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

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‘ THE PRIMARY STAGE OF EDUCATION BACKGROUND NOTE The General Education Reforms The principle that the first five years of a child’s life are crucial to the learning process and total personality development applies with equal force to the first five years of formal education – primary education. During these years the child must build the well recognised, five pillars of learning. • Being knowledgeable and well informed • Being practically skilled • Being disciplined • Being refined • Being able to speak well Further, under the reforms, it is expected that, in the primary school years, the child will acquire certain basic competencies. These are: • Competencies in communication • Competencies relating to the natural, social and artificial environment • Competencies in ethics and religion • Competencies relating to the use of leisure, enjoyment and recreation • Competencies in learning: learning how to learn The Presidential Task Force has recommended the following actions, which are being implemented: • Education will be child-centred, not teacher-centred. The emphasis will be on developing the child’s mind, skills, attitudes and abilities. • An integrated curriculum which incorporates the mother tongue, religion, mathematics and environment related activities will be used. • English will be used, as a means of communication from Grade I, while the formal teaching of English will commence at Grade III. Children will be encouraged also to use the other national language, in addition to their own. • Primary Education will consist of three key stages. Key Stage 1 - Grades I and II Key Stage 2 - Grades III and IV Key Stage 3 - Grade V Three elements; guided play, activity, desk work will go into each of the stages. There will be a stagewise transition in the proportions of the three elements used in the teaching/learning process. 7
Primary Education Reform in Sri Lanka At Key Stage 1, a greater part of the time will be spent on guided play learning through activities and components of activity and lesser amount of deskwork. At Key Stage 2 the three approaches will be given equal prominence, while at Key Stage 3, deskwork will dominate. Concepts relating to stabilisation of morals, inculcation of values, development of tolerance, appreciation of other social groups and cultures, and living in harmony will run as unifying threads through all three Key Stages. • At the point of entry, the teacher will engage children in a series of specially designed play items and activities, with a view to identifying each child’s capabilities at entry, as early as possible. This will help the teacher to plan the learning-teaching process according to the needs of each child. Throughout the learning-teaching process children will be assessed continuously, placing emphasis on informal methods of assessment. Towards the end of each key stage, children will be assessed to determine their levels of mastery of Essential Competencies, lists of which will be available to the teachers. This will enable teachers to assess the degree of success achieved and to take corrective measures where necessary. In order to implement the actions set out above, the Presidential Task Force has set in place a series of essential measures. These include the following; • Revision of syllabi, writing and production of text books, work books and supplementary materials 8 A general framework for the entire Primary School Curriculum has been worked out. Syllabi are being drawn up on the basis of competencies that have been identified. Primary readers, workbooks and teachers’ guides for the new syllabi are under preparation and will reach the schools at the appropriate time. For the production of supplementary reading materials, an NIE Steering Committee will be formed to select writers from among those registered with the NIE. The Steering Committee will examine books submitted, before they are approved for publication. • Pre-service and In-service Teacher Training Staff of the colleges of education and other teacher training institutes will undergo the necessary orientation for the delivery of training in respect of the new syllabi and teaching methodologies. The required teacher education curriculum modules and support materials have been developed and are being used in the pilot programme that is now on-going. Master teacher vacancies have been filled and they will be trained and will conduct in-service programmes, as required.
Page 2 and 3: Contents List of Tables iv List of
Page 4 and 5: Teacher Demand in the Education Sec
Page 6 and 7: Table 7.4 Teachers Registered for t
Page 8 and 9: List of Figures Figure 4.1 Basic Co
Page 10 and 11: Acknowledgements The publication of
Page 12 and 13: Project, MEHE. She has published wi
Page 14 and 15: Abbreviations ADB Asian Development
Page 16 and 17: TIP Teacher In-service Training Pro
Page 18 and 19: Message from The Minister of Educat
Page 20 and 21: may lie in the absence of a clear i
Page 22 and 23: Primary Education Reform in Sri Lan
Page 24 and 25: Editor’s note CHAPTER I The Gener
Page 26 and 27: • Extending educational opportuni
Page 28 and 29: The General Education Reforms Durin
Page 32 and 33: • Assessment The General Educatio
Page 34 and 35: The Many Splendoured Gem The fourth
Page 36 and 37: The Many Splendoured Gem that of ot
Page 38 and 39: CHAPTER 3 Towards a Distinct Identi
Page 40 and 41: Towards a Distinct Identity will be
Page 42 and 43: Towards a Distinct Identity largest
Page 44 and 45: Towards a Distinct Identity primary
Page 46 and 47: Towards a Distinct Identity working
Page 48 and 49: Towards a Distinct Identity Selecti
Page 50 and 51: Towards a Distinct Identity this so
Page 52 and 53: Towards a Distinct Identity criteri
Page 54 and 55: Towards a Distinct Identity In Type
Page 56 and 57: Towards a Distinct Identity reforms
Page 58 and 59: Towards a Distinct Identity Navarat
Page 60 and 61: Table 4.1 Curriculum and Assessment
Page 62 and 63: Curriculum and Assessment • Some
Page 64 and 65: THE LEARNING-TEACHING PROCESS Curri
Page 66 and 67: Curriculum and Assessment dealing w
Page 68 and 69: Figure 4.1 Basic Competencies: An E
Page 70 and 71: Curriculum and Assessment SPECIAL C
Page 72 and 73: Assessment of Learning Outcomes Cur
Page 74 and 75: Figure 4.3 Main Tasks for Implement
Page 76 and 77: Table 4.4 Curriculum and Assessment
Page 78 and 79: Table 4.5 Suggested Norms and Achie
Page 80 and 81:
REFERENCES Curriculum and Assessmen
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Figure 5.1 PHASE DESCRIPTION The Ev
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Table 5.1 Population and Sample for
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COLLECTION OF DATA The Gampaha Expe
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The Gampaha Experience According to
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The Gampaha Experience conducted at
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Table 5.3 Attainment of Competencie
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SUMMARY OF FINDINGS The Gampaha Exp
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The Gampaha Experience PREPARATION
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CHAPTER 6 Teacher Perceptions of Na
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COMPULSORY EDUCATION Category of te
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Teacher Perceptions of National Pol
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SCHOOL ADMISSIONS Teacher Perceptio
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GRADE 5 SCHOLARSHIP EXAMINATION Tea
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Category of teachers by school type
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video cassettes and tapes will be a
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Category of teachers by school type
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6. Systematise the teacher transfer
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TEACHER GUIDES AND SYLLABI Teacher
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SUPPORT FROM PARENTS Teachers highl
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TEACHER EDUCATION INSTITUTIONS Prim
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Primary Teacher Education Programme
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In-service Training (INSET) Program
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Technology Primary Teacher Educatio
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Buildings Primary Teacher Education
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The Costs and Financing of Primary
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Thousands Thousands 1850 1800 1750
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Thousands 180 175 170 165 160 155 1
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Total Education Expenditure The Cos
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Table 8.9 National Government Recur
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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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Primary Education Reform in Sri Lanka - Angela Little's website

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