EFA 2000: Literacy Assessment
Sri Lanka
EDUCATION FOR ALL: THE YEAR 2000 ASSESSMENT
COUNTRY REPORT
BY
SRI LANKA
[This is an excerpt of country report containing relevant sections on literacy and
non-formal education.]
Downloaded from Asia-Pacific Literacy Data Base (http://www.accu.or.jp/litdbase).
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EFA 2000: Literacy Assessment
Sri Lanka
Acknowledgement
The completion of this report is a result of the assistance extended and support given by
various persons and organisations to the National Committee on EFA Year 2000 Assessment.
On behalf of the National Committee I wish to thank all of them.
The following persons are specially mentioned herein with a deep sense of gratitude for the cooperation extended.
 Honourable Minister Dr. Richard Pthirana
 Honourable Deputy Minister Prof. Viswa Warnapala
 Secretary to the Ministry of Education and Higher Education, Mr. A. Andrew de Silva
My sincere thanks are extended to the following
 Statistical Unit of the MEHE
 National Institute of Education
 Department of Examinations
 UNESCO Offices in Sri Lanka, New Delhi and Bangkok
 UNICEF Office in Colombo
The services rendered by the following are praiseworthy
 Mr. Sterling Perera, Education Consultant, Mr. A.A. Navaratne, ADG, NIE and Mrs. Soma
de Silva of the UNICEF who assisted in writing the report
 Mr. P.W. Gunasekara, DE, Mr. P. Nalaka Ilapperuma, DDE and Mr. L.D. Upali, System
Analyst and Mrs.Manori Hemachandra, Data Entry Operator all of MEHE who assisted in
analysing data
 Miss. Dhammika Kariyawasam who helped in type setting the report.
This project was made a reality due to the services extended by all of them. I wish to
acknowledge their co-operation in this regard.
Prof. Lal Perera
National Co-ordinator
30.09.1999
Ministry of Education & Higher Education
Isurupaya,
Battaramulla
Sri Lanka
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EFA 2000: Literacy Assessment
Sri Lanka
Executive Summary
…..
According to the Population Census in 1981 (the last census) the male and female literacy rates
in Sri Lanka were 91 percent and 83 percent respectively. With all the attempts made during
the past to achieve universalization of primary education there is still a considerable number of
people who have not participated in the education process or a considerable number of early
dropouts from school. Making this group of people literate has posed a major challenge to the
government. Organizing literacy classes and other programmes for skill development are done
with the assistance of several organizations. The Non-formal education Department of the
Ministry of Education & Higher Education, the Ministry of Samurdhi, Youth Affairs and
Sports and the Ministry of Social Services have mainly contributed towards the provision of
non-formal type of education for adults. In addition the Non Governmental Organizations (e.g.
Sarvodaya) and private organizations (e.g. Mahila Samithi) have contributed immensely
towards achieving this objective.
Training in Essential Skills is another area that the Government obtains the assistance of
different ministries and organizations. The following activities have been performed by
different organizations offering their assistance to the government to train people for skill
development:
*
Vocational and Technical Education Commission (VTEC) had organised a vocational
guidance week from 13 - 19 in September 1999, to make the adult students aware of
the job opportunities available and the qualifications needed for such jobs. Seminars,
Workshops, Mass Media programmes were conducted to achieve this objective.
*
The Federation of Chamber of Commerce and Industry in Sri Lanka has compiled a
directory giving details of 205 jobs grouped into 18 categories in which adult school
leavers could obtain a training.
*
National Youth Services Council offers a variety of short and long term
enabling adult students to obtain a training in essential skills.
*
Social Services Department and many non-governmental organizations organize shortterm courses as non-formal education interventions for development of essential skills
in adults.
courses
Imparting of knowledge for better living is the primary purpose of education. All aspects of
formal education are geared to achieve this goal. But there is a special contribution expected
from the non-formal and informal agencies of education in this respect. Specially informal
education agencies such as Television, Radio, and Newspapers render a great service in
providing knowledge and experience for better living. The T.V. and Radio programmes and
the feature articles and news published on various themes provide new knowledge for the
people and are influential in the affective development of people which would help improve
their personalities. This would undoubtedly result in cognitive and psychological change in
people, which would in turn provide the conditions for better living.
