Primary Education Reform in Sri Lanka - Angela Little's website

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Teacher Perceptions of National Policy The Grade 1 curriculum was introduced to the schools in the Gampaha District on schedule. Preparatory work to introduce the Grade 1 curriculum islandwide and the Grade 2 curriculum to Gampaha district is proceeding. Television and radio programmes to educate the teachers and the public on reforms are regularly held. Workshops for teachers on themes such as Classroom-Based Assessment and for school managers on themes such as School-Based Management are being held. There is a strong political commitment to get the educational reform under way. Both the government and other political parties have shown a keen interest in the reforms. An implementation unit was established at the MEHE to facilitate the process. Several networks have emerged between the NEC, MEHE and NIE for the same purpose. 111
Primary Education Reform in Sri Lanka 112 CHAPTER 7 PRIMARY TEACHER EDUCATION PROGRAMMES: THE PRESENT AND THE FUTURE INTRODUCTION Nihal Herath Teacher education in Sri Lanka caters to a wide range of teachers with varying professional needs. The variation in professional needs among serving teachers is due mainly to schemes of recruitment of teachers devised to solve teaching problems in schools during different periods of time. Untrained teachers of varying professional needs are teaching in the system. This affects the overall quality of teaching and generates problems for systematic teacher training. During the period 1990 to 1994 approximately 50,000 untrained teachers, with a wide range of educational qualifications and requiring educational and professional upgrading, were recruited. TEACHER EDUCATION AND TRAINING TEACHER EDUCATION AND TRAINING PROGRAMMES Teacher education and training in Sri Lanka can be classified into five main programmes: • initial training leading to a Post-graduate Diploma in Education (full time and distance), offered to graduate teachers who are in the service • initial training leading to a Trained Teacher’s Certificate (full time residential and distance), offered to non-graduates who are in the service • initial training leading to a National Diploma in Teaching (full time residential), offered to non-graduates who are not yet in the education service • professional development of trained teachers (non-graduates) leading to the Bachelor of Education (B.Ed.) degree (part-time, face-to-face and distance), offered to trained teachers (non-graduates) • teacher education programmes conducted as refresher courses for teachers who are in service. These programmes are popularly known as in-service training (INSET) sessions conducted by In-service Advisers (ISAs) of the provincial departments of education, in collaboration with the National Institute of Education (NIE). These courses are conducted locally for periods of one to five days.
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Contents List of Tables iv List of
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Teacher Demand in the Education Sec
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Table 7.4 Teachers Registered for t
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List of Figures Figure 4.1 Basic Co
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Acknowledgements The publication of
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Project, MEHE. She has published wi
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Abbreviations ADB Asian Development
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TIP Teacher In-service Training Pro
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Message from The Minister of Educat
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may lie in the absence of a clear i
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Primary Education Reform in Sri Lan
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Editor’s note CHAPTER I The Gener
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• Extending educational opportuni
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The General Education Reforms Durin
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‘ THE PRIMARY STAGE OF EDUCATION
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• Assessment The General Educatio
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The Many Splendoured Gem The fourth
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The Many Splendoured Gem that of ot
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CHAPTER 3 Towards a Distinct Identi
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Towards a Distinct Identity will be
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Towards a Distinct Identity largest
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Towards a Distinct Identity primary
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Towards a Distinct Identity working
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Towards a Distinct Identity Selecti
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Towards a Distinct Identity this so
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Towards a Distinct Identity criteri
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Towards a Distinct Identity In Type
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Towards a Distinct Identity reforms
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Towards a Distinct Identity Navarat
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Table 4.1 Curriculum and Assessment
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Curriculum and Assessment • Some
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THE LEARNING-TEACHING PROCESS Curri
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Curriculum and Assessment dealing w
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Figure 4.1 Basic Competencies: An E
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Curriculum and Assessment SPECIAL C
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Assessment of Learning Outcomes Cur
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Figure 4.3 Main Tasks for Implement
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Table 4.4 Curriculum and Assessment
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Table 4.5 Suggested Norms and Achie
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REFERENCES Curriculum and Assessmen
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Figure 5.1 PHASE DESCRIPTION The Ev
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Page 86 and 87: COLLECTION OF DATA The Gampaha Expe
Page 88 and 89: The Gampaha Experience According to
Page 90 and 91: The Gampaha Experience conducted at
Page 92 and 93: Table 5.3 Attainment of Competencie
Page 94 and 95: SUMMARY OF FINDINGS The Gampaha Exp
Page 96 and 97: The Gampaha Experience PREPARATION
Page 98 and 99: CHAPTER 6 Teacher Perceptions of Na
Page 100 and 101: COMPULSORY EDUCATION Category of te
Page 102 and 103: Teacher Perceptions of National Pol
Page 104 and 105: SCHOOL ADMISSIONS Teacher Perceptio
Page 110 and 111: GRADE 5 SCHOLARSHIP EXAMINATION Tea
Page 112 and 113: Category of teachers by school type
Page 116 and 117: video cassettes and tapes will be a
Page 118 and 119: Category of teachers by school type
Page 122 and 123: 6. Systematise the teacher transfer
Page 126 and 127: TEACHER GUIDES AND SYLLABI Teacher
Page 128 and 129: SUPPORT FROM PARENTS Teachers highl
Page 136 and 137: TEACHER EDUCATION INSTITUTIONS Prim
Page 138 and 139: Primary Teacher Education Programme
Page 140 and 141: In-service Training (INSET) Program
Page 144 and 145: Technology Primary Teacher Educatio
Page 148 and 149: Buildings Primary Teacher Education
Page 152 and 153: The Costs and Financing of Primary
Page 154 and 155: Thousands Thousands 1850 1800 1750
Page 158 and 159: Thousands 180 175 170 165 160 155 1
Page 164 and 165: Total Education Expenditure The Cos
Page 168 and 169: Table 8.9 National Government Recur
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The Costs and Financing of Primary
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The Costs and Financing of Primary
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CONCLUSIONS REFERENCES The Costs an
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Type 1AB School Type 1C School Type
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Planning, Monitoring and Informatio
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Figure 9.1 The Organisational Struc
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mid-course adjustments. Staff Meeti
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it has the capacity to do so. PROVI
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Donors and Primary Education DFID E
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Donors and Primary Education in-cou
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Donors and Primary Education develo
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Donors and Primary Education The ou
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Donors and Primary Education youth
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Donors and Primary Education long-t
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