national languages project (nlp)...national languages project (nlp) progress report # 5 (approved by...

NATIONAL LANGUAGES PROJECT (NLP)

PROGRESS REPORT # 5 (Approved by DFATD May 20, 2014)

For the period July 1 to December 31, 2013

Submitted by: AGRITEAM CANADA CONSULTING LTD.

SUITE 200, BANNISTER ROAD SE CALGARY, ALBERTA T2X 1Z2

PHONE: (403) 253-5298

Progress Report #5 Agriteam Canada Consulting Ltd. National Languages Project (NLP) i December 2013

TABLE OF CONTENTS

TABLE OF CONTENTS ............................................................................................................................................... I

ACRONYMS AND ABBREVIATION .......................................................................................................................... III

1 BACKGROUND AND CONTEXT ......................................................................................................................... 1

1.1 OVERVIEW OF THE NATIONAL LANGUAGES PROJECT ............................................................................................... 1 1.2 PROGRAMMING CONTEXT ................................................................................................................................. 2

2 SUMMARY OF PROGRESS TOWARDS RESULTS ................................................................................................ 4

2.1 HIGHLIGHTS FROM THIS REPORTING PERIOD ......................................................................................................... 4

3 SUMMARY OF PLANNED VS ACTUAL ACTIVITIES AND OUTPUTS ..................................................................... 8

3.1 COMPONENT 1100 – MNLSI: INSTITUTIONAL STRENGTHENING .............................................................................. 8 3.1.1 Activity 1110 TA for Languages Division in Planning, Leadership, Institutional Strengthening and

Policy Implementation ............................................................................................................................ 8 3.1.2 Activity 1120 – Provide technical assistance and support to develop and roll out resources and tools

12 3.1.3 Activity 1130 - Support conferences, events and activities for consultation, language planning

(Roadmap) and to promote collaboration............................................................................................ 14 3.1.4 Activity 1140 - TA for OLC functional review and institutional strengthening ..................................... 18 3.1.5 Activity 1150 – TA for NILET functional review and institutional strengthening .................................. 21

3.2 COMPONENT 1200 – PUBLIC ENGAGEMENT ...................................................................................................... 24 3.2.1 Activity 1210 – Co-fund Civil Society Organizations (CSO) initiatives to increase awareness and

promote language rights and social integration .................................................................................. 24 3.2.2 Activity 1220 – Support conferences, events, exchanges and activities to increase awareness among

the public and policy makers ................................................................................................................ 27 3.3 COMPONENT 2100 – TRANSLATION AND INTERPRETING SERVICES .......................................................................... 30

3.3.1 Activity 2120 – TA and support to set up a translation centre ............................................................. 30 3.3.2 Activity 2140 – TA to establish undergraduate translator/interpreter program at one or more

universities ............................................................................................................................................ 34 3.4 COMPONENT 2200 – INNOVATIVE MODELS OF LOCAL SERVICE DELIVERY ................................................................ 37

3.4.1 Activity 2220 – Identify and document existing innovative and leading practices ............................... 37 3.4.2 Activity 2240 – TA and support for language planning in partners institution following MNLSI guides ..

............................................................................................................................................................. 39

4 PERFORMANCE MEASUREMENT REPORT ...................................................................................................... 47

5 SUMMARY OF MANAGEMENT ACTIVITIES .................................................................................................... 84

5.1 COMPONENT 3100 – EFFECTIVE AND EFFICIENT PROJECT MANAGEMENT ................................................................ 84 5.1.1 Activity 3110 - Prepare and present AWPs and progress reports ......................................................... 84 5.1.2 Activity 3120 – Undertake performance management and measurement .......................................... 86 5.1.3 Activity 3130 – Integrate gender equality and respect for linguistic and cultural diversity into all

project components .............................................................................................................................. 87 5.1.4 Activity 3140 – Provide secretariat support to the PSC and Project Work Group ................................ 89

5.2 NLP RISK REGISTER ....................................................................................................................................... 90

6 FINANCIAL SUMMARY .................................................................................................................................. 94

6.1 ACTUAL EXPENDITURES FOR FISCAL YEAR 2013 .................................................................................................. 94

APPENDIX A MEDIA SCAN ................................................................................................................................ 95

APPENDIX B GENDER REPORT ........................................................................................................................ 106

APPENDIX C NATIONAL PLAN OF ACTION FOR THE IMPLEMENTATION OF LLRC RECOMMENDATIONS FROM THE RECONCILIATION CHAPTER ................................................................................................. 113

TABLE OF CONTENTS

Progress Report #5 Agriteam Canada Consulting Ltd. National Languages Project (NLP) ii December 2013

APPENDIX D LETTER FROM UNIVERSITY GRANTS COMMISSION APPROVING BA PROGRAM IN TRANSLATION .... .................................................................................................................................................. 126

APPENDIX E LETTER FROM MADAME SECRETARY.......................................................................................... 128

APPENDIX F MNLSI REPORT TO THE OFFICE OF THE HIGH COMMISSIONER FOR HUMAN RIGHTS ................. 129

APPENDIX G REPORT FROM TECHNICAL EXCHANGE MISSION: SEPTEMBER 29 TO OCTOBER 9, 2013 ............. 143

APPENDIX H EXECUTIVE SUMMARY FROM “ASSESSMENT AND IMPACT EVALUATION OF THE TEACHING/LEARNING PROCESS OF SECOND LANGUAGE TEACHING/TRAINING CONDUCTED BY NILET” ........................................................................................................................................ 171

APPENDIX I HILAIRE LEMOINE MISSION REPORT, OCTOBER 2013 ................................................................. 173

APPENDIX J WORK BREAKDOWN STRUCTURE (WBS) .................................................................................... 200

APPENDIX K LOGIC MODEL (LM) .................................................................................................................... 202

Progress Report #5 Agriteam Canada Consulting Ltd. National Languages Project (NLP) iii December 2013

ACRONYMS AND ABBREVIATIONS

AWP Annual Work Plan

BFC Bilingual Facilitation Cell

BRC Bilingual Relief Counter

CBO Community Based Organization

CHOGM Commonwealth Heads of Government Meeting

CSO Civil Society Organization

DFATD Department of Foreign Affairs, Trade and Development

DOL Department of Official Languages

DSD Divisional Secretariat Division

GoC Government of Canada

GoSL Government of Sri Lanka

HR Human Resources

HTB Matara District: Bilingualism through music

IGP Inspector General of Police

IMC Inter-Ministerial Committee (chaired by MNLSI)

KPI Key Performance Indicator

LLRC Lessons Learned and Reconciliation Commission

LoA Letter of Agreement

MNLSI Ministry of National Languages and Social Integration

MoHE Ministry of Higher Education

MOU Memorandum of Understanding

MPAHA Ministry of Public Administration and Home Affairs

NGO Non-governmental Organization

NILET National Institute for Language Education and Training

NIPA National Integration Promotion Assistant (MNLSI)

NIPC National Integration Promotion Coordinators (MNLSI)

NLD National Languages Division (MNLSI, now Languages Division)

NLP National Languages Project

OLBI Official Languages and Bilingualism Institute

OLC Official Languages Commission

OLP Official Languages Policy

PI Partner Institutions

PMF Performance Measurement Framework

PSC Project Steering Committee

RDF Putlam, Mundal and Katpity Divisions: Citizen awareness of language rights

RECDO Kantale District: Enhancing social harmony

RBM Results-Based Management

SID Social Integration Division (MNLSI)

ACRONYMS AND ABBREVIATIONS

Progress Report #5 Agriteam Canada Consulting Ltd. National Languages Project (NLP) iv December 2013

SLCDF Runawella Division: Language rights and social integration

SOND Jaffna & Ampara Districts: Language rights awareness and relationship building

TA Technical Assistance

TAF The Asia Foundation

TEM Technical Exchange Mission

TOR Terms of Reference

UGC University Grants Commission

UoC University of Colombo

UoO University of Ottawa

WBS Work Breakdown Structure

Progress Report #5 Agriteam Canada Consulting Ltd. National Languages Project (NLP) 1 December 2013

1 BACKGROUND AND CONTEXT

1.1 Overview of the National Languages Project

The National Languages Project (NLP) is based upon a bilateral agreement between the Government of

Canada (GoC), represented by the Department of Foreign Affairs, Trade and Development (DFATD) and

the Government of Sri Lanka (GoSL), represented by the Ministry of National Languages and Social

Integration (MNLSI). The two governments signed a Memorandum of Understanding (MOU) with respect

to the project in Colombo on June 28, 2011.

The NLP has been designed to respond to Sri Lanka’s need to bridge the divide between Sinhala and Tamil

speaking citizens and increase respect for language rights and linguistic diversity thereby fostering social

cohesion and sustainable peace. The project is expected to be a catalyst for the successful evolution of

language planning and language rights in Sri Lanka to ensure that citizens have access to public information

and services in the official language of their choice and that both Sinhala and Tamil are equally respected and

appreciated as the national and official languages of the country. The project’s ultimate outcome is:

“increased respect for language diversity and language rights within the public service and among the

citizenry”.

The project is implemented by a Canadian Executing Agency, Agriteam Canada, with technical support

from the Official Languages and Bilingualism Institute (OLBI) at the University of Ottawa (UoO) and The

Asia Foundation (TAF) in Sri Lanka, in close collaboration with the MNLSI. Project implementation is

guided by a Project Steering Committee (PSC), co-chaired by DFATD and MNLSI, and adheres to the

Project Implementation Plan (PIP) approved by both Governments and attached to the MOU. The PIP

sets out the project’s target outcomes in a Logic Model and includes a Performance Measurement

Framework (PMF) for the monitoring of progress towards these outcomes.

The NLP’s intermediate outcomes and corresponding immediate outcomes are:

Intermediate Outcome 1000: Enhanced public sector leadership of national languages policies

Immediate Outcome 1100: Increased capacity, including capacity for gender mainstreaming, of the MNLSI

to plan, manage and monitor implementation of the Official Languages Policy (OLP) and other policies

and programs related to their mandate;

Immediate Outcome 1200: Increased awareness about, and support for, language rights, bilingualism and

linguistic diversity among the public that influences policy makers

Intermediate Outcome 2000: Increased citizens’ access to public communications and services in national

language of choice

Immediate Outcome 2100: Enhanced delivery of translation and interpretation services and translator

and interpreter training programs

Immediate Outcome 2200: Increased number of innovative models of bilingual/trilingual local service

delivery in critical geographic areas that promote gender equality, good governance and social cohesion.

Reporting Period:

This report covers the period July 1 to December 31, 2013, and is the fifth semi-annual progress report

submitted for the project.

It reports on the second six months of implementation of the 2013 Annual Work Plan (AWP) and presents

information on activities completed and outputs achieved during this reporting period as well as the

1 Background and Context


cumulative progress towards outcomes. Progress is reported per activity by project component

(immediate outcome) and for project management as per the Work Breakdown Structure (WBS) and

AWP. Expenditures for this reporting period are reported in Section 6.

1.2 Programming Context

Opportunities:

There remains strong political-administrative support for the implementation of the OLP in Sri Lanka. The

Minister of National Languages and Social Integration the Honourable Vasudeva Nanayakkara, and

Secretary1 Mrs. M. Wickramasinghe continue to serve as “champions” for the implementation of OLP and

the work of NLP. With respect to the latter, Madame Secretary dedicates one hour every week to discuss

the progress of the road map with her senior staff. Together they have provided strong leadership in

shaping opinions to move the country towards its language goals.

This political commitment for the work of MNLSI through the NLP includes the GoSL and the Office of the

President. While this report covers the period from July to December 2013, it is of significance that in

January 2014, the government released its report on the implementation of the National Action Plan

from the “Lessons Learned and Reconciliation Commission” (LLRC) recommendations, 2 where it

described that the MNLSI has formulated a road map, established 14 model sites island wide; prepared a

“Guidebook for the Preparation of Language Plans by Public Institutions” and opened the translation

centre key initiatives supported by the GoC (DFATD), through the NLP.

The GoSL further expressed its support and commitment to the work of NLP by having the Secretary to

President, Mr. Lalith Weeratunga open the Translation Centre on January 3, 2014, where Mr.

Weeratunga referred to the longstanding friendship between Sri Lanka and Canada in many spheres and

observed that the present initiative is well aligned with the intentions of the Government to enhance

public access to services in a language of choice. He observed that the services provided by the Center

will contribute the implementation of the LLRC recommendations and help move the country towards

wider national reconciliation. Mr. Weerathunga observed that Canada, a traditional friend of Sri Lanka,

has extended its support for yet another landmark project in Sri Lanka by setting up the Translation

Centre in the Department of Official Languages (DOL).

These two events are consistent with an earlier report 3 prepared by the MNLSI for the visit of Navi Pillay,

the UN High Commissioner for Human Rights in August 2013, where the ministry’s work in implementing

OLP as part of the NLP project was highlighted and used to demonstrate the government’s commitment

to address the recommendations of the Lesson Learned and Reconciliation Commission Report. These

high level endorsements of the work of NLP provide the MNLSI with the political and substantive support

to continue to implement OLP and to continue to utilize effectively the technical assistance (TA) that the

NLP offers.

Through NLP, an institutional twining relationship between Canadian Office of the Commissioner for

Official Languages and Official Languages Commission (OLC) in Sri Lanka has become a reality. For 2014,

the Office of the Commissioner Official Languages will provide staff to work closely with his counterpart

in Sri Lanka with a view to develop a toolkit of resources to monitor and audit the implementation of OLP

1 Secretary as in the British civil service-equivalent the office of a Deputy Minister in Canada

2 In its chapter on Reconciliation from the National Plan of Action for the Implementation of LLRC Recommendations at page 8-9

attached a Appendix C 3 Attached as appendices D and E respectively is a letter from Madame Secretary together with the report sent to the Office of

the High Commissioner for Human Rights

1 Background and Context


in government institutions. In further evidence of this institutional twinning, Mr. Fraser in his capacity as

Chair of the newly formed “International Association of Language Commissioners” has invited the OLC to

join and participate in their founding convention in Barcelona in March 2014. The technical exchange

mission (TEM) in September4 for Ministry officials, National Institute for Language Education and Training

(NILET) and University academics forged new relations and linkages with Canadian Institutions and

universities that will continue after the project is completed.

Risks:

The ministry remains committed to establish a Provincial Centres which is in line with one of the key

recommendations by LLRC with regard to decentralization. The Ministry has identified a building and has

developed plans to renovate and establish the first MNLSI Provincial Centre at Kilinochchi for the

Northern Province. The centre will become a model for centres in the other provinces. For the 2014 AWP

the project identified limited funds to support the planning for this initiative but the project does not

have the resources to fund any significant procurement necessary to make the centre a reality.

Significant results have been attained by the project and the MNLSI has developed a good deal of

momentum. However, while the project was originally approved for 5 years, the limited budget has

resulted in reducing the project time and this will be the last full year of project activities. Should the

project be ended with no follow up many the results achieved and opportunities started may be lost.

4 Attached as Appendix G


2 SUMMARY OF PROGRESS TOWARDS RESULTS

2.1 Highlights from this Reporting Period

The AWP 2013 describes planned activities for this reporting period grouped together under the four

project components. Significant activities are highlighted below from each of the four components –

demonstrating results achieved towards the immediate outcomes.

Component 1 – Institutional Strengthening of the MNLSI (contributes to Immediate Outcome 1100:

Increased capacity, including capacity for gender mainstreaming, of the MNLSI to plan, manage and

monitor implementation of OLP and other policies and programs related to their mandate)

Support to MNLSI in language planning and implementation: through technical assistance from

Hilaire Lemoine from the OLBI at the University of Ottawa on developing an overarching language

plan for the country - the Language Roadmap. Specific activities that supported the roadmap

process included:

Collection and analysis of a Roadmap Data Questionnaire: Three officers were assigned to

work full time on data entry, analysis and review after an initial training program on data

entry to assess the current status of OLP within the identified key Ministries and its

Institutions.

Assistance in the development of Action Plans for the 16 Ministries.

Support to MNLSI as it finalizes a note to update the cabinet on the progress of the

Roadmap. In response from request from the Secretary, a template for developing the

Action Plans for the MNLSI and the Institutions was developed by NLP to guide the work of

ministry officers responsible for drafting the Action Plans.

Shared experiences for six ministry officers with their Canadian counterparts on language

planning through a Technical Exchange Mission (TEM) to Canada5 paired MNLSI Staff level

and working level official from MNSLI with their counterparts at Treasury Board of Canada

Secretariat Official Languages Centre of Excellence and Canadian Heritage to have in-depth

working sessions on how to manage and monitor a government wide roadmap for official

languages implementation. As a result of technical exchange missions and technical experts

to Sri Lanka, a number of institutional linkages with Canadian counterparts have been

developed and nurtured through the of work of the project.

Practical support for the ministry in languages planning with the development and

publication of the “Guidebook for the Preparation of Language Plans by the Public

Institutions”. This guide provides the MNLSI with an effective tool to plan monitor and

implement the OLP. 200 copies were disseminated among government institutions for

comments. In 2014 this guidebook will be widely distributed to public institutions across the

island.

Support to Bilingual Facilitation Cells / Bilingual Relief Counters (BFC/BRC) including

enhancing the quality of service delivery. This work focused on the five model sites identified

in 2012 namely Vavuniya South and Badulla, Matale, Valapane and Morawewa.

Support for capacity building of the MNLSI staff: 368 MNLSI staff have enhanced their skills

in a range of topics from information technology to selection of participants to be trained as

5 September 29 to October 9, 2013



a Regional Resource Pool of trainers for the ministry; strengthened the capacity of National

Integration Promotion Assistant (NIPA) and National Integration Promotion Coordinators

(NIPCs) in official language policy implementation and team building. The staff have

enhanced their capacity to deliver and implement OLP in a meaningful manner to citizens of

Sri Lanka and appreciate why it is important for citizens to be able to access services in the

language so their choice.

Using the detailed assessment completed by Yvan Dery6 as a foundation, the MNLSI has

developed a plan and has upgraded its Planning Unit to a Planning, Research, and

Monitoring Division within the current budget human resources (HR). The project provided

opportunity for two staff to participate in the TEM to Ottawa7 in the fall where they worked

closely with their Canadian counterparts at Canadian Heritage and Treasury Board to

understand and develop tools to support the Planning, Research and Monitoring Division,

including the development of an Accountability Framework.

OLC

Following the visit of the Canadian Official Languages Commissioner, Mr. Graham Fraser in

May 2013, the NLP supported the OLC as it commenced a process to develop its Corporate

Plan, including re-visiting of its mandate, roles and responsibilities in order to better

implement OLP in the Country. NLP continued to support OLC‘s legal review to address LLRC

Recommendations regarding a regional presence of OLC. OLC recruited 16 new OLC officers

and training of them will take place in 2014. The OLC website was updated and is running.

NILET

NILET continued to review and strengthen it organizational capacity. The institution

proposed an amendment to the NILET Act based on findings and discussion from the March

2013 workshop on its Governance Structure, Legal Framework and Mandate to support. The

“Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language

Teaching/Training conducted by NILET” was completed and the results presented to

relevant officials including the Minister. These results will enable NILET to identify the

strengths, weaknesses, gaps to be filled and the methodology of improving the quality of the

language coursers of NILET. NLP continued its support the Trainer’s Kit and Resource Kit to

teach Tamil to Sinhala speaking people/Language Society members and to develop Training

Materials and Resource Kit teach Sinhala to Tamil speaking people/Language Society

members

A Technical Exchange Mission to Ottawa and Toronto in September 2013 included NILET

Chairperson and the Director General in order to study curriculum development and

teaching ESL. NLP supported drafting amendments to the NILET Act.

Component 2 – Public Engagement (contributes to Immediate Outcome 1200: Increased awareness

about, and support for, language rights, bilingualism and linguistic diversity among the public that

influences policy makers)

Public Engagement Fund: During this reporting period, NLP worked closely with MNLSI to

enhance the capacity of five Language Clusters that were identified by the ministry. These

6 Director Policy and Research, Official Languages Support Programs, Canada Heritage. “Report on Strengthening Planning,

Research and Policy Capacity: Proposals for the Strengthening of a Planning, Research and Policy Unit at the Ministry of National Languages and Social Integration 7 TEM September 29 October 9, 2013 to Ottawa and Toronto



language clusters were trained on different aspects of how to administer an association and

to prepare funding proposals. The Executive Director from Dialogue New Brunswick in

Canada8 worked with Language clusters on how to develop initiatives to promote and

support language rights, bilingualism and linguistic diversity. A new RFP was released in

August 2013 and 8 proposals were received. An information sharing workshop was

conducted to promote a better understanding of the proposed initiatives and gender

incorporations. One proposal received from Eheliyagoda Language Cluster is currently under

review by High Commission of Canada Sri Lanka. NLP gender team ensured that the

initiatives funded through the Public Engagement Fund (PEF) reflect a gender balance and

portray positive images of males and females. During this reporting period NLP organized an

experience sharing session for the PEF grantees upon their completion of their project

activities. This was an opportunity to discuss how they have integrated gender in to their

project activities and provided a forum for civil society partners to exchange views with

respect to successes and challengers they were faced in integrating gender in a meaningful

manner to their project activities.

Good Practices Booklet published: The stories in this publication provide examples of what is

being done by some institutions in Sri Lanka to implement the OLP both in law and in spirit.

It describes the actions that individuals and groups have taken to provide information and

services to the public in Sinhala, Tamil and English, to invite clients to use their preferred

language, and to build stronger relationships with citizens in their area through a bilingual

approach. The good practices stories demonstrate what is possible within the existing

context and with existing resources and the benefits that these practices have brought to

the institutions and the public. These good practices are intended to inspire others to make

the commitment and take action to improve how language policy is implemented and

services provided in their institution.

Component 3 –Department of Languages: (DOL) Translation and Interpreting Services (Contributes

to Immediate Outcome 2100: Enhanced delivery of translation and interpretation services and

translator and interpreter training programs)

DOL has enhanced its capacity to deliver translation services with the official opening of the

translation centre by the Secretary to the President with the Minister, Secretary, Canadian

High Commissioner and 200 other guests underscores the importance that the government

of Sri Lanka places on this new enhanced capacity to provide transition. 15 new translator

positions were created and filled, including three new superintendents to ensure quality

control of the translations. DOL has drafted a 5 year Roadmap Action Plan in which the

Translation Center will provide translation services in all three language combinations,

interpretation services, terminology services, quality control, and in-service training of the

DOL translators and other government translators. The Survey on translation services was

completed and the DOL shared the findings and recommendations with l stake holders.. This

survey provides a clear picture of the shortcomings of the current translation system in Sri

Lanka and supports the need for a change of approach. The survey underscores the

importance of a University degree program; the need for a comprehensive review of

classification and pay scale for government translators; training both for new recruits and

ongoing training and the enhancing quality control. Upon hiring a new training program will

start to address some of the issues identified in the survey.

8 Carole Fourier participated as a volunteer



Establishment of an undergraduate translator/interpreter program at one or more

universities: To support the MNLSI in the longer term to enhance its capacity to implement the

language policy, NLP, in collaboration with the Ministry of Higher Education (MoHE) and the

University Grants Commission (UGC) has provided technical support to Universities of Jaffna,

Kelaniya and Sabaragamuwa to formulate a model curriculum for a special degree in Bachelor of

Arts in Translation. This reporting period saw UGC9 approve the model curriculum developed by

the Universities of Jaffna, Sabaragamuwa, and Kelaniya with guidance of UGC and technical

support of NLP. UGC also approved two new cadre positions at each University and agreed to

explore using experts from DOL and NILET and other qualified and experienced translators for

lectures on a visiting basis for the approved degree program. Three universities drafted the

model curriculum with the guidance of UGC and technical support of NLP which was further

developed during the TEM to Canada in meetings with their academic counterparts in Canada,

Secretary UGC was able to established linkages with Ottawa and Toronto Universities to

strengthen links between Canada and Sri Lanka’s higher education sector.

Component 4 – Innovative Models of Local Service Delivery (Contributes to Immediate Outcome

2200: Increased number of innovative models of bilingual / trilingual local service delivery in critical

geographic areas that promote gender equality, good governance and social cohesion).

NLP with the support of TAF continues to support and work with fourteen Partner Institutions

(PIs) on promoting Innovative Models of Local Service Delivery. These PIs represent a range of

public institutions from local governments to hospitals, divisional secretariats and police

stations. Each Partner Institution prepared a one year action plan based on their priorities

identified in their language plans, which include improvement of trilingual signage for enhancing

visibility, translation and preparation of trilingual forms and guidelines, staff training for

improving respect for language rights and use of technology to address specific access issues.

This piloting of language plans will be used by the ministry to support and scale up the eventual

preparation and implementation of language plans by all government institutions. A national

conference was held in August to showcase 6 case studies that highlight the success that these

model sites have achieved in a relatively short space of time.

Expenditures this Reporting Period

The total estimated and approved budget for 2013 was $1,667,477. Actual expenditures were

1,618.301.

9 See approval letter from UGC attached as Appendix D


3 SUMMARY OF PLANNED VS ACTUAL ACTIVITIES AND OUTPUTS

3.1 Component 1100 – MNLSI: Institutional Strengthening

3.1.1 Activity 1110 TA for Languages Division in Planning, Leadership, Institutional Strengthening and Policy Implementation

WBS # 1110 Activity TA for Languages Division in planning, leadership, institutional strengthening and policy implementation

Reporting Period

July to December 2013

Activity Results Hierarchy

Intermediate Outcome 1000 Enhanced public sector leadership of national languages policies and programs

Immediate Outcome 1100 Increased capacity of the MNLSI to plan, manage , monitor and mainstream gender in implementation of OLP and other policies and programs related to their mandate

Output 1110 Increased capacity of MNLSI’s Languages Division (LD) staff to plan and implement strategies for system leadership, institutional strengthening and policy implementation

Output Indicators 1110a 1110.a Presence of strategy and plan to develop staff capacity

1110b 1110.b Number of officials (m/f) trained by type of training

Activity Description

Purpose of Activity To support the MNSLI to efficiently and effectively fulfil its mandate and to strengthen itself to lead government initiatives to support language policy implementation and promote national languages and social integration.

Brief Description Major Initiatives Planned for 2013

In 2013 NLP will further support institutional strengthening of the MNLSI based on the recommendations from the 2012 capacity assessment report, the TEM report and the GoSL’s Functional Review. As the Ministry recruits 210 NIPCs to work in remaining Divisional Secretariats, the NLP will support MNLSI to design and deliver an effective induction program for these new officers, focusing on the revised roles and responsibilities of the NIPCs with regard to language rights and social integration. NLP will also assist the Ministry to develop a core group of trainers at District level who can deliver sessions on OLP. NLP will provide TA to the MNLSI to develop a Policy, Research and Development Unit as recommended in the Functional Review. In 2013 NLP will continue to support the establishment of divisional level BFCs, focusing on the five model cells identified in 2012.

Integration of Gender Equality

NLP ensures equitable participation of males and females in the capacity building programs and the integration of GE in training material. Based on the gender assessment conducted in 2012 a 2 day gender training program will be delivered to 200 ministry staff in 2013. NLP will include GE considerations when developing pilot BFCs especially with regard to social integration responsibilities. NLP will assist the MNLSI to include gender mainstreaming in the module to be prepared for the NIPC Induction Program and the TOT Program.



Planned vs Actual Tasks this Reporting Period

Task Planned Implementation Status Deliverables Achieved

1. Capacity building programs for the MNLSI Officials in: Leadership and Management (Results-Based Management (RBM), MfDR)), Gender Equality, and other topics requested

MNLSI LD has strengthened its institutional capacity in: 1. Information technology with computer training session for LD staff (12 officers) on

computers provided NLP on Microsoft Word and Microsoft Power Point. 2. Report on the Pre Training Gender Assessment was completed and presented to MNLSI,

DOL, OLC and NILET on 22 May, 2013. 6 Gender Sensitization Training Programs were conducted for MNLSI, DOL, OLC and NILET staff including 5 Sinhala programs and 1 Tamil program during the months of September, October and November.

3. Roles and responsibilities of NIPAs and NIPCs where set out in duty lists which have been submitted to MNSLI leadership for decision making. Discussions were held on presenting the identified duties upon the recruitment of the NIPCs.

4. Continuing discussions on the role and responsibilities of NIPAs and NIPCs in the Language Roadmap Process; MNLSI are holding district meetings with increased awareness of the NIPAs and NIPCs of their roles in Roadmap process.

5. Ministry Team building Phase I Workshop was conducted from November 29 to December 1, 2013.

12 officers from LD have been trained on Microsoft Excel, Microsoft Word and, Microsoft PowerPoint (10 female/2 male) Gender Assessment Report 143 MNLSI staff were trained on gender sensitization (98 female/45 male) Duty lists for NIPA and NIPCs: roles and responsibilities. MNLSI team building program for 77 staff (44 female/33 male) with Workshop Report

2. Assist the MNLSI to create a Regional Resource Pool of trainers

Discussions were held with Social Integration Division (SID) and LD on the creation of Regional Resource Pool of Trainers for OLP implementation at the district and divisional level. A decision was made to have a workshop to select the suitable candidates for the Resource Pool. Nominations were called from MNLSI and its Institutions and two Selection Workshops (in Sinhala and Tamil Medium) were conducted on September 27 and candidates were selected. MNLSI has identified Resource Persons for the development of the Training Manual.

38 Candidates were selected (17 female/21 male) Resource Persons were identified

3. TA to strengthen the Policy, Research and Development Unit within MNLSI

Based on the recommendations made by report of Canadian Expert, Yvan Dery, during the last reporting period how to develop a Policy, Research and Development Unit, and upon its review by the Honourable Minister, the Planning Division has been upgraded to a “Planning, Research and Monitoring Division (PRMD”). The Ministry is planning to move the PRMD next to the LD so as to link with and to maintain the Roadmap Database collaboratively.

2 Members from PRMD participated in a TEM to Ottawa

10 and worked closely

with their Canadian counterparts at Canadian Heritage and Treasury Board to understand and develop tools to support the policy, research and planning unit, including the development of an accountability framework.

10

TEM September 29 October 9, 2013 to Ottawa and Toronto



4. Support BFC Committee and strengthen 5 “model” BFCs

Refurbishment was supported and the Matale and Morawewa BFCs were established in this reporting period. The technical equipment and books was provided to Matale BFC (Central Province). The Morawewa only provided with the Books in the opening and the Technical Equipment will be provided next year due the unavailability of a NIPC at Morawewa. The refurbishment is being done at the Valapane BFC and Technical Equipment and Books will be provided next year once the refurbishment is completed. NOTE: At the request of Madame Secretary, 2 computers and a printer were provided for the MNLSI which had been originally allocated for the Morawewa and Valapane BFCs as the latter had not yet completed their refurbishments. BFCs will receive these computers as approved in the 2014 AWP. Once the 5 pilot BFCs are established, training programs on how to manage the BFC: track services and; develop reporting format and complaint mechanisms will be conducted in 2014.

Support was provided for the refurbishment and technical equipment and books for the BFC at Badulla, Vavuniya South and Matale.

5. Assist the MNLSI to design and deliver an Induction Program for newly recruited NIPCs

The Examination Department has sent to the MNLSI lists of the selected candidates who passed the written test. The MNSLI recruitment process was interrupted by the Provincial Council Elections in September. According to the election law, government recruitments cannot take place prior to an election. The Interviews were conducted in November and the recruitment will be done in early March 2014.

N/A

Progress towards Outputs and Outcomes (changes in awareness, attitudes, knowledge, skills and access)

Target Outcome and Output Cumulative Results Prior to Reporting Period Contribution to results in this reporting period

1100: Increased capacity, including capacity for gender mainstreaming, of the MNLSI to plan, manage and monitor implementation of OLP and other policies and programs related to their mandate

MNLSI increased its institutional capacity to plan, manage, monitor and implement its OLP by: 1. Having a strategy and plan in place to develop staff capacity. In 2012 a

detailed capacity assessment was conducted with respect for LD staff on their knowledge on official language policy and implementation; their capability to support government institutions and assist the public to access government services as well as their personal development skills. A full report with detailed concrete recommendations was approved by the MNLSI in May 2012 and a capacity development training program was commenced as per the plan.

2. The launch of Ministry’s “National Policy Framework for Social Integration (NPFSI)” and began popularizing it with stakeholders.

3. Implementing the recommendations from its Functional Review including revising its organizational chart and increasing the number of cadre positions for NIPCs.

4. Using KPIs to provide a way of measuring and reporting on the results of the ministry’s programs.

5. The MNLSI identified “pilot” BFC and established a joint ministry NLP

MNLSI increased its institutional capacity to plan, manage, monitor and implement the OLP by: Using the detailed assessment completed by Yvan Dery

11

as a foundation, the MNLSI has developed a plan and has upgraded its Planning Unit to a Planning, Research, and Monitoring Division within the current budget HR. The project has provided some computers to support its work. 2 Members from this unit on a TEM to Ottawa worked closely with their Canadian counterparts at Canadian Heritage and Treasury Board to understand and develop tools to support the Planning, Research and Monitoring Division, including the development of an Accountability Framework. As a result of the above capacity development strategy and plans, 368 MNLSI have enhanced their skills in a range of topics from staff from to Information technology to Official language policy implementation and team building. The staff have enhanced their capacity to deliver

1110: Increased capacity of MNLSI’s LD staff to plan and implement strategies for system leadership, institutional strengthening and policy implementation

11

Director Policy and Research, Official Languages Support Programs, Canada Heritage. “Report on Strengthening Planning, Research and Policy Capacity: Proposals for the Strengthening of a Planning, Research and Policy Unit at the Ministry of National Languages and Social Integration



committee to develop a plan to strengthen the BFC’s capacity. Opened two BFCs in Vavuniya South and Badulla.

