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Investigation of the Factors for Students' Less Participation in Extracurricular
PSYCHOLOGY AND EDUCATION (2021) 58(3): 1676-1683 ISSN: 00333077 Investigation of the factors for students’ less participation in Extracurricular Activities at ‘General Certificate of Education Ordinary Level’ in Sri Lanka Dr. SaritaVerma Assistant Professor, School of Education, Sharda University, Greater Noida, India Ms. AmilaRupesinghe MA Education, Sharda University, Greater Noida, India Abstract The education system is considered as an essential part of the superstructure in the society. It can equip individuals with the specialized knowledge and skills they will need to join the workforce. People construct their knowledge and understand the world through experience. Therefore active learning happens in a setting where students feel less intimidated than in a formal classroom. Extracurricular activities have great potential for helping a wide range of learners achieve more desirable and rewarding circumstances for themselves and their communities. Although the Sri Lankan education system has delivered significant results such as high education standards parallel to developed countries, it still requires ongoing improvement in informal education spaces to maintain the quality of education in an extremely dynamic socio-economic background. Article Received: 18 October 2020, Revised: 3 November 2020, Accepted: 24 December 2020 Introduction are vital to the overall development of young people, Every school in Sri Lanka offers some extracurricular improving their physical, social, and emotional health activities, such as music, academic clubs, and sports. while teaching them responsibility, discipline, and These activities offer students opportunities to shape teamwork. It promotes unity and understanding their personalities through teamwork, responsibility, among students. Participants in such programs are leadership, physical and mental strength and also shown to have improved academic performance endurance, and a sense of culture and community. -
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. -
Royal College School Development Society Has Undoubtedly Achieved the Level of Expectation of Every Stakeholder in College
Royal College Annual Report and Accounts 2012 Cover Story The Elephant is a magnificent creature portraying courage, grandeur and majesty. The palm tree symbolizes strength, versatility and rigidity. The concept of the mighty elephant beneath the steady palm tree clearly brings out the true nature of this institution reflecting eloquence and perfection; rare qualities Royal College always boasts of. Just as nothing stands in the way of a great elephant, no challenges succeed in standing in the way of Royal College. We make our steps down a glorious journey through time; we not only shine out as stars but also emit our light to all others, just as the palm tree provides endless benefits to all. Annual Report and Accounts 2012 Contents Ground Plan 1 Vision and Mission 2 Values 3 Goals 4 Objectives 5 Report of the Principal 6 The College 11 History 12 Principals - Foreign Principals 18 Sri Lankan Principals 19 College Song 20 College Flag & Colours 21 Motto 22 Crest 23 House System 24 Rules & Regulations (as stated in the Student Record Book) 25 College Uniform 34 Action Plan 38 Academic Staff 47 Organizational Structure 48 Management Committee 57 Subject coordinators 59 Sub Committees 61 Statistics 65 Student Population 66 Examination Results Analysis 75 G.C.E. Advanced Level Examination Results Analysis 76 Comparison of Advanced Level Results 2011/2012 96 G.C.E. Ordinary Level Examination Results Analysis 102 National and International Achievements 117 Academic Achievements 120 National Achievements 122 International Representation 131 -
Changing University Student Politics in Sri Lanka: from Norm Oriented to Value Oriented Student Movements*
Social Affairs. Vol.1 No.3, 23-32, Fall 2015 Social Affairs: A Journal for the Social Sciences ISSN 2362-0889 (online) www.socialaffairsjournal.com CHANGING UNIVERSITY STUDENT POLITICS IN SRI LANKA: FROM NORM ORIENTED TO VALUE ORIENTED STUDENT MOVEMENTS* Gamini Samaranayake** Political Scientist ABSTRACT This paper analyzes the causes of student political activism in Sri Lankan universities by paying attention to the history of student politics starting from the 1960s when the first traces of such activism can be traced. Towards this end, it makes use of the analytical framework proposed by David Finlay that explains certain conditions under which students may be galvanized to engage in active politics. Analyzing different socio-political contexts that gave rise to these