Sri Lanka Human Development Report 2012.pdf

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There is an obvious need to align the country’s university system with the needs of a modern economy. Two issues are involved. First, while Sri Lanka does have a reputable tertiary education system, its capacity is inadequate and it serves only a very small proportion of the population. In 2009, only 3.6 percent of 20-24 year olds were enrolled in a university, with an additional 3.6 percent in the same age a higher education system that produces graduates capable of taking on complex tasks, who learn and adapt quickly, undertake independent research, and generate a steady stream of world class technical innovations. The study areas of Sri Lanka’s undergraduates reveal a heavy concentration on Arts and Management, similar Figure 4.9 : Education of Students Aged 5 to 24: Distribution by Institution, 2009 Source: Computations by the report team of the Institute of Policy Studies of Sri Lanka using Department of Census and Statistics of Sri Lanka 2009e. group enrolled in technical and vocational courses (Figure 4.9). Around 20,000 students from the roughly 330,000 people aged 20 to 24 entered state universities for higher education in 2008. 174 Most of those qualified to enter could not do so due to capacity constraints. A second and related issue is that universities are too heavily focused on non-technical disciplines that do not generate skills required by a modern economy. The obvious implication of the KEI ranking as well as earlier discussion in this chapter is the urgent need for Sri Lanka to develop to that in India (Figure 4.10). In 2009, almost 55 percent of undergraduates studied these two disciplines. In Singapore, ranked as one the world’s most scientifically oriented countries, 175 42 percent of undergraduates were studying Engineering and Mathematics, compared to 21 percent in Sri Lanka. 176 While 34 percent of Sri Lanka’s undergraduates were majoring in Arts, only around 19 percent of Singapore’s undergraduates chose Humanities. A major reason that Sri Lankan graduates are unable to find jobs in the industrial sector is the mismatch between their competencies and job requirements. 177 Chapter 4 Bridging Human Development Gaps: EDUCATION 75
Figure 4.10: Distribution of University Enrolments by Subject Source: Ministry of Education of Singapore 2010. Source: University Grants Commission of Sri Lanka 2012a. Source: University Grants Commission of India. A challenge facing the university system is its ‘closed’ nature. While there is no explicit legal barrier, in practice, it is extremely difficult to invest in private universities. 178 Consequently, students who cannot enter public universities have few other options for higher education. In 2009, for example, more than 100,000 students, around 83 percent of those who qualified for university education, were forced to abandon their ambitions to study because state-funded universities could not accommodate them. 179 Those from highly affluent families opted to go to school outside Sri Lanka. Others, unwilling to sacrifice their desire for higher education and willing to pay for it, enrolled in one of around 30 degree-awarding institutions 180 affiliated with private universities outside Sri Lanka. These have gained public attention due to their high cost and questionable quality. The absence of an accreditation system for them makes it difficult to regulate their quality, and there are no proper quality assurance, control and monitoring mechanisms. As noted earlier, the government policy document ‘Mahainda Chinthana—Vision for the Future’ aims for a dynamic and modernized education system. It would help to create a knowledge-based economy by providing competencies and specialized technical skills for rapid growth and a competitive position in the global economy. Key policy priorities include: successful completion of primary and secondary education by all students; educational services designed around the needs of all children; improvements in the quality of general education and its relevance to the demands of the labour market; and the equipping of children with English and Mathematics competencies. 181 The Ministry of Education has developed a complementary policy document, ‘New Vision for Education, 2010’, that further emphasizes the need to modernize the education system. 182 In particular, the Ministry aims to enhance competencies in Science, Mathematics, English and Information Technology. Measures are already in place to move towards a competency-based curriculum and away from an 76 sri lanka Human Development report 2012
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SriLankaHumanDevelopmentReport 2012
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Sri Lanka Human Development Report
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Acknowledgements This report would
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sri lanka Human Development report
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Access to water 89 Accessibility to
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Figure 1.1: Share of GDP by Provinc
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Table 2.1 Table 2.2: Table 2.3: Tab
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CHAPTER 1 Why Revisit Regional Dime
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spreading its fruits more equitably
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Negotiations are still ongoing to f
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Box 1.1 A Selected Summary of Damag