6. Strengthening the capacity of NIPAs and NIPCs by developing duty lists which set out their respective roles and responsibilities.

7. Initial discussions were held on establishing a provincial centre for Northern Province in Kilinochchi.

and implement OLP in a meaningful manner to citizens of Sri Lanka and appreciate why it is important for citizens to be able to access services in the language so their choice. The Project provided Technical inputs for the Conceptualization of the Provincial Centre for Kilinochchi.

Integration of Gender Equality MNLSI have enhanced their capacity to institute a gender mainstreaming plan within the ministry: 1. In 2013 the Rapid Gender Assessment that articulated a concrete plan

to mainstream gender in the work of the ministry, starting with gender sensitization workshops aimed at all staff in the language of their choice.

2. Including gender considerations in developing pilot BFCs especially with regard to social integration responsibilities.

3. Ensuring that gender was mainstreamed in NIPC Induction Program module and the TOT Program. NLP ensures equitable participation of males and females in the capacity building programs and the integration of GE in training material.

Workshops for 143 (98f/45m) staff on gender sensitization workshops for in the language of their choice were conducted, which served to develop a consensus to sensitize staff and raise institutional awareness on the benefits gained from a gender equality approach to the workplace. NLP ensured the participation of both male and female staff in these training programs as well male and female participants delivered presentations

Identified Gender Focal Points at the MNLSI in all Divisions (LD, SID, PD and Admin) along with DOL, NILET and OLC

NLP ensured that gender was mainstreamed into the capacity development assessment and training materials. NLP sought to ensure equitable participation of males and females in capacity building programs. Gender equity was taken into consideration in developing pilot BFCs especially with regard to social integration responsibilities. Gender was mainstreamed in the training modules developed for the NIPC Induction Program and the TOT Program.



3.1.2 Activity 1120 – Provide technical assistance and support to develop and roll out resources and tools

WBS # 1120 Activity Provide technical assistance and support to develop and roll out resources and tools Reporting Period





Output 1120 Resources and tools that support OLP implementation

Output Indicators 1120a Number of resources and tools developed and published in 3 languages

1120b Number of public officials (m/f), and type of institution represented, oriented on the use of the published resources and tools


Purpose of Activity To assist the MNLSI to develop and publish high priority resources and tools that will provide managers within government institutions, newly created LD and District and Divisional Level MNSLI Officials (NIPAs and NIPCs) with the resources and tools they need to more effectively implement the OLP.

Brief Description of Major Initiatives Planned for 2013.

During 2013 the Language Planning Guide (LPG) should be finalized, translated, printed, launched and distributed among limited government institutions to assist them in the preparation of their own Institutional Language Plans as Pilot. Part of the launching and distribution strategy will be making the guide available at the MNLSI booth at Dayata Kirula (national exhibition) in Ampara in February. NLP will support the LD to conduct training programs (one per province) to coach relevant government officials, Chief Official Languages Implementation Officer (COLIO) and Official Languages Implementation Officer (OLIO) as well as NIPAs and NIPCs to use the guide to prepare Institutional Language Plans. The focus will be on the 72 bilingual divisions. The LPG will be piloted in the TAF Model Sites. There shall be tools for the actual promotion of OLP at the institutional level and also society level in general. Posters and desk top signage regarding bilingual services will be developed during 2013.


The language guide discusses the importance of both male and female participation in the process of the preparation of the Institutional Language Plans by government institutions and the integration of gender considerations in the priority setting process for action planning, and the use of gender neutral language within the Institutional Language Plans.


1. Provide support to the LD for the completion, of a Language Planning Guide. (LPG)

A trilingual “Guidebook for the Preparation of Language Plan by Public Institutions” (LPG) was launched in July, 2013 during Social Integration week sponsored by the MNLSI under the auspices of the Honorable Minister of National Languages and Social Integration and the Canadian High Commissioner. 200 copies of the Guidebook were distributed among a limited number of government institutions for initial feedback before final printing. MNLSI formed language committee to develop an institutional language plan following the Guidebook. The Language Committee is reviewing and revising the final edition of the LPG.

“Guidebook for the Preparation of Language Plan by Public Institutions”

2. Assist the MNLSI to “roll out” the LPG island wide through: a. One day workshop

for MNLSI staff b. Nine Workshops

for COLIOs and

Due to revisions of the LPG the workshops will be conducted on 2014



OLIOs at the district and divisional level government institutions with a focus on bilingual divisions

3. Support the LD with design and production of posters for offices and table top sign for bilingual officers to inform clients that they may communicate and have service in the language of their choice

Development of posters and bilingual desk signs etc. for dissemination among the Public Institutions and especially BFCs will be done through the model sites. The MNLSI has sent the design details for the posters and bilingual desk signs to the Ministry of Public Administration and Home Affairs for their approval.

Progress towards Outputs and Outcomes

Target Outcome and Output

Cumulative Achievements Prior to Reporting Period Progress this Reporting Period


Language Planning Guide (LPG) was identified as a priority tools for development to provide managers within government institutions a tool to more effectively implement the OLP. A committee was established within MNLSI and a resource person contracted by NLP to prepare the LPG. Input was provided by NLP and TAF based on their experience facilitating language planning in innovative model sites.

Publication of the booklet: Lets Learn Sinhala and Tamil.

A key tool to enhance the capacity of the MNLSI has been “Guidebook for the Preparation of Language Plan by Public Institutions”. With its completion, the MNLSI has an effective tool to plan monitor and implement the OLP. 200 Guidebooks were disseminated among government institutions for comments.

1120: Resources and tools that support OLP implementation


Publication of the booklet: Lets Learn Sinhala andTamil was revised to be more inclusive and gender sensitive. This process of gender analysis revision increased the ministry’s capacity to revise materials to be inclusive and gender sensitive. In the “Guidebook for the Preparation of Language Plan by Public Institutions” it ensure the male and female participation of a Language committee established in every public institution to formulate and implement the intuitional language plan.

Gender was embedded in the “Guidebook for the Preparation of Language plans by Public Institutions” through ensuring gender balanced participation on Language Committees established to formulate and implement the institutional Language Plan.



3.1.3 Activity 1130 - Support conferences, events and activities for consultation, language planning (Roadmap) and to promote collaboration

WBS # 1130 Activity Support conferences, events and activities for consultation, language planning and to promote collaboration

Reporting Period





Output 1130 Events undertaken to enhance national framework and increase multi-stakeholder collaboration

Output Indicators 1130a Number of events undertaken

1130b Number (m/f) type and geographic distribution of event participants

1130c Presence of linkage(s) with Canadian counterparts


Purpose of Activity To assist the MNSLI to strengthen language planning, develop a government wide strategic plan or “road map” for language policy implementation and promote collaboration among key ministries to streamline implementation of the OLP in their respective departments and institutions through consultations and collaboration.

Brief Description of Major Initiatives Planned for 2013.

One of the key initiatives supported by NLP in 2012 was the development of a “Roadmap” to assist the MNSLI to formulate a comprehensive strategic plan to implement the OLP in collaboration with the Key Ministries. The Roadmap will articulate a long term vision and set out a practical five year action plan for OLP implementation. NLP provided technical support to the MNLSI in the development of the “Roadmap” Concept Paper. As a result the Roadmap was identified in the National Policy Framework for Social Integration (NPFSI) which was approved by the Cabinet. The MNLSI established three tiers of committees for the Roadmap: Roadmap Facilitating Committee (RFC), Working Group (WG), and an Inter-Ministerial Committee - Working Group (IMC - WG). MNLSI identified the Roadmap as key priority for the year 2013 and plans to submit the roadmap to Cabinet in June 2013 for approval. NLP will continue to support this process and each of the three committees throughout 2013.


NLP will encourage the MNLSI to ensure participation of both women and men in the process of the preparation of the Roadmap and stakeholder consultations as well. NLP will support the integration of gender considerations within the Roadmap.


1. Provide TA and support in drafting the Roadmap including assisting committees, collecting baseline data and developing a RBM accountability framework for the implementation of the Roadmap. NLP resource person, Mrs. Malini

Roadmap templates were sent to 2060 institutions of which 1564 templates were returned to the MNLSI. The ministry, working through institutional focal points to compile and ensure that the returned templates are completed. In addition they are working with the remaining institutions to support them in completing their respective templates. The LD has formed a committee to review the templates received and identify gaps to be filled. 3 Officers from LD, PD and SI division were released from their duties to work full time on the Road Map activities with the assistance of the Roadmap Consultant. Two (02) computers and one (01) printer were handed over to the MNLSI and a team has been assigned for data entering, analysis and review. MNLSI have prepared a working schedule for the preparation of MNLSI Road Map action plan to be completed by April 2014. MNLSI is in a process of finalizing the draft note to the cabinet/Cabinet Paper for the Roadmap strategy. With NLP resource person, Mrs. Malini Maduwegedera to and NLP expert Hilaire Lemoine, a series of working meetings with key officials from MNLSI, OLC and NILET were held to set the ground work and

Working Session reports (MNLSI, OLC and NILET) that identified priorities for action plan. October Mission Reports (of Hilaire Lemoine. Template for the Preparation of Language Roadmap Action Plans for OLP implementation. DOL draft Action Plan Draft Activity Plan of MNLSI, NILET, OLC



Maduwegedera to work with NLP Language Policy Advisor Hilaire Lemoine, NLP staff and LD staff to support to coordinate, facilitate and assist to preparation of a Roadmap for the Ministry for the effective implementation of the OLP

identify priorities for their respective Action Plans. DOL prepared a draft Action Plan with the assistance of Gabriel Huard.

12 In subsequent meetings with

DOL (Commissioner and Assistant Commissioners) the draft Action Plan was expanded to include: Quality control mechanism, Functional Guidance role of DOL with MPAHA, and national wide coordination of training activities for translators. During the meeting, NLP staff offered assistance to DOL to cost out the proposed new initiatives in the Action Plan over a 5-year period. MNLSI, NILET and OLC also have identified their Activities for the Roadmap Action with the assistance of Hilaire Lemoine, Language Policy Advisor of NLP.

2. Provide support to MNLSI for the establishment of Database and training of officials to maintain the database for the management of Roadmap data

Baseline data is being collected by way of a questionnaire from 2060 Institutions across the Island, of which 1564 have responded. Assistance to Institutions is being provided by MNLSI through NIPCs and NIPAs. As the information is being gathered, a database was developed through a contract from NLP, using a sample of completed questionnaires, and taking into consideration comments and recommendations from Yvan Déry, on the data collection exercise. The database has been reviewed and the developer is in the process of including the NLP comments and suggestions to present the new version to the MNLSI for comments in July.

Roadmap Database and the Software Program

The database has been finalized and a Training program on entering data was conducted to LD and PD. The database developer provided assistance according the MNLSI requirement. The assigned data entering team is in a process of entering data of prioritized 25 bilingual divisions as the initial phase. Also the Reporting Formats were designed and draft report output for MNLSI, DOL, NILET and OLC have been tested and being reviewed.

Training Materials Roadmap database with reporting formats.

3. Support the MNLSI to conduct stakeholder consultations , small group discussions and National Symposium about the draft roadmap

Support to the MNLSI to develop a cabinet briefing note on the progress of the road map. Information session on the Roadmap process was conducted at the Ministry of Child Development and Women’s Affairs with 30 key senior officals. The Secretary insisted on the importance for his Ministry to be a key participant in the Roadmap initiative given its mandate and responsibilities toward a particularly vulnerable sector of society.

Briefing Note to cabinet on the Progress of the Roadmap Process.

Discussions were held with Hilarie Lemoine, on the process of preparing the MNLSI Roadmap Action Plan. Template for the Roadmap was prepared by Hilaire for MNLSI to revise according to their mandates. Mrs. Maduwegedara in collaboration with the MNLSI LD is in a process of drafting the MNLSI Road Map action plan and the note to the cabinet. A report was produced by the gathered data of the MNLSI and its line agencies DOL, OLC and NILET. The Data outputs have been circulated among the MNLSI officials and Language committee and NLP for comments.

Data output

12

Former Director, Terminology Standardization, Translation Bureau, during his mission to Colombo in April - May 2013



4. TEM to Canada September 29 - October 11 2013 – TEM report attached. 6 staff members from MNSLI participated in the TEM to Canada where they worked with their counterparts at Canadian Heritage and Treasury Board on developing tools for the Roadmap implementation including tools of reporting and performance measurement. They also met with the Commissioner of Official Languages and Commissioner of French Language Services and their Officials for briefing.

TEM report attached as Appendix - G





The MNLSI ministry has increased its capacity to plan, manage implementation of OLP with the: In 2012 the MNLSI, with technical support from the project embarked on a process to develop a “Roadmap” as a comprehensive strategic plan to implement the OLP in collaboration with the selected key Ministries. MNLSI prepared a Concept Paper which upon presentation to the IMCthe Roadmap was identified and recognized in the National Policy Framework for Social Integration and approved by the Cabinet. To support the development of the roadmap, MNLSI established three committees: Roadmap Facilitating Committee (RFC), Working Group (WG), and an IMC- Working Group (IMC). The Roadmap Template (baseline survey on current status of OLP implementation was prepared and dispatched 1981 Public Institutions (from 16 Ministries). \ In 2013 the ministry recognized the complexity in coordinating a government wide roadmap and agreed to a phased approach. Phase I is exclusively dedicated to the MNLSI Action Plan with its 3 Institutions namely DOL; NILET and the OLC. The ministry prepared a “Note to Cabinet” for the Minister to present the Roadmap strategy and the approach to be taken for successful involvement of all 16 Ministries in the Roadmap initiative. The Presidential Secretariat was included in the list. The revised total of Templates send was increased 2060. As the need identified for a database in AWP 2013, the initial steps were started to contract a Database Developer. The Database is to track and monitor the results of the baseline survey and subsequent surveys. Data collection is a very long and tedious process. This is the first time in Sri Lanka that information is collected in a comprehensive manner from participating Government Institutions on bilingual capacity of employees and bilingual services being offered to the public. It is expected that this information will inform institutions on what should be identified in a 5-year National Action Plan to increase bilingual capacity at a level needed to provide effective bilingual services to the public.

During this reporting period, the MNLSI pressed forward to develop a roadmap - within its ministry. The LD has formed a committee to review the templates received and identify gaps to be filled .Three officers from LD, PD and SI division were assigned to work full time on the Road Map activities with the assistance of the Roadmap Consultant. The Database was prepared and MNLSI received two computers and a printer from NLP, the MNLSI have the necessary resources for data entering, analysis and review and a training program on entering data was conducted to LD, PD officers. MNLSI plan to have its roadmap completed by April 2014. MNLSI is in a process of finalizing the draft note to update the cabinet on the progress of the Roadmap. In response from request from the Secretary, a Template for developing the Action Plans for the MNLSI and the Institutions was developed by NLP to guide the work of ministry officers responsible for drafting the Action Plans. A TEM to Ottawa and Toronto in September 2013 paired Staff level and working level official from MNSLI with their counterparts at Treasury Board of Canada Secretariat Official Languages Centre of Excellence and Canadian Heritage to have in-depth working sessions on how to manage and monitor a government wide roadmap for official languages implementation. As a result of technical exchange missions and technical experts to Sri Lanka, a number of institutional linkages with Canadian counterparts have been developed and nurtured through the of work of the project.

1130: Events undertaken to enhance national framework and increase multi-Stakeholder collaboration




MNLSI has integrated gender equality in the road map process by: 1) Sending questionnaires to 2060 institutions. The information gathered will be

disaggregated by gender and available for analysis in the newly developed database. This database will provide MNLSI & GoSL with evidence to make more “informed” planning decisions and the baseline data will provide a measurement of progress. The data generated will be very rich in nature and will be available to NLP through the ministry.

2) Ensuring participation of both women and men in the process of the preparation of the Roadmap and in stakeholder consultations. In the drafting of sections of the road map, NLP has supported MNLSI to integrate gender considerations.

NLP ensured the both male and female participation in the training programs



3.1.4 Activity 1140 - TA for OLC functional review and institutional strengthening

WBS # 1140 Activity TA for OLC functional review and institutional strengthening Reporting Period





Output 1140 OLC functions reviewed and enhanced

Output Indicators 1140a Presence of report and recommendations on OLC organizational strengthening

1140b Number of officials (m/f) trained by type of training

1140c Presence of linkage(s) with Canadian counterparts


Purpose of Activity

To assist OLC to review its functions and activities to ensure they are in line with its mandate and in order to improve OLP implementation, to support the OLC to carry out its functions including increasing awareness among the general public regarding the protection and promotion of language rights and to support capacity building of the OLC staff.

Brief Description of Achievements and Major Initiatives Planned for 2013

In 2012 NLP provided TA and supported the OLC in the production of Public Awareness Campaign materials. The Chairperson of OLC participated in a TEM to Canada. He visited the Commissioner of Official Languages in Ottawa and met with Provincial Language Commissioner’s in Ontario and New Brunswick. Ideas were exchanged on difference approaches to OLP implementation. As a result the Chairperson identified several new initiatives that the OLC would undertake, including delegating authority to District level NIPAs to observe and report about OLP implementation. TEM report recommended that OLC work towards decentralized service delivery in the regions and take steps to amend the OLC Act in 2013. In 2013 NLP supported a review of the OLC legislative mandate and provide TA to support the process as requested by the Chairperson. In view of that NLP planned to support OLC through MNLSI to invite Mr. Graham Fraser to visit Sri Lanka to meet with OLC Commissioners and relevant institutions and officials in Sri Lanka to exchange ideas regarding the effective implementation of OLP in Sri Lanka. NLP will support OLC to conduct a language audit at the “Dayata Kirula” National Exhibition with Awards of Excellence for the best government institution to implement OLP. NLP will continue to support OLC to conduct effective public awareness campaigns.


NLP staff will assist OLC to integrate non-discrimination into public education about the OLC complaint and redress mechanism. For OLC staff capacity building program/s and public awareness programs gender mainstreaming will be integrated.



1. Observe ongoing Legal Review of the OLC Act and provide TA, as requested, to follow up actions and recommendations

A “Committee on Cooperate Plan Preparation – CCPP” was established to prepare the Corporate Plan for OLC with NLP’s Secretarial Assistance to the Committee. The Corporate Plan is being prepared with NLP support. This work was in part inspired by the visit of Mr. Graham Fraser, Canadian Commissioner of Official Languages who had participated in a Workshop on “A Dialogue to Review the Role and Responsibilities of the OLC in the Current Context “during his visit to Sri Lanka in May 2013. As a result of this working session recommendations were made to revise the legislative mandate of the OLC and to proceed with a functional review. Mr. Fraser also had 10 other meetings to discuss and promote the importance of bilingualism and trilingualism as tools to support social integration. The

Establishment of the Committee on Cooperate Plan Preparation – CCPP” for OLC and Work Plan prepared by the Committee. The Corporate Plan is being drafted and is due in early February 2014.



Minister and Secretary of MNLSI actively participated with Commissioner Fraser in his meetings and workshop. As an important results of the Linkages made with Mr. Fraser’s Office, the OLC have been able to enroll as a Member of the “International Association Language Commissioners”. OLC recruited 12 new staff members and NLP will be supporting OLC in developing staff training. The review of the legislative framework in underway and the Corporate Plan is being drafted.

2. Provide support to increase use of 3 languages at Dayata Kirula in Ampara

Language audit was conducted at the Dayata Kirula National Exhibition in March 2013. 365 Public Institutions were audited and using assessment criteria developed with support from NLP. Three institutions were selected; Presidential Secretary of Sri Lanka will present the prizes at a ceremony at the Opening of DOL Translation Centre on January 3, 2014. NLP will work with OLC as they conduct a language audit at the 2014 Dayata Kirula. The OLP assessment criteria modified as result of the field testing from 2013 and Dr. Aneez has been appointed as coordinator for 2014 Dayata Kirula language audit survey.

Use of assessment criteria for language audit at Dayata Kirula. Audit Report completed. Three trophies will be awarded at opening ceremony of the DoL Translation Centre on 3 January, 2014

3. Support to prepare a Language Audit Guide (LAG) for OLC Officials and NIPAs for Language Audit

NLP to work in collaboration with OLC to identify an expert and facilitate the preparation of the Language Audit Guide for OLC Language Audit. Discussions are underway with OLC. This activity was shifted to 2014 AWP.

N/A

4. Support Public Awareness Campaign

Support Public Awareness Campaign:

Website was ceremonially launched on the 16 May by Minister and Mr. Fraser. Additional information in process of being uploaded. The Website is up and running now.

OLC website is up and running. http://www.languagescom.gov.lk/english/






1100: Increased capacity, including capacity for gender mainstreaming, of the MNLSI to plan, manage and monitor implementation of OLP and other policies and programs related to their mandate 1140: OLC functions reviewed and enhanced

In 2012 NLP provided TA and supported OLC in the production and distribution of Public Awareness materials. The Chairperson of OLC participated in a TEM to Canada and met with the Commissioner of Official Languages of Canada as well as with the Provincial Language Commissioners of Ontario and New Brunswick where ideas were exchanged with regard to OLP implementation. As a result the Chairperson identified several new initiatives that the OLC would undertake which included the need for the OLC to develop a more decentralized service delivery model and initiate a process to amend the OLC Act in 2013. OLC officers participated in the RBM workshops and reviewed their work plan, outcomes and key performance indicators (KPI). In 2013 the OLC has reviewed and enhanced its functions with: 1) the commencement of a corporate review, including an examination of its legislative framework. 2) the approval of 16 new positions by the Public Service Commission (PSC) and call for applications

and the interviews are held and the New Staff will be on January 2014. These additional professional staff will increase OLC’s capacity to fulfill its mandate to monitor and evaluate OLP implementation.

3) through the cooperation with the MNLSI to delegate some observing authority to NIPAs. 4) the development by OLC of criteria to evaluate booths and exhibits at the 2013 Dayata Kirula in

all three languages and selected three booths that best exemplify this. The President’s office announced it would award the prizes at a ceremony at the President’s office.

The OLC has recruited 16 new OLC officers and training of them will take place in 2014. Developing a plan to conduct a language at the 2014 Dayata Kirula. Amendments to the OLC legislative framework is underway New corporate plan is being drafted after a collaborative process with key stakeholders. The Website was updated and up and running


Gender has been integrated with: 1) OLC incorporating appropriate questions to the questionnaire used for the language audit

conducted by the OLC in reviewing the stalls and exhibits of the ‘Dyata Kirula’ national exhibition in 2013. The Corporate Planning exercise was conducted with participation of men and women.

Gender will be included in the 2014 Dayata Kirula questionnaire



3.1.5 Activity 1150 – TA for NILET functional review and institutional strengthening

WBS # 1150 Activity TA for NILET functional review and institutional strengthening Reporting Period





Output 1150 NILET functions reviewed and enhanced

Output Indicators 1150a Presence of report and recommendations on NILET institutional strengthening

1150b Number of officials (m/f) trained by type of training

1150c Presence of linkage(s) with Canadian counterpart(s)


Purpose of Activity Assist and support NILET to review, identity, and develop organizational structures and programming that will strengthen their functioning and enhance their programming in line with their mandate


In 2013 NLP will support NILET to develop a Sinhala version of the curriculum and teacher’s resource kit for teaching language to the general public and Language Societies; to conduct the research on the effectiveness of second language teaching to members of the public service; and to develop an action plan to improve their second language courses based on the findings of the research. NLP will provide TA from a Canadian resource person to support the research findings. The research study will explore the effectiveness of various modalities, curricula and teaching methodologies. NLP will also assist NILET to develop its skills in capacity development and to develop an English language course for public officers with support from ESL curriculum developers in Canada. The workshop with NILET’s boards, scheduled for 2013 was postponed to January 2014.


The research activities will consider gender issues in relation to second language teaching and learning. Resource kits and tools will be gender sensitive and promote gender equality. The project will strive for a gender balance among the curriculum development committee participants.


Task Planned Implementation Status Deliverables

*Technical Exchange Mission to India (CIIL)

Discussions were held with NILET and MNLSI follow up with the India (CIIL) and see possibility to arrange the TEM to India, having concern of the recent security issues. The S/MNSLI had asked NILET to submit a request to the Secretary to follow up through the Ministry of Foreign Affairs and High Commission of Sri Lanka to India. As there has been no response from the Indian authorities this activity did not take place.

N/A

1. TA and Support to conduct “Workshop on Governance and Mandate Review” with NILET Management Board (MB) and the Academic Board

As a result of the workshop organized by NLP for NILET on Governance and Mandate Review NILET reviewed its existing legislative framework and proposed amendments; examined its role, challenges, opportunities and priorities in contributing to a trilingual society; including examining its programs and courses, HR needs, facilities and regional/provincial centres, and financing and resource generation. Out of these group discussions, a series of recommendations were developed for future actions and priority areas were identified for NILET. These recommendations will form the basis for the 3-5 year

Papers presented by NILET Workshop report A draft of proposed amendments

13

13

NILET: Draft Act to amend the National Institute of Language Education and Training Act attached as Appendix H



(AB) Action Plan for NILET within the Roadmap document. A comprehensive draft of proposed amendments has been submitted to the NILET and the Secretary of MNLSI.

2. Support development of a Curriculum (Resource Kit / Text Book) for Teaching a second Language to General Public (Sinhala and Tamil) to be distributed to MNLSI registered Language Societies

The Curriculum (Resource Kit / Text Book) for Teaching Tamil as a second Language to General Public was reviewed by the DOL with committee comprising members from the NILET and DOL chaired by the DOL commissioner. It was decided to print 4000 copies of the text book and 1000 copies of the teachers’ guide. The curriculum was finalized with printing to take place in 2014.

Finalized Tamil Version of the Curriculum (Resource Kit / Text Book) for Teaching Tamil a second Language to General Public

3. Assist NILET to conduct a research study on the effectiveness of NILET’s second language courses for public officers

The final report of the “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Training Courses conducted by NILET” was published and shared among the MNLSI, OLC, DOL officials and the Hon. Ministers for comments after a TA

14 provided support to the research team

to conduct analysis and prepare a final report with recommendations. Results will feed into functional review and provide evidence for curriculum review etc.

GHRD Research Findings and Recommendations

15

4. Assist NILET to develop a course to teach English to public officers

Technical exchange mission was the first step to examine teaching methodologies of English as a second language. This mission took place September 27 through to October 9, 2013. The report is attached to this report. as Appendix G.

Course of study and curriculum English language for public officers. TEM Report

5. Conduct a TEM to Canada on curriculum development and second language teacher training for 3 experts from NILET

The Chairperson and the Director General of NILET participated in the TEM to Canada to examine teaching methodologies of English as a second language. In a report prepared by the participants, they reviewed the key findings gained from the TEM and made four recommendations based on the lessons learned: 1) Advanced Technology should be introduced for language teaching in Sri Lanka. 2) Attention from all the respective Institutions such as Public Administration, Treasury, Public

Service Commission, should be seriously drawn for language training in Sri Lanka. 3) Universities and Ministry of Education should take prompt action on language Training in their

capacity. 4) All teaching/training Institutions like SLIDA, NIE, PSTI and NILET should collaborate and develop a

proper plan of action and take action accordingly.

14

TOEWS JANZEN, Marlene, Member of Faculty of Graduate and Post-Doctoral Studies, University of Ottawa 15

Attached as Appendix H




Target Outcome and Output Cumulative Achievements Prior to Reporting Period Progress this Reporting Period


NILET functions reviewed and enhanced by: 1) NILET officials reviewing their work plan, outcomes and KPI

through results based management lens. 2) Conducting a functional review conducted within a Governance

Workshop in March 2013. 3) Conducting a survey, the results of which will be a key source of

information for reviewing and enhancing language training activities.

4) NILET through its Academic Board and the Management Board, have enhanced their capacities to plan and manage implementation of OLC policy with the development of recommendations on Governance, Mandate and the proposed changes to the NILET Act and Corporate plan. These recommendations will be used as a base for the preparation of the Roadmap action plan for NILET.

5) NILET Research study findings and recommendations will provide a great impact on the second language courses for further improvements.

NILET‘s functions were reviewed in the “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses conducted by NILET” completed in August 2013. Its results were shared with the Minister and Secretary. This will provide a framework for the NILET Board to make the substantive changes necessary to deal with its current and changing mandate. Draft amendments to the NILET Act were submitted to the Secretary for approval to move forward. TEM to Canada for Chair and Director General of NILET to examine second language teaching methodologies. A report was produced with recommendations to enhance their capacity to deliver second language training in concert with other government agencies teaching skills and provided technical skills to support the revision of the existing curriculum for teaching English.and further develop linkages with Canadian institutions. Finalized the Tamil Version of the Curriculum (Resource Kit / Text Book) for Teaching Tamil a second Language to General Public by DOL

1150: NILET functions reviewed and enhanced


The project strives for a gender balance among the curriculum development committee participants The survey undertaken included an assessment of gender in relation to second language teaching and learning. Resource kits and tools will be gender sensitive and promote gender equality.

The Gender was integrated to the curriculum by using Gender neutral language and giving recognition the both Male and female names. NLP ensured the both male and female participation in the TEM to Canada.



3.2 Component 1200 – Public Engagement

3.2.1 Activity 1210 – Co-fund Civil Society Organizations (CSO) initiatives to increase awareness and promote language rights and social integration

WBS # 1210 Activity Co-fund CSO initiatives to increase awareness and promote language rights and social integration

Reporting Period




Immediate Outcome 1200 Increased awareness about, and support for, language rights, bilingualism and linguistic diversity among the public that influences policy makers

Output 1210 Civil society led initiatives promoting and supporting language rights, bilingualism and linguistic diversity that are gender sensitive

Output Indicators 1210a Mechanism, including selection criteria, committee and processes for fund established and disseminated

1210b Number and type of initiatives co-funded

1210c Number, type and geographic distribution of CSOs supported


Purpose of Activity The NLP Public Engagement fund will contribute to civil society led initiatives to increase the awareness on linguistic diversity, importance of bilingualism, and language rights and responsibilities among the general public.


During 2012 the project solicited proposals from CBOs, local NGOs and community groups. Eleven proposals were received from organizations from different parts of the country and 5 proposals were approved and funded. The average grant amount was SLR 300,000. Proposals from 5 Language Society clusters were received and reviewed and NLP provided advice on strengthening the proposals and on strengthening the language clusters themselves. Another RFP will be released to NGOs, CBOs and Language Society clusters in 2013. NLP will send the RFP to target groups, including women’s groups, in all parts of the country, however, as in 2012; the fund will be open to all eligible organizations. The six approved initiatives from 2012 were successfully completed by June 2013. These initiatives represented five provinces - two from Sothern Province one from Northern Province, one from Eastern Province, one from North Western Province and one from Sabaragamuwa Province. The PEF selection committee was restructured with the inclusion of two women representatives. Seven proposals were received from organizations from a varied geographic representation of the country for the year 2013. Two have been approved by the selection committee and are in the process to receive CHC concurrence. During the year 2013, NLP worked closely with MNLSI to enhance the capacity of the members of the five language clusters that were identified by the ministry. The additional capacity building was deemed necessary for the Clusters to prepare proposals for funding by the NLP. Another RFP will be released for NGOs, CBOs and Language Society clusters in 2014. NLP will send the RFP to target groups, including organizations headed by women, in all parts of the country; however the fund is open to all eligible organizations.


The proposal guidelines require applicants to indicate how GE will be integrated into their proposed project and one of the selection criteria is how well GE will be included. Grantees will be monitored to ensure that GE is integrated according to the project plan and the NLP focal points will provide a gender awareness workshop for representatives of each partner organization. The proposal guidelines require applicants to indicate how GE will be integrated into their proposed project and one of the selection criteria is how well GE will be included. NLP focal points including the Gender Advisor to the NLP provided a gender awareness during the workshop of partners proposed initiative presentation in October, 2013.



Task planned Implementation Status Deliverables

1. Provide continued funding to exiting 2012 grantees, 5 NGOs/CBOs, and Language Society Clusters once grants are awarded

CBOs/ NGOs related work The six approved initiatives from 2012 were successfully completed by June 2013. These initiatives represented five provinces - two from Sothern Province one from Northern Province, one from Eastern Province, one from North Western Province and one from Sabaragamuwa Province. Seven proposals were received from organizations from a varied geographic representation of the country for the year 2013. Two have been approved namely Jaffna and Ampara Districts: Language rights awareness and relationship building (SOND) and RECDO from Northern and Eastern Provinces by the selection committee and are in the process to receive CHC concurrence. Activities of Language Clusters During the first half of 2013 NLP supported MNLSI to draft a constitution for language clusters. During the year 2013, NLP worked closely with MNLSI to enhance the capacity of the members of the four language clusters that were identified by the ministry. The additional capacity building was deemed necessary for the Clusters to prepare proposals for funding by the NLP. The Ministry approved five language clusters representing five regions namely Rathnapura District, Kurunegala District, Trincomalee District, Ampara District and Badulla District.

Grantee Reports

2. Solicit and review proposals and provide 5 new grants for CBOs/ NGOs or other civil society groups and 5 new Language Society clusters.

