F R A M E OF REFERENCE FOR A STUDY ON THE INITIAL AND CONTINUING EDUCATION OF TEACHERS

A . Explanatory note on the studv

Background information on the study

1. O f the different topics identified by the Joint Committee*at its Fifth Ordinary

Session in 1988 ( C E A R T / V / 1 9 8 8 / 5 ) as studies to be carried out by U N E S C O on

.' topics that it felt needed to be examined more thoroughly, three are of direct

concern to U N E S C O : .

(i) the lack of qualified teachers and the resort to non-qualified staff;

(ii) the training of teacher educators;

(iii) the continuing education of teachers.

2 . Since any one of these topics has bearing on the others, U N E S C O proposes to

undertake a number of consolidated country case studies, covering the three topics,

within a broad title: "The initial and continuing education of teachers". It is

expected that the study will throw light on the extent to which relevant anieles of

the Recommendation are being applied. It will also help provide an insight into the

current state of teacher education programmes and a better understanding of the

further education and training needs of teachers on the threshold of the 21st century.

3. The study should give due attention to issues and problems relating to all

aspects of the education of w o m e n teachers, in particular gender role and balance,

and of teachers of minority groups and other categories of society requiring special

education.

4 . It should be noted that:

(i) the term "teachers" in the title proposed for the case studies is used in a

generic manner to cover also teacher educators, school principals, as well

as directors of teacher training institutions, inspectors/supervisors and

auxiliary staff;

(ii) the term "initial education" covers pre-service training of student teachers

in order to qualify them to enter the profession;

(iii) the term "continuing education" refers to the further education of teachers

and includes all forms of in-service training throughout the teacher's

career. It also includes self-education as pointed out by the Joint

Committee in its special session in 1985 ( C E A R T / S P / 8 5 / 7 ) .

5. In order to facilitate the use of terminologies, relevant pages of the U N E S C O

International Standard Classification of Education ( ISCED)* will be made available

* Joint ILO/UNESCO Committee of Experts on the Application of the Recommendation concerning the Status of Teachers (Cf. Report CEART/SP/1991 /12 , Annex 3)

Annex 3 /2

to the members of the working group responsible for preparing each case study.

Working methodology

6. Studies will be carried out in a selected cross-section of countries (15 or more,

depending on resources and the willingness of countries to conduct such a study).

The countries will be selected with a view to geographical, socio-cultural and

economic balance, and to obtaining a more global perception of the situation in

regard to the lack of qualified teachers, the training of teachers educators, and the

continuing education of teachers. Studies done by other United Nations agencies

will also be used in the preparation of the Joint Committee's reports.

7 . Each country case study will be prepared by a working group, composed of

representatives of government and private institutions as well as teachers'

associations. These persons will be chosen for their high competence and

professional experience by the coordinating body in the country identified by

UNESCO.

8. U N E S C O (Division of Higher Education and Research ( E D / H E P ) ) will

monitor the preparation of the case studies with the cooperation of the respective

U N E S C O field officers and U N E S C O National Commissions. The Joint

Committee has asked up to three of its members to act in an advisory capacity as

necessary to the U N E S C O Secretariat in carrying out the task. In general, these

studies will be available for discussion prior to their consideration by the Joint

Committee.

9. The international non-governmental organisations ( N G O s ) of the teaching

profession having consultative status (A) with U N E S C O notably, the World

Confederation of Organizations of the Teaching Profession ( W C O T P ) , the World

Federation of Teachers' Unions ( W F T U ) , the International Federation of Free

Teachers' Unions (IFFTU) and the World Confederation of Teachers ( W C T ) , have

agreed to collaborate by proposing names of their representatives in the selected

countries to serve in the working groups, and by providing them technical support

as necessary.

1 0 . In each case study relevant country reports and studies on the three topics

mentioned under paragraph 2 should be taken into consideration by the working

group.

International Standard Classification of Education Abridged edition. U N E S C O , Division of

Statistic on Education, Office of Statistics, E D / B I E / C O N F I N E D . 3 5 / R e f . 8 , Paris, July 1975.

Annex 3/3

B . Draft Table of Contents

Introductory Remark:

The following table of contents has been prepared with a view to providing

guidelines and ensuring the comparability of qualitative and quantitative information

from the various countries. It is understood that the proposed table will be

interpreted in the light of the respective national contexts.

PART ONE - GENERAL INFORMATION O N THE SCHOOL SYSTEM A N D O N TEACHER TRAINING

1. The school system

2 . Gender role and balance

3. The teacher training institutions

3.1 number and types of institutions, their location and distribution

3.2 the place of n e w information and communication technologies and their

role in teacher education

3.3 material, human and other resources available to the above institutions

3.4 their financing and management

3.5 responsibilities of other institutions including universities

3.6 specific cases of the private system (or systems)

4 . The initial and continuing training of teachers

4.1 training structure

4 .2 criteria for admission to initial training courses; implications, if any, for

w o m e n

4.3 duration of initial training according to categories of teachers

4 .4 regulation of initial training (compulsory or not ?)

4.5 student teacher enrolment over the past 5 years. N u m b e r of teachers

certified to enter the profession over the same period. Break down by

gender in both cases

5. The content of initial and continuing teacher education programmes

5.1 syllabuses

5.2 content ratio between (i) professional subjects and general education

subjects; (ii) theory and practice in professional studies

5.3 n e w curriculum areas

5.4 research and experimentation in education

5.5 examination and assessment systems

Annex 3 /4

6. Special cases wherein various specialists participate in the initial and

continuing education of teacher educators

PART T W O - UNQUALIFIED OR UNDER-QUALIFIED TEACHERS

1. Criteria for assessing qualification

2 . The shortage of qualified teachers. Reasons for this shortage

3. The percentage of unqualified and under-qualified teachers among the overall

teaching population. Proportion of w o m e n teachers in this category

4 . Distribution within the school system (levels and subject areas)

5. Provisions for their up-grading

5.1 continuing education organizational aspects, training methods and

syllabuses, including distance education

5.2 participation by various categories of educational staff in the continuing

education and training

5.3 consequences and implications of in-service training

PART THREE - TRAINING OF TEACHER EDUCATORS

(This section will also cover aspects of the training of school principals,

directors of teacher-training institutions, and inspectors/supervisors)

1. The profile of a teacher educator

2 . Gender role and balance in relation to teacher educators. Breakdown by levels

of responsibilities

3. Institutions providing specialized training (if any)

4 . The training structure

5. Training objectives and syllabuses

6. The level of initial preparation for the teacher educator; implications for

w o m e n

7 . The experience required (classroom, school/institution, organization and

management)

8. The recruitment and selection of teacher educators; implications for w o m e n

9. The role of research

10. The status of teacher educators as a determining factor in their effective

participation in the initial and in-service training of teachers

Annex 3/5

PART FOUR - GENERAL REMARKS

1. This section is designed to provide a comprehensive survey of-the information

gathered, including:

(a) the main points of a diagnosis of the present situation with respect to the

three main topics discussed in the study:

(i) the lack of qualified teachers and the resort to non-qualified staff;

(ii) the training of teacher educators;

(iii) the continuing education of teachers;

(b) a brief description of possible measures to improve the situation

observed, if it is unsatisfactory.

2 . It would also be useful to state whether:

(a) such a study would be helpful in allowing the authorities concerned to

understand better teacher training needs and to devise measures aimed at

improving the status of teachers;

(b) if this study has deepened understanding of the 1966 Recommendation,

with particular emphasis on the scope and procedures for implementing

provisions relating to the initial and in-service training of teachers

(Chapters IV and V ) ;

(c) there are other specific areas of the Recommendat ion that would usefully

be studied in depth;

(d) the provisions relating to Chapters I, II, III, IV, V and VI of the 1966

Recommendation are still valid. If they are not, determine which ones

require updating, in the light of changes observed in education since

1966 and their impact on the n e w roles and responsibilities society has

placed on teachers.

3. Input is sought only on those provisions of the Recommendation falling within

the competence of U N E S C O

4 . Other observations (to be specified)

INITIAL AND CONTINUING EDUCATION OF TEACHERS

SRI LANKA CASE STUDY

epared by a Study Team selected by T í j."he Ministry of Education & Higher Education

with technical assistance from The Division of Higher Education and Research

U N E S C O Head Quarters Paris.

CONTENTS

PAGE

Preface

Chapter I -

Sri Lanka in Perspective - Education in Development 01

Chapter II -

Strategies, Modalities and Practices currently Adopted. 15

Chapter III -

Relevant Theoretical Constructs and Related International Experiences. 30

Chapter IV -

Conclusions and Recommendations. 37

Annex -

Table 1 - List of Teachers' Colleges. 42

Table 2 - List of Colleges of Education. A3

Table 3 - Enrolment in Teachers' Colleges. 44

Table A - Enrolment in Colleges of Education. A4

Table 5 - Distance Education-Enrolment and Output Data 45

Bibliography 46

PREFACE

The Sri Lanka case study was commissioned by UNESCO to cover the broad areas under initial and continuing education of teachers. The three topics that it felt needed to be examined intensively were;

i. the lack of qualified teachers and the resort to less-qualified personnel.

ii. the training of teacher educators. iii. the continuing education of teachers.

It is to be noted that in this study, the term "teachers" is used in a generic manner to cover also

teacher educators, school principals as well as directors of teacher training institutions, inspectors/supervisors and auxiliary staff,

the term "initial education" covers pre-service training of student teachers in order to qualify them to enter the profession and,

the term "continuing education" refers to further education of teachers and includes all forms of in-service training throughout the teacher's career.

Guidelines for the scope of the study were provided by UNESCO in its frame of reference. The Study Team found these very helpful and used them as a guide as far as it was possible to fall in line with the local needs and in the national context.

While intensive work was done in referring various reports and obtaining feedback and information from the Education Authorities, the draft studies were placed before an assembly of Principals, Lecturers, .Teachers and Education Officers. The drafts were revised by the Study Team in the light of their suggestions.

The Study Team wishes to place on record its deep appreciation of the assistance given to it by the Secretary, Ministry of Education and Higher Education and other officials of the Ministry, and all the principals, teachers, teacher educators who were good enough to contribute their views.