movements, and the responses of incumbent governments to such situations, it concludes that in order to mitigate the risk of youth getting involved in violent politics, it is necessary to address larger structural issues of inequality. Keywords: Student Politics, Violence, University Education, Sri Lanka INTRODUCTION Student politics is a significant phenomenon sense it could be stated that the universities are in University education in Sri Lanka. The barometers of social and political discontent. involvement of students in politics has a long history and has always reflected the When tracing the history of student politics, social and political changes in the country. it is evident that Sri Lanka did not have Consequently current student councils are a single student movement until 1960. highly politicized bodies and the universities However, with the expansion in the number are strong centers of youth led agitation. -
2017 Singapore-Cambridge GCE N(T), N(A) & O-Level Examinations
2017 Singapore-Cambridge GCE N(T), N(A) & O-Level Examinations Examination Rules and Regulations For School Candidates Key to Icon Important Information Important dates CONTENTS 1. INTRODUCTION ......................................................................................................... 3 2. EXAMINATION TIME-TABLE AND ENTRY PROOF ................................................. 4 3. EXAMINATION RULES AND REGULATIONS .......................................................... 6 4. INSTRUCTIONS FOR SITTING THE EXAMINATIONS ........................................... 10 5. INSTRUCTIONS FOR UNEXPECTED SITUATIONS 5.1 Hospitalised Candidates/ Infectious Diseases .................................................. 11 5.2 Adverse Conditions ........................................................................................... 11 5.3 Major Train Disruptions ..................................................................................... 12 5.4 Others ................................................................................................................ 12 6. RESULTS AND CERTIFICATES 6.1 Release of Results ............................................................................................. 13 6.2 Appeal for Review of Results............................................................................. 13 6.3 Award Eligibility for Certificates ......................................................................... 14 6.4 Grading Systems .............................................................................................. -
Student Charter
University Student Charter University Student Charter serves as a guide to University Students, Academic, Administrative and Support Staff and Public to Invest and Harvest the Fruits of University Education of the Country. University Grants Commission No. 20 Ward Place Colombo 07 Copyright © University Grants Commission UGC, Sri Lanka All rights reserved. ISBN : 978-955-583-113-0 A publication of the University Grants Commission University Student Charter 2 TABLE OF CONTENTS Page No. PREFACE 05 PART I Introduction to National University Student Charter 08 Guiding Principles on which National Universities are 11 governed Openness 11 Equity and Diversity 11 Commitment to Uphold Democratic Rights and Social 12 Norms Role of National Universities 13 Centres of Excellence in Teaching and Learning 13 Centres of Excellence in Research and Innovation 15 PART II Academic Atmosphere and Student Support Services 18 Residential Facilities 18 Heath Service 18 Security and Safety 19 Library Service 19 Information Communication Services 19 Career Guidance Services 19 English Language Teaching Programme 20 Sports and Recreational Facilities 20 Multi-cultural Centres 21 Student Support services and Welfare network 21 PART III Governance and Management of National Universities 24 Policy of Withdrawal 25 Freedom of Expression 25 Student Representations 26 Right to form Students’ Associations 26 Personal Conduct 26 Maintenance of Discipline and Law and Order 27 University Student Charter 3 Table of Contents… Page No. PART IV Unethical and Unlawful Activities -
Trend in the G.C.E. Ordinary Level Mathematics Performance of Students in the North West Region of Cameroon