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EFA 2000: Literacy Assessment
Sri Lanka
Part 1 – Introduction, (EFA Goals, Targets and Strategies)
….
1.1
Sri Lanka : Background Information
….
(f)
Non-formal education
Since 1970s, the Non-formal education Unit has been functioning within MEHE. Throughout the
island Adult Education Centres and Technical Education Units are established and monitored by
this Unit at MEHE. A special cadre of Adult Education Officers are entrusted with the task of
taking leadership in organising and managing activities and relevant courses in these centres
mainly to meet the needs of adults and young school leavers. Developing income-generating skills
is emphasised in some of the courses, while developing functional literacy is the major objective in
certain other courses. In addition to the courses organised by the state, several non-governmental
organisations too provide various Non-formal education Programmes including adult education.
1.2 E.F.A. Goals, Targets and Strategies
…..
According to the Central Bank data sources, in 1981 the literacy rate in Sri Lanka was estimated as
88.6 percent. The male literacy rate was 91 percent and the female literacy rate was 83 percent. By
1994 this had increased up to 90 percent. A noteworthy improvement, nevertheless, is the improvement
of the gender parity from 63 percent to 96 percent during the 50 years of independence. As regards the
outcomes of this pervasive commitment to improve education one may note several relevant indicators:
an Education Index of 0.83 and a Human Development Index of 0.704, (UN Human Development
Report, 1998), a Life Expectancy of 72.2 years, an Infant Mortality rate of 17, a Birth Rate of 1.8 and a
Total Fertility Rate of 2.2. During 1990s, however, a significant decline in the school age population
occurred, mainly as a result of continuous decline in the birth rates. This led to a shift in the emphasis
from quantitative expansion (except at the upper, secondary and tertiary levels) to quality improvement
in the education sector.
1.3 Expansion of basic education and training in other essential skills
required by youths and adults
The educational needs of the adults and children who had dropped out from school were not paid much
attention until a Non-formal education Unit was formed in the MEHE. In 1970s a special department
for non-formal education (NFED) was established and a heightened interest in adult education was
witnessed. This non-formal education unit launched several programmes for providing education in
different areas. Non-formal education has now become a part of the accepted government policy on
education. In 1992, NFED conducted four programmes for children, youths and adults. They are skill
development programmes for school leavers, literacy programmes for non-school goers and primary
school drop-outs, adult education / community education programmes and English language classes for
adults. These programmes are continuing.
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EFA 2000: Literacy Assessment
Sri Lanka
Non-formal education programmes supported by donor agencies such as UNICEF, and SIDA are also
in progress. Existing infrastructure facilities of schools are being utilised for these programmes.
A proposal to introduce an ‘Open School’ to organise courses for those who have left the formal
education system is under consideration. The framework and the curriculum are being planned by the
NIE and ready for implementation. Also a Special Department of Non-formal education is set up at the
NIE for research and development work in this field.
In the non-government sector many Social Service and Voluntary organisations conduct various types
of Non-formal education Programmes. Their main concern is about income generating activities such
as handicrafts and farming.
…..
1.6 Co-operation in EFA
…..Several external agencies have supported the education system and EFA strategies in the country.
UNICEF continues to provide long term assistance in promoting early childhood care and development
of literacy centres, and quality improvement of primary education. …..
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EFA 2000: Literacy Assessment
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…..
Part 2 - EFA Goals: Status and Trends
…..
2.4. Adult Literacy
Target : Reduction of the Adult Literacy Rate (the appropriate age - to be
determined in each country) to, say, one-half its 1990 level by the year
2000, with sufficient emphasis on female literacy to significantly reduce
the current disparity between male and female literacy rates
2.4.1. Background
The target of adult literacy seeks to assess the policy actions and measures taken in the
country to meet the learning needs of various categories of adult learners, i.e. the
population 15 years of age and above.
Adult literacy rate is defined as the percentage of the population aged 15 years and over
who can both read and write with understanding a short statement of his/her every day
life. A higher literacy rate reflects the existence of an effective primary education
system and / or adult literacy programmes that have enabled a large proportion of the
population to acquire the ability to use reading and writing with understanding in daily
life.