In conclusion, I would like to express my sincere appreciation of the very hard work done by the other members of my Team comprising.

Mr. U.S.P. Senaratne Mrs. S. Rajapakse Mr. K.K.V.S. de Silva Mr. W.S. Perera Mr. S.B. Thoradeniya

We present this report to UNESCO hoping that it will be productive in the development of Teacher Education in the country.

George Mendis, 'Isurupaya1, Battaramulla, Team Leader. Colombo, Sri Lanka. 1992.11.14.

CHAPTER I

SRI LANKA IN PERSPECTIVE - EDUCATION IN DEVELOPMENT

Introduction

Sri Lanka is a country in the South Asian region comprising 30,000 villages with a population of 17.5 million, of whom 70% are from the rural areas. The population growth rate has decreased from 2.1% to about 1.1% during the present decade. Economically the country is placed among the less developed poverty-stricken countries. However the economic growth rates are expected to develop from 3% to about 8% by the year 2000. The place of Education and Training of the future man-power, presently in the schools, is being viewed with interest to ensure success of the present trends on Agro-Industrial production drives, and the poverty-alleviation programmes and self-employment efforts through Human Resource Development. It is in this light that the State regards education for rapid results as a valuable investment in National Development.

Education is considered paramount in the preparation of young people-especially the young school-going children due to enter the 'World of Work' and be the most productive, economically active work force in the 'peoplised' ventures. As such "School Programmes" have to be revamped for on-going socio­economic and cultural development.

If the school is to deliver the goods the most important 'midwife' in the delivery programme-the TEACHER-needs to be identified, trained and motivated to take charge of those in school and out of school.

It is in this strain that the Government devotes a minimum of 11% of its total recurrent annual expenditure in running the 10,024 state schools and assisting the 522 non-government educational institutions. About 24% of the expenditure on education is spent on maintenance and development of the

- 9 State Universities inclusive of the Open University.

- 24 Polytechnics and Technical Colleges.

9 Affiliated University Colleges - an innovation in 1992 to provide additional university facilities for about 2000 students, located especially in the outstation districts.

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The Education systems in the Primary, Secondary and Collegiate levels as well as in the Tertiary levels - Academic, Vocational and Technical components are being constantly reviewed and developed. All this means that the "Teachers" and "Teacher-Trainees" are being recognised as an important man-power need.

Education as a birthright is specified in the Constitution of the Democratic Socialist Republic of Sri Lanka. In Article 27 it is thus stated: "complete eradication of illiteracy and the assurance to all persons of the right to universal and equal access to Education at all levels".

The fact that the responsibility to determine educational policy and give directions is taken over by the President of the country bears ample evidence that Education is a National need and an Economic investment.

To ensure that the desired output is obtained through adequate inputs and to achieve the desired productivity, it is necessary to identify the problems, analyse and determine "changes" and if necessary determine new methodologies in the "Educational" process.

Analysis of the problem

The major problems relate to the Teacher - needs -identification, preparation, recruitment and further education are crucial factors for Education to contribute towards the supply of man-power needs ie, teachers who are academically sound, technically skillful and attitudinally motivated with a "will to work".

The objectives of the study are, in the main, to evaluate the issues that are related to school - organisation and development, and identify the systems in operation and the proposals to supply the educational man-power - the "Good teachers" for training, and further training in continuing education of the teachers.

Several changes have taken place in the Education System of the country relating to the Structure of the Schools System, the Teacher Position and the Administrative Machinery.

The current position is as follows:

- 03 -

Schools System

A 5+3+3+2 (Primary, Junior Secondary, Senior Secondary and Collegiate) system is in operation.

The total number of schools having classes from Year 1 to Year 13 consists of 10,024 State Schools, 63 Private Schools run by religious authorities and 459 institutions for Buddhist Priests (called Pirivenas) run by the Temple authorities. These State Schools are so situated that every young child is afforded access to a school within 2 miles.of his residence. The schools are located in all the 4000 village-clusters, falling within the 289 administrative divisions (called Pradeshiya Sabha areas).

In general, administration in the country affecting the facilities and privileges of the people at large, is being further decentralised from the 8 Provincial Councils to the Pradeshiya Sabhas. At present 268 Education Offices manned by Deputy Directors of • Education supervise the schools in each division. -

There are two official languages, Sinhala and Tamil with English declared as a Link-Language.

Of the State Schools, 7207 teach in the Sinhala Medium and 2672 in the Tamil Medium according to 1991 statistics.

English is taught as a 2nd language normally from the 3rd year onwards.

Of these schools 43% are Primary and Junior Secondary schools while 35% have classes up to Year II (i.e. the General Certificate of Education (Ordinary Level) - which is a Public Examination to gain admission to the Collegiate level and also terminal to some. The number of students from schools sitting the Examination is approximately 350,000. Of them 100,000 qualify for further education, while 150,000 remain to sit a second time and 100,000 aspire to join the labour force. 200,000 candidates also sit the G.C.E. (Ordinary Level) privately.

There are 2078 schools with Classes in Years 12 and 13 leading to a terminal Examination - the G.C.E. (Advanced Level). Approximately 150,000 students sit this Exam. 40,000 qualify to enter the University but as there is a restriction on University admission, only 9,000 are admitted annually to the University. Of the 150,000 students about 70,000 who had sat the Examination for the second time leave with the hope of joining the Labour force.

- 04 -

Relating Education in Schools to the "World of Work" is a severe problem affecting the youth. As such, the need to stress Vocational Training and Non-Formal Education is felt. Educational and Vocational Career Guidance and also provision of some in-plant practical orientation is a dire necessity for the Advanced Level students.

Administration

Until 1988, the schools were administered and supervised by the Central Ministry of Education through 25 Regional Education Offices. With devolution resulting from the Provincial Councils Act No. 42 of 1987 and the 13th Amendment to the Constitution of Sri Lanka, authority was vested among 8 Provincial Councils. Consequently' a change in the administration of the schools in general has taken place. While the responsibility of recruitment of Teachers and Principals remained with the Central Government, the Provincial Ministry of Education was responsible for the running of schools with the assistance of Divisional Education Offices that have been set up under Deputy Directors of Education. However, 39 large schools with adequate facilities are directly managed by the Central Ministry and are termed "National Schools". These schools are open to students from any part of the island.

The problems of administrative fragmentation in School Management, Teacher Education and School Supervision are issues presently needing attention so as to ensure some amount of uniformity in policy and also in practice at the grassroots levels (in schools and offices) to bring about 'unity in diversity'.

Teacher Position

By number, the schools have been given the teachers needed although not completely by quality. The number in service currently is 175,000 teachers. 70,000 teachers have been appointed during the last 3 years and 15,000 more are being recruited in 1992 from among those qualified in English, Science and Mathematics and in Technical Skills. As the most severe shortages of teachers was felt in the rural areas, especially in the 2500 small schools, as far as possible the best of the educationally qualified youth from each village have been taken in as Trainee-Teachers, to be trained and to serve in their own villages. 50,000 of the teachers are of this "make".

A special division of the Public Service Commission, called the Education Service Board, has been specially constituted to attend to Teacher recruitment, promotions and discipline, leaving the educational administrator time to attend to school supervision.

- 05 -

Teacher Placement

The schools in villages have been given priority in the placement of teachers by number and also by quality, that is, the mostly needed English and Science/Maths teachers.

Teacher-movements (transfers) especially from deficit rural areas were' some of the most severe problems, ie. qualified teachers were available but the right teacher was not in the right place. This critical factor on transfers has been met with to an extent, by selecting personnel from the same area and training them in Pedagogy and also in- the compulsory subjects of Science, Maths, English etc'

Selection Procedure for Recruitment of Trainee-Teachers

As stated, to achieve the objective of finding qualified teaching personnel to serve even in the 5000 village schools and in the 2500 remote, undeveloped areas, qualified youth, with an aptitude for teaching and qualified up to an Academic level at G.C.E. (0/L) and (A/L), with a bent on community work, were selected on an 'Open' system by competition within each Pradeshiya (Division) area out of a total of 350,000 applicants from all areas. The gazette notification indicated details of how the marks are to be allocated at the Oral and Written Tests and the method of selection from each area by subjects.

The 25,000 thus selected in.1989/1990 on the highest marks obtained were appointed as trainee-teachers on an allowance. A four year Distance Education Course while in • service was organised on a very Systematic basis requiring the attendance of all these teachers at week-end face to face lessons.

At the end of this course these trainees will be appointed as 'trained teachers' if they are successful at the End of Course Examination.

The Profile of the Teacher Cadres

Out of a total of 175,000 teachers deployed today in 10,024 State Schools in the Island, 39,000 are University Graduates, 76,000 are Trained Teachers and 60,000 are untrained. Of these untrained teachers, 35,000 are working in schools as Trainee-Teachers. Of the Graduates, 6,000 have been appointed as probationers for 3 years. They will qualify for permanent positions at the end of 3 years on successful completion of a course of training.

Of the other graduates, 39% have been trained professionally through a Post-graduate Diploma in Education Course at one of the universities or at the National Institute of Education (NIE).

- 06 -

5,000 uncertificated permanent teachers are undergoing a two-year residential training course at the Teacher-Training Colleges.

1,500 youth selected from those who are successful at the G.C.E.(Advanced Level) and eligible to gain admission to the University are admitted to the nine Colleges of Education for a 3 year residential pre-service course. On successful completion of this course they are recruited as teachers.

While the average Teacher-Pupil ratio currently is about 1:23, it is evident that out of the 175,000 teachers, only about 90,000 (50%) are professionally trained. Hence, 'quality' has to be built up which means that teacher-training and further re­training in particular subject areas are essential factors.

Teacher Shortages

The shortages are evident in quality eg. subject-competence especially in the need for teachers to teach the Science and Technical subjects. The schools in the urban and suburban areas (i.e. about 30% of the schools) have been supplied with most of these teachers. The shortage is profound in the rural schools numbering about 7000.

