Home 
Publications Catalog Online Publications ADB Review Article
Switched On
|
Since independence in 1948, Sri Lanka has provided all children with free primary, secondary, and tertiary education, producing literacy levels of 92%, and primary school enrollment of 95%. This is a major achievement in a region where 25% of children are not even enrolled in primary school, and remarkable considering Sri Lanka's education system has been held back by decades of underfunding and 20 years of civil conflict.
However, though the island nation's graduates can read, many lack knowledge and adequate skills in information and communication technology (ICT), science, mathematics, and English language on which many economies thrive. By 2004, unemployment among those with advancelevel qualifications was around 18%.
Sri Lanka spends only about 2.8% of its gross domestic product on education, compared with a 3.5% average in the rest of Asia.
In the last few years, with help from two ADB—supported projects, Sri Lanka's government has begun to put things right. The Secondary Education Modernization Project (SEMP)—the first phase of which was completed on schedule in June 2006 and the second phase begun under a $35 million ADB loan—has already established computer learning centers, improved and expanded the number of schools offering a full curriculum for the first time in decades, and provided extensive teacher training.
The second phase will upgrade about 1,100 target schools not supported under SEMP and provide system—wide support to all 2,300 secondary schools.
Of 1,000 computer learning centers established in different schools, nearly 700 did not even have electricity
Project management can already point to improved student performance since the start of the first phase, although they caution that it is difficult to pinpoint one single factor for that improvement. Nonetheless, they say that the first phase of SEMP underscores the importance of such things as computer—based and activitybased learning systems, private sector involvement, decentralized management and school—based assessment systems for improving student performance.
Work began from scratch in 2001. "At the time we went into the system around the year 2000, only about 15–20 schools in highly urbanized environments had information and communication facilities open for kids. So we went into an almost total vacuum," says Anura Dissanayake, Project Director with the Ministry of Education.
Of 1,000 computer learning centers established in different schools, nearly 700 did not even have electricity. As Mr. Dissanayake pointed out, the school day ended at 2 p.m., and computer technologies were simply not on the agenda.
Education in Sri Lanka is free in government schools, which make up about 94% of the total, and in state—run tertiary institutions. About 10,000 government schools educate around 4 million students, but low investment means disparities in quality, leaving young people poorly qualified to fill the demands of the skilled—labor market.
SEMP's goal is to help young people graduate with useful knowledge and skills to compete in and benefit from modern society and economy. Generally, it aims to improve the quality of secondary schools through modern teaching methods and assessment, with a focus on ICT to improve learning to increase educational opportunities for poor students; and improve the delivery of educational services.
Among its myriad components, the project management considers one of its major successes to be the establishment of 1,000 computer learning centers in schools around the country—about 200 more than originally planned—and nearly 2,200 multimedia units, equipped with televisions, video cassette recorders, screens, whiteboards, and cassette players. The aim was for effective training and learning facilities covering all of Sri Lanka.
Computer learning centers are critical for connecting schools to the vast resources of the online world and the array of new teaching and training resources available for computer users. An independent assessment of the program showed that as of May 2006, 1,006 rooms had been converted or constructed for the centers, with 10–20 computers per room, including printers and other equipment and air—conditioning; 980 were operational.
An agreement between SEMP and Sri Lanka Telecom helped provide 1,200 schools island—wide with broadband internet access. "Already 400 schools are connected and, by 31 August, we will have 1,200 schools on the net," says Mr. Dissanayake.
"For every 100 students through our system, 70% were failing. We wanted to lower that to 50% (about 1 million) by 2007"
Anura Dissanayake, Project Director, Sri Lankan Ministry of Education
Through its work with the telecommunications provider, he says, the project has encouraged the extension of internet access into remote communities where it might have been slower to arrive otherwise.
Training of teachers and principals was given full consideration. Through an "e—citizen guide," 1,398 principals were trained in basic computer—related skills. Some 23,960 teachers were trained using the International Computer Driving License courseware. According to an independent assessment, both numbers are on or close to target.