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.5, No.36, 2014 Trend in the G.C.E. Ordinary Level mathematics performance of students in the North West region of Cameroon. Anta Akuro * Anyaegbunam Ngozi, Ph.D Faculty of Education, Department of Science Education , Measurement & Evaluation, University of Nigeria, Nsukka, Enugu State, Nigeria * E-mail of the corresponding author: [email protected] Abstract This work seeks to portray the trend (pattern) in the General Certificate of Education (GCE), Ordinary Level mathematics performance of secondary school students of the North West Region of Cameroon, across the years 2007-2013. To achieve this, an expost facto research design was used. Furthermore, the population of the study was all the 171,187 Form Five secondary school students of the North West Region of Cameroon that sat for this examination across the years 2007-2013. No sampling was used since the results of all the students in the population were considered in the study. The instrument for data collection was the “ North West Region Students’ GCE O’Level Mathematics Results ” Data CD which was officially collected from the headquarters of the Cameroon GCE Board, Buea. Moreover, students’ mean mathematics performance for the various years was used to describe the trend in the students’ performance. Though the results did not show any systematic pattern, it was noticed that 2009 showed the best mathematics performance, with performance dropping steadily across the years 2011-2013. Keywords: mathematics achievement, performance trend, secondary education, GCE Ordinary Level 1. Introduction Cameroon is a bilingual country with the North West Region being one of the two Anglophone regions of the country. -
Mapping the Higher Education Landscape in Sri Lanka
Mapping the Higher Education Landscape in Sri Lanka Presenting the Results of the LIRNEasia Survey of Undergraduate Degree Programs Sujata N Gamage Tilan M Wijesooriya Human Capital Research Program LIRNEasia 1 LIRNEasia MISSION To improve the lives of the people of the emerging Asia- Pacific by facilitating their use of ICTs and related infrastructures; by catalyzing the reform of laws, policies and regulations to enable those uses through the conduct of policy-relevant research, training and advocacy with emphasis on building in-situ expertise. HUMAN CAPITAL RESEARCH PROGRAM at LIRNEasia explores new approaches to human capital development by mapping and analyzing the state of education, training and knowledge production in developing Asia and identifying ways of using ICTs and knowledge networks to to fill the gaps 2 www.lirneasia.net www.lirneasia.net Higher Education Landscape in Sri Lanka 3 www.lirneasia.net www.lirneasia.net Context Developed Countries Private investment in higher education are minimal because they are able to mobilize public and philanthropic resources for higher education E.g., 4,634 universities & colleges in USA in 2010 enrolled 20.6 million students in 2 or 4 year higher education programs with enrollments distributed as: Public 70% Non-Profit 20% Private 10% (www.webcaspar.nsf.gov) Private inputs in the form of student fees typically cover about 1/3 of the income of a typical public higher education institution 4 www.lirneasia.net www.lirneasia.net Context Developing Countries Private investments/inputs have been mobilized out of necessity China: Since 1997, public universities have been allowed to recover 25% of operating costs through fees India: Since the 2003 Act for the ‘Establishment of and Maintenance of Standards in Private Universities’, 107 private universities have been established, bringing the percent of private universities to 14%. -
De Saram House Mr
S. Thomas’ College Gurutalawa Prize Day 2019 HEADMASTER’S REPORT CHIEF GUEST: The Rt. Rev. Duleep De Chickera (Emeritus Bishop of Colombo) and Mrs. Geetha De Chickera Chairperson Mr. Senaka De Fonseka (Manager-STC-Gurutalawa) Saturday 21st September 2019 at Canon.A.J. Foster Memorial Hall @ 10.00 A.M. 1 HYMN FOR SRI LANKA O Father, thou hast promised The isles shall wait for thee The joyous isles of ocean, The jewels of the sea Lo! We this island’s watchmen, Would give and take no rest For thus hath thou commanded Till our dear land be blessed.// Then bless her, mighty Father, With blessings needed most, In every verdant village By every palmy coast On every soaring mountain O’er every spreading plain, May all her sons and daughters Thy righteousness attain.// Give peace within her borders, That there may be goodwill The love all unsuspicious The love that works no ill, In loyal, lowly service Let each from other learn The guardian and the guarded, Till Christ himself return.// To him our land shall listen, To him our land shall kneel All rule be on his shoulders All wrong beneath his heel, O consummation glorious Which now by faith we sing Come, cast we up the highway, That brings us back the king.// Rev. Walter Stanley Senior (1876 – 1938) Poet of Sri Lanka, Seeker of Soul, Servant of God 2 PROGRAMME 1. Welcoming the Chief Guests 2. Lightning of the Traditional oil lamp 3. Hymn for Sri Lanka 4. Opening Prayer - Rev. Fr. Charles David -Chaplain 5. -
Akila to Blame?