The severe problems connected with the shortages are :

- Non-availability of sufficiently qualified youth in the undeveloped rural districts in view of the fact that there are less facilities in Senior Secondary and Tertiary Education in these areas. The costs involved in attending institutions in the cities adversely affects the poor families.

- The dislike of those qualified in the developed districts in the Western Province, Southern Province and in the Jaffna district and in other similar urban areas to serve in the outstations and in the most unpopular areas in the dry-zones of Sri Lanka.

To meet this shortage and to encourage the teachers to stay on, preference in selection has been given to those who opt to work in these areas.

- 07 -

The selections are done on 'Merit' on the basis of a written recruitment examination declared by an open advertisement in the Government Gazette. No 'ad-hoc' casual appointments are made so as to avoid any type of influence and to ensure that the correct person is selected for teaching in a particular school/area. Regular in-service and pre-service courses are conducted by the Ministry of Education in collaboration with the Provincial authorities.

Distribution of Teachers within the School System

As mentioned, in the- School System, the teachers are allocated on the basis of the grades and subjects taught in the 5+3+3+2 Schools Structure given therein: (The Cadre of Teachers needed in each school is calculated on a formula indicated by the Ministry of Education dependent on the teaching load in each class/subject).

Lower-Primary (Grades 1 to 3)

This level comprises kindergarten children in the age range of 5 to 7 years where teachers qualified in Child-Psychology and Child Care and Management are preferred. These ' aspects are stressed in the pre-service and in-service training sessions and in the 'thematic' learning guides given to teachers.

Upper-Primary (Grades 4 and 5)

Children aged 8 to 10 years are at this level. The primary-level teachers of these classes are trained in the management of the young child who is ready to learn, is active, curious, a breaker and maker and wishing to learn through discovery. The Primary level syllabus of studies provides for . individual learning as well as group activities oriented towards learning of the languages and other skills. Since there is a 'drop-out' of about 20% in the village/rural areas, the Primary Course has to be considered as 'terminal' to a small part of the student population in the Island. As Universal Primary Education even in the Community (Adult) Education Programme is implemented through these teachers, the teachers in the Upper Primary have a greater responsibility both academically and professionally. This is a problem that needs attention in the 'Education For All' and Non-Formal Education programmes.

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Junior Secondary (Grades 6 to 8)

Young adolescents of 11 to 14 years, with rapid change in their interests and life are- involved at this level. They are open for a more academic type course of studies yet needing greater attention by the teacher. A subject emphasis is made in the school time table needing teachers qualified and able to teach the Arts, Science, Technical Subjects, Aesthetics etc. Curricula for school-use need development and reconstruction regularly. The National Institute of Education performs this task.

Senior Secondary (Grades 9 to 11)

The maturing youth in the age range of 14 to 17 years at this level are prepared for a public examination, the G.C.E.(0/L) conducted by the Commissioner of Examinations. Hence their interest is centred on the Examination requiring .teachers with subject qualifications, preferably with Diploma/Degree level competence.

The students sit for 8 subjects. They are expected to pass at least in 6 subjects with Medium Language and Mathematics and also obtain 3 credit passes to entitle them for entry into the Collegiate Level or obtain 6 passes inclusive of Language and Mathematics and credits in stipulated subjects if they hope/have to leave school for 'employment' or follow courses at Vocational Institutions.

Collegiate Level (Grades 12 and 13)

The 150,000 students aged 17 to 19 years offer 4 subjects and read for the G.C.E.(Advanced Level) Examination in Arts, Physical/Biological Science, Accountancy or Aesthetics subjects (Music/Dancing). At the end of the G.C.E.(Advanced Level) Examination about 40,000 students who obtain a minimum of 180 marks with passes in all 4 subjects or in 3 subjects with at least 25% in the 4th subject qualify to enter the University. Yet, only 9,000 are admitted to the universities.

Of the 150,000 about 75,000 sit the second time from school while 50,000 enter the 'job-market' and about 25,000 follow professional courses at Vocational Institutions - Technical Colleges, Professional Institutes in Accountancy, Computer Studies etc.

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Gender Role and Balance

As stated earlier in this chapter, the Constitution of the Republic of Sri Lanka adopted in 1978 assures to all persons "the right to universal and equal access to Education at all levels". The admission of youth and adults to the teaching profession has no restriction by gender; in as much as admission to schools of girls and boys is done on the same criteria, there is no discrimination on male/female basis in the normal course of life in the country.

While the number of students in the schools is nearly the same for Boys and Girls (ie. 50% of 4.2 million students) the number of women teachers as found in 1991 was 69% of a total of 170,000 teachers. This monopoly is seen mostly in the primary classes, whereas in the post-primary classes the ratio falls to about 55% - women still in the lead. The country is proud to have Principals, Education Directors, Accountants, Doctors, Engineers and even Managers and Police and Army personnel and Administrators in big'numbers from among women.

The statistical position of the Teacher categories in 1991

was

Category of Teachers by Qualification

Graduates

University Diploma

Trained

Certificated

Uncertificated

Others

Male

15,651

77

26,119

2,509

11,859

391

56,606

Female

23,650

118

50,329

5,191

33,237

526

113,051

Total

39,301

195

76,448

7,700

45,096

917

169,657

Percentage of

Total Number

23.17

0.11

45.06.

4.54

26.58

0.54

(In 1992 there were significant increases reaching a total teacher population of nearly 180,000 out of which about 125,000 are women teachers).

The Teachers Recruited From 1989-1992

The entry of females into the teaching profession from among the 75,000 appointed up to date during the last 3 years was outstanding; it amounted to about 80% - large numbers from among village girls qualified educationally are serving as Trainee-Teachers undergoing on-the-job training.

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Teacher Educators

The Teacher-Educators comprise in the main those engaged in the training of teachers through formal programmes in Teachers' Colleges and also those ' involved in on-the-job non-formal /sandwich courses of 'Training-Teaching-Training' types. The School Principals and Educational Administrators are also considered in this category of Educators, since the Principals and Education Officers are expected to carry out their training in addition to the supervision of teaching and in administration work regarding work/placement of teachers.

The Teacher-Educators are selected from among experienced teachers; they are given an orientation and a sound academic and professional backing by the NIE and its affiliated departments. In keeping with the varied nature of the teacher-education programmes for the 5 school levels and also for the Adult/Community Non-formal Education/Vocational work the profile of a Teacher-Educator varies widely depending on the targétted teachers.

At the highest level are those in the universities, the NIE and in the Teachers' Colleges; they hold Post-graduate, Professional, Masters and Ph.D. degrees in Education and/or in allied subject areas.

At the general level the normal teacher-educator is a University • Graduate .with sufficient practical experience as a teacher. This lower-category of teacher-educator is also deployed for in-service short-term and casual courses.

The problem herein is that most of these educators lack sufficient class-room experience especially at grassroots level in rural areas to guide, for instance, a Primary School teacher often with very little audio-visual aids, equipment and infra­structure facilities to deal successfully with a mixed set of clever, yet mischievous students or to guide a teacher in a small school in a multi-grade classroom situation trying to teach 2 or 3 classes 2 or 3 different subjects at the same time.

(Further details on Teacher-Educators and Training Institutions are given in Chapter 11)

Recruitment and Selection of Teacher-Educators

As indicated earlier, recruitment is normally from those with high academic qualifications plus sufficient teaching experience; those -with Post-Graduate diplomas/certificates in Educational Theory and Practice are preferred. These professional and academic requirements are specified for trainers of teachers in the ordinary formal subjects - Arts and Science. However, due to the lack of sufficient professionally as well as academically qualified experienced personnel in the field of Aesthetics (Music, Dancing, Art) and in Technical Education,

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Teacher-Trainers selected were less academically qualified although with high-level practical/professional qualifications. Hence the problem of pedagogical insufficiency was noticeable in the teachers trained at the Aesthetic and Technical Teacher Colleges. The need for better qualified Teacher-Educators for the Technical and Aesthetic fields has to be noted.

Further, in regard' to Educational Management and Administration, a 'lacuna' is noted. The potential need for Teacher Educators from among experienced Principals and Education Administrators and Professionals is an issue worthy of consideration.

Status of Teacher Educators

Giving advice on curriculum development and pedagogical practices is also the responsibility of the Teacher-Educator. The decisions in regard to content, procedure and time-tabling have to be- determined by the Educator to - suit the target trainees. However, they must ensure uniformity in implementation of procedure although the approaches may differ. In this connection the NIE gives the necessary information and guidance, procedure, methodology and content. These are brought home by the issue of printed curriculum material and handbooks for the use of educators.

Teacher-Educators in the Teachers' Colleges (the Lecturers) have been absorbed into the.Sri Lanka Educational Administrative Service giving them status of appointment on par with Principals and Administrators and also with career-prospects to obtain promotions to the grade of Education Director.

Continuing Education of Teachers

This aspect has to be seen from the point of view of the particular teachers targetted for training and for continuing education dependent on the needs .of the schools in the main.

Whatever training has been given or is being given, the rapid strides in education technologies and the need to revise the content and scope of educational curricula in the light of industrial and socio-economic changes and the problems of economic growth, equity and national development also concern Education functionally in countries like Sri Lanka. Revision and changes in 'Curricula' and also in the training of teachers in the colleges and universities has to be considered seriously and research studies undertaken - this is a problem area which needs UNESCO intervention in a big way.

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That Education is an economic investment at least for Man­power supply in National Development has to be brought home to Economists and Planners through a meaningful continuing programme. This factor is being accepted in the country to a fair extent. For example additional funds and resources have to be voted by the Budget-controllers in the Treasury for 'Teacher-Training' and Continuing Education of Teachers.

The Institutions responsible for Training of Teachers

The 16 Teachers' Colleges, the National Institute of Education, and 3 Universities are responsible for training of teachers in the country. In addition the 9 Colleges of Education conduct a 3 year pre-ser.vice course for potential teachers selected from those youth who were eligible to enter the University.