2.4.2 Indicator 16 : Literacy Rate of 15 – 24 years Old
Literacy rate among the 15-24 year old is suggestive of the level of participation and retention
in primary education and its effectiveness in imparting the basic skills of reading and writing.
Since the persons belonging to this age group are entering adult life, their literacy level is an
important dimension to consider in national human resource policies.
Literacy rate of 15-24 years old is defined as the number of persons aged 15-24 years who can
both read and write with understanding a short simple statement divided by the total
population in that age group. In national censuses and surveys, literacy has been measured by
asking a whether a person can read and write, with understanding. Those who declare that
they can read and write with understanding are considered literate. Literacy is measured as
declared by the respondents and not by administering a literacy test.
The literacy rate of the 20-24 year age group has changed little in the past two decades. It is
not possible to assess here whether this change is due to changes in measurement procedure or
not. The main issue is that at the end of the decade of 1990s 20 percent of the 20-24 year
population will remain illiterate.
Map No. 7 on Literacy Rate of 15 – 24 years old population shows how Sabaragamuwa and
Central provinces differ from other provinces and records a larger percentage of illiterates.
2.4.3. Indicator 17 : Adult Literacy Rate : Percentage of the Population Aged 15+
that is literate
In Sri Lanka, the adult literacy rate in 1994 is 90 percent. The NEC (1992) planned to provide
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EFA 2000: Literacy Assessment
Sri Lanka
alternative structures of schooling to give a meaningful and adequate education for drop outs
and non-starters. The non-formal education unit of the Ministry of Education & Higher
Education has been conducting literacy classes for these groups for a considerable period of
time. In 1996, 8123 children were enrolled in 422 literacy classes in the country. But these
could not cater to the entire target population. Jayaweera (1992) estimated the percentage
enrolled in literacy classes to be less than 5% of the total group needing such education.
Gunawardena (1996) in a study of a sample of literacy classes confirmed that only about 5%
of functionally illiterate children were enrolled in these classes. The latter study also reported
that on the basis of an assessment of literacy through a test, that approximately 56 percent of
the rural children and 46 percent of the urban children in literacy classes only were able to read
and write. The study found that the majority of the literacy class teachers were not adequately
professionally trained, that curriculum materials were not adequately provided or on time, that
the environment in the classes was not lively or attractive and that the attendance of the
learners was poor an irregular.
Map 7
This situation calls for an expansion of successful basic literacy, post-literacy and continuing
education opportunities for the adult population. Adequate resources and infrastructures must
be made available for such expansion. One reason for the appearant slow change in literacy is
the changing age structure of the population. The presence of larger proportion of the older
age group whose literacy levels are lower makes the overall literacy levels lower.
Map No. 8 Gives a picture on how Sabaragamuwa Province differs from other provinces in
relation to the rate of Adult Literacy
2.4.4. Literacy Gender Parity Index
Indicator 18 : Literacy Gender Parity Index : Ratio of Female to Male Literacy
Rate
The Literacy Gender Parity Index which is the ratio of female to male adults literacy rate,
measures progress towards gender equity in literacy and the level of learning opportunities
available for women in relation to those available for men. It also is a measure of the
empowerment of women in society. When the literacy gender parity index shows a value equal
to 1, female and male literacy rates are equal.
Map 8
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EFA 2000: Literacy Assessment
Sri Lanka
The Gender parity Index over the years has gone up in Sri Lanka. This is because of
the equal opportunities of access to basic education, which the Sri Lankan Education
system has offered.
Table 21 : Literacy Gender Parity Index
Year
Male
Female
LGPI
90
83
0.83
1981
1984
90
83
0.83
1999
92
88
0.96
Source : MEHE -EMIS
Figure 11: Literacy Gender parity Index, 1981, 1984, and 1994
1.00
0.95
0.90
0.85
0.80
1981
1984
1999
(N.B. The latest population statistics available is for 1981. Data gathered through
household surveys are available for 1984 and 1999. No national census has taken place
since 1981.)
At subnational level gender difference exist in districts where over all adult literacy
rate is low, such as in Nuwara Eliya and Moneragala. Such differences are also quite
prominent in marginalize groups, as seen in the following Table 22.
