Sri Lanka - Institut de statistique de l'Unesco

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● ● ● It is critical to develop teachers through pre-service and in-service training who understand their role not as disciplinarians but as empathetic facilitators. This is especially important in ensuring the participation and retention of children from deprived socioeconomic backgrounds and disadvantaged locations. An in-service multi-grade teaching programme should be offered for all teachers serving in schools with multi-grade classes to equip them to cater to the special circumstances in these schools. Considering the importance of pre-primary education in the development of young children, there is an urgent need to improve the quality of preschool teachers, their conditions of service and the infrastructural facilities provided in early childhood development (ECD) centres, in compliance with the guidelines for minimum standards laid down by the Ministry of Child Development and Women’s Affairs. Political, governance, capacity and financing recommendations ● ● ● ● ● ● Priority should be given to capacity-building of all local-level officials to improve their knowledge and skills relating to the implementation of programmes. Coordination mechanisms such as the District Child Development Committees should be strengthened, as they cut across education, social protection and health. Monitoring mechanisms should be established at the provincial level to monitor their performance. Awareness should be created among officials of relevant ministries on the importance of collaboration in order to synergize their efforts to achieve maximum success. Mechanisms should be introduced at provincial, district/zonal and divisional levels for the purpose of monitoring the implementation of programmes. It is suggested that education policy should strengthen the role of divisional administrations to ensure effective implementation and monitoring of programmes in schools. This would also facilitate collaboration with divisional-level officials in other ministries and promote a focused approach to non-enrolment of children in school. All data should be disaggregated by sex and division to facilitate monitoring, and should be easily accessible to researchers and the public. It is suggested that data for the estate sector should be presented separately so that it is possible to monitor progress in this sector. Financial provision for education should be increased steadily to six percent of GDP and around 20 percent of the total government budget to support access to education and improve the quality of education. It has been reported that provision for some forms of social protection has declined. It is important to increase financial provision in this area in order to eliminate the effects of poverty and strengthen the capacity of disadvantaged families to ensure that children’s rights are upheld. xviii
Out-of-School Children in Sri Lanka: Country Study CHAPTER 1: INTRODUCTION At the beginning of 2010, UNICEF and the UNESCO Institute for Statistics (UIS) launched the Global Initiative on Out-of-School Children. The goal of the initiative is to introduce a more systematic approach to addressing the problem of out-of-school children (OOSC), and to guide concrete sectoral reforms in this regard. Analysis of the situation shows that there are key data, analysis and policy gaps underlying the problem. As part of this initiative, Sri Lanka has been selected to conduct a country study with the objective of examining currently available statistical information on OOSC, scrutinizing factors related to exclusion from schooling, and identifying existing policies that are effective at enhancing participation as well as gaps in policy and social protection provisions. The country studies will feed into regional overviews, a global study, and a global conference to leverage resources for equity in education. In early 2011, UNICEF Sri Lanka commissioned the Centre for Women’s Research (CENWOR) to conduct the analysis for the Sri Lankan country study and prepare this report. The report is divided into five chapters. Chapter 1 is an introduction, giving the country context, an overview of the current education system, and the methodology for the study. Chapter 2 examines macro-level data from national surveys to create profiles of children likely to be excluded, using a methodology provided by UIS as part of the global initiative. Chapter 3 analyses secondary data on barriers and bottlenecks that affect school participation in Sri Lanka and relates these to the profiles of excluded or at-risk children. Chapter 4 examines education and social protection policies and programmes that address barriers and bottlenecks and identifies gaps in policy and provision. Chapter 5 presents conclusions and recommendations. 1.1 Country context Sri Lanka is an island nation located in the tropics just south of India. It has a population of 20 million, of whom 28.9 percent are children aged less than 18 years and 17.8 percent are children aged 5–14 years (the compulsory-education age group for Sri Lanka) (UNICEF, 2011; DCS, 2011a). It has a score of 0.691 on the Human Development Index, ranking it at 97th of 187 countries (UNDP, 2011). It is categorized as a medium human development country, with a per capita GDP of US$ 4,772 in 2009. The urban population accounts for 14.3 percent of the total population. The ethnic composition is Sinhalese (82.0 percent), Sri Lankan Tamil (4.3 percent), Indian Tamil (5.1 percent), Sri Lankan Moors (7.9 percent), Malays (0.3 percent), Burghers (0.2 percent) and others (0.2 percent) (DCS, 2008a). A selection of socioeconomic indicators is given in Table 1.1. 1
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Sri Lanka - Institut de statistique de l'Unesco

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