Teachers' Colleges - the 5,000 uncertificated teachers who are being trained formally for 2 years in an academic atmosphere are released to the schools. They have to be provided with continuing education to appreciate the problems and devise solutions in the light of their training at the Teachers' Colleges, and look into the aspects in a more realistic way. For example, involvement in Community Education and Parental Education are critical factors in village school areas. (A programme that was worked out based on the Sri lankan Small Schools Development Programme (SSDP) to utilise the school as the -centre for Community Development with the School Head and Teachers äs resource personnel). This is further highlighted by the fact that in Sri Lanka a very active Poverty-Alleviation (Janasaviya) programme is in operation.

Continuing Education as such has to be made active in this integrated Socio-Economic activity programme involving Men, Women and Children. Community Education and Development have to be priority components in the curricula in Continuing Education programmes. Education with work and for work have to be essential concepts in the Teacher-Training extension programmes.

ii. Colleges of Education - the 1,500 youth selected annually from among those successful at the G.C.E.(Advanced Level) go through a full-time two year residential institutional training and one year's on-the-job training in schools. However, due to lack of teaching experience and as they are due to teach high level subjects like English, Science, Maths etc. regular continuing education courses to review

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their own practical experience and to devise new strategies are necessary. This problem area needs to be worked out when new programmes for Colleges of Education are formulated.

iii. Distance Training - the 35,000 Trainee-Teachers appointed in 1989/1990 are now undergoing a course of Distance Education Training organised by the NIE and are due to complete in 1993/1994. These teachers work in the schools for 5 days and attend classes during weekends and also discuss the lessons given to them for the week. The Professional, General and Academic Education components have to be formal in character in view of the large number and also to maintain uniformity in all provinces and give all students the same-opportunity to sit the- final examination to qualify for the Trained Teachers' Certificate.

However, these Trainee-Teachers need more follow-up continuing education on a more realistic education curriculum leading to actual application, practice and development in a pragmatic way. A happy mix of formal and non-formal result oriented teaching-learning packages have to be prepared for these youngsters. A heavy drop-out of qualified teachers had been noted in previous years which has to be arrested.

Libraries are due to be set-up to enable these teachers to do more reading and even think out more innovative lesson programmes in schools. The establishment of RCLD (Resource Centres for Learning Development) in the various Teacher-Training areas has been suggested by the Study Team.

The shortage of 'Teacher-Libraries' and Research Support Centres is a problem that limits research and innovations among teachers. The rural areas; the 2,500 Small School Villages, are the worst affected-a factor detrimental to 'Teacher-Sustenance' in the rural schools.

iv. Training of English Teachers - in 1992 an additional 2,360 uncertificated teachers were appointed to teach English; selected from among those who obtained more than 40% marks at a competitive examination in English. They have been placed in schools. Special In-service Pedagogical Courses and also Continuing Education Programmes are needed as they do not use English regularly. The shortage of English Teachers which was nearly 80% in the outstation areas has been reduced to about 20% with the recruitment of nearly 8,000 English Assistant Teachers since 1989. A continuing education programme to improve the quality of teaching is also needed. The British Council has already set-up 5 centres for English Language development.

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Since English is only 'a link language' to the vast majority' and 'a business language1 to a small minority of entrepreneurs and exporters, economists and bankers, it is necessary for the English Teachers to take part in short-term 'English' teaching workshops stressing on content and methodology related to the needs in their school areas.

v. Post graduate diploma - courses for the graduate-teachers in service are conducted by the NIE, University and especially by the Open-University allowing scope for graduates to become professionally qualified.

(Each of the training programmes and the Institutions involved are described in more detail in the next chapter.)

Since Education has to be recognised as an essential factor in development and as an economic investment it has to be considered as an asset rather than as a social liability. It is necessary for Educators to think 'economics' and to revise and develop all Teacher-Education Programmes in terms of outputs and functional impact on 'productivity' for economic growth and equity. Otherwise the economists in the Treasury may not be impressed if their own sophisticated language is not used meaningfully in Education.

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CHAPTER II

STRATEGIES, MODALITIES AND PRACTICES CURRENTLY ADOPTED

General

In- the sphere of Teacher Education as stated in the earlier chapter a variety of programmes are at present being implemented, depending on the target groups, nature of training, the areas of specialization etc. As explained in the previous sections entry qualifications for the teaching profession in Sri Lanka vary widely, from a University degree to passes at the General Certificate of Education ( Advanced level ). Even this minimum qualification has been relaxed in special cases where severe shortages exist as in the teaching of English, Music etc. Also the practice that obtained a few decades ago of providing pre-service teacher education for prospective teachers (other than those with a degree qualification ) was done away with as a result of the need to cater to the large excess of untrained teachers in the system. Recently however, a pre-service education course has been started once again for those with a General Certificate of Education (Advanced level) qualification. Thus the initial teacher education programmes currently being implemented, with the exception of the solitary pre-service education' programme referred to earlier, cater to the large heterogeneous group of untrained teachers • and are designed according to their specific needs.

For the purposes of this study, the teacher education programmes that are being implemented now will be described under three broad headings:

- initial teacher education - education of teacher educators and - continuing education of teachers

Part I_ - Initial Teacher Education Programmes

These can be divided into two sets - one for graduates of universities and the other for non-graduates.

Graduate Teacher Training

The programmes available to graduates are only for those already in service. In fact, Sri Lanka never had an ongoing pre-service education programme for would be graduate teachers. The courses offered all lead to a post-graduate diploma in Education and are available at the universities and the

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Department of Teacher Education in the National Institute of Education. The three 'traditional' universities that provide this diploma course are located in three distinct geographical areas. University of Colombo is in the capital city. The University of Peradeniya is in the central part of the country while the University of Jaffna is in the northern-most district. While the University of Colombo has a Faculty of Education, the other two have only Departments. The internal full-time course is of one-year duration and teachers who are . admitted to the course are given full-pay study leave. The universities also have a part-time two year course in which classes are conducted during week-ends and school vacations. Selection for the full-time course is by an examination and graduate teachers with at least 3 year's service are eligible to sit the examination. The scheme of assessment for the award of the Diploma by the Universities has ' three components - written examinations, practical teaching and dissertation.

In addition to these three universities, the Open University of Sri Lanka provides a distance education course also leading to a Diploma. This institution with its head-quarters at Nawala, a suburb of the capital city, has a network of 4 regional centres and 13 study centres spread out in the Island. The self-study course offered utilizes print and other media and is supported by periodical contact sessions at the regional/study centres. The award of this Diploma too is based on a written examination, practical teaching and dissertation. Being a correspondence course it has no set time frame and generally it takes about three years to complete the course.

All the universities are state managed and financed by the State. Courses at the traditional universities- are free while at the Open University course fees are charged. Adequate human and material resources have been made available to the universities.

The Department of Teacher Education of the National Institute of Education (NIE) also conducts a Post-graduate Diploma in Education course for untrained graduate, teachers in service. This is a two-year part time correspondence course utilizing printed material supported by lectures / discussions / seminars held regularly at regional centres. The NIE is located at Maharagama, a satellite township in close proximity to the capital city and has a network of 36 regional centres across the length and breadth of the country.

The NIE being a .statutory body under the Ministry of Education is funded by the State, but has received a substantial amount of foreign aid for its development. The Department of Teacher Education is able to draw on the human and material

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resources of the other departments of the NIE and is also assisted by .the schools and the other institutions coming under the Ministry of Education. The NIE also has close linkages with the Education faculties and departments of the universities in the design of the course content, preparation of course materials, evaluation procedures etc.

Non-graduate Teacher-Training

As far as the initial education programmes for non-graduate teachers are concerned, there are four major programmes being currently implemented. They are :

i. Teachers' Colleges ii. Colleges of Education iii. PRINSETT and iv. Distance Education.

Teachers' Colleges

These institutions provide a tvo-year training programme in nineteen subject areas of the school curriculum. Non graduate teachers with GCE Ordinary and Advance level and with a minimum of one year's service are eligible to be admitted for training. Selection is not on an entrance examination but on the basis of seniority in service, depending on the subject area of training and the nature of the appointment as an untrained teacher. Those selected for training are released from service for two years on full pay study leave.

There are sixteen Teachers' Colleges situated in different parts of the Island. While some of them have single stream courses, many have facilities for training in a number of subject areas. Table 1 at Annex lists the courses in each of these colleges.

The Teachers' Colleges have been in existence for quite some time, but the material resources available to them are meagre and the infrastructure facilities poor. Though the trainees are expected to be in residence during their period of training, a large number of them cannot do so, as the available hostel accommodation is grossly in-adequate as shown below.

No. of Trainees in No. of Places available Teachers' Colleges in Hostels

(1991)

Male 1935 Female 2262

720 1410

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Even where human resources are concerned, the position is no better. There is an acute shortage of qualified teacher educators and out of a cadre of 300, only 127 are permanent. Often ad-hoc arrangements are made to cover up the work, with substitutes who lack a high degree of competence. When it becomes expedient to do so as a consequence of particular circumstances, qualifications for selection as a substitute teacher educator are compromised for 'what is available locally'.

It is abundantly clear that poor facilities, lack of hostel accommodation and the shortage of qualified staff have adversely affected the quality of initial teacher education given in these institutions.

Teachers' Colleges come under the administrative authority of the Ministry of Education and are funded entirely by the State.

The course content of Teachers' Colleges has three major areas - professional, general and academic education. The nineteen subject areas referred to earlier are covered under academic education, each trainee selecting his/her area of specialization. Practical teaching sessions are held in the s'econd to fifth terms of the six-term course. In addition, co-curricular, and extra-curricular activities are provided in which the trainees participate according to their interest and ability. The content ratio between professional and general subjects is about 1.7:2, while that between theory and practice in professional studies is about 2.5:1.

The scheme of evaluation has three components; practical teaching, internal assessment and external examination conducted by the Dept. of Examinations of the Ministry of Education. Those who successfully complete the course are awarded the Trained Teacher's Certificate.

Teachers' Colleges still provide the lead programmes in institutional initial teacher education in Sri Lanka. Table 3 at Annex shows the intake to the Teachers' Colleges for the five years from 1987 to 1991.