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EFA 2000: Literacy Assessment
Sri Lanka
Table 22 : Literacy Gender Parity Index Among Disadvantaged Groups
Rural peasant
Rural working class
Urban slums
Urban working class
Fishing community
Plantation community
Male
Female
LGPI
68
69
50
72
76
79
54
60
12
60
66
38
0.8
0.9
0.2
0.8
0.9
0.5
Source – Gunawardana et el, 1995
Figure 12: Literacy Gender Parity Index Among disadvantage Groups
1.0
0.8
0.6
0.4
0.2
0.0
Rural pesant
Rural working
class
Urban slums
Urban working
class
Fishing
community
Plantation
community
As elaborated in the above tables and figures the Study in 1995
(Gunawardena, et.al. 1995) of deprived communities has shown that the female
literacy in urban slums was as low as 12 percent and gender parity index for this group
was 0.25.
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EFA 2000: Literacy Assessment
Sri Lanka
Part 3 – National Agenda for the Future : Suggestions and Recommendations
This part would be devoted to examine policy directions adopted in Sri Lanka in relation to the
improvement within the six dimensions of EFA goals. Also this part will state briefly the steps
already taken and the future plans to be implemented.
…..
3.4
Adult Literacy
The five-year plan of MEHE includes the following actions with regard to Adult
Education to be accomplished within the period 1999 – 2003
(a).
Establishment of 1000 reading centres for adults;
(b).
Establishment of 1500 non formal technical units in 1AB schools
(c).
Provision of equipment to 1500 non-formal education units located in 1AB
schools
Provision of perishables for 1500 non formal technical training units in 1AB
schools;
Establishment of 2500 training centres for non school going children and
adults
(d).
(e).
The Non-formal education Officers employed at divisional level by MEHE will organize
literacy and skill development programmes through their Regional Learning Centres. The
NFED of MEHE has already provided guidelines to these officers as to how these programmes
should be organized. The NFED re-emphasized their philosophy and line of action with regard
to adult literacy on the Literacy Day on 8th September 1999 by declaring a programme for
admission of non-school goers and dropouts into the formal education system. This
programme envisaged the identification of such children and promoting parents to send them
to the formal school. Another significant trend evident in
this regard was the initiation made by the Ministry of Youth Services and Sports to promote
such children to enter the formal education system. This Ministry with the assistance of the
Samurdhi Authority (a programme for alleviation of poverty) and the Samurdhi animators
launched a programme to identify these children and provide them with necessary materials
and equipment to motivate them to join the formal school. This programme which was
accompanied by an extensive mass media campaign will be continued in the future with the
support of the MEHE. The Ministry of Social Services is another agent that looks after adult
literacy programmes. The literacy and skill development projects conducted by the Ministry of
Social Services will be continued without disturbance.
3.5
Training in Essential Skills
Training in essential skills has different dimensions. The Vocational Guidance week
held from 13th to 19th September 1999 focussed its attention on the very important
aspect of vocational training. This programme was launched by the Ministry of
Vocational Training with the assistance of the Vocational and Technical Education
Commission. The programme was supported by Mass Media. A series of Radio and
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EFA 2000: Literacy Assessment
Sri Lanka
TV programmes highlighted the significance of vocational training and identifying a
vocation that suits an individual. This programme was an idea proposed by the
Presidential Task Force on Vocational Training.
The Vocational Training Authority of Sri Lanka has identified Vocational Training
Programmes for school leavers at two levels. Level one includes programmes for
children who leave the school after the G.C.E. (O.L) examination. These programmes
are meant for adult students of 17 – 25 years old. Duration of these courses ranges
from six weeks to four years. The list of training programmes include the areas such
as Commerce, Management, Marketing, Engineering, Science, Arts, Languages,
Computer, Law, Agriculture, Teacher Education and Garments and Apparel Level two
is meant for adult
students who leave the school after G.C.E. (A.L) examination. These programmes are
meant for adult students in the age range of 17-30 years. Duration of these courses
extend from four months to four years. These training programmes are meant for
Electricians, T.V & Radio mechanics, Refrigeration and A.C mechanics, Motor
mechanics, Lathe operators, Fitters, Welders, Carpenters, Masons, Computer operators,
Hotel crews, Gem and jewelry craftsman, Tailors, Health workers, Clerks, Typists,
Artists and Printers.