In response to the new request for proposals. NLP received 8 proposals from various locations around the country. After the initial review by NLP, six proposals were shortlisted. Out of the six proposals shortlisted by the NLP, 3 proposals were sent to the Public Engagement Selection Committee. The committee has approved two. They are RECDO and SOND from Eastern and Northern Provinces. RECDO has proposed to do a youth engagement program related to social integration. SOND has proposed exchange programs with youths and community leaders in Jaffna (Northern Province) and Ampara (Eastern Province) with Tamil speaking and Sinhala Speaking communities. Another RFP will be released for NGOs, CBOs and Language Society clusters in 2014 which will be sent to target groups, including organizations headed by women, in all parts of the country; however the fund is open to all eligible organizations.

Proposals Letters of Agreement Grantee reports

3. Monitor and support grantees & conduct GE workshop for grantees

NLP staff randomly visited some of the activities organized by partner organizations; Partners shared their experience in the end of project presentation to NLP and MNLSI organized by the NLP. One of the largest programs organized by our partner HTB – Matara released a CD consisting of 12 Tamil and Sinhala songs, at a ceremony held in the presence of the Minister of National Languages and Social Integration Vasudeva Nanayakkara including three more cabinet Ministers namely Dallas Alahapperuma, Mahinda Yapa Abeywardhena and Luxaman Yapa Abeywardhena. Staff of NLP also took part in the ceremony. A workshop was organized on October 26, 2013 with the representation from Public engagement fund would be partners, and committee members; MNLSI officials and the staff of NLP including the Gender Advisor for the better understanding of the proposed initiatives and gender incorporations

Grantee reports Monitoring reports

4. Coordinate the selection committee

Membership of the 2013/2014 Public engagement Committee is as follows: 1. Mr. S.L. Mohamed Haseem: MNLSI/SI representative 2. Mr. Nicholaspillai: MNLSI/LD representative (since he retired, The MNLSI will need to nominate another) 3. Mr. Henry de Mel: A civil society specialist who has worked with the Norwegian and Swedish Embassies

managing NGO funding, as a freelance consultant has monitored and evaluated numerous development projects, over a 35 year career.

4. Ms. Sriyani Perera: Has extensive experience as a gender adviser/specialist to a variety of national and international organizations including UNDP, Action AID. She is also actively involved in the women network’s

Recommendations and approvals



and works for violence against women. 5. Dr. Sujatha Wijethilaka: A community development specialist. She has managed various grant projects with

Care international and Swedish Embassy in Sri Lanka.




1200: Increased awareness about, and support for, language rights, bilingualism and linguistic diversity among the public that influences policy makers

Management plan for the Public engagement fund developed and approved by the PSC and a Selection Committee formed. “An Information Kit and Guidelines for Application and Submission of Proposals” was completed and distributed to CSOs throughout the country. Six civil society led initiatives to promote and support language rights, bilingualism and linguistic diversity were received and funded: 3 from CBO and 3 from NGOs. Two from Southern Province and one each from Sabaragamuwa, Northwestern, Eastern and Northern Provinces. These small grants have served to create awareness on language rights and social integration among civil societies. The various programs were conducted with the involvement of government institutions and communities with the result citizen committees were formed to look in to the language issues in their own areas. One grant was used to produce a CD “Let’s Sing” with a songbook of familiar songs with lyrics in Tamil and Sinhala-a practical and fun way to engage children, citizens a policy maker in social integration and language learning. The release of the CD was a well-attended event with the Minister of National Languages and Social Integration together with a number of ministers and policy makers. All grants were monitored and activities successfully carried out that promoted and supported language rights, bilingualism and linguistic diversity.

The new RFP was released in August 2013 and 8 proposals were received. The selection committee welcomed new members: Mrs. Sriyani Perera, Dr. Sujatha Wijethilaka and Mr. Hendry de Mel both who have rich experience in working with civil society. NLP conducted capacity strengthening, proposal development and institutional management training for four language cluster established by the MNLSIs. Out of eight new proposals received during this reporting period, the selection committee has approved two proposals. An information sharing workshop was conducted among the new prospective PEF- grantee; PEF committee members, MNLSI officials and NLP staff of NLP including the Gender Advisor to promote a better understanding of the proposed initiatives and gender incorporations. One proposal received from Eheliyagoda Language Cluster is currently under review by High Commission of Canada Sri Lanka.

1210: Civil society led initiatives promoting and supporting language rights, bilingualism and linguistic diversity


The proposal guidelines require applicants to indicate how gender will be integrated into their proposed project and one of the selection criteria is how well gender has been included. Grantees will be monitored to ensure that gender is integrated according to the project plan and the NLP focal points will provide a gender awareness workshop for representatives of each partner organization.

NLP gender team ensured that the initiatives funded through the Public Engagement Fund (PEF) included both males and females and materials developed (pictures /posters/ leaflets) reflect a gender balance and portray positive images of males and females. During this reporting period NLP organized an experience sharing session for the PEF grantees upon their completion of their project activities. This was an opportunity to discuss how they have integrated gender in to their project activities and provided a forum for civil society partners to exchange views with respect to successes and challengers they were faced in integrating gender in a meaningful manner to their project activities. The PEF selection committee membership has two out 5 women representatives.



3.2.2 Activity 1220 – Support conferences, events, exchanges and activities to increase awareness among the public and policy makers

WBS # 1220 Activity Support conferences, events, exchanges and activities to increase awareness among the public and policy makers

Reporting Period




Immediate Outcome 1200 Increased awareness about, and support for, language rights, bilingualism and linguistic diversity among the public that influences policy makers

Output 1220 Civil society led initiatives promoting and supporting language rights, bilingualism and linguistic diversity that are gender sensitive

Output Indicators 1220a Number of events supported

1220b Number (f/m), type and geographic distribution of awareness about and support for language rights, bilingualism and linguistic diversity among policy and decision makers


Purpose of Activity To Increase awareness of the OLP and citizen’s language rights among the general public and to promote and track media contribution to public awareness of the OLP and related language issues.


In 2012 NLP worked with the MNLSI, OLC, NILET and DOL to develop a calendar with messages and pictures that would raise awareness about the OLP and citizens’ rights and public officers’ obligations under the policy. NLP printed and distributed 2500 copies of the calendar to government institutions, Members of Parliament, Language Societies, NGOs, and other stakeholders. Information about NLP has been included on the MNLSI website to inform the general public about the project and goals related to language rights. NLP continued to scan print media and news websites for coverage of languages issues and produced reports every two months. These were consolidated for inclusion in NLP semi-annual reports. In 2013 NLP will continue its media scan of newspapers and news websites in Sinhala, Tamil and English and prepare quarterly reports. Additional support will be provided to Language Societies to increase their capacity to raise public awareness about OLP and to promote bilingualism, trilingualism and social cohesion among language communities. This will include producing a booklet of Language Society activities and hosting sharing workshops. NLP will provide a resource person from the CSO Dialogue New Brunswick in Canada. NLP will also work with media to increase journalists understanding of language issues and to increase media coverage, particularly of good practices in OLP implementation and the promotion of a social cohesion through bilingualism and trilingualism.


Ensure awareness activities supported by the project are gender sensitive, promote positive images of both men and women and consider the different information needs of women and men in relation to language rights. Ensure equitable participation of women and men at the sharing workshops.



Task Implementation status Deliverables

1. Work with media to increase quantity and quality of media coverage of language issues

Develop media relations

Host a seminar/ roundtable for journalists and other media representatives on OLP, language rights, social cohesion, trilingualism and good practices

Solicit media support for campaigns and articles that promote language rights and respect for language diversity

Engaging the media in an official and organized manner such as roundtables etc was not pursued due to the prevailing atmosphere in the country during this reporting period and the potential risk to the Project these activities could entail. Instead, our Program Staff sought to link journalists on an individual basis with MNLSI, OLC, DOL, NILET) to cover certain events and/or to place articles in their publications. Although difficult to assign direct co-relation, a degree of success has been achieved with the increased number of articles in the media for this reporting period.

Media pieces

2. Strengthen Language Society clusters to provide more support to their member Language Societies to plan and conduct activities that promote dialogue and understanding between Tamil speaking and Sinhala speaking communities, including

preparation of a brochure or booklet of activities that Language Societies can consider conducting;

hosting a seminars for sharing ideas, experiences and good practices of Language Societies in promoting dialogue and understanding. Share experiences of Dialogue New Brunswick

A Sinhala and Hindu New year festival was organized with the participation of all ethnic groups by the MNLSI. The event created opportunities for the three ethnicities to enable them to share and celebrate their ideas on their cultural values in their respective languages. The Runawella Division: Language rights and social integration (SLCDF) was contracted to conduct the capacity strengthening, proposal development and institutional management training for the members of language clusters including MNLSI representatives in the District and Divisional level. Initially an awareness meeting was conducted by the NLP representative and Senior officials from MNLSI about the process of the future activities of Language Clusters. Through this NLP was able to identify the current status of the cluster functions and progress which allowed NLP to continue to work with four language clusters on capacity strengthening, proposal development and institutional management training for

16. NLP has now

and received one proposal for funding which is sent for the review of High commission of Canada in Sri Lanka. Experience sharing workshops were conducted for the Language Cluster (LC) members of the Eheliyagoda, Kurunegala, Trincomalee and Badulla LCs by the Executive Director of Dialogue New Brunswick. NIPCs and NIPAs from the respective districts and officials from the Minister’s office also took in the experience sharing workshops.

Event: A Sinhala and Hindu New year festival Mission Report

3. Scan mainstream newspapers and selected websites (Sinhala, Tamil and English) to assess the level, and type, of media coverage of language issues. Prepare reports on results of scan every three months.

Regular monitoring of the media was done with quarterly reports prepared.

4 quarterly reports 2 semi-annual reports

4. Provide NLP information for MNLSI to post on the Ministry Information on NLP goal is updated on the MNLSI at regular intervals Updated Website:

16 Ampara District Language Cluster was removed from the list on the instruction of the MNLSI officials.



Task Implementation status Deliverables

Website in order to communicate information about NLP goals and activities as a means to increase awareness about language rights, language issues and social integration.

http://lanintegmin.gov.lk/the-national-languages-project-nlp/


Target Outcome and Output Cumulative Achievements Prior to Reporting Period Progress this Reporting Period

1200: Increased awareness about, and support for, language rights, bilingualism and linguistic diversity among the public that influences policy makers

The 2500 calendars that were widely distributed were well received by officials and helped to increase awareness about citizens’ language rights under the OLP and officials responsibilities under the policy. Sinhala and Tamil New Year event highlighted and celebrated cultural and linguistic diversity and enhanced support for language rights and diversity.

Increased public awareness about language rights and the role of the OLC can be documented through the increase in the number of articles published in Sinhala, Tamil and English media that support for language rights, bilingualism and diversity amongst the public. This increase in articles should be a positive influence on policy makers. Successfully conducted the experience sharing workshops for the LCs by the Dialogue New Brunswick.

1220: Events undertaken to increase awareness about and support for language rights, bilingualism and linguistic diversity among policy and decision makers


Integration of Gender equality by ensuring that awareness activities supported by the project are gender sensitive, promote positive images of both men and women and consider the different information needs of women and men in relation to language rights. Ensure equitable participation of women and men at the sharing workshops.

Integration of Gender equality by ensuring that awareness activities supported by the project are gender sensitive, promote positive images of both men and women and consider the different information needs of women and men in relation to language rights. Ensure equitable participation of women and men at the sharing workshops.



3.3 Component 2100 – Translation and Interpreting Services

3.3.1 Activity 2120 – TA and support to set up a translation centre

WBS # 2120 Activity TA and support to set up a translation centre Reporting Period



Intermediate Outcome 2000 Increased citizens’ access to public communications and services in national language of choice

Immediate Outcome 2100 Enhanced delivery of translation and interpretation services and translator and interpreter training programs

Output 2120 Translation centre established and operational

Output Indicators 2120a Number of staff (m/f) trained to manage centre

2120b Number of translation tasks assigned to centre per month


Purpose of Activity To help DOL establish a translation centre


Early in 2012 the NLP Translation Services Advisor undertook an assessment of DOL and prepared a report regarding the establishment of a Translation Centre to improve translations services in Sri Lanka. The GoSL also conducted a functional review of DOL in 2012. The Commissioner and Assistant Commissioner participated in the TEM to Canada in June and prepared a report. Based on the recommendations of these three reports, DOL has begun the establishment of a translation centre with NLP assistance. DOL requested and received approval of 3 cadre positions for translation superintendents and 15 cadre positions for translators and have requested 6 more cadre positions for terminologists. NLP is supporting DOL to commission an island wide survey on translation needs conducted by the University of Colombo (UoC).

As the new positions are filled in 2013, the appointed, translators will be trained internally with the support of NLP through local consultants and the Canadian Translation Services Advisor. The survey initiated in 2012 will be completed in 2013 and NLP will assist DOL to analyze results and prepare appropriate responses. NLP will continue to assist DOL to set up the new translation centre, including providing TA and some additional equipment. NLP will also support the development of glossaries and an electronic terminology bank, including reviewing similar systems through a TEM to India.


The University of Colombo has a balance of male and female enumerators and will disaggregate survey findings by sex of respondent. The project will strive for a gender balance among the TEM participants, will integrate GE in translator training materials and will discuss gender neutral terminology as part of terminologist training.



Tasks Planned Implementation Status Deliverables

1. Support DOL to strengthen the new translation center

Provide TA on Translation Centre management

Provide equipment (computer, furniture and dictionaries)

Support training of managers, superintendents and translators

Refurbishment of the translation centre is completed with three closed-in offices for superintendents, 15 cubicles for translators and a small conference room with modern IT desks and chairs. All 15 new translator positions which were approved have now been filled. Three superintendents’ positions were approved. The training of translator was moved to 2014 since the newly recruited translators need some time to familiarize in translation and the equipment. A full set of dictionaries were distributed to the DOL and already the newly recruited translators are utilizing those dictionaries.

A grand opening ceremony was held on January 3, 2014 with the participation of the Secretary to the President, Mr. Lalith Weerathunga; the High Commissioner of Canada in Sri Lanka Her Excellency Hon. Shelley Whiting; Honourable Minster of National Languages and Social Integration Mr. Vasudeva Nanayakkara and the Secretary to the MNLSI Mrs. Malkanthi Wickremasinghe.

Refurnished translation centre. Management tools include:

An organizational chart for the Translation Center

A workflow chart

Job descriptions for superintendents and translators,

Strategic plan etc.

Training plan

participation evaluation

Draft Translation Request Register Form for use by both the DOL and its clients.

2. Support to develop a terminology unit within the Translation Centre. Assist DOL to: 1.) Train new 6 terminologists; 2.) Create two new glossaries, 3.) Revise two existing glossaries; 4.) Improve the terminology bank and 5.) Improve the website

Two glossaries from different subject areas (Economics and Communication) which were prioritized by DOL updated and made available as trilingual glossaries (in the draft format) The creation of new glossaries has moved and incorporated in the 2014 AWP

Training material Two new and two updated glossaries. Electronic terminology bank searchable in three languages Improved web page.

3. Support DOL / UoC to complete translation survey

The survey was completed during previous reporting period. The report was presented to a wide range of stakeholders including representatives from various Ministries, Departments, and members of Translation Union, University representatives and other government institutions and individuals. This event provided opportunities for stakeholders to provide their view and comments before printing the survey report. The DOL identified in its 2014 AWP activities to draw a comprehensive plan to implement the recommendation of the survey report.

Survey report and analysis

4. Support of Advisory Committee on Translation Services

The committee participated in the survey report presentation and in the opening of the Translation Centre

Meeting agendas; Meeting minutes

5. Conduct TEM to India The TEM was cancelled due to security reasons






2100 Enhanced delivery of translation and interpretation services and translator and interpreter training programs

Based on the Study Report on “the Establishment of a Translation Centre for the GoSL”,

April 5 by NLP expert Gabriel Huard DOL developed a plan for a Translation Centre including increasing the staff contingent from 6 to 15 translators with 3 additional superintendents and 6 terminologists. The plan brings the terminology services within the Translation Center. Using the plan, DOL oversaw renovations of premises and NLP procured partitions, workstations, computers and printers. A working relationship was built between the UGC and DOL in relation to translation studies. An Advisory Committee on Translation Services was established to help coordinate with the government agencies and other stakeholders involved in translation, in part as a result of a TEM to Canada. A functional review of existing translation services through DOL was completed and a report prepared that includes recommending the reorganization of DOL and the establishment of a Translation Centre. The DOL Commissioner has started to implement the recommendations, including seeking and getting approval to recruit additional translators to the department. DOL has enhanced its capacity to deliver translation and interpretation services and training programs with the completion of the: 1) Translation centre and equipping it with 18 computers with dictionaries

linked by a server and two printers. New translators are in the process of being hired.

2) 5-year Roadmap Action Plan which includes the Translation Center, translation services in all language combinations, interpretation services, terminology services, quality control, and in-service training of the DOL translators and other government translators.

3) Commissioning of the survey on translation services. This survey will provide a clear picture of the shortcomings of the current translation system in Sri Lanka and supports the need for a change of approach.

DOL has enhanced its capacity to deliver translation services with the official opening of the translation centre by the Secretary to the President with the Minister, Secretary, Canadian High Commissioner and 200 other guests underscores the importance that the government of Sri Lanka places on this new enhanced capacity to provide transition. 15 new translator positions were created and filled including three new positions for superintendents were approved by the PSC to ensure quality control of the translations. DOL has drafted a 5 year Roadmap Action Plan in which the Translation Center will provide translation services in all three language combinations, interpretation services, terminology services, quality control, and in-service training of the DOL translators and other government translators. The Survey on translation services was completed and the DOL shared the findings and recommendations with all stake holders including MPAHA, MoJ, MNLSI, Ministry of Lands, NILET and Public Service Commission (PSC). This survey provides a clear picture of the shortcomings of the current translation system in Sri Lanka and supports the need for a change of approach. The survey underscores the importance of a University degree program; the need for a comprehensive review of classification and pay scale for government translators; training both for new recruits and ongoing training and the enhancing quality control. Upon hiring a new training program will start to address some of the issues identified in the survey.


Gender equality has been integrated with: 1) The translation survey ensured a balance of male and female

enumerators and results will be disaggregated by sex of respondents.

2) Translator training materials will discuss and use gender neutral terminology as part of terminologist training.

The recruitment of translators was distributed to attract both male and female candidates. The commissioner and Assistant






commissioners were very supportive that their staff participate in the gender awareness training with the results that the majority of participants for the gender training came from the DOL



3.3.2 Activity 2140 – TA to establish undergraduate translator/interpreter program at one or more universities

WBS # 2140 Activity TA to establish undergraduate translator/interpreter program at one or more universities

Reporting Period




Immediate Outcome 2100 Enhanced delivery of translation and interpretation services and translator and interpreter training programs

Output 2140 Undergraduate translator/ interpreter programs established in university(s)

Output Indicators 2140a Presence of program proposal developed and approved by university authorities and UGC

2140b Number of faculty members (m/f) given advanced training for teaching translation studies


Purpose of Activity To help selected universities to develop translator/interpreter degree programs to help overcome the dearth of qualified translators/interpreters in the country


In 2012 NLP contracted Prof. Louise von Flotow from the University of Ottawa Translation Program to undertake a study of existing translation courses offered at universities and other institutions in Sri Lanka. Her report was circulated among relevant institutions, the University Grants Commission, the MoHE and the Advisory Committee on Translation Services. Due to continued strikes in the university system for much of 2012, NLP was not able to follow up on the recommendations in the report until November when the universities reopened. At that time the UGC expressed its interest in pursuing recommendations regarding the development of a degree program in translation focused on developing practical translation skills that will lead graduates to employment. The UGC recently established a curriculum development committee tasked with developing a “model” curriculum in translation. In 2013 NLP will support the work of this committee, providing technical assistance from Prof. von Flotow and NLP staff as required by the committee. NLP will continue with discussions with the two previously selected universities, Jaffna and Kelaniya, as well as Sabaragamuwa University that has recently submitted a translation program proposal, as well as the UGC, MOHE, NILET and other relevant institutions and stakeholders to facilitate the curriculum development and program approval process, market needs analysis, marketing etc. It is anticipated that the program and curriculum will be approved by the UGC in time for the September/October 2013 application booklet so that universities could start offering the program in 2014. Assuming that the proposed program is approved by the UGC, NLP will support key faculty members from the universities that will implement the program in 2014 to develop course materials. This will include a TEM to the Canada to work with counterparts at the University of Ottawa and possibly the University of Montreal.


Curriculum developers will be supported to integrate gender perspective into curriculum and learning materials. Marketing strategies will emphasize the need to attract both male and female students.


1. Support to the UGC curriculum development committee

The UGC has approved the model curriculum developed by the Universities of Jaffna, Sabaragamuwa, and Kelaniya with guidance of UGC and technical support of NLP. UGC has approved two new cadre positions at each University and agreed to explore using experts from DOL and NILET and other qualified and experienced translators for lectures on a visiting basis for the approved degree program.

Approved new BA in Translation to start in fall 2014. Approved two new cadre positions for each university Approved 75 student places (25 student places per University)



2. Conduct a TEM to Canada for 2 weeks for the key faculty/ coordinators responsible for curriculum development from each of the selected universities that will offer the new program in 2014

Secretary, UGC and coordinators of translation programs from three Universities participated on TEM from Sep. 27-Oct.9, 2013. They met with their academic counterparts at Universities of Ottawa; Concordia and York where they reviewed in detail approaches to a common curriculum in translation. Secretary UGC established linkages with Ottawa and Toronto Universities to strengthen links between Canada and Sri Lanka’s higher education sector.

UGC and three universities participants included their observations and learning outcomes in the overall

TEM report.





2100 Enhanced delivery of translation and interpretation services and translator and interpreter training programs

Greater consensus was achieved with respect to translator training and how to improve training and establish higher quality programs after the NLP released the “Study Report on Translation and Interpretation Training and Services and Recommendations to Support the Implementation of the OLP in Sri Lanka through the Training of Translators and Interpreters” December 2-23, 2011 by Professor Luise von Flotow. This report provided an assessment on current translator training and recommended that NLP support Jaffna, Sabaragamuwa and Kelaniya Universities to develop new programs in Translation Methods. The University of Kelaniya has translation courses and has interest to offer a full program in translation. The Advisory Committee on Translation Services demonstrated interest in being involved in program and curriculum development. Using the above report as a starting point, the UGC curriculum development committee started to explore the development of a model course of study for a BA in Translation. If the draft curriculum is approved by the UGC, the universities could submit proposals to the UGC and intake students in late 2014 to begin the program for the academic year 2014/ 2015. The UGC proposes to admit 75 students at the inaugural year of the course of study - 25 students for each University. Approval in principle for three universities to develop a draft model curriculum and discussion is underway with DOL to use its senior translators as instructors for the practicum portion of the program.

The UGC17

has approved the model curriculum developed by the Universities of Jaffna, Sabaragamuwa, and Kelaniya with guidance of UGC and technical support of NLP. UGC approved two new cadre positions for each University and agreed to explore using experts from DOL and NILET and other qualified and experienced translators for lectures on a visiting basis for the approved degree program. Three universities drafted the model curriculum with the guidance of UGC and technical support of NLP. This draft curriculum further developed during the TEM to Canada in meetings with their academic counterparts in Canada, Secretary UGC was able to established linkages with Ottawa and Toronto Universities to strengthen links between Canada and Sri Lanka’s higher education sector.

2140 Undergraduate translator/ interpreter programs established in university(s) Achieved


Curriculum developers will be supported to integrate gender perspective into curriculum and learning materials. Marketing strategies will emphasize the need to attract both male and female students.

Integration of Gender Equality by: 1) Curriculum developers integrating gender

perspectives into curriculum and learning materials. 2) Marketing strategies that will emphasize the need to

attract both male and female students.

17

See approval letter from UGC attached as Appendix D



3.4 Component 2200 – Innovative Models of Local Service Delivery

3.4.1 Activity 2220 – Identify and document existing innovative and leading practices

WBS # 2220 Activity Identify and document existing innovative and leading practices Reporting Period




Immediate Outcome 2200 Innovative models of local service delivery

Output 2220 Good practices documented

Output Indicators 2220a Number of existing good practices identified

2220b Quality of good practices document/booklet in 3 languages


Purpose of Activity To identify and document existing innovative and leading practices in implementing the OLP by Government agencies at the local level


In 2012 NLP undertook a study to identify and document existing innovative and leading practises in implementing the OLP. Over 40 institutions we assessed and 12 good practices selected for documentation. These were written up in a reader-friendly format, edited in English and translation into Sinhala and Tamil is underway. In 2013 the translation and final editing will be completed and the stories will be produced in a booklet. Their purpose is to stimulate discussion about how to improve existing practices in OLP implementation.


The booklet will use gender neutral language and demonstrate respect for gender equality. The way in which the practice takes gender into account was one of the criteria used to identify good practice.


1. Finalize and publish booklet on existing innovative and leading practices in implementing the OLP. Print 1500 copies of the booklet

The booklet is completed and 100 copies were printed. 100 copies of Booklets in 3 languages

2. Disseminate booklet and good practice stories, including through the media

Limited Institutions participated in this exercise were distributed with. 50 Copies distributed





Cumulative Achievements in developing the Good practices Booklet

2200: Innovative models of local service

The stories in this publication provide examples of what is being done by some institutions in Sri Lanka to implement the OLP both in law and in spirit. It describes the actions that individuals and groups have taken to provide information and services to the public in Sinhala, Tamil and English, to invite clients to use their preferred language, and to build stronger relationships with citizens in their area through a bilingual approach. The stories have been selected to show what can be accomplished in different types of public institutions including local authorities, police stations, hospitals, divisional secretariats, district secretariats and provincial councils. The good practices stories demonstrate what is possible within the existing context and with existing resources and the benefits that these practices have brought to the institutions and the public. These good practices are intended to inspire others to make the commitment and take action to improve how language policy is implemented and services provided in their institution.

Brief Highlights of the Good practices Success Factors common to all selected institutions:

Commitment and support of the senior institutional officials to improve implementation of OLP. (Sometimes the senior official would take a language course as a ‘model’ to staff).

Leadership and vision of at least one ‘champion’ within the institution to drive the changes necessary to provide services to citizens in their preferred language, respect their language rights and contribute to ethnic harmony.

Cooperation from public officers at all levels of the institution. Good Practices common to all selected institutions:

Developed an institutional action plan that set out the steps to be taken to address language issues, train officers and improve delivery of services in both languages.

Collaborated with other institutions and organizations such as other government departments and agencies especially MNLSI, NILET and DOL, other levels of government, educational institutions, Language Societies and the private sector to develop and deliver programs and raise resources.

Established bilingual or trilingual desks where citizens entering the institution could immediately get service in their own language, for example, help desks, reception counters or information centres.

Ensured that all signs, forms and notices were provided in both official languages, or in all three languages.

Provided second language training for the staff members.

2220: Good practices delivery documented


The booklet employs gender neutral language and demonstrates respect for gender equality. The way in which the practice takes gender into account was one of the criteria used to identify good practice.



3.4.2 Activity 2240 – TA and support for language planning in partners institution following MNLSI guides

WBS # 2240 Activity TA and support for language planning in PIs (model sites) following MNSLI Guide

Reporting Period




Immediate Outcome 2200 Innovative models of local service delivery

Output 2240 Language plans developed in each institution including addressing HR shortages

Output Indicators 2240a Number of participating institutions with language plans completed

2240b Percentage of plans complying with MNLSI guides


Purpose of Activity To support government institutions in pilot locations to develop language plans to implement national languages policy and MNSLI guidelines


All of the tasks within this Activity are implemented by TAF through its contract with NLP. In 2012 TAF, in consultation with NLP staff and MNLSI, identified 13 local PIs* to be developed as models of OLP implementation. The selected PIs include 6 Local Authorities, 3 police stations, 3 hospitals and 1 Divisional Secretariat Division (DSD). TAF, with MNLSI input, developed a checklist to ascertain the baseline status of OLP implementation and assisted each institution to administer it. Based on the checklist findings, TAF facilitated the PIs to identify gaps and develop action plans to address these. Nine PIs have submitted their draft language action plans and submitted proposals for grants to implement the priority activities within their action plans. Letters of Agreement have been signed between TAF and these 9 PIs and funds disbursed. Activities being implemented by the PIs include provision of trilingual signs and print material (application forms, medicinal instructions), development of a bilingual “front desk”, and staff training. In 2013 TAF will continue to support the 13 PIs to become models sites. They will be assisted to re administer the checklist to see any change in how they are managing OLP implementation. TAF will assist each PI to develop a more comprehensive Language Plan (3 – 5 years) following the MNLSI new Language Planning Guide, as well as a new annual action plan for 2013/14. Additional grants will be provided to PIs who successfully complete their Language Plan and who are successful in expending their initial grant and achieving target outcomes. TAF will develop and provide badges to the bilingual and trilingual officers in the PIs to help citizens identify those able to serve them in their language of choice. TAF will also develop banners promoting bilingualism and reflecting institutional commitment to OLP and distribute these to the PIs. TAF will organize a number of events for PIs to sharing their experiences, lessons-learned and good practices among each other as well as with the MNLSI and other institutions. TAF and NLP staff will explore how NLP can work with the City of Colombo so that it can be a model of OLP implementation for other municipal councils and urban councils as well as contribute to the national vision of a trilingual society by presenting itself as a trilingual national capital.


NLP GE focal points will review each PI language plan to ensure that GE has been taken into consideration, especially with regard to the priority areas that PIs choose to focus on. The NLP GE focal points, with guidance from the NLP GE Advisor, will conduct awareness raising workshop for representatives of each PI and recommend that PIs appoint gender focal points to support and monitor gender integration in their activities.




Strengthening the Model Sites

1. Provide on-site support to PI on language planning to :

administer the OLP checklist

Draft Language Plans using the MNLSI Language Planning Guide

Prepare one year Action Plans

Provide coaching and on-site support to PIs to implement their plans

Monitor and document progress

Provide grants to PIs for the implementation of the priority activities within their action plans

The 14 PIs being supported as “model sites” which are the following:

7 Local Authorities: Galle MC, Trincomalee UC, Kantale PS, Vavuniya UC, Nuwara-Eliya MC, Badulla MC and newly added Colombo MC

3 Police Stations: Vavuniya, Trincomalee and Nuwara-Eliya

3 Hospitals: Galle Mahamodara Hospital, Trincomalee Hospital and Peradeniya Teaching Hospital

1 Divisional Secretariat: Bandarawela DS Each PI have completed a language plans and implementation has begun.

Coaching and guidance has been provided to the PIs staff on their planned service delivery model activities and grants have been issued See list of PI at page 44 of this report.

Language Plans Grant agreements TAF Contract TAF report LANGUAGE PLANNING: Supporting PIs to become innovative models of local service delivery in accordance with the OLP

2. Assist PIs to foster a “customer friendly” environment that will improve the delivery of services to all citizens of all language communities

Design and deliver a training program on OLP (rights and obligations), leadership, public relations, customer friendly attitudes, front office management, gender equality and social integration

Note this course may be useful for MNLSI officers, especially NIPCs and NIPAs. The material will be made available to the MNLSI and this may be included in the NIPC/NIPA training supported by NLP

Materials developed by model sites-including language badges, banners and other related materials to support PIs to foster a “Customer Friendly” environment and to provide services in the language of choice.

These materials have been presented to the MNLSI for review and formal approval. The MNLSI have been discussing with MPAHA for their approvals.

The preparatory work for the Training Program being done.

Language Badges Banners Training outline Training report

3. Provide opportunities for PIs to share experiences and learn from each other

Organize guided exposure tours for officers from each PI to others. Particularly relevant will be opportunities for the participating local authorities to learn from each other, the hospitals to dialogue with each other etc.

Two three-day exposure tours was conducted and experiences and good practices shared: 1) In the first exposure tour was conducted with the selected group of representatives

from Kantale PS, Trincomalee UC and Trincomalee General Hospital, Vavuniya UC and Vavuniya Police Station visited Nuwara Eliya MC, Bandarawela DS and Badulla MC, Peradeniya and Mahamodera Teaching Hospitals and Galle MC.

2) In turn selected group of representatives from Nuwara Eliya MC, Bandarawela DS and Badulla MC, Peradeniya and Mahamodera Teaching Hospitals and Galle MC visited Kantale PS, Trincomalee UC and Trincomalee General Hospital, Vavuniya UC and Vavuniya Police Station.

Exposure Report



Experience Sharing beyond the Model sites

4. Provide opportunities for MNLSI and other stakeholders to learn from the PIs’ experiences

Experiences sharing workshop took place August 15-16, 2013 in Colombo In attendance included the Minister of National Languages and Social Integration; the Secretary and other senior officials from MNLSI, DOL, OLC, NILET, as well as Ministry of Public Administration, Local Government, Health, Police Department, Provincial Councils and established training networks such as SLIDA and the representatives of various development partners. The workshop and sharing of case studies helped build confidence of the participants as to the importance and shared experiences of the work they had undertaken. The presence of key people driving the reforms in the model sites provided clarifications and explanations. The value of exposure tours was seen as a powerful pedagogy for onsite learning and peer experience sharing. Mr. Nicholas Pillai, Additional Secretary, MNLSI reiterated the need for strengthening institutional ownership to the reform processes initiated during the pilot phase. He also reiterated MNLSI’s continued support to make OLP implementation a success in the entire country. The MNLSI indicated its desire to work more closely with the TAF through NLP to train its staff to replicate the Model experience in other bilingual divisions. The Chief Secretary of the Central Province highlighted the importance of working with the school system and Provincial Councils. A consensus as reached to design two programs in collaboration with NLP, the Asia foundation and MNLSI. An awareness programs will be implemented based on the model experience to expand the knowledge base of the public officers with legalities and regulatory aspects of OLP implementation. Attempts will be made jointly to overcome attitudinal constraints and resource limitations.