Colleges of Education

These institutions were established recently by the Ministry of Education as "centres of excellence" in the field of teacher education. Capable young men and women with a more than average performance at the G.C.E. (A.L) Examination which have made them

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eligible for University admission, are given fully institutional and comprehensive courses in these colleges which equip them to enter the teaching profession on successful completion. Action has been taken to ensure that the short-comings found in Teachers' Colleges in regard to resources, infrastructure facilities, staff etc. are avoided. Colleges of Education therefore have been provided with well-equipped campuses, residential facilities for all the trainees and most members of the teaching staff, highly qualified teacher -. educators, making them the elitist institutions in the field of teacher education.

At present nine Colleges of Education are fully operational and are located in different parts of the country. (Table 2 at Annex).

All the Colleges of Education have been well provided for, with spacious buildings, libraries, laboratories, recreational facilities, educational technology equipment etc. Two of these institutions are outright gifts from foreign governments. Fully qualified staff and other support staff are in place.

As in the case of Teachers' Colleges, Colleges of Education too come under the administrative authority of the Ministry of Education and are centrally managed. Financial inputs necessary for their running are provided almost entirely by the State.

The courses available in these institutions extend over a period of three years. The first two years are compulsorily residential and are followed by one-year internship period away from the college, in a school in close proximity. Unlike in Teachers' Colleges, there are no short duration practical teaching sessions sandwiched in the training programme. During the first two years, they are exposed to an intensive and tight-scheduled training programme which is development oriented and dynamic with a focus on teacher-community relationships. Since the trainees are in residence during this period, there is 100% participation in all the activities.

A rigid selection procedure is in operation to pick the prospective trainees to follow these courses. To be eligible to apply for admission, one has to be between 18 and 22 years of age and must have at least 3 passes in one sitting at the G.C.E. (A.L) examination, obtaining a specified minimum aggregate of marks. Candidates have to appear for an aptitude test and those scoring high marks are summoned for an interview. This procedure in adopted to ensure that high calibre trainees are finally selected.

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Another requirement strictly enforced is that applicants for admission should be single and even after selection trainees cannot change their civil status till they complete the course. It is presumed that maximum participation expected in this strenuous course cannot be achieved if there is change of civil status while in training.

At the time the colleges were started, each college was expected to cater to 500 student teachers. But so far they have not been operating at full capacity. Table 4 at Annex shows the intake figures for the last 5 years.

The curriculum of Colleges of Education consists of four broad areas. Three of them; professional education, general education and unscheduled activities (or co-curricular activities) can be considered as core areas, common to student -teachers in all the colleges while the fourth area, Academic Education (or area of specialization) has seven options each student teacher selecting one of these:

i. Mathematics and Science ii. Primary Education iii. English as a Second Language iv. Physical Education v. Aesthetic Education

. vi. Technical Education, and vii. Home Science,

The content ratio between professional and general subjects is about 1:1 and that between theory and practice in professional subjects is 2:3.

The evaluation procedures in these institutions are somewhat different from the scheme obtaining in the Teachers' Colleges. The basis here is a system of continuous assessment or internal evaluation which is in operation throughout the initial two year period and is effected by means of Projects / Assignments / Interviews / Unit tests / Observations / Periodical examinations. It is carried out by the academic staff under the directions of an internal evaluation committee.

The external evaluation is organized by the Inter - College Evaluation Board and conducted by the Dept. of Examinations on behalf of the National Institute of Education.

Both the internal evaluation committee and the Inter -College Evaluation Board have to act according to guidelines and directions given by the Academic Affairs Board of the National

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Institute of Education. This Board consists of, inter alia, leading educationists and representatives of universities. This arrangement whereby the Academic Affairs Board takes final decisions regarding the evaluation processes ensures that the expected high standards are maintained.

The one-year full time internship of the student teacher is also subject to a systematic evaluation. The tra"inee is assessed by a number of persons, like the Principal of the school in which he / she is an intern, a senior teacher of the school, a senior lecturer of the College of Education. Different aspects like general behaviours, behaviour in the classroom, personality characteristics, social outlook, community - focused attitudes, etc. are taken note of. Another component of the internship evaluation is based on the projects that a trainee is expected to carry out during the internship.

The final assessment of a student - teacher in a College of Education is based on the internal, external and internship evaluations and those who are successful are awarded the National Diploma in Teaching.

PRINSETT

The Professional In-service English Teacher Training (PRINSETT) course is one of the recent innovations in the field of initial teacher education in Sri Lanka and is offered by the Department of English Education of the NIE as a part time non-institutional two-year training programme. Untrained English teachers with G.C.E. (O.L / A.L. ) qualifications are eligible to follow this course. There is no entrance examination and selections are made, as in the case of Teachers' Colleges, on seniority in service. Actually, the arrangement is for the places in Teachers' Colleges and PRINSETT to be advertised simultaneously, leaving to the teacher the option to choose one of them. Those who are not in a position to be full time trainees in a Teachers' College for two years, for various reasons, opt for PRINSETT.

Lectures / discussions / seminars etc. are conducted at 8 regional centres during week-ends and school vacations. About 100 trainees are attached to each centre. The syllabus and content are the same as those at the Teachers' Colleges but the advantage here is that these trainees follow the course while teaching in schools thus giving the course a more practical bias.

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The evaluation scheme is similar to that of Teachers' Colleges and PRINSETT trainees too appear for the same written examination. Those who successfully complete the course are also awarded the same Trained Teacher's Certificate.

PRINSETT can be described as a highly successful teacher education programme and has largely helped to clear the backlog of untrained English Teachers and reduce the "waiting-time" between appointment and training. In fact, some of those who joined the English training course this year have received their appointments in 1991.

Distance Education

Teacher education programmes using the distance education mode are also a recent innovation in Sri Lanka and are a viable alternative to the institutional courses available in the Teachers' Colleges. Faced with the twin problems of large scale intake of untrained teachers with G.C.E. (O.L / A.L) and the limited capacity of the existing Teachers' Colleges to provide training facilities early, the Ministry of Education was looking for other options and came up with this mode, particularly as a result of the encouragement given by the Swedish International Development Authority (SIDA). This organization provided the expertise and a comprehensive aid package including material, services, and even human resource development, for the programme to get off the ground and continues to support the programme to date. The distance education programme has been such a success that it has a special place in the SIDA country programme.

Currently, the teacher education programme for G.C.E. (O.L / A.L) teachers using this mode is handled by the Dept. of Distance Education of the NIE. Contact sessions and support services are provided at 48 regional centres located in all parts of the country. The programme itself is managed wholly by the NIE with counterpart funds made available by the Ministry of Education which also provides field level support in the implementation.

Courses are available for three categories of teachers with, G.C.E. (O.L / A.L) qualifications; namely Primary Education, Science and Mathematics. In each of these courses, there are about 110 modules under three broad areas;

i. professional ii. general and iii. academic education.

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In addition to this self-study material, there are two other components - assignments and contact sessions. Assignments are sent to trainees and returned using the postal services while contact sessions are held at the regional centres. These sessions take the form of seminars, practical workshops and five-day face-to-face contact sessions held during school vacations. Content ratio between professional subjects and general subjects is about 1:1.

Selection for these courses does not depend on seniority, in service nor is there an entrance test. Any untrained non-graduate teacher is eligible to join. Course duration is generally three years but as a self study course, a longer period may be necessary. A system of continuous assessment with a written examination forms the basis of the evaluation scheme. Those who are successful are awarded the Trained Teacher's Certificate. It is found that about 77% of those who enrolled have qualified for the final Trained Teacher's Certificate and that the success rate at the examination is as high as 91%.

Recently the programme has been expanded to cater to 32,000 trainee - teachers who have been recruited in 1991. Fifteen new training courses based on subject areas in the school curriculum have been developed for this purpose. It is expected to enroll another batch of 5000 trainee-teachers in 1992.

Table 5 at Annex gives the number enrolled in the programme over a period of 5 years.

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Part II - Training of Teacher Educators

The Profile of The Teacher Educator

In the context of this study, teacher educators include those engaged in the training of school principals, educational administrators as well as those engaged in the direct training of teachers in Teacher - Education Institutes, University-Departments of Education, the National Institute of Education and also school based senior teachers. In view of the significant role played by the curriculum programme - oriented continuing inservice education, the term teacher educator would include the inservice advisors as well. The programmes of training of school principals and educational administrators are primarily conducted by the National Institute of Education (NIE). Some training programmes for school principals and deputy principals etc. are also conducted in the Regional Educational .Management Training Centres under the auspices of the NIE. This aspect of training also forms a part of the course of the Diploma in Education Courses conducted for University graduate teachers by the University Departments of Education and the NIE. The training of inservice educators as such is ad-hoc by those directing the particular curricular programmes although as teachers they themselves would have had a teacher education in a University Department of Education or a Teacher Education Institute.

In keeping with the variety of training programmes and mode, the profile of a teacher educator varies widely. At the upper end are those in the University Departments of Education, the NIE and the Teacher Education Institutes, holding Doctoral and Masters Degrees obtained in Sri Lanka and from Universities abroad. At the general level, the typical teacher educator is a University graduate with a Masters Degree or with Post graduate Diploma in Education. A few of the teacher educators in Teacher Education Institutes would only have a first degree or a sub degree level Teacher Education Certificate. This level of teacher educators are more common among the in-service educators.

A factor invariably common to all educators is the fact that they have been school teachers and school administrators before specializing as teacher educators. This background connecting the teacher educators to classroom experience is not altogether a source of strength. The perception of the school situation is influenced to a great degree by the perception gained in their formative years as teachers. This of course is a universal phenomenon.

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To quote foreign expert educators:

"Some argue that they know what is happening in schools, apparently thinking that knowledge of practice suffices (for the professorate) we contend that the insights gained a number of years ago, but not regularly tested against research on schooling, teaching and learning are grossly inadequate. Indeed the formative experience (of the education professorate) as teachers and educators are both a strength and hindrance to examining education with fresh eyes" (Wisnieuski & Auchaum -The Professors of Teaching).

