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NEW REFORMS IN SRI LANKA--A NOTE OF INFORMATION In 1981, the government of Sri Lanka published a fresh set of proposals for educational reform.* In explaining the need for reform, the Introduction baldly identifies the state's own agencies as prime culprits in the distortion of educational processes. By using examination results as the first criterion of employment and by steadily raising the qualifications demanded, they buttressed "the crippling influence of examinations" (p.i). "What gets most attention is subject matter that can be tested at national level written examinations. What tends to be neglected are other, equally if not more important aspects of the curriculum such as content of local relevance and practical subjects" (p.ii). The main proposals of the reform are (A) 11 years of open access Primary (5), Junior Secondary (3) and Senior Secondary (3) schooling, ,with neither selection nor streaming by ability. However, people may leave at the end of Junior Secondary School with a certificate obtained by an examination set partly by the national authorities, (for First Language and Mathematics), and partly by the schools, (p. 4). (B) After open access, bifurcation by selection occurs. Those "with a strong academic aptitude" (p.iii) may spend 2 years preparing for a university. (C) The majority with other aptitudes may enter either work or the Tertiary Education Sector of Professional, Technical and Agricultural Courses and the Open School. This last will organise, on the one hand, education for those in employment or out of school and, on the other, support for those leaving education to enter employment. the 2 year preparatory course or Collegiate Level. However, a proportion of places will be reserved ,for those in employment. The Open University will also cater for those in employment and will initially emphasise courses to meet urgent manpower requirements. (E) For selection at the end of open access, "Performance at the General Certificate of Education (G.C.E.) examination will be the basic criterion. There will in addition be other selection instruments as are necessary for specific courses." (p. 12). Selection to the Universities will be based on performance at the University Entrance Examination, open only to those selected for the 2 year Collegiate- level course and completing the second year (Grade 13). The University preparation course will include practical and work experience. "However, the marks or grades obtained in this will not be im:luded for selec- tion purposes" (p. 14). (F) The school system and teaching service will be reorganised in order to allocate and utilise resources more equitably and efficiently and to encourage teachers to develop commitment to their profession and their schools. Whether there will be any changes in the qualifications for employment with state agencies is not mentioned. However, "Participation in Work Experience Programmes will be recognized as an additional qualification for entry to institutes of higher education or avenues of employment in the public sector". (p. 8). There will also be "Pupil Performance Profiles" documenting development and attainment in all subjects in the curriculum, under "three columns to indicate the modes of testing,- National level, District level and Cluster/School level. The Profile will also give other data which would be useful for prospective employers." (p. 6). (D) The Universities will emphasise academic exellence and select most of their students from Editor * Sri Lanka Ministry of Education in collaboration with the Ministry of Higher Education and the Ministry of Youth Affairs and Employment. Education Proposals ]or Re[orm: General, University and Tertiary (Vocational, Technical and Profes- sional), Colombo, 1981 81

New reforms in Sri Lanka—A note of information

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NEW REFORMS IN SRI LANKA--A NOTE OF INFORMATION

In 1981, the government of Sri Lanka published a fresh set of proposals for educational reform.* In explaining the need for reform, the Introduction baldly identifies the state's own agencies as prime culprits in the distortion of educational processes. By using examination results as the first criterion of employment and by steadily raising the qualifications demanded, they buttressed "the crippling influence of examinations" (p.i). "What gets most attention is subject matter that can be tested at national level written examinations. What tends to be neglected are other, equally if not more important aspects of the curriculum such as content of local relevance and practical subjects" (p.ii).

The main proposals of the reform are

(A) 11 years of open access Primary (5), Junior Secondary (3) and Senior Secondary (3) schooling, ,with neither selection nor streaming by ability. However, people may leave at the end of Junior Secondary School with a certificate obtained by an examination set partly by the national authorities, (for First Language and Mathematics), and partly by the schools, (p. 4).

(B) After open access, bifurcation by selection occurs. Those "with a strong academic aptitude" (p.iii) may spend 2 years preparing for a university.

(C) The majority with other aptitudes may enter either work or the Tertiary Education Sector of Professional, Technical and Agricultural Courses and the Open School. This last will organise, on the one hand, education for those in employment or out of school and, on the other, support for those leaving education to enter employment.

the 2 year preparatory course or Collegiate Level. However, a proportion of places will be reserved ,for those in employment. The Open University will also cater for those in employment and will initially emphasise courses to meet urgent manpower requirements.

(E) For selection at the end of open access, "Performance at the General Certificate of Education (G.C.E.) examination will be the basic criterion. There will in addition be other selection instruments as are necessary for specific courses." (p. 12). Selection to the Universities will be based on performance at the University Entrance Examination, open only to those selected for the 2 year Collegiate- level course and completing the second year (Grade 13). The University preparation course will include practical and work experience. "However, the marks or grades obtained in this will not be im:luded for selec- tion purposes" (p. 14).

(F) The school system and teaching service will be reorganised in order to allocate and utilise resources more equitably and efficiently and to encourage teachers to develop commitment to their profession and their schools.

Whether there will be any changes in the qualifications for employment with state agencies is not mentioned. However, "Participation in Work Experience Programmes will be recognized as an additional qualification for entry to institutes of higher education or avenues of employment in the public sector". (p. 8). There will also be "Pupil Performance Profiles" documenting development and attainment in all subjects in the curriculum, under "three columns to indicate the modes of t e s t i n g , - National level, District level and Cluster/School level. The Profile will also give other data which would be useful for prospective employers." (p. 6).

(D) The Universities will emphasise academic exellence and select most of their students from Editor

* Sri Lanka Ministry of Education in collaboration with the Ministry of Higher Education and the Ministry of Youth Affairs and Employment.

Education Proposals ]or Re[orm: General, University and Tertiary (Vocational, Technical and Profes- sional), Colombo, 1981

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