Workshop report

5. Documentation of case studies

Seven case studies of PIs were presented: (1) Trilingual Pre-schools in Nuwara-Eliya, MC Area, (2) Innovations in Bi-lingual Service Delivery, Divisional Secretariat, Bandarawela, (3) Vavuniya Police Station and Tamil Language Training, (4) Mahamodara teaching hospital, Galle, a journey towards a Trilingual Language Society (5) Trincomalee General Hospital- An Innovative Model for Trilingual Service Delivery, (6) Implementation of Official Language Policy (OLP), Vavuniya Urban Council and (7) Gall MC Three Video presentations were made in relation to exposure visits conducted by TAF in order to encourage sharing of field experiences.

7 Case studies: 3 videos: 1.) Language Rights: Lessons from the North; 2.) Winning the Hearts and Minds: A documentary exposure visit to Galle and 3.)Road not Taken:

6. Host a conference/seminar on good practices of OLP implementation

This workshop has been combined to the task number four and was held August 15 and 16, 2013. See above.

7. Video on language planning Video on language planning completed. Video

8. Support to Colombo Municipal Council to develop a language plan following the guide

Following to the initial discussions between the CMC, TAF and NLP, the CMC has appointed two focal points. A delegation including the Commissioner of Official Languages of Canada and Director of NLP and NLP staffs and TAF representatives visited CMC and had a dialogue on future activities of CMC on the basis of the experience

Checklist Reports and agreements



sharing from the Ottawa model and other local level models. The Self-administration of the checklist was completed by CMC on June 18, 2013 as guided by TAF Team. The language planning exercise was completed.


Target Outcome and Output Cumulative Achievements Prior to

Reporting Period Progress this Reporting Period

2200: Innovative models of local service delivery

Nine of 13 institutions have completed the checklist assessment and drafted their preliminary language plans. Six have commenced implementing these plans and have received grants for their priority activities from NLP through TAF. Significant improvements have already been noted and will be documented by TAF in 2013. Sites and institutions were selected in which to develop innovative models of local service delivery; a checklist to assess performance was developed and a guide to support language planning was in the process of being drafted. Out of 14 institutions nine have completed the progress assessment including re-administration of the check lists. Trincomalee Police was initially declined to join the program, although subsequently they agreed and the Inspector General of Police (IGP) granted approval to implement this activity. The improvements of progress has identified and documented as case studies to present MNLSI and other stake holders during August 15 and 16, 2013 workshop. The new five institutions have started their work and 3 of them were in the process of preparing the proposals two of them namely CMC and Trincomalee Police Station have been completed their administration of checklist and planning process is underway. The identified Police Stations were slower in participating in the program as they required approvals from the IGP. However, once approval was provided, all three police stations became enthusiastic participants and are progressing well. The practical experience gained from developing language plans and use of the check list was feed into the development of the Language Planning Guide which was launched during July, 2013 Model sites have developed language badges, banners and

Each of the 14 PIs have prepared their first generation of language plans. One-page summaries of the priority areas identified in these language plans are provided at the end of this report. Each Partner Institution prepared a one year action plan based on

their priorities identified in their language plans. TAF awarded small grants below SLR 500,000 to enable PI to implement their priorities which included improvement of trilingual signage for enhancing visibility, translation and preparation of trilingual forms and guidelines, staff training for improving respect for language rights and use of technology to address specific access issues.

BACKSTOPPING, COACHING AND ON-SITE SUPPORT: TAF provided technical assistance to PI through facilitation, support and monitoring of the PIs until the respective PIs demonstrated the confidence and motivation to undertake OLP implementation on their own. The facilitated Language Planning Process provided opportunities for PI staff to bring their individual, personal and professional values and civic consciousness to bear on the process and gain a sense of ownership of the process.

MONITORING AND DOCUMENTING PROGRESS: TAF undertook monthly reviews at each partner location, guiding each partner institution to prepare brief progress reports and share results with stakeholders. PIs were also guided to document leading practices in the form of case studies.

LESSONS LEARNED: An important element of the Language Planning process was to capture critical lessons learned at different levels. Documentation of innovative ideas and the experiences of PIs was undertaken with additional professional inputs. Some of the key lessons are summarized below. o Staff Commitment: One of the most important factors for the

success of language planning is the commitment of the staff. With the established commitment of staff, the Language Planning Process is spurred from within and undertaken willingly with a sense of ownership and personal attachment.

o Leadership from within: Getting a senior staff member from

2240: Language plans developed in each institution including addressing HR shortages



other related materials to foster a “Customer Friendly” environment and to provide services in the language of choice. These materials are under review by the MNLSI for approval and replication for other government institutions to support PIs PIs from Central and Uva (Nuwara Eliya MC, Bandarawela DS and Badulla MC, Peradeniya and Mahamodera Teaching Hospitals and Galle MC made a exposure visit to Northern and Eastern PIs (Kantale PS, Trincomalee UC and Trincomalee General Hospital, Vavuniya UC and Vavuniya Police Station) to share experiences and exchange materials. In turn team from North and East visited central and Uva.

within the PI to explain the importance, length and the breadth of the language planning process is also an important factor.

o Getting the right people on the Planning Team: The identification of a committed skillful planning team was fundamental to the success of the preparation of a sound language plan. The criteria for the selection of Planning Teams were developed to include representatives of different sections/divisions of the organizations and experienced people with insights from senior leadership.

o Stakeholder consultations: Identification of other organizations and individuals who could influence the preparation and implementation of the language plan either positively or negatively should be done in order to capitalize on their strengths and also minimize and manage their negative influence. Therefore, initial stakeholder consultations are crucial to the success of the language planning process.

o Support for Project Proposal Preparation: Most PIs did not have the skills to prepare sound project proposals. TAF conducted mini workshops on proposal preparation. Sub-grant to PIs could only be provided once they had learned how to prepare a formal project proposal for funding.

o Social Integration and Reconciliation: The Language planning process progressed as an important part of social integration and reconciliation and was not viewed as a simple box to check to fulfill a legislative requirement. The understanding of the wider context enabled PIs to seek more innovative solutions and response to identified issues. It promoted information sharing, exchange and piloting programs integral to peace, reconciliation and unity in diverse, multi-ethnic community of Sri Lanka to make language planning a sustainable process motivated from within the government institutions themselves.

Integration of Gender Equality The language plans developed by the model sites have integrated gender their plans.

The Gender focal points provided technical support during the administration of check list and language planning g process. Trincomalee General Hospital opened a Counselling Unit for Gender Based Violence (GBV) and appointed Counsellors in both official languages.



List of Innovative Model Sites

# Institution and Location Status of Language Plan

Development/Implementation Priority initiative funded Amount of grant

1 Galle Municipal Council, Southern Province

Activities are completed and have been “institutionalized” into their annual budget – for upkeep and maintenance.

Prepared a tri-lingual brochure on services offered by the Municipal Council

Translated forms and other informational material into all three languages

Establishment of Trilingual Front Desk

LKR 440,400

2 Mahamodara Teaching Hospital, Galle, Southern Province

Activities are completed and have been “institutionalized” into their annual budget – for upkeep and maintenance

Installed and maintained tri-lingual public address system

Introduced tri-lingual boards and banners

LKR 487,500

3 Nuwara Eliya Municipal Council, Central Province


Produced a service guide for information sharing on OLP implementation

Established bi-lingual digital display teleprompter displaying services offered

Translated forms, applications and hand-outs into all three languages

LKR 450,000

4 Nuwara Eliya Police Station, Central Province

Evaluation of current status of Language Policy Implementation has done and the Language Plan to be prepared

Established a tri-lingual complaint receiving system

Prepared and improved tri-lingual signage and name-boards in all divisions of the police station; including a trilingual location map and organizational flow-chart at the entrance

LKR 450,000

5 Peradeniya Teaching Hospital, Central Province

Language plan being prepared activities to be started

Created a tri-lingual website to improve access to hospital services

Conducted internal and community outreach awareness programs on the OLP

Trilingual Front Desk

LKR 625,000

6 Trincomalee Urban Council, Eastern Province


Set-up a front office at the Urban Council to improve service delivery

Translated forms, applications and hand-outs into all three languages

LKR 443,500






7 Trincomalee Police Station, Eastern Province

Evaluation of current status of Language Policy Implementation has been done and the Language Plan to be prepared

Nothing to report during this period as their language plans have not yet been completed with priorities identified for funding. These will be included in the next report

LKR 400,000

8 Trincomalee General Hospital, Eastern Province


Designed and introduced tri-lingual signage at various locations across the hospital

Established OLP Implementation Committee to streamline achievement of priority objectives

LKR 365,000

9 Vavuniya Urban Council, Northern Province


VAVUNIYA URBAN COUNCIL Translated and printed forms and brochures in all three languages

Established OLP Implementation Committee and allocated resources towards OLP implementation

LKR 400,000

10 Vavuniya Police Station, Northern Province

Language plan being prepared activities to be started

Introduced television screen displaying services offered at the police station

Formed a ‘Tamil Cultural Circle’ and arranged cultural tours, events and exchange programs for primarily Sinhala speaking officers to enhance cultural sensitivity in service delivery

Tamil language and cultural programs, and Signage

LKR 500,000

11 Bandarawela Divisional Secretariat, Uva Province


Introduced tri-lingual signage and name-boards at the Front Office and places of public interaction

Established bi-lingual digital display teleprompter displaying services offered

Set-up a tri-lingual helpdesk within the premises of the Divisional Secretariat

LKR 475,000

12 Badulla Municipal Council, Uva Province

Activities are completed and have been “institutionalized” into their annual budget –

Introduced tri-lingual signage and name-boards within the Municipal

LKR 465,000






for upkeep and maintenance Council and public places Translated forms and applications

into all three languages Established bi-lingual digital display

teleprompter displaying services offered

Staff awareness raising,

13 Kantale Pradeshiya Sabha, Eastern Province


Translated and printed necessary forms and brochures into all three languages

Conducted awareness raising programs on OLP implementation within the Pradeshiya Sabha

LKR 327,500

14 Colombo Municipal Council, Western Province

Evaluation of current status of Language Policy Implementation has been done and the Language Plan to be prepared

Nothing to report during this period. as their language plans have not yet been completed with priorities identified for funding. These will be included in the next report

LKR 1,425,000


4 PERFORMANCE MEASUREMENT REPORT

National Languages Project, Sri Lanka

Ultimate Outcome 100 Expected Result: Increased respect for language diversity & language rights within the public service and among the citizenry

Indicators Data Collection Method Baseline Data

18

Target Last year of Project

100.a Degree of awareness of the language policy among all categories of public servants

In-depth interviews of public officials conducted by independent entity for OLC

Poor or very poor. “Majority do not have adequate knowledge of the language policy to carry out their responsibilities properly”

Generally or fully aware, with adequate knowledge to carry out their responsibilities

Follow up of Languages Resources Assessment Survey to be undertaken in 2014

100.b Percentage of public officials (m/f)* who are proficient in Tamil outside Northern and Eastern Provinces and proficient in Sinhala within Northern and Eastern Provinces

Conduct survey of government offices by independent entity for OLC

Tamil outside N/E = 9.5% (m/f n/a); Sinhala within N/E = 18.1 % (m/f n/a)

Proportionate to population of Division

Follow up of Languages Resources Assessment Survey to be undertaken in 2014

100.c Proportion of 50 randomly selected representative government institutions surveyed where language is an obstacle to over 50% of clients

Conduct survey of government offices by independent entity for OLC

Hospitals 2/3 Police Stn 3/6 LAs 7/16 DSD 3/14

None Follow up of Languages Resources Assessment Survey to be undertaken in 2014

18 Source Data – 2007/2008 Language Resources Needs Assessment Survey conducted by OLC



Intermediate Outcomes 1000 – Enhanced public sector leadership of official language policies and programs

Indicators Baseline Data/Target Data Collection

Method December 2011 December 2012 December 2013

1000.a Quality of comprehensive language plan or “road map” for whole of government approach to language policy implementation.

Baseline: MNLSI has main role in policy implementation, role of other institutions not specified Target: Comprehensive plan presented to Cabinet

Conduct structured interviews with committee members

MNLSI has included development of roadmap as 2012 activity

Concept has been accepted, baseline is being collected and roadmap is being developed

Structured Interviews developed

1000.b Level of GoSL funding to the MNLSI

Baseline: LKR 471 million (2011) Target: Annual increase

Review budget LKR 452 million for 2012 fiscal year

LKR 531 million for 2013 fiscal year LKR 524 Million for 2014 fiscal year

1000.c Number of key ministries in the roadmap process that have a comprehensive strategic plan for OLP implementation

19

Baseline: 0 of 8 Target: 8 of 8

Roadmap committee representatives from ministries facilitate completion of template

0 of 8 0 of 8 (will be developed as part of the roadmap.)

The Roadmap process is ongoing. As a phased approach MNLSI and its Institutions are working towards preparing the Language Plan. 2060 Templates have been dispatched and 1564 have been received by the Ministry.

Intermediate Outcomes 2000 – Increased citizens’ access to public communications and services in official language of choice

Indicator 2000.a Number of cadre translator positions and number filled (m/f) by position and type (Sinhala-Tamil; Sinhala-English; Tamil-English) (replaces 2000.c) Data for a and b: number positions filled of number of cadre positions

Target: 20% increase in number of cadre positions; with 90% filled

2011 (Baseline) 2012 2013 2014

Government Translators 202 of 571 210 of 571 219 of 571

Legal Draftsmen Department 3 of 26 3 of 26 6 of 26

MOJ Sworn Translators 801 (103 female) 926 (132 female) 1057 (168 female)

Translator pool 132 132

Translator Assistant 98 98

DOL has increased its cadre of translators by 15 plus 3 superintendents

19

Changed in 2012-see 3rd

Report at page 52




Indicator 2000.b: Ratio of language spoken by public officials to language spoken by population in selected geographic sites (DSDs and LAs) 2012

Baseline: 9 of 9 institutions have 1/1 ratio or better for Sinhala; 4 of 9 institutions have 1/1 or better ratio for Tamil (see 2000.b Table below) Target: All PIs have ratio of 1/1 or better for both Sinhala and Tamil

Name of Institution % of staff who are

capable of working in

Sinhala

% of staff who are

capable of working in

Tamil

% of staff who are capable of

working in English

The area come under the particular Institution’s purview

Ratio of public servants to population

speaking Sinhala

Ration of public officers to population speaking Tamil

% of population whose Mother

tongue is Sinhala

% of population whose Mother tongue is Tamil

1. Vavuniya UC 50 98 40 3 97 50/3 >1/1 98/97 >1/1

2. Trincomalee UC 30 100 10 25 75 30/25 >1/1 100/75 >1/1

3. Kantale PS 90 40 5 60 40 90/60 >1/1 40/40 = 1/1

4. Tricomalee General Hospital

85 75 25 30 70 85/30 >1/1 75/70 >1/1

5. Mahamodara Hospital, Galle

100 1 20 95 5 100/95 >1/1 1/5

6. Galle MC 100 2 10 67 33 100/67 >1/1 2/33 = 1/15.5

7. Badulla MC 81 16 2 72 28 81/72 >1/1 16/28 = 1/1.75

8. Bandarawela DSD 100 14 16 72 21 100/72 >1/1 14/21 = 1/1.3

9. Nuwara Eliya MC 99 35 30 55 43 99/55 >1/1 35/43 = 1/1.4

Summary: 9 of 9 institutions have ratio of 1/1 or greater for Sinhala language; 4 of 9 institutions have ration of 1/1 or greater for Tamil language; 3 are close to 1/1 for Tamil; 2 are not close to 1/1


Indicator: Baseline Data/

Target Data Collection Method

December 2011

December 2012 December 2013

2000.c Level of citizen (m/f) satisfaction with access to services in both national languages and respect for language rights in selected geographic areas

Baseline: Target:

A user survey adopting recall method to generate necessary data. TAF to develop tool to use in innovative models of local service delivery sites.



Immediate Outcome: 1100 – Increased capacity of the MNLSI to plan, manage , monitor and mainstream gender in implementation of OLP and other policies and programs related to their mandate

Indicators Baseline Data/

Target

Data Collection Method

December 2011

December 2012 December 2013

1100.a Level of capacity of MNLSI Languages Division to plan and manage initiatives to promote and support OLP implementation and monitor progress

Baseline: Capacity self-assessment rating averages 3.33 on a 5 point scale (1 – 5) Target: Capacity self-assessment rating average of 4 on a 5 point scale

Develop and administer survey

Capacity self-assessment rating averages 3.33 on a 5 point scale (1 – 5) (baseline)

Questionnaire to be re administered in March 2014

Immediate Outcome: 1100 – Increased capacity of the MNLSI to plan, manage , monitor and mainstream gender in implementation of OLP and other policies and

programs related to their mandate

Indicator Baseline/Target/Collection

method Institution Baseline

December 2011

December 2012

December 2013 December

2014 December

2015

1100.b Level to which recommendations and action plans for functional reorganization of DOL, NILET and OLC have been accepted and implemented

Baseline: Organizational review not yet undertaken Target: DOL, OLC & NILET reviews completed, accepted and being implemented Collection method Conduct structured interviews with senior officials

DOL 1 2 3 5

NILET 1 1 2 4

OLC 1 1 1 2

Rubric from 1 to 5 Organizational review not started 1 Organizational review underway 2 Organizational review completed 3 Organizational review approved 4 Organizational review being implemented 5

Comments: DOL: functional review complete and implementation is proceeding as planned with the refurbishment of the Translation Centre with 18 workstations equipped with computers linked with a server. 15 new Translator positions were approved and filled and 3 Translator Superintendents positions were approved. NILET: proposed legislative amendments have been drafted to enable NILET to meet its expanded mandate/ongoing management assessment in process. The survey has been completed with 10 practical recommendations 1. Revise the existing curricula for all language courses according to established criteria. 2. Develop appropriate learning materials: textbooks, teacher guides, etc which reflect the approach and objectives of the language program.



3. Improve the teaching through a comprehensive training curriculum, face-to-face and online professional development opportunities, and evaluation. 4. Provide better classroom spaces equipped with modern multi-media equipment. 5. Increase trainee retention through smaller classes, revised placement criteria, fewer interruptions from the employer, and availability of learning 6. Establish a database of all vital program data to facilitate efficient planning. 7. Ensure that the national training plan includes language training needs of the public service, availability of teachers and infrastructure, and budget. 8. Carry out regular evaluations of the language training programs 9. Strengthen the capacity of NILET staff to implement the recommendations. 10. Strengthen linkages among all the institutions involved in the language training program. OLC: started organization review in May 2013 anticipate it to be completed by March 2014.in progress; legislative amendments drafted

1100.c Level of capacity of the OLC to carry out its mandate (policy, promotion, audit, investigation, resolution)

Baseline: Very poor in terms of human as well as financial resources Target: Fair

Conduct structured interviews with Chair and Commission members

Very poor in terms of human as well as financial resources

Very poor in terms of HR (15 of 29 positions vacant; 4 of 6 Commissioner posts vacant) and financial resources (2013 budget LKR 18 million)

May 2013: OLC started a corporate review in. 12 new professional positions have been approved recruited. Structured interview sheet for chair & commissioners has been developed.

1100.d Extent to which Canada-Sri Lanka linkages are utilized beyond what is directly funded by the project

Baseline: Zero (project specific) Target: Peer-to-peer communications by government & university counterparts

Interviews with, and reports from, participating Canadian and Sri Lankan officials

1 - UoO and UoC law faculty continue to exchange info re language policies

2 – UoO and UoC - Translation Services Advisor with Kelaniya University

Significant Canada Sri Lanka linkages have been established as evidenced from the list below



Linkages with Canadian counterparts: OLC with

Office of the Commissioner for Official Languages for Canada

Office of the Commissioner for French Language Services for Ontario

Office of Francophone Affairs MNSLI and the Road map process with:

Canadian Heritage

Treasury Board of Canada – Official Languages Centre of Excellence NILET with

Canada School of Public Service-Language Training

OLBI University of Ottawa

Centre for Educational Research on Languages and Literacies, OISE – University of Toronto

Algonquin College – Language Institute University Grants Commission and Universities of Jaffna; Kelaniya and Sabaragamuwa University with

School of Translation, University of Ottawa

Department of French Studies - BA Translation, Concordia University

Glendon College, Centre of Excellence, York University

UGC with Vice-President and International Bureau of U of Ottawa

UCG with Higher Education Quality Council of Ontario (HEQCO


University of Colombo with University of Ottawa Faculty of Law Languages Societies and MNLSI

Dialogue New Brunswick



Immediate Outcome: 1200 – Increased awareness and support for, language rights, bilingualism and linguistic diversity among the public that influences policy makers

Indicator Baseline/Target/

Collection method Project Baseline

December 2011

December 2012

December 2013 December

2014 December

2015

1200.a Effectiveness of NLP supported CSO led initiatives in promoting respect for linguistic and cultural diversity and language rights

Baseline: Zero (project specific) Target: 75% highly effective Collection method: Review reports which include stakeholder/ beneficiary input

1. RECDO 0% 10% 20%

2. SLCDF 0% 10% 20% 75%

3. LCCBOC 0% 10% 20% 50%

4. HTB 0% 10% 20% 100%

5. SOND 0% 10% 20% 50%

6. RDF 0% 10% 20% 75%

Eheliyagada Language Cluster 0% 0% 0%

Effectiveness Rubric from 0% to 100% 1. None funded 0% 2. RFP package developed and disseminated in three languages 10% 3. CSO’s RFP’s awarded 20% 4. CSO implementing project in accordance with RFP 30% 5. CSO’s projects increasing language rights awareness amongst their targeted audience 50% 6. CSO’s project supporting language rights and bilingualism and linguistic diversity amongst their target audience 75% 7. CSO project increasing awareness of language rights and support for bilingualism and linguistic diversity amongst the public 100% Commentary: 1. RECDO Rural Economic and Community Development Organization: As a result of combined school trips of Tamil and Sinhala students; a student debate and language rights awareness workshop for government officials students reported enhanced personal relationships across linguistic lines; and government officials produced trilingual personal name boards and have requested second language classes; as well as created a language monitoring committee to support language related issues. 2. SLCDF Sri Lanka Centre for Development Facilitation Conducted language awareness programs in 100 villages with 25 community facilitators and trained 34 government officials. Results achieved are: Sinhalese speaking midwives are accompanied by Tamil speakers on visits to Tamil communities. Trained government officials are introducing tri lingual name boards with Tamil language forms available in their offices; and ensured that there were trilingual name boards; announcements and a counter for Tamil speaking communities with an assigned Tamil translator at the 2014 Deyata Kirula Exhibition. 3. LCCBOC Low Country Community Based Organizations (CBO) Consortium: Conducted parents’ awareness program in 6 Tamil and 2 Sinhala schools and distributed trilingual sing boards for government institutions with the results that: People are organizing classes for their children to learn languages and citizens are starting to learn the second language. Tamils, who had requested services in Sinhala as they believed they had no choice, are now aware that they can seek services in the language of their



choice and have more confidence to keep their children in Tamil schools. The Deniyaye Pradheshiya Sabha (PS) had their sign boards in Sinhala only; now all sign boards are trilingual. They have temporarily hired a Tamil translator for their work. 4. HTB Heal The Bay produced a CD with 12 Tamil and Sinhala Songs promoting appreciation and respect for languages, culture and ethnic diversity and held 3 musical shows in different areas of the district to popularize the songs with the result that: The Minister of Youth Affairs hosted a launch of the CD by his Ministry. Various cultural events have included HTB to present their songbook to demonstrate a positive force of social integration between Tamil and Sinhala speaking communities. The Senior Superintend of Police of Matara police station indicated that he is appreciative of the songs and has demonstrated a positive attitude to language diversity; Dr. Dissanayake expressed his personal appreciation to HTB that the children around his home quickly and easily learned the other language through these songs. 5. SOND Social Organizations Networking for Development: Conducted awareness workshops and youth camp for Sinhala, Tamil and Muslim youths that included relationship building and fundamental rights and CBO leadership. Results included: Creation of a voluntary youth group with village level activities, and a volunteer support for language classes. The youths from Ampara and Jaffna are fully interested to have an extended youth camp again in December. 6. RDF Rural Development Foundation: As a result of conducting 4 community level workshops at on language rights for 100 participants and conducting 4 workshops on OLP obligations for village level government officials for 100 participants, results achieved are: Women have organized and started to advocate for their language rights, notably they were able to introduce tri lingual sign on after a letter campaign to the president; The village called Udappu, Police station Officer In Charge has taken initiatives to assign a Tamil speaking officer in to the complaints unit and officials who participated have requested additional language learning classes from their authorities.


Indicator Baseline/Target/Collection method

Project Baseline December

2011 December

2012 December

2013 December

2014 December

2015

1200.b Extent to which gender equality is reflected and promoted in NLP supported public engagement initiatives

Baseline: Zero (project specific) Target: 75% address GE adequately Collection method Review reports which include stakeholder/ beneficiary input

1. RECDO 0%

2. SLCDF 0%

3. LCCBOC 0%

4. HTB 0%

5. SOND 0%

6. RDF 0%

Eheliyagada Language Cluster 0%

Rubric: Extent to which gender equality is reflected and promoted in PLE initiatives from 0% to 100% 1. GE not considered 0%



2. GE reflected and promoted in RFP package in three languages 10% 3. GE considered and included in RFP awarded project 20% 4. GE reflected in implementation of project in accordance with RFP 30% 5. GE reflected and promoted in project’s language rights awareness programme amongst targeted audience 50% 6. GE reflected and promoted in project’s support of language rights, bilingualism and linguistic diversity amongst their target audience 75% 7. GE reflected and promoted in project’s increase of awareness of language rights, bilingualism and linguistic diversity amongst the public 100% Commentary: NLP Team works with implementing Partners to ensure that gender is mainstreamed in their Projects. All projects had a separate clause on gender and each initiative ensures that, wherever possible, gender balanced participation in their programs and all projects report include a section on gender equality.


Indicator Baseline / Target/ Collection method

1200.c Extent of newspaper coverage of language issues Baseline: 15 articles by monthly Target: 15% increase (an increase to 17.25 articles every two months) Collection method: Daily scan of papers

Media December

2011 June 2012

December 2012

January–March 2013

April–June 2013

July–September

2013

October–December

2013

January–March 2014

April–June 2014

Sinhala 16 15 9 5

Tamil 49 9 11 13

English 18 18 10 12

Totals 15 17 26 83 42 30 30

Commentary: With the target being 15% increase or an increase to 17.25 articles very two months, the target has been consistently reached, although NLP has no control over the publishing of any articles in the media.



Immediate Outcome 2100 – Enhanced delivery of translation and interpretation services and translator and interpreter training programs

Indicators Baseline Data/ Target Data Collection

Method December 2011 December 2012 December2013

2100.a Level of capacity of DOL to coordinate and provide translation services to government institutions

Baseline: Weak, 9 of 15 positions unfilled Target: Good

Conduct structured interviews with Commissioner and Senior Managers

Weak, 9 of 15 positions unfilled

Fair – approval received to fill all 15 positions

15 positions of translators were filled. Three cadre positions of superintendents were approved. A fully fledged translation centre was set up with 18 computers.

2100.b Adequacy of glossaries and terminology resources to support government translators

Baseline: Barely adequate: 5 glossaries updated in last 5 years (2007); 11 glossaries on the DOL website, but only in Sinhala and English Target: Generally adequate, with priority glossaries updated and available online

Conduct interview of Forum members

Barely adequate: 5 glossaries updated in last 5 years (2007); 11 glossaries on the DOL website, but only in Sinhala and English

Barely adequate, but recommendations in place for priority list of those to develop

Two glossaries from two subject areas were updated searchable in all three language streams (Draft) Two new trilingual glossaries were to be developed

2100.c Level of capacity of NILET to provide in-service translator training and short courses

Baseline: To be entered after capacity survey is completed. Target: TBD after baseline is measured

Develop and administer survey

Draft capacity survey commenced

Though the NILET was conducting Translation Diploma Programs in 2012, they did not continue with it and as it was not a priority for NILET, NLP did not promote it. But after the TEM it has been re-activated and works on this was included in the AWP for 2014.

2100.d Presence of UGC approved undergraduate degree program in translation. Achieved

Baseline: No program Target: Program approved at 2 universities

Conduct interviews / review documents

Recommendation re program and location provided to UGC, MoHE and MNLSI

UGC established curriculum development committee to establish model curriculum for each university.

Standard curriculum for 3 universities: University of Jaffna, University of Kelaniya University of Sabragamuwa. BA in Practical Translation approved by UGC and to be offered to 75 students in the fall 2014



Immediate Outcomes 2200 – Increased number of innovative models of bilingual / trilingual local service delivery in critical geographic areas that promote gender equality, good governance and social cohesion


Target Data Collection


2200.a Level to which key government institutions in selected sites are implementing OLP requirements for provision of documents and signage in 3 languages, language training for staff, bilingual reception etc.

Baseline: 32.3 / 100 (average score of 9 pilot site institutions on OLP checklist; lowest score was 18, highest was 49) Target: 70 / 100

Facilitated self-assessment using the checklist

First Assessment of 9 Pilot Institutions: 32.3 / 100 (average score of 9 pilot site institutions; lowest score was 18, highest was 49

1. Second Assessment of 9 Pilot Institutions: 62.2/100 (average score of 9 pilot institutions; lowest score was 42.25, highest was 75.5) 2. First Assessment of 5 New Institutions: 48.75/100 (average score of 5 new institutions; lowest score was 26, highest score was 61.75)

2200.b Level to which special model language initiatives are implemented as planned in pilot sites.

Baseline: Zero – initiatives will start in 2012 Target: 8 models completed and several being replicated

Review reports and documents/ compare progress to plans

Initiatives scheduled to start in 2012

9 pilot institutions have implemented initiatives to improve OLP implementation as agreed in their language action plans. 4 others are now developing plans

14 pilot PIs have approved language plans and implementation is underway.

2200.c Quality of institutional language plans in LAs, hospitals and police stations, including practicality, effectiveness and diversity and gender sensitivity.

Baseline: No formal Language Plans exist within proposed PIs Target: Good quality plans in all institutions are being effectively implemented

Examine and assess plans and implementation reports in collaboration with partners and MNLSI Develop an assessment grid

Initiatives scheduled to start in 2012

9 language action plans completed, 4 more being developed. Quality yet to be assessed

14 language plans completed. They were all first generation language plans which were prepared prior to preparation of the Language Planning Guide.

2200.d Quantity and quality, including diversity and gender

Baseline: Not yet developed Target: At least 12

Review and assess documents

Research to identify initial set of good practices still

11 good practice stories selected for final publication in 3

7 cases developed from pilot sites and shared with senior officials in August 2013 as a result of which MNLSI have asked for support to replicate the



Immediate Outcomes 2200 – Increased number of innovative models of bilingual / trilingual local service delivery in critical geographic areas that promote gender equality, good governance and social cohesion


Target Data Collection


sensitivity, of material to promote and support replication of innovative good practices in OLP implementation at community and local government level

good practices document and 1 booklet developed

underway languages. Three highlight gender responsiveness.

pilot sites in other locations, 11 good practice stories have been published. List of materials prepared by TAF to support language planning is below.

DOCUMENTATION OF CASE STUDIES:

Using the experience from seven partner public institutions, ranging from the police to local governments and hospitals, a series of case studies were developed that examined and distilled key processes, institutional mechanisms and cutting edge innovations for wider dissemination and outreach. The case studies provide the contextual backdrop against which the model sites have evolved, discuss key approaches followed, assess the role of institutional champions, depict benchmark scores on OLP implementation based on a self-administered checklist and summarize key results and impacts. Personal observations of process champions are quoted to bring in a human element to the narratives. Key data and information presented through the case studies have emerged from numerous formal and informal discussions with OLP personnel, site visits and feedback from PIs during the exposure tours. List of Materials prepared by TAF to support Language Planning.

1. Development of the self-administered “Checklist” - to establish baseline data for language planning. NOTE a generic version of the checklist has been inserted into the Planning Guide, and, customized checklists were developed for the different sectors (hospitals, police stations, local governments).

2. A two-page “protocol” which was used to guide the preparation of the 14 Partner Institute language plans – these plans were developed before the planning guide was written.

3. Fourteen (14) Language Plans that can be used as examples. 4. Fourteen (14) general overview papers of the 14 PI’s and their language plans 5. Seven “Case Studies” which report in more detail on innovative practices - from seven (7) Partner Institutes. 6. Three program Exposure Tour Summaries. 7. A Paper on How to Conduct an Exposure Tour – (essentially a Guide). 8. Experience Sharing Workshop Report 9. Two Videos prepared by TAF on Exposure Tours 10. Video on How to Prepare a Language Plan



Outputs

Output 1110 – Increased capacity of MNLSI National Languages Division (NLD) staff to plan and implement strategies for system leadership, institutional strengthening and policy implementation support

Indicators Data

Collection Method

December 2011 June 2012 December 2012 June 2013 December 2013 Cumulative Total/Level of

Success

1110.a Presence of strategy and plan to develop LD staff capacity Achieved

Review plan Frequency: Plan completion

No - Capactiy assessment tool being finalized

Yes – Capacity Assessment Report with plan submitted and approved

Rapid Gender Assessment completed

Gender training conducted.

Achieved: Capacity Assessment Report with plan approved May 2012. NLP capacity development training was developed as per the plan including gender training.