The Recruitment of Teacher Educators

The selection and recruitment of teacher educators is normally from among teachers and educational administrators as indicated above, the minimum qualification being a first degree and a Post graduate Diploma in Education. This condition does not apply to teacher educators in some specific subjects such as Dancing, Music, Technical Education and Physical Education and to the inservice - teacher educators. The selection is usually by advertisement and is competitive because of the better career prospects of these posts from the applicants' (usually teachers') point of view. Since Sri Lanka has no discriminative practices regarding the employment of women, the choice is by competency alone and in some areas, there are more women teacher educators. With regard to the experience required, since the selection is mainly from among teachers and education administrators, classroom teaching experience is assumed. The adequacy of this initial experience is an issue in view of the recruitment usually being in the formative years of teaching.

Training of teacher educators

As indicated above, the training of teacher educators depend on the institution as well as, their role in the teacher education system. The University Education Departments insist on post graduate qualifications for their academic staff. Usually a university teacher educator would have obtained the initial post graduate education in one of the University Departments of Education, while being a teacher or school education administrator. Further post graduate education, consisting of additional Masters degrees, Doctoral degrees and Post - Doctoral qualifications are obtained by them while being in service. Research competencies are also gained as part of this additional training. The same observations apply to the NIE teacher educators and to some extent to those in the Teacher Education Institutes. This additional training depends on the expected role of the teacher educator. In service teacher educators being at the bottom of this range are required to be frequently briefed

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by the curriculum developers. They also take part in curriculum development work and construction of evaluation instruments as members of the teams organised by the NIE.

In the case of NIE and Teacher Education Institutes teacher educator as well as those of non - graduate teacher trainer and curriculum developer the above role applies. The role is primarily determined by the structure of training and that of the scheme of training. The training objectives and syllabuses are as indicated above and they can be considered as concerning two main areas of teacher education. The first is what is considered the professional component - consisting of the pedagogical aspects such as Educational Psychology. The second component is that concerning the specified subject expertise - such as science teaching. The adequacy of the first component has to be considered in the light of effective classroom learning assessment practices and school management practices.

Although assessment of teaching practice is a regular component of teacher education, the professional training consists mainly of lectures usually dictated for complete note-taking. The testing, except in the case of the recently introduced continuous assessment component in the Colleges of Education, is mainly through written tests at the end of the course. Therefore, what is taught as well as learnt is to a large extent determined by this inadequate and unsatisfactory testing mode. The same observations apply for the component concerning specific subject teaching. Therefore this role of the teacher educator as exemplar teacher perpetuates in a very pervasive way the passive classroom teaching practices. Issue oriented discussion sessions, seminar methods, field studies and use of assignments are not methodologies significantly used by the teacher educators at the higher levels, with the reliance on the written examination mode of summative testing. The next levels of teacher educators naturally are trained in this fashion resulting in ultimately passive classroom teaching - learning practices, also supported by the same testing systems.

The status of teacher educators as a determining factor in their effective participation in the initial and inservice training of teachers;

Teacher educators are in control of the situation as regards curriculum and evaluation procedure determination. The decisions regarding numbers and categories of teachers to be trained are determined by perceptions of national needs by the political and other authorities concerned with education. These decisions would be more influenced by teacher education if the research base for decision making is built up with ready data available for operational decisions. Decisions of national importance cannot wait for fine - timed data. It is the responsibility of the experts in education to build up the data in anticipation of the needs based on several likely scenarios.

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Part III - Continuing Education

One of the unsatisfactory features of the Sri Lanka education system is the near total absence of a well-orchestrated continuing education programme catering to all teachers in the Island, or at least to a signification proportion of them. A possible exception is what is in local parlance referred to as the "Master teacher" in service programmes. These, however, are of short duration, subject specific and with a narrow focus. In a strict sense of the term, they are not continuing education programmes. Quite often, teachers who receive an initial pedagogical training, continue to serve for a long period, even till they retire, without ever being exposed to any sort of retraining or upgrading. In view of the fact that large numbers of persons, without any preparation for the teaching profession, enter the service almost regularly, the Ministry of Education has had to perforce divert all its resources to implement initial education programmes without strengthening continuing education. There is little or no awareness among the teachers, educational authorities and even in the community of the importance and need for regular upgrading. Even in the personnel assessment schemes in operation, continuing education is not given due consideration. Teachers in particular should be made to realize that there is a connection between continuing education and professional development. In this context, the Sri Lanka Association for the Advancement of Education, a NGO founded recently with a commitment to foster professionalism in teachers as one of its major concerns can provide the support that the Ministry of Education may need.

In this section on continuing education the following programmes are dealt with.

i. For graduates

(a) Higher degree courses (b) Post Graduate Diploma in Educational

Management

ii. For non graduates

Diploma in English Language Teaching.

iii. Other courses.

Higher Degree Courses

These are available in the Universities and in the National Institute of Education. Teachers can enroll in the Universities for part - time Masters and Ph.D courses. Comparatively few teachers are interested in these courses.

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At the National Institute of Education, the Dept. of Education Management Development provides a M.Sc programme in Education Management for those who obtain a pass at merit or distinction level in the Post-graduate Diploma in Education Management course. Selection of candidates is through an interview. It is of 2 years duration made up as follows;

Taught component - 9 months

Electives - 3 months

Dissertation - 12 months

Post Graduate Diploma in Educational Management (PGDEM)

This is a course of one-year's duration offered by the Department of Education Management Development of the NIE. Four major units:

- orientation unit - foundation unit - management unit - institutional unit

are covered under the taught component during the first nine months, which is followed by a guided research project on a selected issue on current educational administrative practice. To be eligible to join, a candidate must have a degree, a Post graduate Diploma in Education and five years of service. Selection is by test and interview and those selected are entitled to full pay study leave.

Diploma in English Language Teaching (Dip TESL)

The Department of English Education of the NIE runs this course for graduates or trained teachers of English with at least 5 years experience after graduation or training. It is a one - year full time course and has as its components:

- 6 core subjects - électives - project - a one-month practical teaching session.

Selection is by test and interview. From 1987 to 1989 about 40 teachers were taken in annually but after 1990 the number has been increased to 60 per year.

The University of Colombo also conducts a Post-graduate Diploma in teaching English as a Second Language for English and English-medium graduates.

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Other Courses

Bachelor of Education - English

This is also conducted by the Dept. of English Education of the NIE for senior trained teachers of English. It is a part time course of three years' duration and classes are held during week - ends and school vacations. Selection of candidates is by test and interview.

Master Teacher In Service Programmes

When Sri Lanka introduced curriculum reforms sometime back involving the inclusion of new subjects and broadbasing the teaching of some other subjects, there was a need to equip the teachers in service at the time with the necessary skills and in some cases provide factual information necessary for the implementation of the new programmes. The Curriculum Development Centre functioning at the time, which had to bear the responsibility for this task, introduced this scheme in which competent senior teachers of subjects like Science, Mathematics, English, Social Studies were selected and put through regular training programmes at this centre. These "Master - teachers" or "In - Service Advisors" later went into the field and organized upgrading programmes for the other teachers. Even at present, the scheme is in operation on more or less similar lines, with the appointment of these in-service advisors being done by the Provincial Ministry of Education, the organization at school level being handled by the Provincial Departments of Education and the coaching of the advisors being looked after by the National Institute of Education.

Certificate Courses

The various Departments of the National Institute of Education provide a variety of short courses awarding certificates to those who successfully complete them. The Certificate Course in Literature and English Language Teaching, Certificate Course in Testing for English Language Teachers, the Distance Management Education Course for Heads of small schools may be mentioned as examples.

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CHAPTER III

RELEVANT THEORETICAL CONSTRUCTS AND RELATED INTERNATIONAL EXPERIENCES

Teacher Education - A need based approach

Teacher Education is a major activity in Sri Lanka as in most other countries. It is undertaken out of sheer necessity of educating and training the pedagogues. Third World Countries like Sri Lanka must be doubly sure that they plan and organise this activity so as to obtain the maximum results. In this context, among other factors, we have to consider with utmost care;

i. The level at which the teacher has to perform.

ii. The basic academic achievement of the teacher.

iii. The conditions/situations under which he has to perform.

This brings us to the matter of fixing entry qualifications that are necessary to be able to perform at the level he is required to teach in a school. This is the academic achievement.

What other minimum qualifications / credentials are required?

As mentioned in Chapter I, it is necessary to look into the requirements of our school system. The system we have is a 5 year primary, followed by a 3 year junior secondary, a 3 year senior secondary leading to a 2 year collegiate phase. The curriculum at each phase has to be considered in planning teacher training and education.

The Pakistan experience on this is worth considering. The extract below which is taken from Country Paper of Pakistan presented at the Colombo Colloquium on Teacher Education in April 1992, is quite revealing.

"Pakistan has identified that one of the greatest hindrances in the implementation of education programmes is the inadequate supply of qualified teachers. Then it is essential that for proper implementation of educational plans/ teacher education has to be quantitatively and qualitatively expanded".

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In Pakistan there are different programmes of teacher training being offered in Colleges / Institutes / Departments of Education for training of primary school teachers, secondary school teachers and supervisors. Colleges of Education for Elementary Teachers offer two kinds of programmes such as P.T.C. (Primary Teaching Certificate) and C.T. (Certificate in Teaching) for the training of elementary level teachers.

There are two types of programmes being offered for the training of secondary school teachers i.e. One-Year B.Ed. Programme (14 + 1 Model) and Three-Year B.A./B.Sc. + B.Ed, programme (12+3 Model). Supervisors and administrators are being trained in the Institutes of Education and Research and Departments of Education in the universities. These Institutes / Departments offer courses leading to M.Ed, or M.A. in Education degrees. Minimum qualifications required for admissions to various training programmes, duration of training and classes for which the teachers are trained are given below.

Programme of Qualification for Training Admission

Duration of Training

Classes to Teach

P.T.C Matriculation 1 Acad. Year (10 years of schooling) (48 Weeks)

I-V

C.T. Intermediate (12 years of schooling)

1 Acad. Year I-VIII

B.Ed. (12+3) Intermediate

B.Ed. (14+1) B.A/B.Sc.

M.Ed. B.Ed.

3

1

1

Acad.

Acad.

Acad.