SLOW COVID-19 DEATH OF LOCAL CASES TOTAL CASES 2,988 SINHARAJA? DEATHS RECOVERED ACTIVE CASES 134 12 2,842 RS. 70.00 PAGES 64 / SECTIONS 7 VOL. 02 – NO. 49 SUNDAY, AUGUST 30, 2020 CASES AROUND THE WORLD RECOVERD TOTAL CASES 17,138,894 CONSTITUTIONAL ETCA DEATHS REFORMS: 13A RETURNS DISCUSSIONS 24,681,048 836,744 TO THE LIMELIGHT RECOMMENCE THE ABOVE STATISTICS ARE CONFIRMED UP UNTIL 9.00 P.M. ON 21 AUGUST 2020 »SEE PAGE 5 »SEE BUSINESS PAGE 1 »SEE PAGE 7 CENTRAL EXPRESSWAY Tenders to China and UK z z Cabinet approval to be sought Funding to be more favourable to Sri Lanka BY MAHEESHA MUDUGAMUWA Accordingly, the construction Highly informed sources attached Furthermore, the funding was said to Meanwhile, the construction work contracts for Section III of the CEP are to the RDA, who wished to remain be finalised in a manner which would be of CEP Section I from Kadawatha to The Road Development Authority (RDA) is to finalise the to be awarded to a Chinese company, anonymous, told The Sunday Morning more favourable to Sri Lanka, he noted. Mirigama was resumed last week after awarding of the construction contract for the long-delayed while the construction of Section IV that the finalised documents would be Once Cabinet approval is granted, paying an advance payment of Rs. 16.67 Sections III and IV of the Central Expressway Project (CEP), The of the CEP would be awarded to a submitted to the Cabinet for approval the construction of Sections III and IV billion to the contractor. -
O-Level Additional Mathematics Syllabus Assumes Knowledge of O-Level Mathematics
Additional Mathematics Singapore-Cambridge General Certificate of Education Ordinary Level (2021) (Syllabus 4047) CONTENTS Page INTRODUCTION 2 AIMS 2 ASSESSMENT OBJECTIVES 2 SCHEME OF ASSESSMENT 3 USE OF CALCULATORS 3 SUBJECT CONTENT 4 MATHEMATICAL FORMULAE 7 MATHEMATICAL NOTATION 8 The Common Last Topics highlighted in yellow will not be examined in 2021 O-Level national examination. Singapore Examinations and Assessment Board MOE & UCLES 2019 1 4047 ADDITIONAL MATHEMATICS GCE ORDINARY LEVEL SYLLABUS (2021) INTRODUCTION The syllabus prepares students adequately for A-Level H2 Mathematics, where a strong foundation in algebraic manipulation skills and mathematical reasoning skills are required. The content is organised into three strands, namely, Algebra, Geometry and Trigonometry, and Calculus. Besides conceptual understanding and skill proficiency explicated in the content strand, the development of process skills, namely, reasoning, communication and connections, thinking skills and heuristics, and applications and modelling are also emphasised. The O-Level Additional Mathematics syllabus assumes knowledge of O-Level Mathematics. AIMS The O-Level Additional Mathematics syllabus aims to enable students who have an aptitude and interest in mathematics to: • acquire mathematical concepts and skills for higher studies in mathematics and to support learning in the other subjects, in particular, the sciences • develop thinking, reasoning and metacognitive skills through a mathematical approach to problem- solving • connect ideas within -
Environmental Literacy Level Comparison of Undergraduates in the Conventional and Odls Universities in Sri Lanka
sustainability Article Environmental Literacy Level Comparison of Undergraduates in the Conventional and ODLs Universities in Sri Lanka Janaka Kuruppuarachchi 1,*, Vineetha Sayakkarage 2 and Buddhika Madurapperuma 3 1 Department of Botany, The Open University of Sri Lanka, Nawala 10250, Sri Lanka 2 Kandy Regional Center, The Open University of Sri Lanka, Kandy 20000, Sri Lanka; [email protected] 3 Department of Environmental Science & Management, Humboldt State University, Arcata, CA 95521, USA; [email protected] * Correspondence: [email protected]; Tel.: +94-071-801-1982 Abstract: Developing positive attitudes by upgrading the environmental literacy level is very im- portant to protect nature from anthropogenic pressures. This study evaluates existing knowledge, awareness, attitude and behavior, perceived issues, and solutions of undergraduates on major envi- ronmental issues of two national universities with different teaching methods of the Open University of Sri Lanka (OUSL: open distance learning) and the University of Peradeniya (UP: conventional). A questionnaire survey (29 structured and 04 open-ended items) was adapted with 800 undergradu- ates of engineering, science, management, law, and arts/ social sciences disciplines. We computerized descriptive statistics, such as frequency and cross-tabulation, and mean comparison using the SPSS software. The results showed that there was no significant difference (p > 0.05) of existing environ- mental knowledge in undergraduates of two universities. However, there was a significant difference in undergraduates’ family income (F = 5.387, p < 0.001) and family educational background (p < 0.05) with environmental knowledge. School education played a main role in building environmental Citation: Kuruppuarachchi, J.; Sayakkarage, V.; Madurapperuma, B. concepts for undergraduates. The environmental attitude and behavior of both student groups Environmental Literacy Level showed a fairly favorable status.