The National Youth Council of Sri Lanka (NYSC) an organization established for
youth activities has organized a series of programmes to provide vocational training
and vocational opportunities for youths. These programmes can be categorized under
06 main objectives :
(A).
Providing vocational guidance to youths. To achieve this objective
it has organized the following :
(a).
(b).
(c).
(d).
(B).
Providing opportunities to identify alternative jobs or income
generating sources. The following activities are organized to
achieved the above objective
(a).
(b).
(c).
(d).
(C).
National Vocational Information Centres
District Vocational Information Centres
National Level Job Fairs
District Level Job Fairs
Establishing 20 Regional training centres
Establishing 04 National training centres
Launching awareness programmes
Conducting orientation programmes
Developing Business Enterprises belonging to youths
The following are the activities organized to achieve the above
objective :
(a).
Broadening small Business Enterprises
(b).
Establishing a net work of youth business enterprises
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EFA 2000: Literacy Assessment
(D).
(E).
(F).
Sri Lanka
(c).
Establishing a Technical School for students interested in business
(d).
Introducing Business Counselling Service
(e).
Broadening loan facilities for youths
Providing business counselling for school leavers
The following are the activities organized in this regard
(a).
Holding vocational guidance programmes for school children
(b).
Holding a national youth counselling week
Establishing inter-institutional relationships to facilitate provision of
jobs. Activities organized to achieve this objective are as follows :
(a).
Establishment of a unit for coordination of the activities of such
institutions
(b).
Establishment of a Human Resource Reserve and Job Information
Bank
Reorganizing youth cooperatives (NYSCO)
In order to reach the above objective the following steps are taken :
(a).
(b).
(c).
(d).
(e).
(f).
Establishment of District Banks
Establishment of Sales Units
Holding fairs
Establishing unified companies with the assistance of youth Co-operative
societies
Establishing youth cooperative banks
Establishing a foundation for small business development
The Department of Technical Education and Training (DTET) extends its services through 36
Technical Institutions. It conducts certificate courses in Business Studies, Technical Courses
and Trade Courses. The Sri Lanka Institute of Advanced Technical Education conducts
courses in Engineering, Accountancy, Commerce and Agriculture.
The Vocational Training Authority conducts 92 courses during the year. The National
Apprentice and Industrial Training Authority will conduct their 180 courses continuously in
future. New courses in the area of Hotel and Tourism, Textile and Garments, Construction,
Gem and Jewellery, Information Technology, Computer Training Printing etc., will be
introduced anew (Central Bank Report – 1998) The Federation of Chambers of Commerce
and Industry in Sri Lanka has prepared a Career Guidance Directory which provides very
important information to adult students who leave school after completing G.C.E. (O.L) and
G.C.E. (A.L) examinations. This is a comprehensive document that would provide better
information of the various options available for developing a suitable career path and for those
wanting to up grade their skills. It also helps parents and counsellors in directing youth to
identify a suitable career. The Directory has grouped 205 jobs under the following 18
categories :
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EFA 2000: Literacy Assessment
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
Sri Lanka
Managerial and Management Related Occupations
Engineers, Surveyors and Architects
Natural Computer and Mathematical Scientists
Lawyers, Social Scientists and Social workers
Teachers, Librarians and Counsellors
Health Diagnosing and Treating practitioners
Health Co-workers
Health Technologists and Technicians
Writers, Artists and Entertainers
Technologists and Technicians other than Health
Marketing / Sales occupations
Administrative Support Occupations
Service Occupations
Agriculture, Forestry, Fishing and Related Occupation
Mechanics and Repairers
Construction Trades
Production Occupations
Transportation Occupations
This Directory gives details about working conditions training and other qualifications
required for the jobs listed.
3.6
Education for Better living
More responsibility of providing Education for better living will rest on Informal
Education Agencies. In this context Radio, Television and Newspapers will play a
major role. The mass media programmes that are aimed at developing knowledge,
skills and attitudes needed for better living are of three kinds. They are programmes
for development of knowledge, development of personality attributes and programmes
for development of skills. Radio and Television programmes on basic health habits
are frequent. Special mass media programmes related to HIV, Polio and other
dangerous diseases such as Dengue Fever, Filaria, Malaria, Dysentery etc. are playing
a major role in educating for better living. Environmental pollution and conservation
are themes that frequently discussed in mass media programmes. Family planning
programmes launched by the Health Department is another attempt of educating
people for better living. Many programmes aim at developing personality and
attributes of people, which ultimately lead them for better living. Dramas, Musical
programmes, Feature programmes, Religious programmes contribute to development
of positive personality characteristics which promote the quality of living environment.