1110.b Number of officials (m/f) trained by type of training

Review list Frequency: Semi annually

0

TEM to Canada OLP implementation 3 (2 m/ 1 f)

RBM 50 ( 25 m/ 25 f) NIPA/C mandate and functions50 (27 m/ 23 f) IT 10 (2m/8 f)

IT MS Excel 10 (F8/M2) Gender: 25 (F14/M11)

IT MS office 12 (10 F/2M) Gender: 143 (96F/46 M) Team building: 77(49F/ 28M0) TEM Research and monitoring of OLP-6 NILET second language teaching skills 2 TEM: BA in Practical Translation 4

Totals: 368 (239F/132M) RBM 50 ( 25 F/ 25 M) NIPA/C mandate and functions50 (23 F/ 26 M) NIPA/C IT 32 (26 F/ 6M) Gender 143 (F98/M45) OLP implementation 3 (1 F/2 Mf) Team building: 77(49F/ 28M) TEM Research and monitoring of OLP-6 (4F/2M) NILET second language teaching skills 2(1 F/1M) TEM: BA in Practical Translation 4 (4M)



Output 1120 – Resources and tools that support OLP implementation

Indicators Data

Collection Method

December 2011

June 2012 December

2012 June 2013 December2013

Cumulative Total/Level of Success

1120.a Number of resources and tools developed and published (in 3 languages)

Observation 0 1 (Lets Learn Sinhala and Tamil); 2 in development Language Planning Guide

1 – Language Planning Guide drafted and being edited. Due to be launched in February 2013

Language Planning Guide completed

Guidebook for the Preparation of language Plans by Public Institutions launched during Social Integration week July 2013

Lets Learn Sinhala and Tamil 2. Guidebook for the Preparation of language Plans by Public Institutions launched during Social Integration week July 2013

1120.b Number of public officials (m/f); by type of institution, oriented on use of published resources and tools

Review Report

0 0 0 Guidebook and the orientation on the guidebook is being developed for MNLSI officials. The trainings for the selected Public Institutions will take place in 2014



Output 1130 – Events undertaken to enhance national framework (roadmap) and increase multi-stakeholder collaboration

Indicators Data

Collection Method

December 2011

June 2012 December

2012 June 2013 December 2013


1130.a Number of events undertaken

Observation 1 – Support for Conference on Language and Development

1 – Workshop on Roadmap for MNLSI staff

8 including 4 meetings of IMC and 4 meetings of roadmap Working Group (WG)

8 Meetings of Roadmap Committees (2 IMC and 6 WG) 04 Workshops on Roadmap Action Plan (MNLSI - 1, DOL - 1, NILET -1 and OLC -1) 01 MNLSI Expert Panel 9 Meetings with Mr. Fraser

2 Meetings on Roadmap Action Plan with MNLSI Staff 2 Meetings on Database 1 Meeting with a Key Ministry (Ministry of Youth Affairs and Skill Development)

31 events/meetings to enhance national framework & increase stakeholder collaboration 1 Conference on Language & Development 5 Roadmap workshop/Meetings for MNLSI staff 6 IMC 10 Roadmap Working Group (WG) 4- Road map action plan 1 – Meetings with Key Ministries 2 – Meetings on Database 9 Meeting with Official Language Commissioner of Canada

20

1130.b Number (m/f) type and geographic distribution of event participants

Review reports

44 (19 m/ 25 f) university students; 2 lecturers (1 m/ 1 f) from 5 universities (north, east, south, south-central and Colombo )

0 IMC 23 (18m / 5 f) WG 18 (12m / 6 f)

IMC 58 - (F 33/M25 ) WG 63 - (F28/M35) Roadmap AP 61 (F34/M27) Expert Panel Meeting 31 (F11/M20) from Western, Northern,

33 (F25/M8) (Meetings on Roadmap Action Plan with MNLSI Staff) 29 (F22/M7) (Meetings on Database) 10 (F6/M4) (Meeting with a Key Ministry)

370 (F195/M175)

20

See report on the Visit of Graham Fraser, Official Languages Commissioner of Canada to Sir Lanka, May 12, 2013.



Output 1130 – Events undertaken to enhance national framework (roadmap) and increase multi-stakeholder collaboration

Indicators Data

Collection Method

December 2011

June 2012 December



Central part of the Country

1130.c Presence of linkage(s) with Canadian counterpart(s)

Review reports

1 – UoC with UoO

0 See list below



Linkages with Canadian counterparts: Foreign Affairs, Trade and Development OLC with

Office of the Commissioner for Official Languages for Canada

Office of the Commissioner for French Language Services for Ontario

Office of Francophone Affairs MNSLI and the Road map process with:

Canadian Heritage

Treasury Board of Canada – Official Languages Centre of Excellence

City of Ottawa

Intergovernmental Affairs for New Brunswick NILET with


OLBI University of Ottawa


Algonquin College – Language Institute University Grants Commission and Universities of Jaffna; Kelaniya and Sabaragamuwa University with

School of Translation, University of Ottawa

Department of French Studies - BA Translation, Concordia University

Glendon College, Centre of Excellence, York University

UGC with Vice-President and International Bureau of U of Ottawa

UCG with Higher Education Quality Council of Ontario (HEQCO


University of Colombo with University of Ottawa Faculty of Law Languages Societies and MNLSI Dialogue New Brunswick



Output: 1140 – OLC functions reviewed and enhanced

Indicators Data

Collection Method

December 2011

June 2012 December


Cumulative Total/Level of

Success

1140.a Presence of report and recommendations on OLC organizational strengthening

Observation no no no OLC report on Roles and Responsibilities with recommendations from workshop. Establishment of the Committee on Corporate Plan Preparation (CCPP – OLC)

The Corporate Planning was conducted and the Report is being finalized.

OLC report on Roles and Responsibilities with recommendations from workshop in May 2013 with Mr. Fraser. Establishment of the Committee on Corporate Plan Preparation (CCPP – OLC)


Review reports

0 1 – OLC Chair (m) participated in TEM to Canada

0 22 (F4/M18): Deyata Kirula National Exhibition Language Audit Training

37 (F9/M28): OLC Workshop on Roles and Responsibilities

26 (F16/M10) Corporate Planning Workshops (03)

86 total 1 – OLC functioning and decentralization 22 (F4/M18): Language Audit Training 37 (F9/M28): OLC Roles and Responsibilities included participants from stakeholder institutions. 26 (F16/M10) Corporate Planning Workshops (03)

1140.c Presence of linkage(s) with Canadian counterpart(s)

Review reports

0 0 1 - SL OLC Chair and Canadian OLC plan visit in May 2013

Visit to Sri Lanka by Canadian Commissioner for Official Languages and an agreement

International Association Language Commissioners linkages

Official Languages Commissioner of Canada

Office of the



Output: 1140 – OLC functions reviewed and enhanced

Indicators Data

Collection Method

December 2011

June 2012 December



Success

to develop further linkages between professional staff of each commission.

supported Official Languages Commissioner for New Brunswick

Office of Francophone Affairs for Ontario

Commissioner for French Language Services for Ontario

International Association Language Commissioners



Output 1150 – NILET functions reviewed and enhanced

Indicators Data Collection

Method December

2011 June 2012

December 2012

June 2013 December

2013 Cumulative Total/ Level of

Success

1150.a Presence of report and recommendations on NILET organizational strengthening Achieved

Observation no no Survey underway to review effectiveness of second language training

Draft report completed : “Assessment and Impact Evaluation of the Teaching/ Learning Process of Second Language Teaching/Training Courses conducted by NILET”

Report on “Assessment and Impact Evaluation of Teaching/Learning Process of Second Language Teaching/Training Courses conducted by NILET” completed. August 30, 2013 Amendments to the NILET Act was drafted and submitted for further action by the NILET and MNLSI

Report on “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses conducted by NILET” completed. August 30, 2013 Amendments to the NILET Act (Draft)


Review reports 0 0 0 49 (F13/M36) Workshop Governance and Institutional Strengthening

TEM/PSC NILET second language teaching skills 3 (1F/2M) 2

49 (F13/M36) Governance and Institutional Strengthening, included the participants from stakeholder institutions

NILET second language teaching skills 3 (1F/2M) 2

1150.c Presence of linkage(s) with Canadian

Review reports no no 1 – NILET with OLBI

1 NILET with OLBI Ottawa University




Output 1150 – NILET functions reviewed and enhanced


Method December

2011 June 2012

December 2012

June 2013 December

2013 Cumulative Total/ Level of

Success

counterpart(s) OLBI Ottawa University


Algonquin College – Language Institute



Output 1170 – Monitoring mechanisms in place


Method December

2011 June 2012

December 2012

June 2013 December

2013 Cumulative Total/Level of

Success

1170.a Presence of plan for monitoring system, strategy and mechanism

Observation no no MNLSI developed Results framework and KPIs

Being reviewed by the Ministry of Finance and Planning

UNCHR report to the committee LLRC/National Human Rights action plan Cabinet Committee Report on OLP implementation Report on functional processes

MNLSI developed Results framework and KPIs which is under review by Ministry of Finance and Planning. Needs to be developed into a full PMF UNCHR report to the committee LLRC/National Human Rights action plan Cabinet Committee report on OLP implementation Report on functional processes

1170.b Number of monitoring reports

Review reports 0 0 0 4 reports 4



Output 1210 – Civil society and Language Society Cluster led initiatives promoting and supporting language rights, bilingualism and linguistic diversity that are gender sensitive


Method December

2011 June 2012

December 2012

June 2013 December201

3 Cumulative Total/Lvel of

Success

1210.a Mechanism, including selection criteria, committee and processes for fund established and disseminated

Review minutes PEF Strategy Information Kit and Guidelines for Application and Submission of Proposals to NLP PEF

Language Society Cluster: supported the MNLSI develop a Constitution & criteria for Language Society Clusters.

NLP supported four language cluster on strengthening

Proposals were circulated through different sauces , the NLP staff and previous PEF partners With the concurrent decision of Ministry and the Project the five language clusters representing five regions namely Ratnapura district, Kurunegale District, Trincomalee District, Ampara District and Badulla District were finalized. Successfully completed capacity strengthening, proposal development and institutional management training for four language clusters and received one proposal for funding which is sent for the review of High commission of Canada in Sri Lanka. Experience sharing workshops were conducted for the Language Cluster (LC) members of the





Method December

2011 June 2012

December 2012



Success

Eheliyagoda, Kurunegala, Trincomalee and Badulla LCs by the Executive Director of Dialogue New Brunswick. NIPCs and NIPAs from the respective districts and officials from the Minister’s office also participated in the experience sharing workshops Committee for the Selection of grants

1210.b Number and type of initiatives co-funded

Review agreements

0 6 proposals under review

6 initiatives funded 3 proposals under review

Language Clusters 4 Proposals received and being reviewed 5 Clusters identified CBO Initiatives: 11 RFP issued including 4 Women Societies. 04 Proposals received and under review. 6 funded initiatives completed 3 proposals were under review not accepted.

During this reporting period no grants were released to any of the PEF grantees or Language Clusters

Sabaragamuwe Province – Eheliyagoda Cluster North Western Province - Languages Cluster Eastern Province – Kinniya Language Cluster 1. Uva Province – Badulla

Language Cluster

1210.c Number, type and geographic distribution of CSOs supported

Review agreements

0 0 Northern – 1 Eastern – 1 Northwest – 1 Sabragamuwa

1. SLCDF: CBO/NGO Ruwanwella Sabargamuwa Province

2. LCCBOC: CBO/NGO





Method December

2011 June 2012

December 2012



Success

Map from the report – 1 Southern – 2 Type:CBO – 3; NGO - 3

Deniyaya DSD, Southern Province

3. HTB CBO/NGO Matara District, Southern Province

4. RECDO CBO/NGO Kantale DSS, North Central Province

5. SOND, CBO/NGO Jaffna and Ampara, Northern Province

6. RDF CBO/NGO Puttalam, Mundal and Katpity, North Western Province



Output 1220 – Events that support increased awareness and support for language rights, bilingualism and linguistic diversity among policy and decision makers

Indicators Data

Collection Method

December 2011 June 2012 December 2012 June 2013 Cumulative Total/Level of Success

1220.a Number of events supported

Review reports

Calendar developed

1 – 2012 calendar distribution

03 Initiative supported Support for MNLSI Conference Publication Social Integration through Languages Activities PEF Partner Experience Sharing Workshop

1. 2012 calendar 2. MNLSI Conference Publication 3. Social Integration through Languages

Activities 4. PEF Partner Experience Sharing

Workshop May 2013 5. International conference 2011: Pierre

Foucher form University of Ottawa Law School participated

1220.b Number (m/f), type and geographic distribution of event participants

Review reports

n/a 0 Support for MNLSI Conference Publication; 540 participants (F40%/M60%) MNLSI Welfare Society Event on Social Integration through Languages Activities : Hundreds of Participants (F65%/M35%) PEF Partner Experience Sharing Workshop: 28 (F8/M20)

1. 2012 calendar Vidya 2. MNLSI Conference Publication 3. Social Integration through Languages

Activities 4. PEF Partner Experience Sharing

Workshop 28 (F8/M20)



Output 2110 – Plan for translation centre developed and approved

Indicators Data

Collection Method

December 2011

June 2012 December 2012 Jun 2013 December

2013 Cumulative Total/Level

of Success

2110.a Report on existing supply and demand for translators and translation services Achieved

Review report no Survey being developed Survey finalized and being undertaken, report due in March 2013

Survey report completed

Results of survey shared with stakeholders

Survey report completed.

2110.b Presence of plan for translation centre including mandate, functions and institutional arrangement

Review plan no Yes – in draft form Yes - Plan completed

Plan is Being Operationalized

Yes – Plan completed and being implemented



Output 1160 – DOL functions reviewed and enhanced-PLESAE note: this output was folded into 2110 in AWP 2013-

Indicators Data

Collection Method

December 2011

June 2012 December 2012 June 2013 December

2013 Cumulative Total/ level

of success

1160.a Presence of report and recommendations on DOL institutional strengthening Achieved

Observation no Yes n/a n/a June – 2012, Report On The Review of Functions And Works Processes of the Department Of Official Languages: by the Ministry Of Public Management Reforms. Based on this report, DOL restructured its department--divided administration from and programming A Study Report on the Establishment of a Translation Centre for the GoSL, April 5, 2012, Gabriel Huard-this report was used as a basis for the above report.


Review reports

0 2 (1 m/ 1f) participated in TEM to Canada on translation services

0 23 (M5/F18) IT Training for newly recruited Translators and existing Translator Assistants

2 – (1m/1f) Translation Services- TEM examined the Translation Bureau; its functions and administration. 23 (M5/F18) IT Training for newly recruited Translators and existing Translator Assistants

1160.c Presence of linkage(s) with Canadian

Review reports

no TEM Translation Bureau of Canada NB Translation

1 – DOL with Translation Services Advisor

1 – DOL with Translation Advisor

Canadian Expert Gabriel Huard, former Director,



Output 1160 – DOL functions reviewed and enhanced-PLESAE note: this output was folded into 2110 in AWP 2013-

Indicators Data

Collection Method

December 2011

June 2012 December 2012 June 2013 December

2013 Cumulative Total/ level

of success

counterpart(s) Bureau 0

Terminology Standardization, Translation Bureau.

Translation Bureau of Canada

New Brunswick Translation Bureau



Output 2120 – Translation centre established and operational

Indicators Data

Collection Method

December 2011

June 2012 December 2012 December 2013 Cumulative Total/Level of Success

2120.a Number of staff (m/f) trained to manage centre

Interviews 0 0 15 new staff positions approved and hiring has been completed. Training to take place in 2014.

15 new staff. Training to take place in 2014

2120.b Number of translation tasks assigned by centre pre month

Review reports

0 0 0 0

Output 2130 – Translator training programs strengthened in NILET

2130.a Number of NILET trainers (m/f) given advanced training to train working translators and interpreters

Review list NLP is not currently working with NILET regarding translator training. The focus is on second language training for public officials

2130.b Curriculum review and revision completed

Review reports

NLP is not currently working with NILET regarding translator training. The focus is on second language training for public officials

Output 2140 – Undergraduate translator/ interpreter programs established in universities

2140.a Presence of program proposal developed and approved by university authorities and UGC Achieved

Observation Recommendations re program under review

2 universities selected to develop program

Yes - 3 proposals in draft form to submit to UGC curriculum development committee established to assist

3 Universities and UGC formed a Curriculum Development Committee. Draft Curriculum in BA in Translation

UGC approved BA program in the 3 universities with 2 additional cadre positions for each university and approved the use f DOL /NILET or other senior

BA program approved for Universities of Jaffna, Kelaniya and Sabaragamuwa



developed translators as lecturers.

2140.b Number of translation courses for which curriculum and curriculum materials have been developed

Review curriculum and materials

0 0 Once the Curriculum is approved by UGC the respective 3 Universities will submit materials

UGC approved BA with 90 credits

90 credits

Output 2150 – Key glossaries developed or updated

Indicators Data

Collection Method

December 2011

June 2012 December 2012 June 2013 December 2013 Cumulative Total/ Level of Success

2150.a Number of glossaries updated

Observe glossaries

0 0 2 Updated (Economics and Communication)

2 updated (draft) 2: Plan in place to update several in 2013 2 Completed (draft)

2150.b Number of glossaries developed

Observe glossaries

0 0 None None 0

Output 2160 – Terminology unit/bank set up

2160.a Presence of approved development plan for terminology unit and terminology bank including mandate, functions and institutional arrangements

Observation no Plan for Translation Centre plan included a terminology bank

Yes – included in plan for Translation Centre

Not Planned for 2013

Not planned for 2013

Yes – included in plan for Translation Centre Request for approval of new positions for Terminologists in 2013 was not approved. DOL will make request again in 2014.

2160.b Presence of terminology unit

Observation no no N/A None



Output 2210 – Pilot sites established through multi-stakeholder collaborations

Indicators Data

Collection Method

December 2011

June 2012 December


Cumulative Total /Level of Success

2210.a Level of support for pilot site selection from key project stakeholders Achieved

Interview survey with stakeholders

Fair Very high – Letter of Agreement ( LOA) signed, MNLSI full approval

Very high – LOAs signed, MNLSI full approval

Very high – LOAs signed, MNLSI full approval

Very high – LOAs signed MNLSI full approval. National workshop in August 2013 confirmed the support of the Minister and Secretary to replicate innovative sites to other institutions

Very high – LOAs signed, MNLSI full approval MNLSi planning replication process to other institutions

2310.b Presence of LoA with participating institutions in each site Achieved

Observation 0/8 10 of 12 signed 2 signed 13th site (Colombo MC to be added

14 Sites including Colombo MC and Trincomalee Police Station

14 LOAs signed including Colombo MC and Trincomalee Police Station. The LoAs indicate commitment to develop good practices and share these with other institutions in the nation

14 LoAs signed

Output 2220 – Good practices documented

2220.a Number of existing good practices identified Achieved

Review report 12 under study

15 documented, 13 selected for publishing

11 finalized for publishing, reviewed and translated

Good Practices booklet is being reviewed by MNLSI

10 Good Practices published in booklet

2220.b Quality of good practices document/booklet in 3 languages

Review document

In development Final drafts being edited

Under Review



Output 2230 – Community “road maps” developed

Indicators Data Collection Method

Dec 2011 June 2012 Dec 2012 Jun 2013 Dec 2013 Cumulative Total/

Level of Success

2230.a Number of community consultations completed to assess context, set priorities and develop roadmap

Review report 12 14 28

2230.b Number of multi-stakeholder community roadmaps formulated to improve bilingual service delivery & social integration

Review reports and road map

This step was removed from NLP plan so institutions could move straight to language action plan

Output 2240 – Language plans developed in each institution including addressing HR shortages

2240.a Number of participating institutions with language plans completed Achieved: all participating PI have language plans

Review reports, observation and verification of plans

0 0 9 action plans (1 year) completed, 3 being developed

03 Completed 02 Being Completed

14 action plans completed

14 PIs with language plans are: 7 Local Authorities: Galle MC; Trincomalee UC; Kantale PS; Vavuniya UC; Nuwara-Eliya MC; Badulla MC and City of Colombo MC 3 Police Stations: Vavuniya, Trincomalee and Nuwara-Eliya 3 Hospitals: Galle Mahamodara



Hospital; Trincomalee Hospital; and Peradeniya Teaching Hospital 1 Divisional Secretariat: Bandarawela DS

2240.b Percentage of plans complying with MNLSI guidelines Achieved: 100%

Review reports and plans

0 0 0 100% 100%. Note Most of the Language Plans were prepared before we publish the Language Plan Guidebook. However, their experiences were reflected in the Guidebook.



Output 2250 – Improved services through implementation of language plans

Indicators Data

Collection Method

December 2011

June 2012 December


Cumulative Total/ Level of Success

2250.a Number of plans approved and with budget allocated by institutional authorities Achieved: 100%

Review reports and minutes

0 0 9 approved 6 received grants from NLP (through TAF) for implementation

03 Approved 7 PI have made budgetary provisions for OLP 14 received grants from NLP (through TAF) for implementation

2250.b Percentage of planned activities implemented by PIs

Review reports and verify with observation

0 0 Implementation in initial stages in 9 institutions 0

03 Based upon reports of the PI grants, 13 of the 14 PI’s will fully implement what they have stated and the other (Trincomalee Police Station), it is expected that they will complete 50% of their stated goals for the grant received

12



Output 2260 –Innovative models identified & piloted

Indicators Data

Collection Method

December 2011

June 2012 December



Success

2260.a Number of innovations supported

Review reports

o 0 6 03 12 Through grants from NLP/TAF List of grants and the kinds of innovations supported-which are completed, when and which are still works in progress.

2260.b Quality of reports on pilot outcomes

Review reports

0 0 0 N/A PI report on progress against short to medium term objectives in their respective language plans.

Output 2270 – Good practices documented & disseminated

2270.a Number of new (NLP supported) good practices documented

Review documents

0 0 6 7 case studies have been documented and shared at the national workshop in August 2013. Video Documentation The Road not taken: Winning the Hearts and Minds; Language Rights from the East and North and Pictorial Documentation

2270.b Level of institutional support for dissemination

Conduct interviews

0 0 0 High



Output 2280 – Innovative models replicated

Indicators Data

Collection Method

December 2011

June 2012 December


Cumulative Total/ Comments

2280.a Number of replication sites

Review reports

0 0 From 2012 9 original PI and 4 more were added for a total of 14. In 2014 MNSLI will select further sites for replication.

2280.b Level of institutional support for replication

Conduct interviews and review reports

0 0 0 High As a result of the National workshop in August 2013 to consolidate learning and share the results of the successes from the pilot sites with senior government members, the MNLSI has specifically requested that TAF work closely with the ministry to develop a plan for replication as set out in the 2014 AWP which was approved by the PSC in December, 2013.

As a result of the National workshop in August 2013 to consolidate learning and share the results of the successes from the pilot sites with senior government members, the MNLSI has specifically requested that TAF work closely with the ministry to develop a plan for replication as set out in the 2014 AWP which was approved by the PSC in December, 2013.


5 SUMMARY OF MANAGEMENT ACTIVITIES

5.1 Component 3100 – Effective and Efficient Project Management

5.1.1 Activity 3110 - Prepare and present AWPs and progress reports

WBS # 3110 Activity Prepare and present AWPs and progress reports Reporting Period



Intermediate Outcome All

Immediate Outcome 3100 Effective and Efficient Project Management


Purpose of Activity To prepare the AWP for the next planning year, specifically the period January 1, 2014 to December 31, 2014. To prepare two program progress reports and to prepare and disseminate monthly activity plans and progress reports for MNLSI and DFATD.

Changes/Comments The monthly activity plans and progress reports prepared by the NLP Office for MNLSI, and copied to DFATD, have become an established part of reporting.


The AWP will include a description of how GE will be integrated into all activities planned for the fiscal year. Each Activity Sheet includes a section describing how GE is being mainstreamed. In addition Activity 3130 describes targeted GE capacity development activities and staff efforts to monitor and enhance GE mainstreaming. The GE strategy will be implemented throughout the life of the project and will be reviewed and reported on through the progress reports.

Task Task Planned Implementation Status Deliverables Achieved

1 Prepare and submit Monthly Activity Plans and Progress Reports to MNLSI with copies to DFATD

Monthly reports from July through December 2013 were completed. Due to major activities such as the TEM to Canada, an intensive AWP processing period, the Commonwealth Heads of Government Meeting (CHOGM) (and preparatory activities) and the PSC in Canada, there was some delay in the delivery of the reports. were delayed. within the original timetable

6 monthly Activity Plans 6 monthly Progress Reports Briefing books for TEM in September and PSC meeting in December study

2 Prepare and submit to DFATD and the PSC the Annual Progress Report

Note: It has been agreed by DFATD that there be a series of six month reports rather than an annual report. The fourth Progress report for January to June was completed.

The Fourth Progress report was submitted in August 2013

3 Prepare and submit to DFATD and the PSC the Semi-Annual Progress Report.

Completed. See above. See above



4 Prepare and submit to the PSC the FY 2014 AWP

Following the practice developed by the project management team, a series of separate consultative meetings were held with the MNLSI and Institutions (DOL, OLC, NILET) to review progress made on AWP 2013, identify activities that were outstanding and discuss the feasibility of transferring these activities to the AWP 2014. Discussions also focused on the need to be strategic in identifying activities for the AWP 2014, given the reduced financial resources available due to the DFATD’s decision to absorb the cost of the Kilinochchi Centre in the remaining NLP budget. This was followed by an AWP 2014 consultative planning workshop with all project partners. The participants came well prepared: priorities were clearly identified and participants were sensitive to the financial challenges of the NLP. This being the last full year of the present project, partners were asked to reflect on how to achieve and consolidate results –as against the Logic Model and develop good monitoring and evaluation mechanisms; to prioritize and identify activities that will support one-another’s Institution, such as the Planning and Research Unit of the MNLSI, and the Universities Working Group on Policy Research and Development.

2014 AWP approved by the PSC on December 11, 2013



5.1.2 Activity 3120 – Undertake performance management and measurement

WBS # 3120 Activity Undertake performance management and measurement Reporting Period






Purpose of Activity To undertake ongoing monitoring and semi-annual / annual performance assessment.

Changes/Comments

The PSC in December 2013 approved for the AWP 2014 the addition of a new Output 1180: Pilot Provincial Centre developed and capable of being replicated to other provincial centers with the Indictor 1180a Presence of a collaborative plan in place for management of the provincial centre developed by LD, DOL, NILET and OLC including a procurement plan for furnishings and technological upgrades. This new activity fits in the logic model and work breakdown structure and each have been amended to include the above new output and indicators.


The gender equality indicators included in the GE action plan were measured during the semi-annual assessment process and included in the appropriate progress report. The staff self-assessment exercise in November identified integration of gender equality as a successful initiative in 2012 due to the GE training provided to all NLP staff by the GE Advisor and to the efforts NLP gender focal points and the guidance provided to them by the GE Advisor. The GE Advisor will be invited to participate in NLP assessment and staff development activities.


1 Conduct semi-annual assessment and update indicator values

Logic model and PMF was amend to include a new Output 1180: Pilot Provincial Centre developed and capable of being replicated to other provincial centers with the Indictor 1180a Presence of a collaborative plan in place for management of the provincial centre developed by LD, DOL, NILET and OLC including a procurement plan for furnishings and technological upgrades.

Amended logic model and PMF

2 Conduct staff development activities based on findings of the assessments

Staff development activities did not happen as there was insufficient time available given the volume of activities undertaken by the partners.



5.1.3 Activity 3130 – Integrate gender equality and respect for linguistic and cultural diversity into all project components

WBS # 3130 Activity Integrate gender equality and respect for linguistic and cultural diversity into all project components

Fiscal Year July to December 2013


Intermediate Outcome

3000 Project Management

Immediate Outcome

3100 Effective and Efficient Project Management

Output 3130 Gender equality and respect for linguistic and cultural diversity integrated into all project components

Indicators See Gender Equality Action Plan


Purpose of Activity

To ensure gender mainstreaming in all project components , to conduct targeted GE capacity development activities, and to promote gender equality through all aspects of project management and implementation

Changes / Comments

No Changes


This WBS objective is to integrate GE: Each output now measurers how gender was mainstreamed as part of its overall achievement of results.

Task #


1 Provide gender sensitisation and training for gender mainstreaming to MNLSI, NILET, DOL and OLC staff

Workshops for 167 staff on gender sensitization in the language of their choice were conducted, which served to develop a consensus to sensitize staff and raise institutional awareness on the benefits gained from a gender equality approach to the workplace. NLP ensured the participation of both male and female staff in these training programs as well male and female participants delivered presentations

Identified Gender Focal Points at the MNLSI in all Divisions (LD, SID, PD and Admin) along with DOL, NILET and OLC

NLP ensured that gender was mainstreamed into the capacity development assessment and training materials. NLP sought to ensure equitable participation of males and females in capacity building programs. Gender equity was taken into consideration in developing pilot BFCs especially with regard to social integration responsibilities. Gender was mainstreamed in the training modules developed for the NIPC Induction Program and the TOT Program.

GE assessment Report 167 trained staff Focal points identified in each divisional MNLSI (LD, SID, PD and Admin) along with DOL, NILET and OLC

2 Provide specialised training to Gender Focal Points

This will take place in 2014

3 Monitor and GE aspects has been integrated in PEF project activities The proposal guidelines require applicants to indicate how PEF progress reports



support integration of GE in PEF projects

gender will be integrated into their proposed project and one of the selection criteria is how well gender has been included. Grantees will be monitored to ensure that gender is integrated according to the project plan and the NLP focal points will provide a gender awareness workshop for representatives of each partner organization. PEF progress reports NLP gender team ensured that the initiatives funded through the Public Engagement Fund (PEF) included both males and females and materials developed (pictures /posters/ leaflets) reflect a gender balance and portray positive images of males and females. During this reporting period NLP organized an experience sharing session for the PEF grantees upon their completion of their project activities. This was an opportunity to discuss how they have integrated gender in to their project activities and provided a forum for civil society partners to exchange views with respect to successes and challengers they were faced in integrating gender in a meaningful manner to their project activities. The PEF selection committee membership has two out 5 women representatives.

4 Support TAF to ensure GE is considered in language plans

GE has integrated in the development of language plans in the model sites The Gender focal points provided technical support during the administration of check list and language planning g process. Trincomalee General Hospital opened a Counselling Unit for Gender Based Violence (GBV) and appointed Counsellors in both official languages.

Developed Language planes , TAF reports

5 Conduct Semi-Annual Review of Gender Equality Action Plan

Completed GE Semi-annual Report



5.1.4 Activity 3140 – Provide secretariat support to the PSC and Project Work Group

WBS # 3140 Activity Provide Secretariat Support to the PSC Reporting Period






Purpose of Activity To provide efficient and effective support to the PSC


As Secretariat, NLP staff will monitor that the requirement for representation of both women and men on the PSC is met and recommend items related to the GE strategy of the project for inclusion in the agenda as appropriate.


1 Provide Secretariat Support to the Annual PSC meeting. Prepare agenda, confirm date and select venue for PSC meetings in consultation with DFATD and MNLSI. Circulate agenda and materials to PSC members 2 weeks before the meeting.

PSC meeting was held at Agriteam office in Gatineau on December 11. 2013. In addition to the PSC meeting members of the delegation had an opportunity to brief DFATD (without Agriteam) on progress of the project and other issues. They deepened the institutional relationships with meetings at Canadian Heritage; Treasury Board, Commissioner for Official Languages of Canada and Canadian School of Public Service

Approved AWP Itinerary for PSC meeting

2 Support any additional PSC meeting, as needed, to approve additional activities for 2012 AWP based on consultant reports.

No special meetings required to date this year



5.2 NLP Risk Register

Updated Risk Register

Risks have been monitored and mitigation strategies applied. As the Project has been achieivng real results which are recongized by the governemnt of Sri

Lanka, the risks in may areas have been reduced and th risk register has been updated to reflect that. Project work has become insittuionalized within work

of MNLSI.

Risk Definition Risk Level

LM Result Level21

Risk Update and Mitigation Needed Risk owner

Operational Risks July 2010

Dec 2011

June 2012

Dec 2012

June’ 2013

Dec 2013

Op1 Implementation is delayed due to delays in getting PIP approval from GoSL or DFATD or getting MoU between GoSL and DFATD signed

Project is achieivng real results recongized by the governemnt of Sri Lanka . Project work has become insittuionalized in othe work of MNLSI.

PTL

Op2 Poor GoSL – NGO relations / poor public perception of INGOs and CSOs constrains project operations

PR

Although the public perception and relations between GoSL and NGOs in general remain strained, within the NLP framework there is increasing support by the MNLSI for the work of the NGOs/CSOs. MNSLI has sought the technical assistance of TAF as trainers to support their plans to replicate the innovative sites to new partner institutions.

Project Managers

Op 3 Government approvals are required in the North by CSOs and NGOs who must register development activities with the PTF which may hinder or delay activities of Component 4 (Innovative Models)

O, ITO IMO

Although the access to the north is easier than the last reporting period, activities are still closely monitored. Hence, we will continue to work with MNLSI and other GoSL partners to overcome/ address any barriers and obtain necessary approvals.

Project Managers, Program

Managers / TAF

21 Acronyms : Ultimate Outcome (UO); Intermediate Outcome (ITO); Immediate Outcome (IMO); Output (O); Whole Project (PR)




LM Result Level21



Dec 2011

June 2012

Dec 2012

June’ 2013

Dec 2013

Financial Risks

Fin1 Funds in local banks are lost due to irregularites in the banking sector

Use reputable international or national banks operating in Sri Lanka

Project Director

Development Risks

Dev1 A resumption of armed conflict or violent civil unrest shifts GoSL priorities away from language rights and makes it difficult for the project to operate in some parts of the country.