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Other Vulnerable Groups A number of
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education financing and the distrib
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CHAPTER 2 Patterns of Human Develop
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population. It accounts for inequal
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Regional Variations in the Human De
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Map 2.1: Human Development Index 20
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Gender Inequality Index Among distr
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Comparing Districts Across Indices
Page 39 and 40: 14.5 percent in 2009-2010. As seen
Page 41 and 42: Economic Growth and Inequality Alth
Page 43 and 44: The poverty gap index, which measur
Page 45 and 46: half the headcount index. For the e
Page 47 and 48: What are the factors that push peop
Page 49 and 50: lowest incidence of both income and
Page 51 and 52: CHAPTER 3 Bridging Human Developmen
Page 53 and 54: disability of the heads of poor hou
Page 55 and 56: Infant Mortality and Under-five Mor
Page 57 and 58: and given three doses each of polio
Page 59 and 60: as the absence of illness, but also
Page 61 and 62: Box 3.2: Gender-based Violence The
Page 63 and 64: Figure 3.7: Distribution of Governm
Page 65 and 66: Figure 3.10: Medical Officers per 1
Page 67 and 68: While access to public health care
Page 69 and 70: Data on access in the Northern and
Page 71 and 72: People in Conflict-affected Areas F
Page 75 and 76: Levels)—mark the end of the senio
Page 77 and 78: Funding Education Public investment
Page 79 and 80: Figure 4.2: Distribution of Out-of-
Page 81 and 82: Male children are generally less li
Page 83 and 84: Deficits in information technology
Page 85 and 86: supports displaced children who ret
Page 87 and 88: Educational Performance: Senior Sec
Page 89: Building a Knowledge Economy Sri La
Page 93 and 94: offered by private institutions. 18
Page 97 and 98: twice the rate for the economy as a
Page 99 and 100: across geographic locations and by
Page 101 and 102: Box 5.1 Programmes to Improve Infra
Page 103 and 104: Figure 5.5: Extent (Ac) of Agricult
Page 105 and 106: towards constructing multipurpose r
Page 107 and 108: The length of national, provincial
Page 109 and 110: performs better in terms of mobile
Page 111 and 112: Technological advancements and tran
Page 113 and 114: Figure 5.12: Number of Fishers and
Page 115 and 116: CHAPTER 6 Bridging Governance Gaps:
Page 117 and 118: Figure 6.1: Sri Lanka’s Tax Reven
Page 119 and 120: When taxation becomes more visible,
Page 121 and 122: Table 6.2: The CPI: Comparing Count
Page 123 and 124: While the objective is laudable, it
Page 125 and 126: There has been progress on some ind
Page 127 and 128: to collect their own revenue throug
Page 129 and 130: the public sector in policy reform
Page 131 and 132: Table 6.6: Women in Elected Politic
Page 133 and 134: CHAPTER 7 Building on Peace, Progre
Page 135 and 136: This is a considerable task, but it
Page 137 and 138: The Ministry of Health in associati
Page 139 and 140: nationally and locally. The decline
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Notes sri lanka Human Development r
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54 World Health Organization 2001.
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amount equivalent to 8 percent of G
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Bibliography sri lanka Human Develo
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———. 2009e. Statistics databa
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Draft-13%2006%202010.pdf]. Last acc
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———. 2008c. Land Reforms in S
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Table A2: Human Development Index a
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Table A4: Income Poverty, Multidime
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Table A6: Income Poverty and Measur
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Table A8: Demography, Land and Hous
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Table A10: Infant Mortality, Under-
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Table A12: Maternal Nutrition, Tota
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Table A14: Health Awareness Percent
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Table A16: Primary Gross Enrolment
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Table A18: Government Schools and S
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Table A20: Labour Force Labour forc
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Table A22: Unemployed Population Un
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Table A24: Household Possessions Co
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Table A26: Average Distance and Tim
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Technical Note sri lanka Human Deve
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HDI= (I Life Expectancy ) 1 / 3 ×
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where MMR=maternal mortality rate;
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Multidimensional poverty headcount(
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Figure T.2: Intensity of Poverty an
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of the total deprivations of poor p
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178 sri lanka Human Development rep
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