Various competitions such as, Cycle Races, Art festivals, Sports festivals, New Year
festivals are some of the programmes organized by Mass media leading to
development of certain skills which may be essential for better living.
In Sri Lanka the use of electronic and print media for educational purposes have been
widened during the last decade. By 1999 eight Television channels are in operation.
Seven Radio Broadcasting Services are functioning. Each of these services has
special education service programmes. These programmes are of two types. One is
curriculum based and the other is based on general themes on education. There is a
special unit at the NIE which is involved in educational media programmes. This unit
is accomplishing activities such as script writing, production of programmes and
arranging broadcasts and telecasts. In this respect Sri Lanka Rupavahini Corporation
and Sri Lanka Broadcasting Corporation which are government services play a major
role. In producing educational programmes these two services prepare timetables of
their programmes and send them to schools. School heads are supposed to arrange the
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EFA 2000: Literacy Assessment
Sri Lanka
school activities to suit T.V. and Radio programmes and make provision for students to
watch and listen to them. Often special discussion programmes are arranged to
educate the general public on matters related to education. In newspapers, special
features are arranged on educational issues and problems.
Discussions and debates on themes of interest in education which appear in mass
media help the general public themselves understand various aspects related to the
educational activities carried out in the country. Health and agriculture are two other
Ministries which are engaged in fulfilling tasks that eventually help improve the
quality of life of the general public. Education is the principal agent in increasing the
quality of life of the people. In the present context, the Ministry of Youth Affairs and
Sports and the Ministry of Social Services have taken hand in hand with the Ministry
of Education & Higher Education in launching programmes to educate the general
public as well as the students for better living. For instance the Samurdhi programme
meant for improving the quality of life and the non-formal education programmes
arranged by National Youth Services Council (NYSC) for adult education are such
attempts leading for better living. In addition, the NYSC has launched many other
programmes such as Performing Arts, Computer literacy, Beauty culture etc, that lead
to improvement of knowledge and skills needed for better living.
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EFA 2000: Literacy Assessment
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Abbreviations
ADB
ADE
ADG
DE
DDE
DFID
DOE
ECCD
EFA
EMIS
ESCAP
GCE (O/L)
GCE (A/L)
GDP
GER
GNP
GTZ
LGPI
MEHE
MLA
MPPE
MTIP
NA
NAITA
-
NATE
NCOE
NER
NEC
NFED
NGO
NIE
NYSC
PDE
PEPP
PME
PMP
PSEDP
PTR
RR
SBA
SIDA
TETD
UGC
UNESCO
-
UNICEF
-
Asian Development Bank
Assistant Director of Education
Assistant Director General
Director of Education
Deputy Director of Education
Department for International Development
Department of Examinations
Early Childhood Care and Development
Education for All
Educational Management Information System
Economic and Social Co-operation for Asia Pacific
General Certificate of Education (Ordinary Level)
General Certificate of Education (Advanced Level)
Gross Domestic Product
Gross Enrolment Rate
Gross National Product
German Agency for Technical Co-operation
Literacy Gender Parity Index
Ministry of Education and Higher Education
Monitoring Learning Achievement
Master Plan for Primary Education
Medium Term Investment Plan
Not Available
National Apprentice and Industrial Training
Authority
National Authority on Teacher Education
National College of Education
Net Enrolment Ratio
National Education Commission
Non-formal education Department
Non Governmental Organisation
National Institute of Education
National Youth Services Council
Provincial Director of Education
Primary Education Planning Project
Provincial Ministry of Education
Primary Mathematics Project
Plantation Sector Education Development Project
Pupil Teacher Ratio
Ready Reckoner
School Based Assessment
Swedish International Development Agency
Teacher Education and Teacher Deployment
University Grants Commission
United Nations Education, Science and Cultural
Organisation
United Nations Children’s Fund
15