O,ITO IMO

There have been no military conflicts or incidents of armed unrest since the project started and the risk is currently considered minimal. Staff will continue to monitor the situation and revise the risk level and programming if necessary. The project itself is designed to mitigate a potential rise in ethnic tensions or return to conflict

Project Managers

Dev2 The ongoing role of the military in governance and delivery of public services at the local level in the North dis-empowers Local Authorities and local public institutions, making development, sustainability and replication of Innovative Models more difficult

O, ITO IMO

Maintain transparency with Sri Lankan partners. Include all governance actors in project activities in all localities.

Program Managers

Dev3 Lack of adequate GoSL commitment and/or financial support for implementation of OLP and other policies and plans to promote national languages and language rights reduces probability of project sustainability.

ITO

Recent months have seen an increase in announcements of support for OLP implementation, bilingualism and trilingualism, and social integration from the GoSL. Project staff will continue to work with the MNLSI and other GoSL partners to advocate for support for national languages policies and programs and to liaise with other donors, CSOs and the private sector to

Project Director




LM Result Level21



Dec 2011

June 2012

Dec 2012

June’ 2013

Dec 2013

mobilize support and funds for priority programming areas.

Dev5 Policy incoherence and on-going exclusionary policies in other sectors will limit the impact of the MNLSI on implementation of OLP and social integration

ITO

Government has articulated a strong commitment for OLP as indicated in their action plan for implementing LLRC recommendations. Increasing support by the MNLSI and the work of the Inter-Ministerial Committee on the road-map sub-committee and other cross-agency mechanisms

Project Managers

Dev6 Volitility and lack of trust within post-conflict communities can give rise to fear and spark violent conflict over small incidents in some communities selected as pilot sites for innovative models

O, IMO

Maintain transparency with Sri Lankan partners and work with TAF to involve a very wide range of stakeholders at community level, work slowly and collaboratively to build relationships and trust. Ensure application of Monitoring and Evaluation for Social Harmony. Monitor incidences of inter-religious conflict that have arisen in this last reporting period.

Project Managers /

TAF

Reputation Risks

Rep1 High Sri Lankan expectations of DFATD and the project may not be fulfilled due to project budget limitations

PR

Maintain transparency with Sri Lankan partners around project budget and work planning and use a participatory planning and budgeting process for AWPs. Ensure the process for prioritizing interventions is clear given modest resources and limited timeframe

DFATD / Project Director

Rep2 Canadian Foreign Policy and related reports in the Sri Lankan press are perceived to be GoC

PR

Ensure that project is genuinely seen within Sri Lanka to be a technical support project for the MNLSI, not driven by a GoC agenda.

DFATD / Project Director




LM Result Level21



Dec 2011

June 2012

Dec 2012

June’ 2013

Dec 2013

criticism of the GoSL, leading to diplomatic tensions affecting implementation of DFATD funded projects, including NLP.

Maintain communication channels between GoSL and GoC / DFATD Aid and MNLSI. Ensure effective use of NLP and Language “champions”. This is particularly relevant given the attention paid in local media to GoC decision not to participate in 2013 CHOGM in Sri Lanka.


6 FINANCIAL SUMMARY

6.1 Actual Expenditures for Fiscal Year 2013

January to June, 2013 Actuals July to December, 2013 Actuals Total

Percentage by Outcome

1100-MNLSI Institutional

Strengthening $187,029.00 $308,406.13 $495,435.13 33%

1200-Public Engagement

$79,654.00 $90,240.45 $169,894.45 10%

2100-Translation & Interpreting Services

$122,898.00 $154,366.26 $277,264.26 16%

2200-Innovative Models of Local Service

Delivery $154,867.00 $217,209.73 $372,076.73 23%

3100-Project Management

$138,219.00 $165,411.98 $303,630.98 18%

TOTAL $682,667.00 $935,634.55 $1,618,301.55 100%


APPENDIX A MEDIA SCAN

Report on the Media Scan

Duration: July – December 2013 Introduction

This is a report of the media scan conducted by the NLP office from July through to December 2013

pursuant to Activity 1220 to assess the level, type of media coverage of language issues as reported in

Sinhala, Tamil and English media. This activity was developed to achieve:

Immediate outcome 1200 increased awareness about and support for language rights, bilingualism and

linguistic diversity among the public that influences policy makers Measured by the indictor: 120(c): Extent

of newspaper coverage of language issues.

Baseline: 15 articles published by-monthly Target: 15% increase

Media Jan-Mar 2013

Apr-Jun 2013 Total from Jan to June 2013

July-Sept 2013

Oct -Dec 2013

Total from July to Dec 2013

Change from June to Dec 2013

Sinhala 16 15 31 9 5 14 -17 Tamil 49 9 58 11 13 24 -34 English 18 18 36 10 12 22 -14 Totals 83 42 125 30 30 60 -65

Number of articles published by monthly by language medium from January 2013 to December 2013

Objectives

The purpose of this ongoing media scan is to track and assess:

1. The current state of awareness of the OLP and its implementation among the general public and

government officials as indicated through media

2. the impact of NLP in bringing attention to language issues and promoting social cohesion among the

citizen

Method

Language related articles are collected and studied from the daily newspapers, magazines and the internet

sites daily by the NLP Project Officers. The scan identifies how often language related articles are published

in the newspapers Daily Lankadepa, Sunday Lankadeepa, Veerakeseri and, Daily Mirror as well as other

online newspapers and news websites in all three language mediums: Sinhala, Tamil and English.

The list of articles scanned is listed at the end of this report at page 91.



Findings and Discussion

As illustrated in the above table, this reporting period observed a decrease in the overall number of articles

published as compared with the last reporting period of January 2013 to July 2013. However, it should be

noted that the preceding reporting period witnessed a significant increase in the publication of language

related articles. This decrease in the number of language issues covered may be the result a natural

correction from the unusually high increase from the preceding reporting period; as well as a series of

major events in the country which garnered extensive print coverage such as the 23rd CHOGM and the visit

of United Nations High Commissioner for Human Rights Mrs. Navi Pillay; and, numerous articles relating to

the unrest over minority religious sects in the country. It is important to note that one of the high profile

events mentioned above, the visit of Mrs. Navi Pillay to Sri Lanka, resulted in very positive coverage of the

MNLSI and the work they are doing in both language and social integration. The High Commissioner

publicly congratulated and thanked the Hon. Minister and the ministry for carrying out extensive work on

improving OLP implementation. As noted elsewhere in this progress report, the MNLSI and the minister in

reporting to the High Commissioner for Human Rights explicitly reported on the work that the ministry was

doing under the NLP to implement the OLP. It should also be noted that while there is a decrease in the

overall number of articles published, the published articles were timely and highlighted positive outcomes

relating to language promotion and demonstrated a growing public and governmental support to the

implementation of OLP.

Overview of the articles

As with previous reports they are almost 50% more Tamil articles to that of Sinhala. As Tamil is the

minority language, there is a higher interest in language rights amongst their readership and issues around

OLP are more pertinent and relevant to their readership. However in this reporting period we observed a

proportional increase in the number of articles that appeared in the English press. In this report Tamil

articles account for only one third of the overall total of articles, whereas in the last report they accounted

for one half with a correspondingly proportional increase in the number of articles in the English press.

Sinhala media

There were 14 media articles reported during this reporting period Three articles explored the distortion

and deterioration of the Sinhala language in present days. Related to this, three articles appeared on

language having been devaluated by the teachers. In this reporting period news that 4500 Sinhala Police

officers had Tamil language training was noted, although this story was not covered in the Tamil media.

One article focused upon the understanding that knowledge of languages alone will not necessarily lead to

good translation skills The visit by The High Commissioner for Human Rights to the MNLSI and meeting

with the Hon. Minister and his media conference was reported. An article on the need to pay attention on

the Tamil medium question papers was reported and further it has mentioned Department of Education

should pay their attention on the content and the quality of the question papers prepared for the Tamil

medium candidates. Youth exchange programs for Tamil youth from Trincomalee to Kegalle was reported

positively and further it had mentioned around 50 youths participated and discussed about Sinhala and

Tamil children’s attitudes towards peace One article raised the problem of delay in conducting an awards

ceremony for children at the conclusion of a drama festival in both languages and concluded that this may

serve to undermine citizens’ support for bilingualism at cultural events. This argument-that conducting

events, ceremonies etc in two languages slows things down unnecessarily needs to be addressed and

answered by MNLSI as it develops and implements it language plans.



Tamil media

Twenty four media reports were recorded in Tamil media outlets, the majority of which highlighted the

importance of the usage of the Tamil language and issues and problems that arise as a result of ineffective

as well as a lack of resources in the implementation of OLP. Some articles analyzed the difficulties and

discrimination faced by Tamil speaking people in obtaining service in the language of their choice At the

same time there were some articles that focused on positive activities carried out by the GoSL to ensure

that language rights were in fact realized.

The work of NLP was reported with a story on the experience sharing workshop held at Trincomalee

Hospital, by TAF as part of the innovative pilot sites where Badulla Municipal council, NuweraEliya

Municipal Council, Bandarawela Divisional Secretariat, Mahamodara teaching hospital, Peradheniya

teaching hospital and Trincomalee Hospital came together to share language planning and

implementation experience . The activities that MNLSI carried out to strengthen language societies, during

social Integration Week Celebration in Badulla were also reported.

Another story featured a government failure to follow official language policy where the Department of

Irrigation, had to cancel interviews of planned recruitment of Tamil personnel due to an inability of the

Department to conduct interviews in Tamil. To make manners worse, interview letters were sent to the

candidates in Sinhala language only, resulting in some candidates not attending the interview. The

interviews were cancelled after complaints were lodged with the Human Rights Commission.

Another article revealed that an invitation on a function at a Hindu temple was sent in Sinhala for the Tamil

speaking devotees which created an unhappy situation among devotees. In another article, it was reported

that a teacher’s letter of transfer was sent in Sinhala language only-the Teachers Union of Sri Lanka was

quick to condemn this and assert it as a violation of minority language rights.

There were four articles which related to the ongoing debate as to whether the national anthem of Sri

Lanka should be sung in Tamil as well as in Sinhala One article quoted a Tamil member of parliament saying

that the North and East do not need a national anthem if it is not sung in Tamil; another article quoted a

UNP parliamentarian who declared that disallowing the national anthem to be sung in Tamil is a human

rights violation Another article reported that at memorial service of the Tsunami in the Northern Province

the anthem was sung only in Sinhala, leaving citizens uncomfortable and hesitant to sing along. Finally the

Minister of National Language and Social Integration reiterated his position that the national anthem

should be sung in both official languages when he addressed the 2nd youth parliament by declaring that

“the one only thing reflecting the cohesion among different ethnic groups is the anthem and therefore

singing the national anthem in Tamil cannot be banned”

In relation to language training there were five positive articles: One on Sinhala language training camp for

Batticaloa district government officials organized in line with the Dayata Kirula exhibition and conducted by

the NILET. Certificates were awarded for those who completed the language proficiency. In another article,

the Department of Education schools under the Waligamam Educational Zone department initiated a

program on trilingualism which was designed to provide language proficiency to teachers and principals.

Thirdly, the DOL announced in the media its language proficiency testing and finally the Ministry of

Education organized a national level competition for Sinhala and Tamil languages.

In this period there were also articles on language learning and difficulties and related discussions,

including Matale district’s difficulties in finding second language teachers. The Center for Policy

Alternatives (CPA) conducted an open forum on Tamil Language Implementation in the government sector

with the participation of the Ministry of Education, Ministry of Public Administration and Ministry of Justice

And CPA facilitated another discussion on making Tamil language as a governing language.



On the politics of language there was an article where senior Tamil politician V. Anandasangaree from

Jaffna, expressed his opinion that that the Sinhala Only Act was the main underlying reason for the ethnic

conflict in Sri Lanka. Another story with the headline” It is a strange to say that Sinhala community do not

learn Tamil Language” which wrote about an announcement of Sinhala extremist group called

Bodubalasena that “the Buddhist should not learn Tamil Language but the Tamil people should learn

Sinhala” The member of parliament Mr. V. Radhakrishnan representing NuweraEliya District responding

that such a statement made by the group is a strange as Tamil language is also a governing language.”

English media

Majority of the English articles published during this reporting period July to December 2013 focused on

language learning and training, recruitment of Police and Army officials who can be work in Tamil Language

and promotion of learning second language.

It was reported that the United Nations Human Rights Commissioners, Mrs. Navi Pillay wrote to the

Minister of National Languages and Social Integration commending him for his personal commitment to

address language rights of the people.

There were a number of articles which related to the Tamil language learning and training; such as medical

doctors received Tamil language training at the NILET. Tamil and Sinhala language center was opened at

Prjapathi Balika Vidyalaya in Horana, English language training institute was established by the Rainbow

Institute, Royal College Old Boys Association initiated six month English language training programs and

Aitken Spence lunched English and IT teaching program.

Articles that are related to NLP’s direct/ indirect involvement

Two articles appeared with related to the NLP’s direct involvement. The inaugural ceremony for “Guide

Book for the Preparation of Language Plans by Public Institutions” which was reported in the English press

and the Experience sharing workshop hosted by Trincomalee Hospital with support by Asia Foundation

However, the articles on United Nations Human Rights Commissioners, Mrs. Navi Pillay and her

acknowledgement of the work that the Minister and his ministry has done to implement OLP reflect the

work that the MNLSI has done with the support to NLP –as MNLSI recognized in their report to Mrs. Pilay.

The activities that MNLSI carried out to strengthen language societies, during social Integration Week

Celebration in Badulla were also reported and influenced by NLP work.

Analysis

There has been a decrease in the total number of articles published in this six months period from July to

December 2013. Compared to previous six months (January to June 2013) in the Sinhala medium coverage

decreased of 55 percent, Tamil media coverage decreased by 57percent and English media coverage

decreased by 52percent.



The following graphs demonstrate this decrease:

The NLP monitored media coverage with related on language related articles the period from July to

December 2013 were around 60 which were compared to 125 in the previous six months reporting period.

Even though less numbers were reported in this period but value of the reporting was high in qualitatively.

Most of the articles revealed that the importance of the use of both Sinhala and Tamil languages as key

ingredients to a peaceful and cohesive society. Language and language learning and inclusion of young

people in language learning are an essential ingredient of genuine social integration. As Prof. Sasanka

Perera pointed out, language is not a simple issue of communication it also in contemporary social and

political practice, language goes much beyond its basic utilitarian purpose The substance of many of the

articles reflects a growing understanding that the government has an obligation to implement the OLP and

there are consequences which flow when it fails to meet those obligations. There is beginning to be some

discussion on the practical problems that arise from implementing official languages-as evidenced by the

article on the slowness of having a bilingual award ceremony at the children’s Drama festival. But there is

also evidence of a healthy debate on how to implement official languages and the stress and strain in

implementing it Finally the Minister of National Languages and Social Integration continue to be a public

advocate and champion of language rights in Sri Lanka Policy makers should take heart that there is little

debate as to why there is an OLP –the discussion seems to be centered on how to implement it and the

stains developed from its implementation or lack thereof.

0

10

20

30

40

50

60

Tamil Sinhala English Total

Jan/Feb

March/Ap

May/June

Jan - June 2013

0

10

20

30

40

50

60

July/Aug

sept/Oct

Nov/Dec

June - Dec 2013



List of articles included in the Media Scan for the period July to December 2013

No Date Head Lines NLP Impact

Sinhala Yes indirect No

1. 12 August 2013

NIC s from Sinhala – Tamil languages will be issued within 6 months

X

2. 19 August 2013

Another chance for the candidates who has not completed the language proficiency exam

X

3. 23 August 2013

Language will not be protected only by commenting on it X

4. 27 August 2013

Navanethan Pillay’s visit to Sri Lanka: Minister Vasudeva Nanayakkaras Statement at a media conference on the discussions the with Mrs. Pillay

X

5. 9 Sept 2013

Massive Distortions in Sinhala language in present days X

6. 10 Sept 2013

Whether the quality of the Sinhala language deteriorates X

7. 12 Sept 2013

Sinhala Language is not a tool to be sued by the individuals who distort the languages

X

8. 17 Sept 2013

Group of Tamil youth from Trincomalee at Kagalle: A youth exchange program was conducted with a group of 50 Tamil youth from Trincomalee to kagallle in experience sharing on their cultural activities towards Social Harmony

X

9. 30 Sept 2013

Delaying the award ceremony of the Children’s Drama festival distressing the national peace: Since the drama festival was conducted in both Sinhala and Tamil Languages and the awards are presenting in an equal manner delaying the awards ceremony discourages both Sinhala and Tamil Children’s attitude towards peace

X

10. 3 Oct 2013 Tamil Language training for 4,500 Police officers X

11. 14 Oct 2013

From 2015, 20 marks will be allocated for English Speaking Skills in the G.C.E O/L examination : Deputy Minster Education states that this is an attempt to improve the English language Skills for future generation

X

12. 29 Oct 2013

The Language have been devaluated by the teachers X

13. 5 Nov 2013

Only by Knowing the language will not bring up a good translation

X

14. 26 Nov 2013

Need to pay more attention on the Tamil medium question papers This emphasizes that Education Department should pay attention to the content and quality of the question papers prepared for the Tamil medium candidates

X

No Tamil Yes indirect No

1 1 July 2013 Asia Foundation support for Trincomalee Hospital Three pictures published quoting support of the Asia Foundation to the exchange program between Badulla Municipal council, NuweraEliya Municipal Council, Bandarawela Divisional Secretariat, Mahamodara teaching hospital, peradheniya teaching hospital and Trincomalee Hospital. Experience sharing workshop

X

2 3 July 2013 Tamil language situation in Kadhirgamam: The reporter drew

public attention to a sign board in front of a famous temple in

Kadhirkamam which was a poor translation into Tamil - the writer

says this is an good example to show how the implementation of

Tamil language in the country

X



3 7 July

2013

The danger Tamil language going to face: This article was raised

the question that the Tamil language was not being correctly used

by the new generations and they mix other words into Tamil

language with poor pronunciation He argues that the original

beauty of the language will be lost unless people think to use the

language in a proper way.

X

4 10 July

2013

Certificate award for whom completed the language proficiency

training: This is a program has funded by all religious leaders

association to improve the language proficiency of Trincomalee

youngster)

X

5 13 July,

2013

Initiatives to implement the trilingual project in the Valigamam

Educational Zone: The writer quoted Zonal Educational Director

Mr. S. Sandhiran: he explained that the department has taken

initiatives to implement the trilingual project to the schools comes

under the Waligamam Zone. This project is has design to provide

language proficiency to teachers and principals through few

established centers in the zone

X

6 17 July,

2013

“Social integration week celebration in Badulla” Pictures of the

first day celebration of the Social integration film during the social

integration week was published with the Additional Secretary from

MNLSI. The chief guest of the program was A. Ravindrakumar, UVA

provincial councillor and financial secretary of the Upcountry

People Alliance

X

7 13 August

2013

“The letters only in Sinhala has created unhappy among Hindus”:

the Uva provincial councillor has said that the invitation of

Kadhirkamam (katharagama in Sinhala) temple functions were only

in Sinhala which insulting the Tamil people who have been invited

for this functions

X

8 21 August

2013

“Sinhala language training Camp for Batticaloa District

Government officials”: under the “Crown for the Nation”(Deyata

Kirula) program the NILET organized a 12 days (108 hours) Sinhala

languages training program for number of government institutions

in the Batticaloa district)

X

9 21 August

2013

Pradheshiya Sabha members have requested to provide letters in Tamil Language: The Jaffna Pradheshiya Saba members have requested the chairmen to provide Tamil letters, because the agencies on development sector only sends letters in English to Ppradhesiya Sabha and the letter reaches the members of the council in English too therefore the members requested the chairmen to provide the translated copies in Tamil to the members)

X

10 25 August

2013

Najeeb A Majeed’s interest on Sinahal Language and (Major

Silava’s interest on Tamil language. This article critically comments

on the action of the chief minister of the eastern province, a Tamil

speaking person on sending correspondence to the Tamil divisional

secretariat in Sinhala as opposed to him the governor of the

eastern province being a Sinhaa speaking person sending

correspondence to the same place in Tamil. The writer (Mr A. H.

SiddeqKariyappar) compare both and critically comments that the

chief minister being the political head of the province to protect

the right of the people violates the right how do we implement the

language policy in the province)

X



11 Sept 24,

2013

Languages proficiency test: An announcement for the Language

proficiency test conducted by the DOL and Department of

examinations

X

12 Nov 3, 2013

Tamil language implementation reports prepared through open forums: This report explains that the forum organized by CPA for the discussion on the Tamil Language implementation in the government sector, initially the discussion have taken place with the Ministry of Education, Public administration and home affairs and Ministry of justice and finally they will release recommendations

X

13 Nov 14, 2013

Implementation of the activities of the MNLSI This article is a compilation of pictures published with the Minister of National languages and Social integration. The event was organized by a local NGO with the aim of strengthening language societies activities in Ampara district)

X

14 Nov 22, 2013

Difficulties in learning mother tong for Tamil students in Matale: (Mr. Sivagnanam member of central provincial council has requested the chief minister of the province to appoint Tamil teachers and Hindu religious teachers to Muslim schools since students in the Muslim schools of Matale have no opportunity to learn these two subjects because of lack of teachers)

X

15 Nov 25, 2013

Sinhala and Tamil languages national level competitions (The Ministry of Education organized competitions to increase the knowledge of international and national languages within the students. Specially this program is to increase the Sinhala knowledge of Tamil medium students and vis-à-vis)

X

16 Nov 29, 2013

Discussion taking place in Marudhamunai to make Tamil language also as governing languages. (This is an article about the a discussion proposed by CPA to discuss about language rights with the theme of “making Tamil language as an governing language” through this they call interested people to joint this open discussion)

X

17 Dec 17, 2013

It is a strange to say that Sinhala community does not learn Tamil Language. (The announcement of Sinhala extremist group called Bodubalasena has that “the Buddhist should not learn Tamil Language but the Tamil people should learn Sinhala ”the member of parliament Mr. V. Radhakrishnan representing NuweraEliya District said the statement made by the group is a strange

X

18 Dec 18, 2013

North and East do not need National anthem If it is not in Tamil; (The Parliamentarian Mr Ariyanedhran in a parliamentary debate has expressed this view)

X

19 Dec 24, 2013

The interview was cancelled because of the interview called only in Sinhala Language: (The department of irrigation has called for an interview to recruit laboratory assistant positions, the department has sent interview letters only in Sinhala to northern candidates too, which cause them to various therefore some them did not participate to the interview, after making complain to the Human Rights commission and the department has cancelled the interview)

X

20 Dec 25, 2013

Direction in Sinhala langue for a English instruction is a violation of minority language rights: (the secretary to the president sent an instructing letter to the chief secretary of eastern province in relation to a transfer of a teacher, the chief minister sent a direction letter to the particular teacher in Batticaloa in response to the letter of secretary to the president was in only Sinhala, the Sri Lanka Teachers Union has condiment this action and further said this is and minority language rights violation done by the chief minister of the province)

X



21 Dec 25, 2013

The main reason for the ethnic conflict in Sri Lanka was brought “Sinhala only Act”(Mr. V. Anandasangari member of parliament representing Jaffna district has expressed this view at book launch about the “truth of 13 amendment” written by Dr. Sidhammabaram Mohan at the auditorium of the MNLSIs)

X

22 26 Dec 2013

If reject the singing of national anthem in Tamil language is a human rights violation (This articles is talks about the speech made by a UNP parliamentarian Mr. Ajith P Perera saying that the rejection of signing national anthem in Tamil is a violation of human rights of Tamil speaking people, he further says that the rights of Tamil people should be protected by the Sinhala majority)

X

23 Dec 26, 2013

National anthem sang in Sinhala Language at the memorial ceremony of the Tsunami in Northern (The memorial ceremony for the people died on the day of tsunami was organized in Udthurai division of in northern province, at the ceremony the national flag was raised and the national anthem was sang only in Sinhala which disturb the people and they hesitated to the anthem too)

X

24 Dec 30, 2013

Though Sri Lanka is an Buddhist country, the national anthem in Tamil cannot be banned (Minister of National Languages and Social Integrations Mr. Vasudeva Nanayakkara addressing to the 5 sitting of the 2

nd youth parliament said that the one and only thing

reflecting the cohesion among the different ethnic is the national anthem, it does not matter which language it sang but it brings the same meaning. Therefore singing national anthem in Tamil cannot be banned though Sri Lanka is an Buddhist Country)

X

English

1 15 July 2013

Social Integration Week Notice (July 15 – 22)Hon Ministers massage and the schedule of the Social Integration week activities

X

2 25 July 2013

Guide book for the preparation of language plans by public institutions- Inaugural ceremony on 16 July 2013

X

3 29 July 2013

Aitken Spence launchers English and IT teaching program Aitken Spence PLC has launched Empowering Sri Lanka First, English and IT teaching program for children from its neighbouring communities as its flagship corporate community engagement initiative. The leading diversified conglomerate commenced the pilot phase of the English program benefiting 180 students in Dambulla, Ahungalla and Mawaramandiya in May.

X

4 30 July 2013

More Soldiers Keen on leaning Tamil :Highlighting that soldiers keen to learn Tamil were increasing on a daily basis , The third batch of soldiers completed the Tamil language course conducted by the headquarters 55 division at Veththalakernry

X

5 15 August 2013

Pillay commends Vasu on upholding language rights : UN Human Rights High commissioner NavanethamPillay has written to Minister Vasudeva Nanayakkara commending him for his personal commitment to address language rights of people

X

6 27 August 2013

Another batch of Tamil women soldiers enlisted : A batch comprised of 45 Tamil and 10 Sinhalese woman soldiers were enlisted into the regular force of Sri Lanka Army at a function held at the Security Forces Headquarters Through a unique recruitment drive the woman soldiers were selected covering Batticaloa, Wanni, Mullithivu and Kandy. Despite the race the Sinhalese woman soldiers are also fluent in speaking Tamil language which would diminish the communication barrier among them. The combination and grouping would create an ideal platform for shared coexistence and mutual understanding among all towards a common goal.

X



7 2 Sept 2013

Doctors get Tamil Language training :The Agalawaththa NILET with the help of the MNLSI has launched a program to provide intensive course in Tamil language to the Doctors who join the government service

X

8 3 Sept 2013

Costly for cops to fail Tamil proficiency examination :Policemen appointed to northern and Eastern provinces would have to pay Rs. 75,000 in case they failed the Tamil language examination in the three chancers given to them

X

9 5 Sept 2013

WILD LIFE : Secrets of nature :The Article written about the Wild life magazine has emphasized the importance of converting the magazine to a trilingual journal from the seventh edition

X

10 19 Sept 2013

International accolades for “Ada” bilingual edition: 2 International awards (1. Silver Award in the promotion category. And Silver award in the media category

X

11 3 Oct 2013 Mother tongue , SL History Compulsory for international school The Education ministry sought cabinet approval to make it compulsory to teach Mother Tongue ,Religion and SL History in international Schools operating in the country

X

12 4 Oct 2013 The role of Sinhala literature in the era of the ethnic conflict “Pluralism is the easiest instrument by which to achieve peace” In the foreword of the Tamil book “Sinhala Literature in the era of Ethnic war in Sri Lanka: A Pluralistic Review (1983-2007)” written by M.C. Rasmin the writer has come to this conclusion: “Looking back at the history of Sri Lanka it is clear to us that the brutal war which lasted for more than 30 years has left our country wounded. In the post war scenario all of us are trying to move on with our lives while shutting the doors of the past.”

X

13 10 Oct 2013

SP Tamil medium Schools asked to fend roe themselves :CTU Teachers expressed grave concern over what they said amounts to an act of discrimination against schools that have Tamil medium curriculum in the Southern Province due to a decision made by Provincial Education Department to get only these schools to side-line to administer the third-term test at their own expense.

X

14 10 Oct 2013

Village Children Must speak English: This highlights the importance of the English and IT which have formed an integral part of education today. Children should acquire a thorough knowledge of English to learn IT and to use the internet

X

15 19 Oct 2013

Language goes beyond communication: Social anthropologist Prof. Sasanka Perera, in a keynote address delivered at a conference on Language and Social Cohesion underlined some vital issues on which the Government and the people of Sri Lanka need to reflect deeply in these crucial months and years. Prof. Perera points out that language is not a simple issue of communication. In contemporary social and political practice, language goes much beyond its basic utilitarian purposes.

X

16 22 Oct 2013

Tamil and Sinhala Language Centre in Horana: The second language would be compulsory for every student appearing for the GCE Ordinary Level examination from 2017 and that their school curriculum will include a second language from 2015. Language centres had been established in 9785 schools to implement the program and that the language centre at the Horana Prajapathi Balika Vidylaya was unique in that it was the first to combine the teaching of both Sinhala and Tamil languages....

x

17 23 Oct 2013

Tamil on Sinhala observations: A book written in Tamil by MemonKavi was launched in Colombo before a mixed audience of three communities. The book was on Sinhala Fiction. It was called in Tamil ‘MoliVeliKadanthu’ meaning ‘Beyond Barriers of Language’ If translated literally, the title would read something like this: ‘Beyond Looking at the Fence that is Language’

X



18 12 Dec 2013

Win the world with English :Royal College old boys association North America initiated a six month English training program ,”Win the Royal College union for a selected 40 students of from the school

X

19 15 Dec 2013

We are one people on a small island: In this article it discusses the importance of language and it was described as follows Sri Lankans should be encouraged to learn their mother tongue, English, and have an effective competency in the third language. If Sri Lankans can learn and speak Italian, Latvian, Hungarian, German, French, Portuguese, Spanish, and all those languages around the globe where they have gone for employment, as students or refugees, what stops them from learning Sinhalese or Tamil as the need be in Sri Lanka? In Tamil Nadu, most Tamils can speak Hindi, and they consider it prestigious to speak it. Most Tamil MPs in Delhi do speak Hindi. Why are the Tamil MPs in Sri Lanka so myopic and possess devastating inhibition when it comes to learning Sinhalese? This originates from a complex haunting the more irrational Tamil politicians. Although in real terms the DNA of the Sinhala and Tamil is almost identical, there are atavistic tendencies to consider the Sinhalese as Aryans. Even the legend of the killing of Dravidians by Vishnu, an Aryan, is cited to divide the two communities

X

20 18 Dec 2013

Communication and English skills development taken to new heights :The Rainbow Institute is offering internationally recognized English courses to a wide range of groups such as children , college students, English teachers, school leavers, house wives, job seekers, managers, executives, shop and office workers, clergy and politicians. The Learning experience is enforced through participatory activity based teaching methodology in keeping with the latest international techniques”. This is the first time that such recognition has been given, exclusively to provincial journalists representing all communities and all languages, and from all 24 districts in Sri Lanka

X

21 18 Dec 2013

Dual linguistic trained skilled unused in public officers Hon Ministry of MNLSI stated that those who are given linguistic training unfortunately fail to use their skills when working in public officers as they go back to their own way. MNLSI have decided to issue a hand book to those public servants who are trained in dual linguistics

X

22 19 Dec 2013

Sinhala Tamil services at all police station in five years Police Department said yesterday, there target is to service the public both in Sinhala and Tamil languages at all police stations, within the next five years. According to the Police, over 1500 Sinhalese policemen and 892 Tamil policemen were provided training in the Tamil language since 2008

X


APPENDIX B GENDER REPORT

National Languages Project Report on Gender Mainstreaming Initiative

within the Ministry of National Languages and Social Integration

By Ramani Jayasundere

National Languages Project Gender Equality Specialist January 2014

Background

Mainstreaming gender has been a key focus of the NLP from its inception. Gender has been more than a

‘cross cutting’ issue, and efforts have been made at every stage, process and approach to actively work

towards gender equality and gender equitable results through targeted programming, project support and

capacity building for gender mainstreaming.

NLP’s Gender Equality Strategy set out to focus on “mainstreaming gender within relevant ministries and

government institutions to promote gender responsive policies, programs and language plans, by collecting

and disseminating gender disaggregated data within the project, by promoting the development of

language policies and programs that are gender sensitive, by working to develop greater awareness and

capacity for gender analysis and gender equality advocacy in existing CSOs, and by ensuring gender balance

in all planning and implementation activities related to the project”.22 One of the project’s results

statements dealing with capacity building included increased capacity for gender mainstreaming.

The literature available on mainstreaming gender into an initiative promoting language rights is sparse,

both locally and internationally. Therefore NLP worked with the experiences gathered from gender

sensitisation, gender training and gender mainstreaming work done in Sri Lanka and adapted methods and

approaches to suit the needs of the project.

NLP’s conceptual approach to gender mainstreaming

Conceptually, the NLP was clear about its focus on and approach to gender mainstreaming. It accepted and

adopted definitions, details and mechanisms from literature and shaped its own approach suitable to the

context in the country based on gender mainstreaming experiences in other State and non government

entities.

22

National Languages Project Implementation Plan April 2011 (page 32-37)



NLP’s conceptual approach to gender mainstreaming

Gender Mainstreaming is a globally accepted strategy for promoting gender equality and

gender equity. Gender equality refers to the equal rights, responsibilities and opportunities of

women and men and girls and boys. Gender equity refers to a process of assuring just and fair

rights, responsibilities and opportunities for women and men and girls and boys. Gender

equality and gender equity imply that the interests, needs and priorities of both women and men

are taken into consideration through the recognition of the diversity of different groups of

women and men. This is not a “women’s issue” but an issue that should concern and fully

engage men as well as women Equality between women and men is seen both as a human rights

issue and as a precondition for and indicator of sustainable people-centered development.