Years

Year

Year

VI-X

VI-X

VI-XII + Supervision

M.A. Edu. B.A./B.Sc. 2 Acad. Years VI-XII + Supervision

C.T. Courses prepare teachers to teach all subjects including English up to grade VIII. The Colleges of Education prepare teachers mainly for secondary schools while the Institutes of Training and Research provide advanced training and professional growth.

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The present training / education of teachers in Sri Lanka, though following similar lines is not adequately planned. Our teachers (pre-service in Colleges of Education) are prepared for Primary, and Secondary phases but they may not be utilized as such. The practice in schools is to have them as teachers of Year 1 to Year 8, and Year 9 to Year 11. This may well be due to shortage or imbalance in the provision of staff. The in-service products too are similarly used in most instances. The worst problem is that we use untrained teachers in Years 1 - 8 or even up to Year II due to shortage of qualified and trained staff.

Thus it is worth considering a model for Sri Lanka. Analysis of the school system indicates that teachers are required at the following levels or ranges.

Year 1 to Year 5 Year 6 to Year 8 Year 9 to Year 11 Year 12 to Year 13

The next step is to organise the teacher education / training programme to fit into the above. In any case it is necessary to lay down a minimum academic standard for entry.

Range Basic Academic Achievement required

Year 1 to Year 5 G.C.E."A" Level (13 years of schooling)

Year 6 to Year 8 As above with passes in subjects pertaining to the different subject areas one has to teach in school.

Year 9 to Year 11 Option above or University Graduates with relevant subjects.

Year 12 to Year 13 University Graduates with relevant subjects.

Even in Years 4 and 5 for some subjects such as Mathematics and English, teachers with basic qualification in the subjects may have to be utilised. The option available here is either to further specify Year 1-5 category or have a downward flow of teachers in the next category (Years 6-8 ) for these subjects. In any case there has to be upward / downward flow, a flexibility which is inevitable.

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Organisation of teacher Education-Different approaches

For an effective Education System one should have a properly planned and trained system of teacher supply. The present practice in Sri Lanka and most other countries is to recruit raw (untrained) personnel and put them in charge of teaching. This is due to economic difficulties as well as due to poor planning. The Sri Lankan experience is that other than the Colleges of Education Programme there is no other pre-service programme. Even in India, Bangladesh and Pakistan the main effort is on in -service education and training. (Country reports of India, Bangladesh and Pakistan presented at the Colombo colloquium April 1992). Even in other countries in Asia the situation is the same (ref. Response by Dr. E. Thomas to country Case studies - a document presented at the Colombo Colloquium, April 1992). Nevertheless in most of these countries there had been sporadic attempts to provide very short foundation type of courses and call them pre- service education and training. The 7-10 day pre-service programme in Sri Lanka is a typical example. This programme which was of a short 3 weeks' duration has now been pruned down to a few days and seems to be only an induction course.

It is necessary to organise pre - service education programmes for all personnel who are selected for training. It should be done before they are sent to schools. Some of the programmes of the Colleges of Education could be adapted _t£ suit the needs of the course. Perhaps the Distance mode could be used and all selectees could be asked to follow such a course before absorption into the teaching service. The above course of action is desirable but the circumstances in Sri Lanka and most Third World Countries is that they cannot;

(a) afford to keep selectees waiting for about 1 year or more

(b) bear the cost of organising such a programme.

Therefore, the solution is an immediate interim course for about 3 months before absorption and use 1 1/2 year distance mode for them beginning from the date of appointment. These courses can vary depending on the level of the intake.

At the individual level of the teacher, it is important to review the entire process of teacher training, and then to develop a professional path of appropriate motivation and performance levels for the teacher. To be specific:

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The selection of future teachers should take into consideration.

(a) Criteria for the selection of candidates for the teaching profession cannot be considered like a mechanic whose main skill will be the almost mechanical application of skills to non - living tools and parts. The teacher however, is dealing only with people young people in the initial years. Therefore, a positive , constructive, optimistic , enthusiastic and caring attitude is an important consideration in the selection of teacher candidates.

(b) The aptitude of future teachers is another vital consideration. He must have high aptitude in the application of subject knowledge and skills for the difficult job of nurturing young minds, formation of values and inculcation of appropriate traits and skills among students. Therefore , measurement of teaching aptitude must form an important part of selection criteria.

(c) The entire education process deals with the caring of the mind, or the intellect. It is imperative therefore, that the candidate -teachers have consistent scholastic performance. Teaching effectiveness is conventionally measured by student achievements such as through grades and the like.

The complex issue of training is often mired in conventional approaches and traditional methods. Yet it requires a complex array of characteristics matching that of other professionals, but is often neglected due to the public image that teaching is just another employment activity. Teachers must be infused with a high image of their profession and of themselves. Therefore, the teacher training embodies a mix of teaching skills, appropriate and effective methodologies, and skills in the design and development of curriculum and instructional materials as well as development of appropriate perception of teaching profession on the part of the teacher. The teacher must develop a positive image of himself in service to society. Likewise, teachers must be capable of utilizing all kinds of instructional materials, especially those that are available to them immediately. In rural schools, there are tremendous amounts of everyday materials in the world of nature, world of work and world of neighbours that can be brought to the classroom by an imaginative and well - trained teacher. It is these materials that probably is more effective in the countryside rather than modern gadgets.

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The training should prepare teachers for real classroom situation. Efforts to involve teachers, parents, industry, employers from the world of work, community leaders in the design of teacher training programmes are weak and dismal. How to involve them has to be considered carefully. The teacher has to be trained to exploit these community resources, as well as the institutions surrounding the school.

There is the need to develop the teacher's personality through training so that he does not hesitate to approach people or institutions with confidence, outside the formal education system. He must feel comfortable in interacting with people from various sectors and levels. Development of such communication skills and overall personality cannot be accomplished if training is not rigorous or relevant. It does not prepare the teacher for changing circumstances.

Likewise, teachers need to be equipped with proper skills for the evaluation and assessment of student performance. We know that many non - school factors such as poverty , literacy level of parents and influence of the community, have an impact on the child's performance. It is therefore, important that teachers develop suitable skills for spotting potential problems and identifying and sorting out problem children, to help them adjust on - the - spot rather than after an extended time when help no longer is useful.

All of this means that the teacher must be trained for efficient management of the learning process in general and classroom teaching in particular. It is not a mechanical function of blackboard work and lectures. Rather, there is the need for an adequate working knowledge of the psychology of the child, and an ability to establish appropriate learning environment in the classroom that the child's interest can be awakened to the learning objectives and the world of studies. That can only come about when the teacher is adequately equipped with proper techniques of instruction in general and management of instruction in particular.

It is necessary to have the participation of the community during the training of the teacher. This community component is vital to the sustenance of a school and the teacher must play this vital role of encouraging community-participation. Adult education can be introduced as part of teacher training curricula.

These thoughts are generated by our concern for a proper understanding of the new emerging roles of the modern teacher.

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NEW DEFINITION OF THE ROLE OF TEACHER IN CHANGED CIRCUMSTANCES

The teacher of today has a role that is not limited to the four walls of the classroom. He is more a facilitator of learning. He is expected to work with the community, parents and specialists. He has to sometimes prepare instructional materials which he cannot handle by himself. He needs the support of technical and audio-visual experts. The scenario of today's school has changed. Cultural and community activities, which are integral parts of school life, have affected the role of the teacher. But training of teachers remains unchanged.

Today's classroom seems to be shifting away from the philosophy of education, the community and the world. The philosophy of education has to be brought into the classroom so that proper values and attitudes on the part of the students are developed. But the teacher of today is unable to comply with this, because they were simply not trained to do so.

The training should prepare the teacher for new roles such as a teacher of classroom, as member of community groups, as facilitator of learning. He should also know the concept of facilities - management so as to optimize the use of school facilities. The school can be used for community activities as well as by other institutions in the neighbourhood. The management of resources is critical but never taught to teachers. Yet imagine the dire results. School buildings are used only for a few hours a day and a limited number of days a year. Teachers are not trained for these things. They are simply trained to teach some lessons, and then to wind up. So capital investments in buildings and equipment are not optimised. They can be maximized only if trainers, teachers, supervisors and school principals are trained in such activities.

Today's teacher works in a complex of institutions. In the community, there is the hospital, police station, post office, bank, place of worship and other community groups. The teacher is expected to exploit all these institutions and to mobilize such resources. The teacher must be trained to be an effective leader, community organizer, manager of facilities and facilitator of learning.

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CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

The Study Team finds that, by and large the current position in the country concerning the three issues that the study addresses shows a favourable trend but there is much ground to be covered before it could be considered satisfactory. A few specific points that the Study Team wishes to highlight are stated below.

Teacher Position

A number of effective steps have been taken of late to improve the teacher supply position. The overall teacher cadre has been increased substantially to meet, to a large extent, the shortages existing in the schools. It is significant to note that out of the cadre of 175,000 teachers in employment now, 70,000 are those appointed during the last three years. It is planned to recruit a further 15,000 before the end of the year. However the picture emerging can be said to be bright only in respect of numbers only. But where "quality" is concerned, the position has not improved much and the need to resort to non­qualified personnel continues.

A note-worthy feature of the present arrangements is the attempt to effectively resolve a problem that has all along hindered equitable supply of teachers to schools, the problem of unequal distribution. While the more developed Urban schools often have teachers in excess, the less developed rural schools rarely have their requirements. In order to remedy this situation, it has been decided to give priority to rural schools in the placement of teachers and also to recruit from the locality where vacancies exist.

Distance Education

It is noted that increasing use is made of the distance education mode to provide initial education to teacher recruits. Not only have the programmes been expanded appreciably to cater to a very large number, but also the courses have been increased to cover many of the subject areas of teacher specialization. Of particular significance is the fact that 35,000 raw teachers who were recruited one or two years ago have been enrolled in this scheme.

- 38 -

The Study Team finds that Distance education programmes have immense potential in the Sri Lanka context and further expansion should be undertaken in this area to maximise the benefits.

