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The Master Plan Study for the Development of Science and Mathematics

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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. February 2005 Kazuhisa MATSUOKA, Vice-President, Japan International Cooperation Agency February 2005 Mr. Kazuhisa Matsuoka Vice President Japan International Cooperation Agency (JICA) Tokyo, Japan Dear Mr. Kazuhisa Matsuoka, Letter of Transmittal We are pleased to submit to you the Final Report on “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”. Under the contract with your esteemed organization, the Study was carried out for the 28-month period from November 2002 to February 2005. The Study formulated “The Master Plan for the Development of Science and Mathematics in the Primary and Secondary Levels” through the analysis on the current education sector as well as socio-economic aspects and the implementation of the Pilot Project. Based on the lessons learnt from the Pilot Project, the Master Plan was formulated to improve science and mathematics education in the primary and secondary levels emphasizing the school-based educational Kaizen activities. We wish to take this opportunity to express our sincere gratitude to the Embassy of Japan, JICA, the JICA Advisory Committee members, and the JICA expert. We also wish to express our deepest gratitude to the Ministry of Education and the National Institute of Education, and concerned officers of related agencies for the courtesies and cooperation extended to the team during the course of the Study. Very truly yours, Toshikazu Tai Team Leader LOCATION MAP (25 Pilot Schools) P/NE/0/S/10 J/Canagaratnam Madhya M V Urban Semi-Urban Rural Plantation N/NE/0/U/9 J/Vembadi Girls’ High School N/NE/0/U/8 T/St. Mary's College P/NC/2/S/7 A/Mihinthale Pathiraja Tennekoon Kanishta V P/NC/2/R/6 A/Thammennapura Vidyalaya N/NC/0/S/5 PL/Ananda Balika N/NW/0/U/13 National School Maliyadeva Balika Vidyalaya P/NW/3/R/12 KU/Girl/Gonulla Kanishta Vidyalaya P/CP/1/S/4 Mahaweli Maha Vidyalaya P/SB/2/P/16 KG/Golinda Tamil Kanishta Vidyalayam P/CP/1/S/1 K/Hindagala Maha Vidyalaya P/NW/0/S/11 NW/CH/Wen/ Dankotuwa Girls College P/CP/2/R/2 CP/GP/ P/WP/1/R/24 Rambukpitiya Minu / Katuwellegama Maha Vidyalaya Maha Vidyalaya P/WP/3/R/22 WP/GAM/Imbulgoda Sunethradevi Kanishta P/CP/3/P/3 Vidyalaya CP/N/St Andrews TV N/WP/0/U/25 Devi Balika V. P/UV/1/P/20 Poonagalla N/WP/0/U/23 Tamil Maha Isipathana College Vidyalayam P/SP/2/R/19 N/UV/0/U/21 H/Muruthawela Kanishta MO/ Dutugemunu Vidyalaya Central College N/SP/0/R/17 P/SB/2/R/15 H/Vijaya National R/Bala/Weli/Galpaya College-Getamanna Vidyalaya P/SB/2/R/14 R/Maduwanwela Sri N/SP/0/S/18 Sarananda Vidyalaya H/Rajapaksa Central College – Weeraketiya Improvement of School Management A number of suggestions are submitted through the suggestion system. Campus map was fixed with the support from parents. Improvement of Science and Mathematics Education Students learn through model experiments. Students have more opportunity for activity-based learning. Supporting Activities – Monitoring SEIKA members discuss the progress and problems with JICA Study Team. SEIKA represents various groups and individuals within and outside the school community. Supporting Activities – Workshops Teachers demonstrate the activity to understand the concept of “+” and “–“ by using colored water gauge 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 EXECUTIVE SUMMARY ______________________________________________________________________ (Study Background and Objectives) 1 Sri Lanka has made a remarkable success in human development indicators since independence. In the education sector, completion rate for primary and secondary school has achieved around 98% and 83% respectively. However, the core problem in education sector is considered to lie in its ‘quality’ which is clearly represented in the low pass rate of science subjects in O-Level and A-Level examinations. Accordingly only less than 20% of the all candidate students qualify for university in science stream. Under this situation, the Government of Sri Lanka requested the technical assistance to the Government of Japan. Following the agreement between the two governments, the implementation of the Study was carried out during the period of November 2002 to February 2005. The objectives of the Study are: • To formulate a master plan to improve the quality of science and mathematics education in primary and secondary levels; and, • To help strengthen the planning and implementing capacity of the Counterpart Personnel through the implementation of the Study. (Development Policy and Education Sector) 2 After the parliamentary election held on April 2nd, 2004, a new economic policy framework entitled ‘Creating Our Future, Building Our Nation’ was issued by the new administration in July 2004. The new policy framework puts a high priority to create a 21st century workforce through educational reforms, human resources and skills development, and improving productivity with a new ethic towards performance excellence and innovation. Through 2002 and 2003, NEC developed a new set of reform policy proposals that were published in December 2003 as the document: ‘Envisaging Education for Human Development - Proposals for a National Policy Framework on General Education.’ The document is now the blueprint for general education reform in Sri Lanka for the next five years. Promotion of mathematics, science and ICT education is one of major recommendations. E-1 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 3 After reviewing the current situation, problems and constraints of the education sector are summarized below. a) Access and Equity Access and equity have long been cornerstones of Sri Lankan education policy and they can be grouped together as a principle of ‘equal educational opportunity for all children’ in the nation. Without access and equity for all there can only be limited quality and efficiency in the educational system. The main access and equity problem is the inequitable facilities and human resource allocation between urban and rural schools. Inputs of improved basic infrastructure and science facilities in rural and plantation areas are urgently required. Improved human resources e.g. effective principals and good science and mathematics teachers need to be deployed to those areas. As well, effective principals would bring improved school management. These inputs are essential if access and equity targets for MOE can be reached. Also, the poor linkages between MOE, provincial and zonal authorities mean that problems of access and equity often go unheeded to the great disadvantage of students and schools in rural areas. The politicization of principal appointments and teacher deployment is an ongoing problem for the system. Access and equity have to be the first priority of MOE for improvements in science and mathematics education in rural areas. b) Quality and Efficiency Quality of education is to be enhanced by inputs aimed at improving science and mathematics education. These inputs include improvements to teacher training, methodology, textbook production, curriculum, SBA, facilities such as laboratories, libraries, multimedia rooms, equipment, and ICT resources. Efficiency will be realized by increased professionalism of educational personnel and management. Problems such as overlapping functions in government, poor linkages between MOE and provincial authorities, delayed implementation of SBM, politicization of Principal appointments and teacher deployment are all factors in hindering the efficiency of the education sector. c) Management and Finance Adequate financial support and good management at all levels of the education system are essential for it to function effectively. Sri Lanka has a major problem with education funding as it has been gradually decreasing as a percentage of GDP largely as a result of the ongoing conflict situation. The current level of 3% of GDP is low by world standards and this is at the center of an education system that lacks forward momentum.
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