Gender Mainstreaming looks at ensuring gender equality in all our work, and the way we do our

work. It attempts to transform the balance of power between men and women.

Gender Mainstreaming involves recognising the issues of gender inequality, assessing the

different implications for women and men and devising strategies and systems to ensure that the

different concerns, experiences and capacities of women and men fundamentally shape the way

we plan, implement and evaluate all programs.

Expectations

NLP worked at different levels and with different groups to ensure effective mainstreaming of gender.

Capacity building and setting in place of tools, methods and processes was done within the project with

two Gender Focal Points from among the programming staff appointed to monitor gender mainstreaming.

The staff received sensitisation and training and in turn developed programming for gender equality, as

well as gender sensitive indicators and documenting and reporting. NLP’s main partners were also

provided gender sensitivity input to ensure gender mainstreaming.

The main thrust of the gender mainstreaming effort was working with the MNLSI (MNLSI). The NLP gender

strategy aimed at gender equality being reflected at policy level, and gender being mainstreamed at all

levels of practice within the MNLSI. These expectations were high and the process to achieve this has been

slower and more gradual than envisaged. Yet, progress has been remarkable in the context and

environment.

The process of promoting gender equality in the MNLSI

The gender mainstreaming initiative for the MNLSI took into consideration that mainstreaming gender

equality does not happen all at once, but in stages, steps or phases. NLP used its approach outlined in the

Gender Equality Strategy and Workplan and worked on the premise that Gender mainstreaming is most

effective when carried out in several steps.

Step 1 was about Consensus Building which aimed to sensitise people and raise institutional awareness of

gender equality and the benefits of a gender equal approach to work.

Step 2 recognized the need for Capacity Strengthening which was about ensuring that mechanisms,

structures, capacities, resources and tools are in place to support gender mainstreaming. This step

included enhancing the capacity of people to lead, plan and implement the gender equality mainstreaming

process. These people were expected to help develop vision and goals regarding gender equality and

develop the necessary plans and human and material resources for implementation. Also it was expected

that during this time policies, programs and practices would be set in place for gender mainstreaming.



Step 3 was about Application. Once MNLSI had increased its capacity to mainstream gender equality, it was

expected that the institution would be ready to apply the capability to the implementation of their internal

gender equality policies, principles, plans and guidelines and incorporate efforts to integrate gender

equality into their ongoing programs and activities.

Step 4 was on Institutionalization which is the final stage which marks the completion of the process and

the full mainstreaming of gender equality as a rights-based issue within the institution. Step 4 was

expected to ensure that the accountability mechanisms and processes to continually review gender

equality policies, programs and practices are in place, accepted and practiced by everyone within the

institution. At this stage, there would be acknowledgement of the success of the institution in

mainstreaming gender equality and MNLSI would be in a position to assist others with the mainstreaming

process.

The process aimed at addressing gender mainstreaming in all units and departments of the MNLSI. This

included the Ministry, administrative and financial units, Languages Division, Social Integration Division

(SID), Planning as well as the DOL, OLC and NILET.

Creating space, understanding the context and arriving at a baseline

In Sri Lanka gender mainstreaming is not considered an integral part of the work of the majority of

government Ministries; the exception being the Ministry of Labour23. While there is extensive focus on the

impact on women, women specific policies, processes and programs in Ministries, a technical approach to

gender mainstreaming is not visible. Therefore policy statements of promoting gender equality,

institutional frameworks and capacity building for gender mainstreaming is not common.

A unique character of this process was that the request to help MNLSI mainstream gender in its work

originated from the MNLSI itself. While it was a key issue in the project documents and results frameworks,

the space to start and continue work came with this request.

The first step in this process was a discussion convened by the Secretary to the MNLSI.24 At this discussion

NLP quoted gender equality related findings of its overall capacity assessment of the MNLSI and

highlighted that:

60% of the staff agreed that the gender integration is very important into Language Policy and

program implementation

60% said “I am able to consider how language policies and programs may affect men and

women differently and take necessary action to ensure equitable benefit to women and men

and to promote gender equality”/ 30% said they were unable to/10% were undecided

70% said “I am very interested in attending personal and professional development activities,

short courses and training programs”.

70% said “our staff has an appropriate representation from all Sri Lankan ethnic communities,

language groups and both women and men” 30% was undecided on this.

The main aim of the discussion was for NLP to provide capacity building support to ensure gender

mainstreaming in the work of the MNLSI. NLP’s intention was to ensure capacity building of all levels of

officials and staff of the entire Ministry. However NLP was open to some level of resistance to this and

23

The Ministry of Labour has its own Gender Policy, gender mainstreaming processes and a special institution, the Gender Bureau that focuses on promoting gender equality. 24

In July 2012



expected to consider providing capacity building only for the officials of the Languages Division of the

MNLSI as it is the division that closely interacts with the NLP.

At the end of a long and productive discussion, NLP received the go ahead to build the capacity of all staff

at all levels within the entire Ministry. The Secretary approved the conducting of an assessment of staff

knowledge, perceptions and capacity for gender mainstreaming, to develop a gender mainstreaming work

plan for the MNLSI through a participatory process, to conduct gender sensitisation and training programs,

to identify Gender Focal Points following the sensitisation and training programs, to develop a “How to

Manual” for gender mainstreaming and a Gender Monitoring which could be used by the MNLSI.

The MNLSI Gender Mainstreaming Workplan

Following this meeting, NLP, with the MNLSI developed the MNLSI Gender Mainstreaming Workplan25. The

work plan highlighted the objectives of the proposed gender mainstreaming initiative as follows:

Increased capacity for gender mainstreaming in the MNLSI in planning, managing and monitoring

implementation of OLP and other policies and programs related to their mandate.

Increased awareness of gender equality and gender mainstreaming in the MNLSI through

sensitisation and training programs.

Capacity built to mainstream gender through sensitisation and training and technical input making

integrating gender in MNLSI activities visible.

Policy statement on promotion of gender equality and gender mainstreaming

The Gender Mainstreaming Workplan further set out specific steps to gender mainstreaming at the MNLSI.

These steps were identified as components in a long term process and were as follows:

1. Conduct a rapid gender assessment of MNLSI to identify staff capacity for gender mainstreaming

and institutional mechanisms in place to enable gender mainstreaming (formal and informal). The

findings of this assessment and the gender mainstreaming work plan (including a schedule of

training programs) will be presented to staff at a workshop. This workshop will be organized by the

NLP and workshop participants will be nominated by the Secretary MNSLI.

2. Conduct a series of gender sensitisation workshops for MNLSI. These will be basic gender

sensitization programs aimed at all staff. The workshops will be conducted by the NLP and

workshop agenda and all material will be shared with the MNLSI for approval prior to conducting

the workshop. The workshops will be conducted according to the following durations: senior staff

(half day meeting), middle management (1 day workshop) and clerical and support staff (1 day

workshop).

3. Conduct technical training programs for selected MNLSI officials to provide information and tools

for gender mainstreaming. These workshops will be to provide capacity building and technical

expertise to those officers in implementation, management and decision making positions. The

number of workshops will be a maximum of three based on the following: senior staff (half day

meeting) and middle management (2 day workshop).

4. Appoint Gender Focal Points in each institution and establish a Monitoring Committee at the

MNLSI.

5. Provide specialized training for the Gender Focal Points.

6. Prepare, with the MNLSI Gender Focal Points, a gender mainstreaming action plan for MNLSI and

25

In July 2012



identify specific gender mainstreaming activities and interventions for the period 2013-2015.

7. Develop a “How to Manual” for gender mainstreaming for the MNLSI.

8. Provide periodic capacity building for the Gender Focal Points.

9. Assist MNLSI to develop a Gender Monitoring Tool to track gender mainstreaming progress at the

MNLSI.

The Rapid Gender Assessment

The next step in the gender mainstreaming process was to gauge the level of sensitisation within the

MNLSI. This was done by way of a Rapid Assessment. The Rapid Gender Assessment of the MNLSI was

conducted in October and November 2012 and data was analysed in January and February 2013. The

Assessment was conducted by way of a questionnaire which was completed by 127 staff members of the

MNLSI (comprising 49 males and 78 females) representing different units and holding a range of positions

within the MNLSI.

The assessment examined levels of awareness of ‘gender’ as a concept, views on gender equality or

equality between men and women in Sri Lanka, capacity for gender mainstreaming based on the level of

information and knowledge among respondents, views on the importance of gender mainstreaming in the

work of the MNLSI and the interest in participating in a gender sensitisation program.

The assessment recorded that it was positive that a majority of officials in the MNLSI took time to complete

the questionnaire provided and is interested in participating in an initial gender sensitisation program. It

was also positive that the majority was clear about the basic conceptual definition of “gender”. However

the level of formal capacity building on gender sensitisation and gender mainstreaming was found to be

low at all levels of staff in the ministry. The startling finding was that half the respondents were of the view

that gender mainstreaming was not important to the work they do at the ministry.

Gender sensitisation programs

Following the completion of the assessment, a presentation of findings was made to the MNLSI and work

commenced to conduct the sensitisation programs. The plan was to select gender Focal Points at these

trainings based on attitude, commitment and aptitude and to provide technical training on gender

mainstreaming to these selected Focal Points.

Drawbacks were many in the following months. The MNLSI could commit to only one day of sensitisation

per staff member. However due the satisfactory level of conceptual understanding shown among staff on

the Rapid Assessment, NLP agreed to limit programs to one day. Five such sensitisation programs were

schedule for middle management staff and one half day program for senor officials. No provisions were

made to conduct sensitisation programs for minor staff comprising office assistants, drivers and cleaning

staff.

To fit into the time permitted for workshops, NLP crafted a suitable workshop agenda bringing in

conceptual understanding and practical aspects. Workshops were to be held in Sinhala and Tamil for

Middle management staff depending on language preference and in English for senior officials.

Five sensitisation programs (four in Sinhala and 1 in Tamil based on the needs of the staff) were planned

for middle management staff but six were held to meet the demands of the MNLSI. The programs were

held during the period August to November26. Five were in Sinhala and one in Tamil. 143 middle

26

On August 27, 28 and 29, October 10 and 11, and November 12 2013



management level staff members (45 men and 98 women) participated in the workshops. 133 (90 women)

participated in the Sinhala medium workshops and 10 (8 women) in the Tamil medium workshops.

The workshop content included conceptual clarity on gender and gender equality, how gender issues play

out in Sri Lanka and the relevance of ‘gender’ in the work on promoting language rights. Discussion

included clarity on the difference between working and programming to achieve women’s empowerment

and working and programming to achieve gender equality, common myths and confusions regarding

gender equality and a searching of attitudes among participants.

The workshop further included a technical session on gender mainstreaming with brainstorming sessions

on concepts important for gender mainstreaming such as gender roles, needs, access and control of

resources and the environment/influencing factors within which promotion of gender equality is done, as

well as gender analysis. The methodology included discussion, brainstorming and group activities.

One session of the workshop was dedicated to identifying gender issues in the workplace. Participants

grouped themselves according to departments, divisions and institutions. These were the MNLSI

Administrative and Planning Divisions, MNLSI Language Division, MNLSI Social Integration Division, DOL,

National Institute of Language Education and Training (NILET) and the Minister’s Office. Every group

identified gender issues within their workplace as well as issues that are faced in carrying out their work

and duties in the external environment.

The majority of issues highlighted were from the internal workplace. Most groups highlighted a range of

issues that spoke of discrimination against women as well as men, issues that limited access to resources

and opportunities and gender blind attitudes and behaviours of staff, subordinates and superiors to a few

incidences of gender based harassment. A detailed list of these issues will be shared confidentially with the

Secretary, MNLSI.

Identifying Gender Focal Points

At the conclusion of the series of workshop, 26 middle management staff members (14 women – 3 Tamil

speaking and 11 Sinhala speaking, and 13 men – 2 Tamil speaking and 11 Sinhala speaking) were identified

to be trained as Gender Focal Points. These Focal Points represent the administration, languages, social

integration and planning divisions of the Ministry and the DOL. Due to the random selection of those with

potential to be trained as Gender Focal Points, no representatives were selected from the OLC, NILET and

the Minister’s Office. (See next steps for proposed plans to work with the Gender Focal Points).

Observations

The main observation gained from the gender sensitisation programs was that the level of sensitisation

displayed by staff in the Rapid Gender Assessment was not evident during the one on one interaction at

the workshops. The level of understanding of gender equality issues and sensitivity to gender equality was

low in the majority of participants. A few participants, however, showed a strong knowledge and

commitment to gender equality. However the low level of knowledge and sensitisation was not a

hindrance. The majority of participants became immediately engrossed in the proceedings, participated

actively and keenly, and at the end of each day, showed a positive interest to learn more about gender

equality and to work towards it. However there were about ten participants (6%) who vehemently

opposed acceptance of gender equality, considered the workshops a waste of time and were overtly

aggressive. This however is common place when conducting gender sensitisation programs in Sri Lanka.

In terms of the time frame available, it was difficult to fit in content necessary for a gender sensitisation

program into a one day’s agenda. As such, the focus of the programs was limited to the need for gender

mainstreaming within MNLSI and the programs did not aim at changing personal and private attitudes on



gender equality as this would have required a minimum of five days. Despite the time available,

participants were able to discuss and understand basic concepts, receive an introduction to gender

mainstreaming and identified gender issues at the workplace and in their work.

Overall the participation was good. All divisions of the MNLSI were represented as were the DOL, OLC and

NILET. Largely there was extensive openness to understanding the issue and interest in discussion and

learning. In some workshops the participation of NILET was limited due to conceptual disagreements but

this was not a hindrance as in other workshops, the contribution of officers representing NILET was good.

Overall Assessment

A year into the process at the MNLSI, the NLP remains at Step 2 of its Gender Strategy for the MNLSI. This

is satisfactory considering the complex level at which gender mainstreaming is viewed within the MNLSI.

There is continued support and commitment at the helm of the MNLSI led by the Secretary Mrs. Malkanthi

Wickramasinghe as well as some senior officials. Yet, integrating the process leading to Steps 3 and 4 are

deliberately slow as NLP works cautiously focussing on gender mainstreaming yet mindful that the NLP is a

project that promotes language rights and not one solely focussed on promoting gender equality Therefore

gender continues to be upheld as a ‘cross cutting issue’ but the strong push for promoting gender equality

in every aspect of promoting language rights continues to be one of NLP’s primary objectives.

Next steps

In 2014, NLP will focus on enhancing the capacity of the Gender Focal Points and work towards

institutionalising a process of gender mainstreaming within the MNLSI. Extracting from the work plan, the

specific tasks will be

1. Draft Terms of Reference (TOR) for Gender Focal Points

2. Appoint Gender Focal Points

3. Conduct technical training programs for selected MNLSI officials to provide information and tools

for gender mainstreaming. These workshops will be to provide capacity building and technical

expertise to those officers in implementation, management and decision making positions. The

number of workshops will be a maximum of three based on the following: senior staff (half day

meeting) and middle management (2 day workshop).

4. Provide specialized training for the Gender Focal Points.

5. Prepare, with the MNLSI Gender Focal Points, a gender mainstreaming action plan for MNLSI and

identify specific gender mainstreaming activities and interventions for the period 2013-2015.

6. Develop a “How to Manual” for gender mainstreaming for the MNLSI.

7. Provide periodic capacity building for the Gender Focal Points.

8. Assist MNLSI to develop a Gender Monitoring Tool to track gender mainstreaming progress at the

MNLSI.

In addition NLP will train a cadre of Trainers from among MNLSI Gender Focal Points to provide

sensitisation and training to district level officers of the MNLSI.


APPENDIX C NATIONAL PLAN OF ACTION FOR THE IMPLEMENTATION OF LLRC RECOMMENDATIONS FROM THE RECONCILIATION CHAPTER


APPENDIX D LETTER FROM UNIVERSITY GRANTS COMMISSION APPROVING BA PROGRAM IN TRANSLATION

APPENDIX D LETTER FROM UNIVERSITY GRANTS COMMISSION APPROVING BA PROGRAM IN

TRANSLATION



APPENDIX E LETTER FROM MADAME SECRETARY


APPENDIX F MNLSI REPORT TO THE OFFICE OF THE HIGH COMMISSIONER FOR HUMAN RIGHTS



Ministry of National Languages and Social Integration

Background

The MNLSI was established with a view to enhance the freedom of communities, communal harmony,

strong understanding of religious and cultural issues and to develop a society with equal opportunities for

every citizen of the country.

The MNLSI, was established on 22 November 2010 with the following mandate;

To formulate policies, programmes and projects in respect of National Languages and Social

Integration

To direct the implementation of such policies, programmes and projects with a view to achieving

the relevant national objectives within time lines agreed with the National Planning Authorities

and within budgeted resources,

To address matters relating to the formation and implementation of National Languages Policy

To promote Social Integration and Ethnic Affairs.

The Ministry is also a key implementing agency of the National Human Rights Action Plan (NHRAP) and the

Recommendations of the Lessons Learnt and Reconciliation Commission.

The voluntary pledges made by the Ministry pursuant to Sri Lankans Universal Periodic Review are as

follows:

Formulation of Social Integration Policy and a Master Action Plan for its implementation.

Implementation of the OLP in all 72 Bilingual Divisions by year 2015.

The key interventions and initiatives highlighted below, are in keeping with the Ministry’s mandate

including the voluntary pledges contribute to enhancing human rights standards and the promotion and

protection of human rights in Sri Lanka.

The OLP of Sri Lanka is enshrined in Chapter IV of the Constitution of the Democratic Socialist Republic of

Sri Lanka and the MNLSI has been mandated to implement the OLP.

Legislative and Administrative Framework for the Implementation of the OLP

Constitutional Arrangements-Language Right as a Fundamental Right and Directive Principles of State

Policy:

Contents Description 1978 Constitution Non Discrimination No person shall be discriminated against

on the ground of language Chapter III Article 12(2)& (3)

Language Usage Freedom to use her/his own language Article 14 (1) (f)

Remedial Measures Breach or violation of Language Rights Chapter III Article 17 & 126

Development of Languages State shall assist the development of the languages of the people

Chapter VI Article 27 (10) Directive Principle of State Policy



Language Rights:

Content Description 1978 Constitution

Chapter IV Official Languages Sinhala and Tamil Article 18 (1) & (2)

Link Language English Article 18 (3)

National Languages Sinhala and Tamil Article 19

Use of National Languages in Parliament ,Provincial Councils and Local Authorities

National Languages- Sinhala and Tamil Article 20

Medium of Instruction Language of Education

National Languages- Sinhala and Tamil Exceptions-Higher Education

Article 21

Language of Examination to enter the Public Service , the Judicial service, Provincial Public Service ,Local Government Service or any Public Institution

Sinhala or Tamil [or Language of the candidate’s choice] Exception-Sinhala or Tamil can be insisted for joining or to be acquired within a period after joining.

Article 22 (5)

Language of Administration Sinhala shall be the Language of Administration and be use for maintenance of records and transaction of all business by all Public institutions in the Western, Southern, Central, Uva, North Western, North Central and Sabaragamuwa Provinces.

Tamil Sinhala be the Language of Administration and be used for maintenance of records and transaction of all business by all Public institutions in the Northern and Eastern Provinces.

Article 22

Bilingual Secretariat Areas Languages of Administration shall be Sinhala and Tamil (both official languages) including maintenance of records and transaction of all business by all Public Institutions situated in the Bilingual Secretariat Area.

Article 22 (Proviso)

Language of Legislation Made and published in Sinhala and Tamil with the English Translation.

Article 23

Language of Courts Sinhala shall be the Language of Courts and be used for records and proceedings by all courts in the Western, Southern, Central, Uva, North Western, North Central and Sabaragamuwa Provinces.

Tamil shall be the Language of Courts and be used for records and proceedings by all courts in the Northern and Eastern Province.

Exceptions: Court of Appeal and Supreme court

Article 24

Facilities for the use of Language

The state shall provide adequate facilities for this purpose.

Article 25



Implementation of the OLP:

The Ministry has spearheaded the evolution of language planning and the protection of language rights in Sri Lanka to ensure the citizens have access to public information and services in the official language of their choice and that both the Sinhala and Tamil languages are equally respected and appreciated as the National and Official Languages of the country.

The following three institutions support the Ministry to fulfill its mandate:

The OLC: The Commission recommends policy relating to the use of the Official Languages and monitors and supervises compliance with the provisions contained in Chapter 1V of the Constitution of the Democratic Socialist Republic of Sri Lanka.

The DOL: The Department facilitates the public officers and others to improve their

language skills in the official and other international languages. It functions as the Official Translator for all Public institutions and compiles glossaries and dictionaries on different subjects to facilitate implementation of the OLP.

The National Institute of Language Education and Training (NILET):The Institute generates;

Teachers to teach Sinhala, Tamil and English, to those who wish to acquire language competency,

Translators and interpreters in the Sinhala, Tamil and English languages ,

Qualified trainers to train language teachers, translators and interpreters,

Train persons to have trilingual competences for the efficient service delivery to

the public.

The Ministry in collaboration with the Ministry of Public Administration and Home Affairs declared the Public Service of Sri Lanka to be a Bilingual Public Service Every officer who joins the public service after 1 July 2007 is required to acquire the language competency of the other official language other than the language in which such officer entered the service. In order to support acquisition of the language competency a conducive environment is provided by the State by way of providing access to competent teachers and duty leave for officers to attend the language classes Further by Public Administration Circular No. 18/2009 dated 25 November 2009, the Ministry has delegated its responsibilities relating implementation of this policy to the Chief Official Languages Implementation Officers (COLIO) and Official Language Implementation Officers (OLIO) in

order to carry out the said mandate.

Visibility and ambiance through signage is being ensured in a majority of public institutions mainly in buildings, public areas, front offices, through communication and public address systems. Implementation of same is being continually monitored by the Ministry.

In order to ensure the deliver if services to the people in the language of choice, recruitment according to ethnic proportion in the Districts of support staff, has been accepted by the Ministry of Public Administration for implementation.

The Official’s Committee Report which was approved by the Cabinet of Ministers in June 2013 provides innovative suggestions to provide redress to public officers who could not/cannot acquire the required competency within the stipulated timeframe. Implementation of the recommendations is now been addressed by the relevant stakeholder ministries. This initiative demonstrates the Government’s commitment to implement the OLP.



A Guidebook for the Preparation of Language Plans by Public Institutions was launched in July 2013 The Guidebook details the measures that should be taken in formulating language plans by all respective public institutions Formulation and implementation of the language plans would ensure the implementation of the Language Policy and facilitate the protection of language rights of the citizens.

The Ministry in August 2012 embarked on the formulation of a comprehensive Strategic Plan (Road Map) to implement the OLP in public institutions.

The Road Map will specify a long term vision and set out a practical way forward in which the OLP could be implemented progressively over a five

year period. Towards this end already Seventeen Ministries were selected at the outset and the data collection templates were sent out to these Ministries and the institutions coming under them. A total of 1981 institutions were covered. The data collected through this template would provide the current status with regard to the implementation of the

policy in each of these institutions. Over 600 institutions have submitted the completed templates to the Ministry which is in the process of reviewing and being fed in to the data base.

The following institutions have been identified to be transformed as Model Sites in the implementation of the OLP.



- The Municipal Councils of Colombo, Nuwara Eliya, Badulla, and Galle

- Urban Councils of Vavuniya and Trincomalee

- Police Stations of Nuwara Eliya, Trincomalee and Vavuniya

- The General Hospital of Trincomalee and the Teaching Hospital of Galle and

Peradeniya.

- The Divisional Secretariat of Bandarawella

- The Paradeshiya Sabha of Kanthale.

The transformation of these institutions as model sites is extremely impressive. The

Ministry proposes to provide opportunities for other organizations to consider these initiatives, as case studies and adopt meaningful measures towards effective implementation of the languages policy.

The preparation of the Guidebook, formulation of the Roadmap and the establishment of Model sites are three key initiatives supported by the Government of Canada (CIDA)

through the NLP.

Further citizens who have an interest to learn the other language are provided with the opportunity to do so through the establishment of language societies at the community level. Over 2000 language Societies Island wide, have been registered with the Ministry. Presently 600 language classes are being held to teach the other official language to over 15000 citizens consisting of students, youth and senior citizens attend these classes. These language societies also provide opportunities for people of different ethnic, religious and socio-economic backgrounds to interact and build relationships which results in promoting social cohesion.

The OLC has identified 72 Divisional Secretaries Divisions as Bilingual Divisions of which 41

have been gazetted by His Excellency the President as Bilingual Divisions The balance 31 divisions are to be gazetted in due course The service deliveries in these divisions are in both official languages.

The Ministry has established 64 Bilingual Facilitation Cells (BFC) giving priority to bilingual DSD. The Ministry’s NIPCs assigned to these divisions are placed in each of the Facilitation Cells to assist the public in accessing the services in the language of his/her choice, while in addition providing information and knowledge on the subject of social integration.

Tri Lingual Location Boards Trilingual Front Office



The establishment of Provincial Centers of the Ministry are also underway The first of its

kind will be established in the Northern Province in Killinochchi. A land has been identified, plans drawn and reconstruction of same would commence in due course Newly recruited graduates from that Province have been identified to be assigned to the office to deliver services to the public The institutions coming under the Ministry too would locate their offices in the same premises, which will enable the Ministry to adopt an integrated approach in service delivery. This initiative has been taken to give effect to one of the recommendations of the LLRC.

The Ministry has established a Call Centre at the Ministry with a dedicated telephone No

1956. This Center provides services in all three languages to the general public. The Call Center enables the public to refer issues relating delivery of services in the language of their choice. Since its establishment in November 2012 the Centre receives over 75 calls a month.

In order to encourage cinema, TV, drama and stage drama productions that highlight commonalities and mutual understanding between communities the following initiatives have been taken.

The “Palama/Palam” a bilingual radio programme is being broadcasted, by the Sri Lanka Broadcasting Corporation, throughout the year.

The “Sri Lankan Writers Association” comprising of persons belonging to multi-ethnic communities is to be incorporated by way of a Bill in Parliament through which literary works of artists and writers are to be translated into the two official languages.

Drama workshops and drama expositions have been conducted in ten town ships in order to create awareness among the people of the value of integration. This programme is being carried out by a famous dramatist in both official languages.

The DOL is currently in the process of establishing a Translation Center to enhance the delivery of this essential service. Further a panel of 132 translators is registered

with the DOL, whose services could be accessed by the public, through the website of the DOL.

The DOL is pursuing the possibility of utilizing the modern technology to engage in providing the translation services in a more effective and efficient manner to all government institutions this initiative is a collaborative one with the University of Colombo which is presently progressing in formulating software for this purpose.

- A Trilingual Dictionary consisting of 27000, words with voiced headword pronouncements has also been launched on the Department Website. This dictionary was developed to disseminate wider trilingual knowledge through Desktop application; Web based application and Mobile application. The dictionary can be accessed at

www.trilingualdictionary.lk . This initiative was supported by Government of Germany and GIZ.

- 80,000 applicants who completed the language classes have applied to sit the examination which is scheduled for September to be conducted by the Department of

http://www.trilingualdictionary.lk/



examinations Due to unavoidable circumstances the Department of Examination

mandated to conduct the said examination could not conduct the examination during the last two years However from year 2014, examinations for public officers will be held by annually in March and September.

The OLC carried out 212 language audits in 2012/2013 which have enabled the public institutions to take corrective measures towards implementing the OLP. These include the Municipal Councils, Local Authorities Government hospitals, Police Stations, Railway and Transport Board. Investigating complaints of violations is also undertaken by the OLC. In 2012, 70 complaints were received and 65 complaints been looked in to and resolved. Extensive awareness programmes are conducted among the public officers to educate them on their duty to protect the language rights of citizens and the public to educate them of their fundamental right with regard to language.

The NILET has conducted languages classes in both Official Languages and the link language for public officers, general public, the Members of Parliament and the members of local authorities.

The following indicates the quantity of work undertaken by the institute.

Training Programme Year 2011 Year 2012 Year 2013

Training of Public Officers 29291 36786 28154

Training of Teachers 376 837 191

Training of medical interns and nursing staff

173 250 488

Training of Police officers - 34 60

Training of the Members of Parliament

- 22 06

http://lanintegmin.gov.lk/wp-content/uploads/2012/11/DSC_2037.jpg

http://lanintegmin.gov.lk/wp-content/uploads/2012/11/DSC_0904.jpg



A Diploma Course on Translations was conducted by NILET in 2012 and 85 participants were

successful in completing the course. The new course for 2013 has not commenced yet as the curriculum is to be revised.

The dearth of competent medical officers with bilingual competencies is being successfully addressed by the Ministry by providing a ten day residential language course to medical interns who are due to take up appointments in the coming months The Ministry of Health has come up with this programme in order to ensure that the medical officers acquire their language competency prior to taking up their appointments. 408 has completed the training and obtained their competency certificates in year 2013.

Recent Developments:

The 10 year National Plan for a Trilingual Sri Lanka was launched in 2012.The GoSL has recognized that Trilingual and Bilingual initiatives will facilitate the growth of an inclusive and participatory democracy in the country where issues would be widely discussed.

The Secretary of the MNLSI is a member of the Presidential Task Force for a Trilingual Sri Lanka and the Ministry is considered to be a key partner in implementing this policy. However the teaching of English Language is a matter exclusively undertaken by the Ministry of Education. Social Integration:

The MNLSI, in collaboration with the GIZ FLICT (Facilitating Local Initiatives for Social Cohesion and

Transformation) have engaged in the formulation of a National Policy Framework for Social Integration (NPFSI). The NPFSI is founded on the rights-based approach, highlighting the significance of the rights and responsibilities of individuals and the duties of the state to enhance social justice and inclusion.

The launch of this National Policy Framework for Social Integration in July last year by H.E President Mahinda

Rajapaksa marked a momentous occasion in Sri Lanka’s progress towards social cohesion and meets social integration needs voiced by people across Sri Lanka as accommodated in its extensive consultation process.

The formulation process of the NPFSI was broad-based and consultative, guided by an Inter-Ministerial Steering Committee constituted of representatives from 23 Ministries and Departments to ensure a comprehensive policy mix, and an Expert Panel comprised of distinguished individuals from all sectors. The formulation process was further strengthened by the participation of diverse state and civil society stakeholders at district, provincial and national level through Conversational Working Sessions and Focus Groups Discussions, guaranteeing that the NPFSI is demand-driven, inclusive and participatory.

To this effect, the NPFSI is founded on the pillars of Ethics, Education and Empowerment, drawing on seven elements of social cohesion: Access to Education, Access to Economic Activities and Employment, Access to Justice and Legal Resources, Access to a Safe and Secure Social Environment, Access to a Safe and Secure Physical Environment, Access to Political Participation,

Launching of National Policy on Social Integration by HE President



and Belonging and Responsibility. Furthermore, the policy accords special provisions to empower

groups excluded due to gender, age, physical and mental vulnerabilities and social marginalization. The NPFSI also identifies two significant cross-cutting themes including Language Links and A Socially-Responsible Media which are instrumental to positive social change.

The NPFSI aims to strengthen existing institutional structures to pave the way for special provisions for social integration needs and more significantly, promote a resolute effort among all citizens to fulfill their responsibilities as equal partners in Sri Lanka’s progress, through shared institutions founded on a collective commitment to social integration.

The NPFSI also accords special emphasis to vulnerable and marginalised groups, prioritizing their inclusion and empowerment into social, economic and political processes to ensure equitable progress and mobility for all. All Sri Lankans must fully engage in this task as a matter of great

priority and as a part of their responsibility towards achieving social cohesion and Sri Lanka’s development.

The NPFSI serves as the base document for social integration in Sri Lanka and will be developed into a National Master Plan for Social Integration. Raising awareness on Social Integration:

The National Policy Framework for Social Integration (NPFSI) and the Savivara | Thirappu | Access Campaign theme and logo for social integration was launched in July 2012. The Savivara | Thirappu | Access Campaign has been utilised to promote the contents on the policy and awareness on the importance of social integration in Sri Lanka. Through activities taking place as a

part of the campaign, further efforts are being made to create a sense of ownership among all stakeholders and foster positive attitudinal changes towards social integration.

In effort to raise awareness and sustainable multi-level and multi-stakeholder engagement with the social integration process island wide, the theme and logo will be made visible and anchored through selected programmes to promote a shared commitment to inclusion, social cohesion and Sri Lankan values.

This campaign led by a goodwill ambassador Muttiah Muralitharan will be targeted at the broad Sri Lankan public, highlighting the importance of social integration and diversity beyond language and ethnicity, to include gender, ability, age, socio-economic and geographic differences.



Social Integration Week

The MNLSI initiated Social Integration Week in 2012 as an annual national event to celebrate unity in diversity, in line with the recommendations of the National Policy Framework for Social Integration Approval has been granted by the Cabinet of Ministers to conduct this program as an annual event. Programmes have been conducted at national and local level to promote social integration through empowering, and socially-integrating marginalized groups into the mainstream, alongside raising awareness among the general public. The inaugural Social Integration Week accorded due prominence to the recommendation of the NPFSI and called for a collective commitment to the social integration process. During the course of this week, a film festival, awareness programmes, dialogue forums, shramadana activities, and cultural events were held at community, district, provincial and national level.

Social Integration Week 2013 was convened under the theme of “Access to Education” As a part of this initiative, the ministry was able to assist a targeted disadvantaged school children in every district by providing an opportunity to engage in a learning programme aimed at Grade 5 Scholarship Examination.

