Sri Lanka - Institut de statistique de l'Unesco

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Out-of-School Children in Sri Lanka: Country Study Inter-sectoral planning and coordination of programmes Weak coordination between sectors has affected the smooth implementation of policies and programmes, resulting in failure to synergize education with health, child protection and social protection programmes. Attempts by the MOE, supported by the World Bank since the introduction of the ESDFP in 2006, to adopt the sector-wide approach (SWAp) to incorporate all programmes supporting the national education plan have not been entirely successful. This has, among other things, resulted in continued overlapping, duplication, confusion and lacunae in programme implementation at school and local levels (Jayaweera and Gunawardena, 2007; World Bank, 2006–2010). Mechanisms have been created at the local level for coordination and promotion of synergies, such as the Compulsory Attendance Committees to implement compulsory education. However, these committees have not been functioning as well as anticipated, with irregular meetings and limited collaboration. Role of the community There is little operational space for local participation in the planning and management of education at community and school levels. The role of the community in assisting schools has been limited largely to shramadana campaigns, repairing buildings, and fund-raising for school events such as sports meets and school excursions. Budget allocations Financing barriers are currently related to a decline in expenditure on education. Total government expenditure on education as a proportion of GDP has decreased from 2.7 percent in 2006 to 1.9 percent in 2010 (Table 3.1). Expenditure on education as a share of total government expenditure has also fallen from 11.0 percent in 2006 to 8.1 percent in 2010. This is mainly as a result of increased expenditure on interest payments, defence, and economic services such as transportation and communication. Interest payments and defence expenditure, which together account for around two fifths of total government expenditure, exert severe pressure on fiscal operations, leaving little space to expand outlays for economic and social services including education, health, welfare and infrastructure. Spending per student has also declined at the primary level from US$ 29 in 2006 to US$ 26 in 2010, although it has increased at the secondary level from US$ 76 in 2006 to US$ 80 in 2010. 48
Out-of-School Children in Sri Lanka: Country Study Table 3.1: Government expenditure on general education 2006 2007 2008 2009 2010 Education expenditure Total public expenditure on education as % of GDP 2.7 2.6 2.3 2.1 1.9 Total public expenditure on education as % of total government expenditure 11.0 11.0 10.0 8.4 8.1 Total public expenditure per student Spending per student as % of GDP – pre-primary 0 0 0 0 0 Spending per student as % of GDP – primary 0.7 0.7 0.5 0.6 0.5 Spending per student as % of GDP – secondary 1.9 2.0 1.7 1.8 1.6 Spending per student (PPP US$) – pre-primary 0 0 0 0 0 Spending per student (PPP US$) – primary 29 29 24 28 26 Spending per student (PPP US$) – secondary 76 85 77 84 80 Nature of education expenditure Salaries, all staff (PPP US$ million) – primary 40.0 41.9 34.1 36.9 37.3 Total recurrent (PPP US$ million) – primary 46.4 46.9 39.4 46.1 43.9 Salaries, all staff (PPP US$ million) – secondary 142.2 173.2 147.3 151.6 145.1 Total recurrent (PPP US$ million) – secondary 168.9 197.9 176.0 187.6 181.1 Note: The above figures were computed using data from the following sources: Government expenditure – Annual Budget Estimate, Ministry of Finance; Number of students – MOE; GDP – Central Bank Annual Reports; PPP US$ conversion rates – International Monetary Fund. Sri Lanka’s education sector has depended heavily on donor assistance in recent decades, from multilateral agencies such as the World Bank, ADB, UNICEF, WFP, UNFPA and UNESCO, and bilateral agencies such as GIZ, JICA and the UK’s Department for International Development (DFID) as well as INGOs such as Save the Children and Plan International. The Ministry of Finance allocates funds to national and provincial schools through different channels. For national schools, it provides direct funding for recurrent expenditure; for provincial schools, funds for recurrent expenditure are sent by the MOE to provincial education authorities through the Finance Commission. To meet capital expenditure for both national and provincial schools, the Ministry of Finance allocates a block grant for schools. There are also other sources of capital funds for national and provincial schools, including foreign-funded and special education projects. Table 3.2 shows the allocation of expenditure for provincial and national schools for 2008 and 2009. Table 3.2: Education expenditure (in SLRs million) Year Provincial schools National schools Recurrent Capital Total Recurrent Capital Total 2008 42,300 2,152 44,452 21,400 3,531 24,931 2009 46,647 2,590 49,237 22,961 3,671 26,632 Source: Aturupane, 2009 Impact on 5DE Most political, governance, capacity and financing barriers impact on the exclusion of children from education by hampering the effective functioning of the education system; this is more intense in certain districts, particularly those that are affected by conflict or disadvantaged in other ways. 49
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Ministry of Education
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© United Nations Children’s Fund
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Message of the Hon. Deputy Minister
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Message of the Secretary to the Min
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Message of the Director of Educatio
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Acknowledgements CENWOR would like
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Acronyms 5DE Five Dimensions of Exc
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● ● Children in Dimension 4 are
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