of the Public-Private Education Debate in Sri Lanka reconcile the economic demands of neoliberalism with the country’s cultural autonomy and values. Keywords: Sri Lanka, colonial education, neoliberal education, educational culture, privatisation Introduction In many countries of the Global South, transnational education has come to represent a significant portion of the educational landscape. -
The Master Plan Study for the Development of Science and Mathematics
JAPAN INTERNATIONAL MINISTRY OF EDUCATION COOPERATION AGENCY THE DEMOCRATIC SOCIALIST REPUBLIC OF SRI LANKA THE MASTER PLAN STUDY FOR THE DEVELOPMENT OF SCIENCE AND MATHEMATICS IN THE PRIMARY AND SECONDARY LEVELS IN THE DEMOCRATIC SOCIALIST REPUBLIC OF SRI LANKA FINAL REPORT MAIN REPORT FEBRUARY 2005 HM JR KRI INTERNATIONAL CORP. 05 – 14 JAPAN INTERNATIONAL MINISTRY OF EDUCATION COOPERATION AGENCY THE DEMOCRATIC SOCIALIST REPUBLIC OF SRI LANKA THE MASTER PLAN STUDY FOR THE DEVELOPMENT OF SCIENCE AND MATHEMATICS IN THE PRIMARY AND SECONDARY LEVELS IN THE DEMOCRATIC SOCIALIST REPUBLIC OF SRI LANKA FINAL REPORT MAIN REPORT FEBRUARY 2005 KRI INTERNATIONAL CORP. EXCHANGE RATE (As of October 2004) US$1.00 = ¥106.17= Rs.104.06 PREFACE In response to a request from the Government of the Democratic Socialist Republic of Sri Lanka, the Government of Japan decided to conduct the Master Plan Study for the Development of Science and Mathematics Education in the Primary and Secondary Levels and entrusted the Study to the Japan International Cooperation Agency (JICA). JICA selected and dispatched a study team headed by Mr. Toshikazu Tai of KRI International Corp. from November 2002 to February 2005. The team held various discussions with the officials concerned of the Government of the Democratic Socialist Republic of Sri Lanka and conducted field surveys and analysis. This final report has been prepared on the basis of the studies conducted during the past two years. I hope that this report will contribute to further improvement in the education sector and to the enhancement of friendly relationship between the two countries. Finally, I wish to express my sincere appreciation to the officials concerned of the Government of the Democratic Socialist Republic of Sri Lanka for their close cooperation extended to the Study. -
Sri Lanka Education Sector Assessment Dundar, Millot, Riboud, Shojo, Aturupane, Goyal, and Raju
Sri Lanka Sector Education Assessment Dundar, Millot, Riboud, Shojo, Aturupane, Goyal, and Raju Goyal, Aturupane, Millot, Riboud, Shojo, Dundar, DIRECTIONS IN DEVELOPMENT Human Development Sri Lanka Education Sector Assessment Achievements, Challenges, and Policy Options Halil Dundar, Benoît Millot, Michelle Riboud, Mari Shojo, Harsha Aturupane, Sangeeta Goyal, and Dhushyanth Raju Sri Lanka Education Sector Assessment DIRECTIONS IN DEVELOPMENT Human Development Sri Lanka Education Sector Assessment Achievements, Challenges, and Policy Options Halil Dundar, Benoît Millot, Michelle Riboud, Mari Shojo, Harsha Aturupane, Sangeeta Goyal, and Dhushyanth Raju © 2017 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved 1 2 3 4 20 19 18 17 This work is a product of the staff of The World Bank with external contributions. The findings, interpreta- tions, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. Rights and Permissions This work is available under the Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) http:// creativecommons.org/licenses/by/3.0/igo. -
Improving the Quality of University Education in Sri Lanka: an Analysis of Quality Assurance Agency Council's Reviews
Sri Lanka Journal of Social Sciences 2017 40 (1): 03-15 DOI: http://dx.doi.org/10.4038/sljss.v40i1.7497 REVIEW ARTICLE Improving the quality of university education in Sri Lanka: an analysis of Quality Assurance Agency Council's reviews Chandra Gunawardena* Emeritus Professor in Education, The Open University of Sri Lanka, Nawala, Sri Lanka. Abstract: Knowledge economy requires institutions with INTRODUCTION the ability to discover new knowledge, develop innovative applications of these discoveries and transfer them into the Knowledge economy demands a highly educated marketplace through entrepreneurial activities. Knowledge accumulation is increasingly at the core of a country’s citizenry enabled by development of a strong system of competitive advantage. In Sri Lanka, during the last two education at all levels. It also requires institutions with the decades, increasing concern has been expressed about the ability to discover new knowledge, develop innovative quality of university education. The World Bank (2009) applications of these discoveries, and transfer them reiterated that the establishment of a Quality Assurance System into the marketplace through entrepreneurial activities. for the full higher education sector is of great importance. The Knowledge Economy ranking is the simple average of Quality Assurance Agency Council of the University Grants four sub-indexes: economic incentive and institutional Commission, Sri Lanka (QAAC) was established in 2007 to regime; innovation and technological adoption; review programmes of study offered by various Departments education and training; information and communications of Study (Subject Reviews) and the quality of higher education infrastructure. Out of 145 countries surveyed in 2012, institutions (Institutional Reviews). This paper analyses the Sri Lanka’s ranking was 101, above all the other South institutional and subject review reports submitted for the state universities by the Quality Assurance Agency Council of Asian countries. -