SEMP also harnessed the potential of the private sector in its teacher and student training. A Microsoft—sponsored competition offered 40 cash prizes for teacher and student—developed education software, and helped the education ministry train another 10,000 teachers. And in December 2005, Intel Chairman Craig Barrett visited Sri Lanka to sign a memorandum of understanding to train 100,000 teachers in computer education and in facilities management.
The private sector is seen increasingly as a valuable source of funds and ideas for getting resources to the people who need them, in particular, through public—private partnerships. Indeed, such arrangements, which can take many forms, can provide an effective means for reaching the poorest members of society (see The Benefits of Going Private).
Another SEMP success was the expansion of the Sri Lankan curriculum. The project provided materials designed to promote activity—based learning, teaching and evaluation, and application of knowledge; and incorporated them into the senior secondary curriculum in science, mathematics, environmental studies, technology, commerce, and English.
It provided textbooks in ICT for O—level students, information technology for students at more advanced levels, and CDROMs for both levels. Books in Sinhala and Tamil were provided in a range of subjects, including mathematics and social studies.
SEMP also began introducing a full, modernized curriculum in more schools, including English medium instruction in about 300 schools for the first time in many decades. While Sri Lanka has an extensive network of schools, senior secondary science education, for example, is offered in only 20% of schools. Three years ago, just 550 Sri Lankan secondary schools offered a full range of courses.
By mid—2006, that number had increased to more than 650 schools and, by 2009, according to Mr. Dissanayake, "we should have 750 schools providing full curriculum at the advanced level. This is a breakthrough; the number was static since 1960."
In particular, by making a full curriculum available in more rural areas—no easy task in Sri Lanka where some areas remain difficult to staff and service due to ongoing civil unrest—the project is improving access to quality education for poor and remote students.
Meanwhile, stipends are being used to try to increase rural students' educational opportunities. As in many Asia and Pacific countries, Sri Lanka's rural young are often tempted to leave school early to help on the family farm. In Sri Lanka, the dropout rate rises markedly after grade 9.
To keep students in school, the project introduced stipends for 50,000 talented but disadvantaged students in rural and other areas. Scholarships have been promoted and received support from companies such as Microsoft and Redhat.
The project also successfully launched school—based assessment to complement the national examinations system and better monitor performance.
Through publicity campaigns, the government helped "sensitize" employers to the implications of school—based assessment. "Now when they call, they not only look at the national certification, but they also like to take into account the schoolbased assessment marks," says Ariyaratne Hewage, Secretary, Sri Lankan Ministry of Education.
School—based management, introduced system—wide in phase one of SEMP, was more controversial, says Mr. Hewage. Introduced to decentralize control of the school development to a board that includes principals, parents, community members, senior students, and others, he says it raised concerns that the private sector was creeping into school management.
After consulting with the concerned parties, the name was changed to Programme in School Improvement, with a categorical assurance that no private companies would be represented on the board.
"All of it helped break the traditional classroom learning environment. Teachers now have to be better; kids have to listen and cannot just sit back and play"
Anura Dissanayake, Project Director, Sri Lankan Ministry of Education
Originally, SEMP's goal was to see an additional 1 million students pass their Olevel exams. At the time of design in 1999, about 31% were passing the exams to enter advanced levels. "For every 100 students through our system, 70% were failing. We wanted to lower that to 50% (about 1 million) by 2007," says Mr. Dissanayake. In the 2004 results, he says, the pass rate was 46%, putting the target in sight.
He was cautious not to attribute the gain to any one factor, but pointed out that in the past, in science and mathematics, or English, for example, the system was using the "blackboard—and—chalk" method of teaching.
Using computer—based and interactive methods, the teachers enhance their performance and more students become involved in lessons. The multimedia units also helped. "All of it helped break the traditional classroom learning environment. Teachers now have to be better; kids have to listen and cannot just sit back and play," says Mr. Dissanayake.
Further testament to the strength of SEMP, he says, is that it has survived through three governments. In its second phase under the new loan, it will continue to expand its programs.
Go back to current issue
© 2008 Asian Development Bank Privacy | Terms of Use |
 Top of page |