Teacher Educators

The training of teacher educators has not received the emphasis it deserves and the programmes in operation at present are rather weak. One can however notice that of late there has been an awareness of the need to develop teacher educators to equip them property, as a consequence of change in role perceptions. The National Institute of Education has introduced some courses targetted for teacher educators but such 'ad-hoc' measures will not suffice and a comprehensive programme covering 'inter alia' selection procedures, research capabilities etc. needs to be implemented. Priority action in this regard is called for since the position will undoubtedly be exacerbated as a result of the seemingly ill-defined delineation of authority devolved to Provincial Councils in actual practice and the lack of facilities that are required at the Provincial Level for this type of activity. The Provincial Education Authorities need to be given proper direction and guidance in the sphere of training, placement and development of the teachers in provincial service.

Continuing Education

This is also an area which has not received sufficient attention. The Study Team finds that a beginning has been made by the introduction of a few programmes but there is a long way to go. For this purpose, a comprehensive plan has to be formulated and implemented. Here too the needs of, and the resources available to Provincial Councils have to be considered at the planning stages.

Suggestions for Improvement of Teacher Education

At the government level, the following are suggested:

(a) Teachers represent the largest labour force in all developing countries. Improvement of policy framework by the government is necessary. There must be clear-cut policies regarding prioritization of budgetary resources and incentives for teacher welfare along lines of self-reliant development. The option for a separate teacher educators-cadre should be seriously considered.

- 39 -

Development of national teacher education authority to help the government in the formulation of suitable policies and monitoring of implementation of such policies, research services, and even teacher welfare activities is suggested. Such a mechanism can effectively help in encouraging involvement of the private sector and NGOO. Another alternative is to establish a technical advisory committee on teacher education to ensure that the teaching profession is kept abreast with developments in the field.

The content and duration of teacher training needs examining. The teacher training curricula in most developing countries were developed 20 years ago and today these are continuing more or less along the same vein. Besides, there is no empirical basis for justifying a 12 month or 2 year duration for a given training programme. This needs to be examined so that the proper duration and contents could be suggested aimed at a more effective mix of service and training. Various strategies have to be developed to make training a continuous rather than a one-shot approach.

Use of open learning systems to supplement the capacity of traditional conventional training systems should be encouraged. This allows for a multi-mode approach to address the problems of quantity and quality of teacher education. This approach allows for production of more teachers; it allows the strengthening of different programmes and delivery systems. For example, conventional training has certain strengths, but is constrained by its high costs, need for physical infrasture and full-time trainers and student-teachers. These inadequacies can be supplemented and covered up by distance education and non-formal education. The distance education can be supplemented by the conventional system. Problems of face to face sessions can be resolved through practical training in actual school setting and institutional summer schools.

Use of community participation and of community resources in the classroom to support teachers is also important. Community leaders can be invited to present real life situations in the classroom to support the teacher. Community support also needs to be encouraged in the organisation of teacher activities including teacher resource centres, school conferences and teachers' seminars, all of which help elevate the image and status of the teaching profession in the community.

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Teacher Development

The creation of 'Teacher-Education Coordination Unit' a 'Think-Tank' (another set up in Economic Language) through the Continuing Education Programme is a 'must'. Educators, in the first place and Teachers too can get together and work out more productive and cost effective education programmes for the teachers in service.

Innovative new productive courses of study/training are suggested to enable.

Students, Youth and Adult, to enter the 'World of Work' by acquiring technical skills and in-plant training through the schools and other educational centres.

- Teachers to organise classroom teaching for youngsters to achieve meaningful results leading to economic advancement and upgrading of living standards among the people concerned.

- Non-Formal and Adult Education to be conducted in a functionally useful way so that 'literacy and numeracy' have real meaning in day to day life and build up a production - oriented atmosphere in the village areas in particular.

- Teachers in Universities and in the higher forms in Schools and Technical Institutes to be given opportunities to participate in special continuing education workshops in a more informal atmosphere.

- Teachers to be afforded study leave facilities and even 'sabbatical leave' to upgrade their knowledge and skills in teaching and classroom management.

The Role of Research

Although some research activities have been conducted by the University departments and to a lesser extent by the Teacher Education Institutes, one may conclude that research has not played a major role in the teacher education field.

However a greater research role is now seen with the setting up of a Research Department in the NIE and with the University departments coming into collaborative research. For the role of research to be significant the research in itself needs to be addressed towards problems which are not merely of academic interest. The research concerns have to be the major concerns of

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education in Sri Lanka. A significant part of the research should be of the operational type addressed towards improvement of school practices etc. If such problems are addressed by research a tradition of research-based operational-level decision making will build up thereby providing the researchers in education a role in the decision making process. Such a measure in turn gives rise to more research opportunities. Another feature which is lacking in research is the large scale involvement of teacher trainees in major research projects. At present, research is mainly of the individual type rather than team research type. Hence small scale and often trivial research is undertaken mainly for the purpose of methodological training.

Professional Status of the Teacher

The preparation of the teacher to his fullest potential as a professional cannot be attained without considering his welfare. Proper incentives and motivation for hard workers is a necessary requirement for the above. The salaries or income level has to be increased. The teachers remain at an economically lower rank of professionals in our society today. Very often, this draws the least-able members of a family to the teaching profession, while the most talented are shifted by their own parents to medicine or engineering or management courses. At the moment, teachers are considered as mere employees, as people in ordinary employment. There is need, therefore, for full professionalization of teaching. This can be encouraged through expanded and new activities like teacher centres where teachers have access to many journals, reference materials and facilities. Such arrangements can enrich the self-learning of teachers and enhance their socialization process. There could be teacher exchange programmes, where teachers can participate in socialization activities and get out of organized routine subjects. This should be a prime objective not only of teachers themselves but of education policy-making bodies and authorities.

Finally, the Study Team urges the aspects stressed in this report to upgrade the quality of work and status of the teachers receive immediate attention of all authorities, national and international.

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ANNEX

TABLE 1

LIST OF TEACHERS' COLLEGES SHOWING LOCATION, MEDIUM OF INSTRUCTION AND COURSES AVAILABLE (1992)

PROVINCE LOCATION MEDIUM COURSES AVAILABLE

Western

Central

Southern

North-Central

North­western

Bolawalana

Maharagama

Alutgama

Gampola

Giragama

Palaly

Sinhala English

Sinhala

Tamil

Sinhala

Sinhala

Peradeniya English

Ythanside Tamil

Balapitiya Sinhala

North-East

Matara

Unawatuna

Addalach-chenai

Batticaloa

Kopay

Sinhala

Sinhala

Tamil

Tamil

Tamil

Tamil

Anuradhapura Sinhala

Dambadeniya Sinhala

Pr. Ed., English, Sinhala Christianity (R.C.)

Sp.Ed.,Handicrafts,Commerce

Pr. Ed., Home Economics, Science, Islam.

Pr.Ed., Home Economics, Science.

Aesth.Ed., (Art, Music, Dancing)

English

Pr.Ed., Agriculture.

Pr.Ed., Home Economics, Mathematics.

Pr.Ed., Home Economics, Mathematics.

Science, Mathematics.

Pr.Edu.,Science,Mathematics, Islam, Arabic.

Pr.Edu.,Science,Mathematics

Pr.Edu., Hinduism, Music, Dancing, Home Economics,Art.

Mathematics, Agriculture, Christianity(R.C.), Science, English, Commerce.

Pr.Edu., Home Economics, Science, Mathematics, Agriculture.

Pr.Edu., Buddhism, Agriculture.

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TABLE 2

LIST OF COLLEGES OF EDUCATION SHOWING LOCATION, MEDIUM OF INSTRUCTION AND COURSES AVAILABLE (1992)

PROVINCE NAME OF INSTITUTION MEDIUM COURSES

Western Hapitigama

Pasdunrata

Sariputta

Siyane

Sinhala Primary Education

English English

Sinhala Buddhism

Sinhala Mathematics, Science

Central Mahaweli

Sri Pada

Sinhala Primary Education

Tamil/ Primary Education, Sinhala Mathematics, Science

Southern Nilwala Sinhala Primary Education, Science,Mathematics, Physical Education, Home Economics.

North-East Addalachchenai Tamil Primary Education, Mathematics,Science,

Uva Uva Sinhala Primary Education, Physical Education.

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TABLE ¿

GENDERWISE STUDENT TEACHER ENROLMENT IN TEACHERS' COLLEGES (1987 - 1991)

Year Male Female Total

1987 1333 2848 4181

1988 1411 3039 4450

1989 1314 2448 3762

1990 ., 1662 2803 4465

1991 1935 2262 4197

TABLE 4

GENDERWISE STUDENT TEACHER ENROLMENT IN COLLEGES OF EDUCATION (1987 - 1991)

Year MALE FEMALE TOTAL

1987 316 586 902

1988

1989 389 499 888

1990 553 610 1163

1991 473 868 1341

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TABLE ¿

DISTANCE EDUCATION - ENROLMENT AND OUTPUT DATA

(Department of Distance Education, NIE)

YEAR NO. ENROLLED NO. PASSING FINAL EXAM

1984 4686

1985 4295

1986-87 3216 3813

1988 2324 3311

1989 1614 2290

1990 . 2937

1991 32461 1428

1992 2728

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A critical investigation of the Distance Teacher Education Approach in Sri Lanka. Unpublished Ph.D. Dissertation University of Colombo.

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Effectiveness of three approaches to the education of Primary School teachers in Sri Lanka, Research Division, NIE, Maharagama.

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An investigation into the structure and conduct of the Diploma in Education Correspondence Course, Unpublished M.Phil. Dissertation, University of Colombo.

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Manpower Planning - Implications for Teacher Preparation, Research Division, NIE, Maharagama.

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Teacher Training for changing roles in Sri Lanka Prospects, Prospects 10(4). 500-511.

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The demand for and supply of Teachers, Ministry of Education, Cultural Affairs and Information, Battaramulla, Sri Lanka.

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A study of the curriculum for Teacher Education in Ceylon, Unpublished M.A. Dissertation, University of Peradeniya.

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Halak Jacques (1990)

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The changing role of the teacher - Prospects 17(1) 91-98.

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