Re-Imagining Education in Sri Lanka
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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. -
Student Handbook 2017/2018
STUDENT HANDBOOK 2017/2018 Faculty of Business University of Moratuwa Page 0 Contents Message from the Vice-Chancellor Message from the Dean Message from the Registrar Welcome to University of Moratuwa Vision and Mission of University of Moratuwa Introduction to Academic Entities Message from Head/Department of Decision Sciences Message from Head/Department of Industrial Management Message from Head/Department of Management of Technology Academic and Non-Academic Staff of Faculty of Business Other Academic Entities Undergraduate Studies Division Department of Languages Career Guidance Unit Library Student Welfare Services Student Counseling Student Accommodation Canteen Facilities Clubs and Societies University Health Centre Industrial Training, Industry Collaboration and Special Events Laboratory Facilities and Resources at Faculty of Business Career Prospects of Business Science Graduates Undergraduate Degree Programme Semester Coordinators and Programme Coordinators Teaching and Learning Strategy Curriculum: Common Core (Semesters 1, 2 & 3) Performance Criteria Frequently Asked Questions (FAQ) Academic Calendar Page 1 Message from the Vice-Chancellor It is with great pleasure that I warmly welcome you to the University of Moratuwa as the inaugural batch to our newly established Faculty of Business to pursue education leading to a brand new degree BSc in Business Science. University of Moratuwa has gained reputation as the best technological University in Sri Lanka. It is the most sought after University by the students for education in many disciplines and by the employers for recruitment. The University’s overall employment ratio of all the courses at the time of the convocation is around 95%, the highest in any university in Sri Lanka and comparable to any world’s best university. -
Student Handbook
SSTTUUDDEENNTT HHAANNDDBBOOOOKK Academic year 2015/2016 Faculty of Engineering University of Ruhuna Galle Sri Lanka HANDBOOK Academic Year 2015/2016 Faculty of Engineering University of Ruhuna Galle Sri Lanka HANDBOOK Academic Yeari 2014/2015 This handbook is provided for information purposes only, and its contents are subjected to change without notice. The information herein is made available with the understanding that the University will not be held responsible for its completeness or accuracy. The University will accept no liability whatsoever for any damage or losses, direct or indirect, arising from or related to use of this handbook. In addition to the handbook, you are highly advised to refer the updated circulars for clarifications. Published by: Faculty of Engineering University of Ruhuna Hapugala, Wakwella Galle 80000 Sri Lanka http://www.eng.ruh.ac.lk ii Our Vision To be the centre of excellence in engineering education and research of the nation Our Mission To create opportunities for the benefit of the society in engineering and applied technologies through education, research and associated services iii Table of Contents 1 THE OFFICERS OF THE UNIVERSITY OF RUHUNA AND THE STAFF OF THE FACULTY OF ENGINEERING ......... 1 1.1 THE OFFICERS OF THE UNIVERSITY OF RUHUNA ..................................................................................................... 1 1.2 STAFF OF THE FACULTY OF ENGINEERING ............................................................................................................. 2 M.Sc.(Gdansk), -
Student Handbook
Student Handbook Academic Year 2016/2017 Faculty of Humanities and Social Sciences University of Ruhuna Copyright © 2016 by the Faculty of Humanities and Social Sciences, University of Ruhuna, Matara, Sri Lanka Student Handbook Academic Year 2016/2017 Faculty of Humanities and Social Sciences, University of Ruhuna ISBN : 978-955-1507-50-3 Faculty of Humanities and Social Sciences University of Ruhuna Wellamadama Matara 81000 Sri Lanka Phone : +94412227010 Fax : +94412227001 E-mail : [email protected] ii Message from the editors Dear students, For more than three decades, the University of Ruhuna has been educating responsible citizens for the Sri Lankan society. When you join the University of Ruhuna, you are meant to be transformative academically, socially and personally. This handbook has been designed to guide you to begin your university journey. It contains information on the academic, social and personal development opportunities available to you and the resources to assist you finding advice and make better choices. Moreover, this contains a review of the rules, regulations and procedures of the University of Ruhuna and of the Faculty of Humanities and Social Sciences. As an undergraduate student entering into the Faculty of Humanities and Social Sciences, you may have many future expectations. We encourage you to explore knowledge, improve skills, do research, be creative and get the most from your time here. Take subjects that introduce you to new fields and help you to develop new ways of thinking and understanding. Connect with different people who are diverse in interests, talents, attitudes, backgrounds and values, and learn from their experiences. -
Abuses in Recruitment Practices at the University of Jaffna
DISCRIMINATING AGAINST EXCELLENCE: ABUSES IN RECRUITMENT PRACTICES AT THE UNIVERSITY OF JAFFNA SUMMARY AND RECOMMENDATIONS • The Subcommittee for Academic Integrity of the Jaffna University Science Teachers’ Association found blatant, endemic abuse across several university departments and units in the selection of academic and non-academic staff. The root of this abuse is both political and personal patronage which operates at all levels of the system, and an unwillingness of senior professors and the administration to challenge it, and of the UGC to fulfil its responsibilities in the selection of able and independent Council members and in the regulation of the administration of universities • The most prevalent form of abuse documented is in the selection of probationary lecturers (or assistant lecturers), resulting in the most highly qualified candidates such as First Class degree-holders being systematically excluded from consideration or denied positions. • We also found evidence of systematic abuse and political manipulation for non-academic staff appointments for Computer Applications Assistants (CAA) and Labourers. Favours were given to labourer candidates that were denied to highly qualified lecturers whose services the university badly needs. We recommend: 1. That all cases where complaints have been filed be reviewed swiftly and highly qualified applicants that were excluded at interviews be called. To guard against retaliation, applicants who have filed complaints should have their cases heard by a special review board appointed in consultation with the Unions. 2. That independent persons of repute with an appreciation of university values should be appointed to the Council as external members, and student representatives and academic staff must be allowed to review their qualifications. -
Characterization of Irrigation Water Quality of Chunnakam Aquifer in Jaffna Peninsula
Tropical Agricultural Research Vol. 23 (3): 237 – 248 (2012) Characterization of Irrigation Water Quality of Chunnakam Aquifer in Jaffna Peninsula A. Sutharsiny, S. Pathmarajah1*, M. Thushyanthy2 and V. Meththika3 Postgraduate Institute of Agriculture University of Peradeniya Sri Lanka ABSTRACT. Chunnakam aquifer is the main lime stone aquifer of Jaffna Peninsula. This study focused on characterization of Chunnakam aquifer for its suitability for irrigation. Groundwater samples were collected from wells to represent different uses such as domestic, domestic with home garden, public wells and farm wells during January to April 2011. Important chemical parameters, namely electrical conductivity (EC), chloride, calcium, magnesium, carbonate, bicarbonate, sulfate, sodium and potassium were determined in water samples from 44 wells. Sodium percentage, Sodium adsorption ratio (SAR), and residual Sodium Carbonate (RSC) levels were calculated using standard equations to map the spatial variation of irrigation water quality of the aquifer using GIS. Groundwater was classified based on Chadha diagram and US salinity diagram. Two major hydro chemical facies Ca-Mg-Cl-SO4 and Na-Cl-SO4 were identified using Chadha diagram. Accordingly, it indicates permanent hardness and salinity problems. Based on EC, 16 % of the monitored wells showed good quality and 16 % showed unsuitable water for irrigation. Based on sodium percentage, 7 % has excellent and 23 % has doubtful irrigation water quality. However, according to SAR and RSC values, most of the wells have water good for irrigation. US salinity hazard diagram showed, 16 % as medium salinity and low alkali hazard. These groundwater sources can be used to irrigate all types of soils with little danger of increasing exchangeable sodium in soil. -
IUC NN Commission Members from Sri Lanka
International Union for Conservation of Nature IIUUCCNN Commission Members from Sri Lanka Volume I – (Updated on 15.06.2015) IUCN Commission Members from Sri Lanka Message from IUCN National Committee Chair One of the IUCN strengths is to bring ecosystem related information, science and advise into the sustainable development processes. In that context IUCN Sri Lanka has contributed in the past towards a number of national policy and on the ground efforts. At a time post- conflict development in Sri Lanka is advancing fast with potential increase of the pressure on the natural resources. Management of the natural capital in a sustainable way while supporting development is a major challenge where information based multi-sector approaches are very much needed. Already the IUCN developed information on biodiversity, marine and coastal and water resources etc. are being used by the Government, Non-Government and Private Sector, extensively. However Sri Lanka has not fully utilized the potential contribution of IUCN Commissions and its membership. As the new Chairperson of the IUCN National Council, I wish to take this opportunity to express my appreciation for the contributions by the IUCN Commissions and Commission members in ensuring this planet a better place for us and the generations to come. Looking forward to work with you more and hope this compendium of experts will be helpful for all and expand to include other Sri Lankan experts as well. Anura Sathurusinghe, Conservator General of Forests and Chairperson, IUCN National Committee 2 IUCN Commission Members from Sri Lanka Forward This directory is prepared for the first time to capture the information on IUCN Sri Lanka related entities. -
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. -
The 9Th Sri Lankan Junior Astronomy Olympiad Competition (SLJAO) -2019
The 9th Sri Lankan Junior Astronomy Olympiad Competition (SLJAO) -2019 Those who received marks above 50% will receive a GOLD(80-100), SILVER(70-79), BRONZE(60-69) MEDAL or a MERIT AWARD-CERTIFICATE(50-59). The award ceremony will be held on 2019.11.23 at 1.30 p.m. at the Colombo University premises (This will be notified by post to all medal winners) Merit Award Certificates will be sent by post on 2019.12.30 Index Number Name School City Normalised Medal/ Marks Award SLJAO9-C-S-0001 P.H.T. Dulmini Anula Vidyalaya Nugegoda 67 BRONZE SLJAO9-C-S-0002 W.M.P.T. Perera Aloysius College Rathnapura 38 SLJAO9-C-S-0003 N.N.Rajapaksha Kottawa Darmapala Vidyalaya Kottawa 46 SLJAO9-C-S-0004 M.M.S.V. Cooray Sri Palee College Horana 55 MERIT SLJAO9-C-S-0005 L.S.Kodagoda Lindsay Girls' School Colombo 03 40 SLJAO9-C-S-0006 M.T.U.I.Shamal Kuliyapitiya Central College Kuliyapitiya 37 SLJAO9-C-S-0007 K.A.G.Senesh Mahinda College Galle 80 GOLD SLJAO9-C-S-0008 J.M.S.S.Jayathilaka Kuliyapitiya Central College Kuliyapitiya 64 BRONZE SLJAO9-C-S-0009 S.A.C.H.Subasingha Kuliyapitiya Central College Kuliyapitiya 58 MERIT SLJAO9-C-S-0010 H.M.D.S.Bandara Central College Kuliyapitiya 65 BRONZE SLJAO9-C-S-0011 W.M.J.D.B.Wijekoon Ananda College Colombo 10 64 BRONZE SLJAO9-C-S-0012 L.P.A.M.Perera Mahanama College Colombo 03 46 SLJAO9-C-S-0013 N.P.Marasinghe Samudradevi Balika vidyalaya Nugegoda 46 SLJAO9-C-S-0014 H.S.D.Peiris Malabe Boys' Model School Malabe 57 MERIT SLJAO9-C-S-0015 W.M.R.N.Wickramanayake Central College Kuliyapitiya 70 SILVER SLJAO9-C-S-0016 W.K.A.G.Premachandra -
Traditional Knowledge Systems and the Conservation and Management of Asia’S Heritage Rice Field in Bali, Indonesia by Monicavolpin (CC0)/Pixabay
ICCROM-CHA 3 Conservation Forum Series conservation and management of Asia’s heritage conservation and management of Asia’s Traditional Knowledge Systems and the Systems Knowledge Traditional ICCROM-CHA Conservation Forum Series Forum Conservation ICCROM-CHA Traditional Knowledge Systems and the conservation and management of Asia’s heritage Traditional Knowledge Systems and the conservation and management of Asia’s heritage Rice field in Bali, Indonesia by MonicaVolpin (CC0)/Pixabay. Traditional Knowledge Systems and the conservation and management of Asia’s heritage Edited by Gamini Wijesuriya and Sarah Court Forum on the applicability and adaptability of Traditional Knowledge Systems in the conservation and management of heritage in Asia 14–16 December 2015, Thailand Forum managers Dr Gamini Wijesuriya, Sites Unit, ICCROM Dr Sujeong Lee, Cultural Heritage Administration (CHA), Republic of Korea Forum advisors Dr Stefano De Caro, Former Director-General, ICCROM Prof Rha Sun-hwa, Administrator, Cultural Heritage Administration (CHA), Republic of Korea Mr M.R. Rujaya Abhakorn, Centre Director, SEAMEO SPAFA Regional Centre for Archaeology and Fine Arts Mr Joseph King, Unit Director, Sites Unit, ICCROM Kim Yeon Soo, Director International Cooperation Division, Cultural Heritage Administration (CHA), Republic of Korea Traditional Knowledge Systems and the conservation and management of Asia’s heritage Edited by Gamini Wijesuriya and Sarah Court ISBN 978-92-9077-286-6 © 2020 ICCROM International Centre for the Study of the Preservation and Restoration of Cultural Property Via di San Michele, 13 00153 Rome, Italy www.iccrom.org This publication is available in Open Access under the Attribution Share Alike 3.0 IGO (CCBY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo). -
Wesley Times – November ’11
Wesley Times – November ’11 Newsletter of Wesley College Colombo Old Boys Union Australia Branch Inc. Message from the President IN THIS ISSUE From the Editor’s desk 2 Swimming Pool project 3 As 2011 draws to a close, it gives me Carol Service Notice 4 great satisfaction to reflect on yet another Condolences 5 Committee Contacts 5 great year for the “Wesley Family” in Membership renewal 5 Australia. There have been the usual Message from the Principal 6 activities that brought so many of us Dates to remember 7 together during the past 12 months and UK Branch Report 8 provided an opportunity for us to enjoy Seniors Lunch Notice 8 each other’s fellowship and add to the Where are they now? Amaresh Rajaratnam 9 good times that we seem to invariably Memories of Wesley have whenever we meet. The Double Blues and the 11 Blue , Gold and Blue I am very grateful to have had the total From the archives support of the terrific committee that we Wesley cricket 50 years 13 have, whose tireless efforts in organising ago Articles 16 all activities during the year are How famous cricketer recognised and appreciated. It is simply not what they do to Sathasivam was help the organisation, but the competent and enthusiastic way charged, tried and acquitted … in which they approach whatever the task which is most 17 appreciated. We have attempted to keep all our Old Boys Haleem Ishak – a tribute informed of the activities of the Association by way of personal Round the traps & in the News contact as well as the informative and regular newsletter that Class of 96 refurbish you would have continued to receive during 2011.