Further, orphans and children of single parents affected by

the conflict were provided with school supplies to ensure

that they develop an interest adding school and continue

to attend classes.

Social Integration Film Festival was held in the Badulla district for a full week, with the objective of disseminating the concept of social integration at the district level.

Legal Aid Clinics were held in collaboration with the Legal Aid Commission for the disadvantaged people in all districts to enable these persons to seek legal advice on issues that need to be resolved This enabled to these people to have access to justice, through legal advice, referrals and application to court .

Commiunity participation activities were carried out in every district .These activities were identified adopting a bottom of approch , Active participation of the

commiunity in carring out the activity enabled the Minitry to promote social integration . Refurbishmint of community centers and pre- schools,constructions of wells, establishment of libraries are a few such activities carried out this year.

Youth Peace Camps

Considering the youths as change agents, conducts youth peace camps with the objective of trust building among youth and to promoting integration among different communities living in different parts of the country. These youth camps collectively impact on the surrounding areas.

In collaboration of the Ministry of Rehabilitation

and Prison Reforms, initiatives taken to conduct Youth Peace Camp



special programmes to integrate the ex-combatants in to the society Discussions are

scheduled with the public officers working at the community level, to identify challenges, in integrating these persons. As a way forward joint forums will be organized with religious leaders, senior citizens, CSO and relevant public officers to interact with the said ex-combatants.

Differently abled persons are identified as belonging to the disadvantaged group and the Ministry has been carrying out activities to empower these persons by providing with knowledge as to their rights Further these persons have been provided with opportunities to engage in economic activities These interventions have been

carried out with the objective of integrating this group in to the

community.

With the objective of ensuring equality to all persons, the Ministry has been facilitating the conducting of mobile clinics for the issuance of legal documentation to those who have not obtained them or those who have lost their documentation (Birth Certificates, Death Certificates, Marriage Certificates, and National

Identity Cards) This activity was implemented by the Ministry with the support of the UNDP Equal Access to Justice Project. These documentations were issued to the people free of charge during the last few years. Over 1000000 persons benefited from these mobile clinics.

In addition, the Ministry facilitated the process of issuing citizenship certificates, free of charge, for those children, who born in India while they were in the refugees camps Around 1500 Certificates have been issued so far, for which the cost of one certificate is around Rs. 25,000/-.

Further, a documentation needs assessment survey has been conducted in 13 districts, including the Districts in the Northern and Eastern provinces and the Estate Sector in order to identify the issues prevailing in these areas with regard to the legal documentation. The way forward would be based on the results of this survey with the objective of ensuring the sustainability of this activity.

The Ministry has, with the support of the UNDP, facilitated the strengthening of the institution by establishing of Regional Centers of the Registration of Persons Department in Vavuniya and Batticaloa districts while facilitating the computerization/ update of the registration documents by digitalization of the Registrar General’s Department.

Mobile service for legal documentation

Disadvantaged group singing the National Anthem at the inauguration of the Social Integration Week



Towards Establishing a Secretariat for Numerically-Small Ethnic and Cultural Groups

The National Policy Framework for Social

Integration (NPFSI) recognises that

communities which are small in number or are

socially and geographically excluded require

special provisions to enhance their functional

capabilities and as such, the Symposium for

Numerically-Small Ethnic and Cultural Groups

marks an opportunity to celebrate their

cultural identities and create a space for

dialogue on their particular social integration

needs and concerns. Many of these groups

continue to be marginalised from the mainstream, in terms of preserving their cultural and community

identities and their heritage, and sometimes owing to interlinked socio-economic and political exclusion.

The Symposium for Numerically-Small Ethnic and Cultural Groups held on the 21st of May 2013 organized

by the MNLSI with the support of GIZ-FLICT. The forum was aimed at providing a platform for 15 of these

identified groups to voice their views and express their particular social integration concerns, as a first step

towards establishing a core group of representatives from the participating communities and subsequently

establishing a Secretariat for Numerically-Small Ethnic and Cultural Groups.

Groups represented at the symposium include:

Veddha community

Coastal Veddha community

Batticaloa Portuguese Burgher community

Bharatha community

Malay community

Malayali community

Chinese community

Kaffir community

Bohra community

Memon community

Dutch Burgher community

Telegu community

Chetti community

Indian-Origin Tamil Community (Up-Country Tamil)

Sindhi community

The need for a Secretariat dedicated to Numerically-Small Ethnic and Cultural Groups was requested and strongly endorsed by all communities represented, particularly as a means to

sustain and strengthen the dialogue between these groups and relevant institutional apparatuses, and foster recognition for and solidarity among these groups. The proposed secretariat will serve as an advisory body under the purview of the MNLSI, with a mandate to discuss particular issues pertaining to socio-economic development, culture and heritage and identity.



Cultural Values:

In order to promote the cultural values among the communities and understand the commonalities and the uniqueness of the different cultures the Ministry has been conducting cultural programmes relating to each community. Accordingly, Sinhala Tamil New Year, Thaipongal, Ifthar or Haj festival and Christmas are celebrated each year.

National Anthem

The right of every person to sing the National Anthem in both official languages is provided for in the Constitution, and the Hon. Minister of National Integration has continued to affirm this position.

National Unity

With the objective of promoting National Unity and unifying the Nation on the basis of equality, discussions have been held with the Expert Committee for promoting National Religious and Ethnic harmony. Religious leaders, political groups, academia, artists and

CSOs across the country were participants at this forum. The outcomes of such deliberation were:

a) To amend the Penal Code, in order to prevent enmity, by spoken or written or sings or by visible representation or otherwise, between different groups on ground of religion, race, place of birth, residence, language, cast or other ground and doing acts prejudicial to maintenance of harmony and distributing public tranquility between different religious groups or communities.

b) To sensitize the public by hosting a National Conference representing religious, political, professionals, experts, scholars, artists, representatives of the private sector, trade unions and representatives of multi-national organizations and members of the

civil society.

c) To convene a meeting under the patronage of His Excellency the President with a view to arriving at a consensus with regard to the reporting of incidents relevant to ethnic and religious affairs.

The officers of the Ministry are assigned to all Divisional Secretariats and to a large part of the Divisional Secretariats. However all Divisional Secretariats will be assigned an officer within the next two months. A large work force over, 400 in number would be engaged in the implementation of the Official Language Policy and promoting Social Integration.

Sihala Tamil New Year Ifthar Thaipongal Christmas


APPENDIX G REPORT FROM TECHNICAL EXCHANGE MISSION: SEPTEMBER 29 TO OCTOBER 9, 2013

Report on the Technical Exchange Mission to Canada

September 27 – October 11, 2013



Contents

Acknowledgements 3

1. Introduction to the NLP 4

2. Overview of the Technical Exchange Mission 4

2.1 The Context

2.2 Purpose of the Technical Exchange Mission

2.3 Delegates for the Technical Exchange Mission

2.4 General Summary of the Technical Exchange Mission

2.5 Program of Mission

2.6 Coordination of the Technical Exchange Mission

3. Key Findings, Recommendations and Immediate Actions

MNLSI 11

3.1 Introduction

3.2 Languages Division

3.3 Social Integration Division

3.4 Planning, Research and Monitoring Division

4. Key Findings, Recommendations and Immediate Actions:

NILET 24

4.1 Introduction

4.2 Key findings

4.3 Recommendations

4.4 Suggestions for Action Plan

5. Key Findings, Recommendations and Immediate Actions:

University Undergraduate Program – BA in Translation 28

5.1 Introduction

5.2 Key findings

5.3 Recommendations

5.4 Immediate Actions

5.5 Action Plan

Pictorial Illustrations 32

Annex I - Technical Exchange Mission (TEM) to Canada – 2013 – Concept Note 40

Annex II – TEM Itinerary 43

Annex III – Presentation – OLP and Practices in Sri Lanka: An Overview 52

Annex IV - Brief Description of Sri Lankan Counterpart Officials and Stakeholders 63

Acknowledgements The MNLSI, National Institute of Language Education and Training (NILET), University Grants Commission and Universities of Jaffna, Kelaniya and Sabaragamuwa on behalf of the GoSL is pleased to convey our sincere gratitude and appreciation for the support and assistance extended



by the Canadian Government and People of Canada, through the Foreign Affairs, Trade and Development Canada - DFATD (formerly Canadian International Development Agency - CIDA), for making this Technical Exchange Mission possible. The Delegates from the Technical Exchange Mission also extend their sincere appreciation for the time provided, hospitality exhibited and technical expertise shared with us from all the Federal and Provincial Partners and Universities and Language Institutes in Canada who hosted us during the mission. We would also like to sincerely thank and appreciate the assistance and generous support given by the Head of Mission and the Canadian High Commission for Sri Lanka. And we would like to thanks the High Commissioner for Sri Lanka in Canada for hosting us in Canada and the generosity showed on us. We also take this opportunity to thank Agriteam Canada (National Languages Project) and OLBI of University of Ottawa for their fullest support and valuable guidance in conducting this Technical Exchange Mission, and in making the TEM to Canada a success. Delegates Technical Exchange Mission



Report on the Technical Exchange Mission to Canada

September 27 – October 11, 2013

1. Introduction to the NLP

The NLP is a joint initiative of the GoC and the GoSL. It is a four year project funded by the Canadian

International Development Agency (CIDA) and implemented by Agriteam Canada in association with the

OLBI at the University of Ottawa and TAF Sri Lanka. The Project is managed in partnership with the Sri

Lankan MNLSI.

The project began in July 2011 with the goal to support the Sri Lankan government and CSOs to strengthen

and implement policies and programs that protect and promote language rights as a means to fostering

social harmony and contributing to sustainable peace in Sri Lanka. It is expected to contribute to greater

public access to government services in both official languages, Sinhala and Tamil, as well as in English.

The project has four main components: institutional strengthening of the MNLSI and its institutions namely

DOL, National Institute for Language Education and Teaching (NILET) and also the OLC; enhancing public

engagement in promoting language rights and bilingualism; improving translation training and translation

services; and developing models of effective implementation of the OLP at community level.

2. Overview of the Technical Exchange Mission

2.1 The Context

This is the third Technical Exchange Mission to Canada by officials and academics from Sri Lanka in the

context of the NLP, a four-year cooperative initiative between the GoSL and the GoC, funded by the

DFATD, Canada to assist the GoSL in implementing its OLP.

2.2 Purpose of the Technical Exchange Mission

The 2013 TEM to Canada was designed to provide an opportunity for officials from the MNLSI, the National

Institute of Language Education and Training (NILET), the University Grants Commission, and academics

from 3 universities namely Jaffna, Kelaniya and Sabaragamuwa designated to establish a BA Translation

Program to meet and work with their counterparts in relevant Canadian institutions.

The exchange was intended, through the sharing of ideas and resources with Canadian officials and

experts, to support the MNLSI in order to expand its knowledge and expertise in coordination, planning,

research and policy development in the area of OLP implementation; to provide representatives from

NILET with opportunities for discussions and exchanges on issues related to management, second language

teaching methodology, and curriculum development; and for academics responsible to set up a BA

Translation Program, to observe existing programs in Canadian universities, and share best practices and

course materials between institutions.

The TEM included opportunities for the delegates to:

Visit and study the policies, programs and monitoring strategies of Canadian agencies with

mandates similar to their own;

Meet and exchange ideas with counterpart Canadian officials, technical experts and academics in

their areas of expertise;

Discuss issues related to the Sri Lankan OLP and current challenges to OLP implementation;



Discuss Canadian structures, institutional frameworks and mechanisms that support official

languages promotion and policy implementation and assess how these could be applicable to the

Sri Lankan context;

Solicit input and gather information and resources from Canadian counterparts related specifically

to their current priority programs and plans.

2.3 Delegates for the Technical Exchange Mission

MNLSI

Languages Division (LD)

Ms. O. K. I. M. Opatha, Assistant Secretary

Ms. S. I. Senadeera, Research Assistant

Social Integration Division (SID)

Ms. S. Krishnavathana, Assistant Secretary

Planning, Reserach and Monitoring Division (PRMD)

Mr. N. M. D. Nawarathna Bandara, Development Assistant

Ms. N. M. Weerakoon, Research Assistant

Hon. Minister’s Office

Mr. D. Kalanasuriyarachchi, Public Relations Officer

National Institute for Education and Training (NILET)

Ms. S. C. Withanarachchi, Chairperson

Mr. H. P. H. Prasath Ranathunga, Director General

University Grants Commission (UGC)

Mr. K. G. T. L. Nandasena, Secretary

University Representatives – BA Translation Program

Dr. K. Shriganeshan, University of Jaffna

Prof. A. C. Premaratne, University of Kelaniya

Dr. W. Ariyaratne, University of Sabaragamuwa

NLP

Mr. M. Thirunavukarasu, Program Manager

Mr. M. V. M. P. Abhayagunawardena, Project Coordinator

2.4 General Summary of the Technical Exchange Mission

The TEM included 14 participants from 3 specific areas of interest:

1) Officers from the MNLSI (LD, SID, PRMD, and Office of the Honorable Minister, worked on

Roadmap coordination and delivery of language programs with Canadian officials from the

Department of Canadian Heritage, and the Treasury Board Secretariat (6participants)

2) Representatives from NILET worked on issues related to second language curriculum development

and teacher training pedagogy for second language learning with the OLBI, the Language Institute



of Algonquin College and the GoC School of Public Service – Language Teaching Services (2

participants)

3) Academics from the 3 universities designated to establish a BA in Translation Program and a

representative from the University Grants Commission, worked with the School of Translation at

the University of Ottawa, and the Department of Translation Studies at Concordia University on

programme outline, material design and general sharing of best practices (4 participants)

Two officers from the NLP are accompanied the delegation.

2.5 Program of Mission

Although most of the work was done in small groups, a number of general meetings and activities were

organized with the whole group Following is a list of agencies and institutions visted by the delegates

Delegates attended sessions most related to their current responsibilities and strategic priorities.

2.5.1 Ottawa/Gatineau

Commissioner of Official Languages:

As an Officer of Parliament and agent of change, the Commissioner has a mandate to promote the Official

Languages Act and oversee its full implementation, protect the language rights of Canadians and promote

linguistic duality and bilingualism in Canada.

This general meeting explored how the Commissioner ensures that the three key objectives of the Act are

achieved and how his office takes all necessary measures in this respect. These objectives are: 1) the

equality of English and French in Parliament, the GoC, the federal administration and the institutions

subject to the Act; 2) the development and vitality of official language minority communities in Canada; 3)

the equal status of English and French in Canadian society. General meeting by all delegates.

Canadian Heritage

Ministry is responsible for promotion and policy on culture, the arts, heritage, official languages, citizenship

and participation as well as Aboriginal, youth and sport initiatives.

The meetings focused mainly on the Official Languages Programs, with emphasis on Roadmap

coordination, monitoring and accountability mechanism; Interdepartmental coordination for offical

languages program delivery; Planning, research and policy development; and data collecting and

management. The Sri Lankan participants in these sessions were the delegates from the MNLSI: Languages

Division; Social Integratoin Divisoin, Planning, research, monitoring Divsion, and the Minister’s Office.

Treasury Board of Canada

Governance, Planning and Policy - Official Languages Centre of Excellence

Treasury Board of Canada, through the Governance, Planning and Policy Sector - Official Languages Centre

of Excellence, ensures that public servants in all federal institutions communicate with and serve

Canadians in the official language of their choice.

The meetings focused on how to communicate and ensure services in language of choice, create and

maintain a work environment conducive to the effective use of both official languages and provide equal

employment and advancement opportunities to English-speaking and French-speaking Canadians. The

sector is responsible for the development and monitoring of official languages plans, interministerial

coordination of government services in both official languages, as well as the development of policies and

guidelines. The Sri Lankan participants in these sessions were the delegates from the Ministry of National

Languages and Social Intergration: Langage division; , Social intergratoin divisoin, Planning, research,

monitoring departement , and the Minister’s Office.



Foreign Affairs, Trade and Development Canada (DFATD)

The mandate of Foreign Affairs, Trade and Development Canada consists of ensuring that Canada's foreign

policy reflects true Canadian values and advances Canada's national interests. The International

Development Sector, formally the Canadian International Development Agency (CIDA), manages Canada's

official development assistance and resources effectively and accountably to achieve meaningful,

sustainable results and engage in policy development in Canada and internationally, enabling Canada's

effort to realize its development objectives.

General meeting of all delegates Senior officials ot share the lessons learned of the TEM and to report on

follow-up activities in Sri Lanka.

OLBI – University of Ottawa

The OLBI is an integral part of the University of Ottawa’s vision for the future, where teaching excellence

and innovation complement the institution’s commitment to bilingualism. OLBI strengthens and promotes

education and research in the fields of teaching, evaluation and language policy design. It also brings

together the University of Ottawa’s experts in official languages and bilingualism in four areas: Teaching,

Research, Testing and Evaluation, and Development and Promotion.

A two-and-a-half-day program, coordinated by the Canadian consultant to NLP and OLBI Faculty member,

Marlene Toews-Janzen, included classroom observation in the Intensive English second language

programs; presentation of the Teacher and Student Resource Centres; presentation and group discussion

with Faculty members on second language teaching pedagogy; presentation and workshop on curriculum

development for English second language teaching, including curriculum development for specific needs;

presentation and working session on testing and evaluation. Sri Lankan participants in this program were

delegates from the National Institute on Language Education and Training (NILET).

Algonquin College Language Institute

The Algonquin College Language Institute is the largest second-language training facility in Eastern Ontario.

It provides second language training in ESL, FSL, International Languages and American Sign Language.

A one-day program included classroom observation; review of materials and curriculum; presentation and

discussion of special English language programs offered for new-Canadian (LINC - a free English as a Second

Language full-time day program for Landed Immigrants and Convention Refugees, and OSLT – a free

occupation-specific language training for new Canadians to improve workplace communication skills);

presentation of various proficiency tests and placement tests. The program also included a presentation of

the Multi Media Language Centre (MMLC) which supports language skills’ practice through language-

learning computer programs, focusing on specific skills, such as editing, writing, grammar, listening and

pronunciation. Sri Lankan participants were delegates from the National Institute on Language Education

and Training (NILET).

Language Training Services – Canada School of Public Service

The Canada School of Public Service – Language training Services supports the learning of official

languages and the maintenance of language skills by public servants across the country. It also contributes

to the creation of a culture of bilingualism within the public service, which, in turn, results in better service

to Canadians.

A half-day program at the School included presentations and discussions on the various language training

services offered; language learning plans for departments and agencies; online self-assessment and

learning tools; language training programs for departments, language schools and other external suppliers

who provide language training; research in the language learning and associated technologies as well as

adapted learning; quality assurance of training offered by pre-qualified external providers. Sri Lankan



participants in this program were delegates from the National Institute on Language Education and

Training (NILET).

School of Translation and Interpretation – University of Ottawa

Within the Faculty of Arts, the School of Translation and Interpretation offers a number of Baccalaureate

Programs (French-English, English-French, English-Spanish-French), a Master in Translation Studies (MA)

and a Master in Conference Interpreting (MCI), and a PhD in Translation Studies.

A three-day program at the School of Translation and Interpretation included presentations and

discussions on existing programs with Faculty members; class observation; review of curriculum; visit to

the library and resource centre; discussions on intenship programs; etc. Sri Lankan participants in this

program were university representatives responsible to develop and launch a BA Translation Program in Sri

Lanka, and a senior official from the University Grants Commission (UCG).

2.5.2 Montréal, Québec

Department of French Studies – BA Specialization in Translation – Concordia University

Within the Department of French Studies, Concordia University offers a BA Specialization in Traduction - 66

credits, (French-English, English-French), with a CO-OP program to gain practical experience while

studying. The BA Specialization in Translation program is officially recognized by the Canadian Association

of Schools of Translation and is accredited by l'Ordre des traducteurs, terminologues et interprètes agréés

du Québec (OTTIAQ).

A one-day program at the Faculty of French Studies, Concordia University included presentations and

discussions with Faculty members; review of curriculum; visit of library and resource centre; presentation

of CO-OP program; etc. Sri Lankan participants in this program were university representatives responsible

to develop and launch a BA Translation Program in Sri Lanka, and a senior official from the University

Grants Commission.

2.5.3 Toronto, Ontario

Commissioner for French Language Services

The French Language Services Commissioner has a mandate to conduct independent investigations under

the French Language Services Act, either in response to complaints or on his own initiative, to prepare

reports on his investigations, and to monitor the progress made by government agencies in the

delivery of French-language services in Ontario.

Meeting and working session with the Commissioner for French Language Services for Ontario and staff

was held for all members of the Sri Lankan delegation.

Office of Francophone Affairs - Government of Ontario

Created under the French Language Services Act, the Office of Francophone Affairs works together with

the ministries to ensure that the public has access to services in French in the 25 designated areas. It also

provides information on the province's Francophone population to other levels of government and the

public.

A half-day working session with Director and staff of the Office of Francophone Affairs for Ontario on the

processes in place to ensure interministerial coordination for effective French language services to the

public. The Sri Lankan participants in these sessions were from the MNLSI: Langage division; , Social

Intergratoin Divisoin, Planning, Research, Monitoring Division , and the Minister’s Office.



Centre for Educational Research on Languages and Literacies - University of Toronto

The Centre for Educational Research on Languages and Literacies (CERLL) focuses on curriculum,

instruction, and policies for education in second, foreign, and minority languages, particularly in

reference to English and French in Canada but also other languages and settings -- including studies of

language learning, methodology and organization of classroom instruction, language education policies,

student and program evaluation, teacher development, as well as issues related to bilingualism,

multilingualism, cultural diversity, and literacy.

A half-day meeting and working session with Faculty staff to discuss mandate and activities of Centre,

review some of the research being undertaken in the area of official languages, visit the Library and

Resource Centre, etc. One objective of this session was to encourage the universities in Sri Lanka to

establish a consortium to support OLP implementation and undertake research on Official Languages

issues in a more systemic way. Sri Lankan participants in this program were delegates from the National

Institute on Language Education and Training (NILET), the university representatives responsible to develop

and launch a BA Translation Program in Sri Lanka, and the senior official from the University Grants

Commission (UCG).

2.6 Coordination of the Technical Exchange Mission

The TEM program was coordinated by the OLBI of the University of Ottawa under the guidance of the NLP

Language Policy Advisor, Mr. Hilaire Lemoine, in collaboration with the NLP Project Director at Agriteam

Canada, Ms. Karen Gainer QC. Administrative and logistic support is provided by the NLP Administrative

Officer at Agriteam Canada, Ms. Vesna Duricic. Support was also provided to the delegates by the NLP

office in Colombo to make necessary preparations in Sri Lanka and to acompany the delegates in Canada as

resource persons during the TEM.


MNLSI

3.1 Introduction

The MNLSI was established in 2010 with a view to enhance the freedom of communities, communal

harmony, strong understanding of religious and cultural issues and to develop a society with equal

opportunities for every citizen of the country. The mandates of the ministry includes the formulation of

policies, programmes and projects in respect of National Languages and Social Integration; to direct and

coordinate the implementation of such policies, programmes and projects with a view to achieving the

national objectives; address matters relating to the formulation and implementation of National Languages

Policy; and promote Social Integration and Ethnic Affairs.

To achieve the mandated objectives the ministry has taken several initiatives in the recent past such as

preparation of Language Roadmap, Language Plan Guidebook, National Policy Framework on Social

Integration, steps towards the establishment Provincial Centres etc. This mission was designed to support

to strengthen the capacity of the ministry Officers to learn and understand the Canadian Roadmap

Initiative for Language Duality and the lessons learned in Canada.

3.2 Languages Division

The Languages Division (LD) is dedicated to promoting Sinhala and Tamil bilingualism, the creation of a

trilingual society and the enhancement of translation and interpretation facilities available to the country.

Other main functions of the Languages Division include establishing a public service that is able to work in

the official languages, empowering the people and the public sector by creating awareness of the OLP and

related laws and regulations, and generating a positive mindset among the people of Sri Lanka in relation

to the propagation and promotion of languages. One of the key functions of the LD is to provide

http://www.oise.utoronto.ca/MLC/



leadership, plans, tools, resources and proper coordination for the Language Roadmap for effective

implementation of the OLP. The TEM explored opportunities and space for exchange of expertise in

management and coordination on the Roadmap Initiative.

a. Key findings

1. Office of the Official Languages Commissioner of Canada

i. Independence of Office of the Official Languages Commissioner of Canada

Office of the Commissioner of the Official Languages of Canada (OCOL) is an independent entity and

the Commissioner directly reports to the parliament. The Commissioner plays Ombudsman role,

performance measurement and auditing role, liaison role, monitoring role, promotion and education

role and court intervention role in order to ensure the effective implementation French and English in

the Federal Institutions in Canada.

ii. Management of Resources and Complaint handling by Office of the Commissioner of Official

Languages

The systematic compliance monitoring and evaluation process of the Office of the Commissioner of

Official Languages with information technology is commendable. Once a complaint is received, they

conduct investigation through email, IT system and give solutions for the public within few days. The

use of information technology is a good lesson for Sri Lanka’s OLC to work with limited employees.

iii. Annual Report regarding implementation of OLP

The Commissioner submits separate Annual Report on implementation of OLP to the Parliament each

and every year. It includes not only the best practices and successes; it informs the Parliament on

challenges and drawbacks in the Federal Institutions. The Commissioner also makes recommendations

for future improvements.

Meeting with Commissioner of Official Languages and his staff



2. Canadian Heritage

i. Effective coordination among the OLP implementing agencies

Canadian Heritage maintains effective coordination and relationship with the government institutions

which are engaging in the implementation of OLP. There are three levels of coordination networks (a)

National Level, (b) Regional Level and (c) Interdepartmental Level

Through the National Level network Canadian Heritage ensures coordination among the federal

institutions. Every implementing Department has appointed a focal point who is called a “National

Coordinator” for the coordination work. Regional level network coordinates regional level institutions

Canadian Heritage has appointed regional level official who are called “Regional Coordinators”. They

have an independent office at the regional level and they report to Canadian Heritage Headquarters at

regular intervals through in-person and video conference calls, emails, web based programs, which

minimize unnecessary travel time and money. Interdepartmental coordination network is used to

coordinate within the department. Within the interdepartmental coordination unit each officer is

assigned coordination work for a number of ministries.

ii. Sharing best Practices

Canadian Heritage shares best practices through a Newsletter on Implementation of OLP among all the

implementing agencies. It provides spaces for the each and every Institution to share best practices

and what they could do improve their practices. They publish newsletter every three months and

distribute among the implementing agencies.

iii. Identifying Priority areas and categorizing Government Institutions on Roadmap Process

Canadian Heritage has developed their third Roadmap for Language Duality by prioritizing five key

sectors such as Social Security, Justice, Economics, Art and Culture and Economic Development. They

have not selected all the Federal Institutions for the Roadmap process due to implementation

practicality, resource management and feasibility. In the Canadian context, the Roadmap process

focuses on key initiatives which are in addition to the regular ongoing activities related to official

languages in all Government Institutions.

Moreover they have categorized the government institutions in three categories such as “Strong”,

“Moderate” and “Limited” according to the institution’s mandate by taking into considerations their

direct impact on public service delivery. The institutions which are categorized as “Strong” are given

high priority and the “Limited” are given low priority due to their nature of services.

Working Session at Canadian Heritage



iv. Accountability Framework of the Roadmap

Accountability Framework is one of key findings, which is an important tool in the Roadmap process.

Through the Accountability Framework they have shared responsibilities on implementation of OLP

and they have created effective monitoring and evaluation system. Each responsible government

institution is reporting to Canadian Heritage through the Accountability Framework on their


3. Treasury Board Canada

i. Bilingual Positions

In the Canadian context, unlike in Sri Lanka, bilingual

positions are identified and limited to certain positions,

where Sri Lanka expects each and every Public Officer to be

bilingual. Canadian government has identified specific

positions of the institutions as bilingual such as receptionist,

executive post based on the service provided to the citizens.

ii. Active Offer

Canadian government has designed a desk poster, which indicates the bilingual ability of a government

officer. Once a citizen comes to obtain a service from a public service he or she can identify who the

public officials are providing service in both languages through that desk poster. Moreover they have

developed posters which show importance of languages policy. We could see those posters in the

institutions visited.

iii. Bilingual Reception (Bilingual Security Desk)

Bilingual Reception is another key finding of our tour. All the receptionists are bilingual in federal

institutions in Canada located at Headquarters and in areas designated as bilingual. When a citizen

comes to a public institution to obtain services he/she is greeted in his/her in both languages and ask

at the very first instance by the receptionist on their requirement of language medium. It provides the

positive relationship and confidence among the public towards the institution from where they expect

the service.


Introduction – Treasury Board Canada



iv. Preparing reference documents regarding OLP

Reference documents have been developed by Treasury

Board which is designed to facilitate understanding of the

OLP.

v. Standards for trilingual web sites

We could see there are specific standards for the

bilingual websites of federal institutions in Canada. As an

example language selection of the all the website

appears on the Home Page. In the Sri Lankan context,

there are no such standards.

vi. Coverage of mass media

Coverage of Mass media is given for the all the governmental activities especially for the

implementation of OLP in Canada. Using TV programs, Radio Programs and Newspapers, public

information is provided in an accessible format on implementation OLP.

vii. Official Languages Management Dashboard

Treasury Board of Canada has developed a web site to

include all the details on bilingual positions in all the

federal government institutions. Any government

institution can log into that site and enter their vacant

positions. It is like an information sharing network. Once a

bilingual position is vacant, all the government institutions

know where the vacant positions are and can provide help

to fill the gap.

viii. Service Canada

Service Canada is a center which provides 93

government services at once to the public.

Basically they provide services through information

technology. Online services are available free of

charge. Any public can come to the Service Canada

and get details of government services ex:

downloading applications, searching jobs,

obtaining forms etc. They provide services to

disable people also. They have introduced

“Teletype writers” for the disable people.

ix. Official Languages Champions

Official Languages Champions are normally Assistant Deputy Heads of the

Institutions of Canada, which is equal to Additional Secretary in our

context or Senior Officials. Official Languages Champions are voluntary

bilingual persons, who are dedicating their time and energy to assist to

implement the OLP in their respective Institutions by providing leadership

and guidance. And also they meet regularly and make decisions on


Official Languages Champion

Service Canada – Treasury Board Canada

Working Session – Treasury Board Canada

Working Session – Treasury Board Canada



4. Commissioner of French Language Services and Office of Francophone Affairs - Government of

Ontario

The Commissioner of French Language Services provides

commendable services by ensuring language rights of the

Francophone with a small office with limited staff. Though

the Commissioner is now directly reporting to the Minister,

the Act is being amended to be an Independent Commission

reporting to the Ontario Legislative Assembly. The process

he adopted to become independent is one of the good

lessons for Sri Lanka The support provided by the Office of

the Francophone Affairs is very cordial and well-

coordinated.

b. Recommendations

i. Support of the Official Languages Commissioner of Canada: The Commissioner is ready to provide

assistance by sending his officials to the OLC to work and assist with its mandates. It is prudent for

the OLC of Sri Lanka to identify the areas of assistance, and Ministry could assist in that process.

ii. Separate Annual Reports regarding implementation of OLP: The Ministry (Planning, Research and

Monitoring Division and Languages Division) should prepare Annual Report on the achievements of

all Government Institutions on the OLP implementation. The MNLSI should encourage and support

the OLC of Sri Lanka to prepare and submit separate Annual Report on status and its

recommendations on the implementation of OLP.

iii. Making connections and Coordination among OLP implementing agencies: As MNLSI already has

identified 16 Focal Persons from 16 key ministries and its Institutions on Roadmap Process, the

coordination and connections need to be regularized by continued discussions and meetings to

keep the momentum. There should be TORs with specific duties and responsibilities. In terms of

Regional level coordination, the NIPAs and NIPCs at District and Divisional level should make the

meaningful connections and coordination at the regional level.

iv. Sharing Best Practices: The Ministry through their monitoring and evaluation activities should

identify best practices from Model Sites and consider publishing a newsletter about the best

practices of Public Institutions.

v. Introducing concept of Official Languages Champions: Chief Official Languages Implementation

Officer (COLIO) and Official Languages Implementation Officer (OLIO) are the responsible persons

for the implementation of OLP in each Public Institutions Although they are assuming duties as

COLIOs and OLIOs, there need to be a survey and identification of Official Languages Champions

among them.

vi. Identifying bilingual positions: The TEM Delegation in 2012 identified this initiative as a one of the

key findings and the Chairperson of OLC initiated discussions with Ministry of Public Administration

and Home Affairs (MPAHA) to identify these Bilingual Positions at the Bilingual Secretariat

Divisions. The initiative needs to be re-activated in collaboration with Ministry in order see results

on those lines.

vii. Standards for trilingual web sites: There are specific standards for the bilingual websites in Canada

such as placing of icons, fonts, colors, other general principles of a websites. It is recommended

Commissioner of French Language Services



that the MNLSI initiate discussions with ICTA in Sri Lanka to regularize the standards of the

trilingual web sites.

c. Immediate Actions

Support OLC of Sri Lanka to strengthen the link with Office of the Commissioner of Official

Languages of Canada for TA and support.

Take initiative to prepare Ministry Annual Report and support OLC of Sri Lanka to prepare separate

Annual Report for 2013

Revise the TORs of Focal Point

Conduct discussions with Focal Points on their duties, responsibilities and future initiatives on

Roadmap Process.

Prepare TORs for NIPAs and NIPCs on duties and responsibilities of Roadmap Process and deliver

training to NIPAs and NIPCs on the Roadmap Process.

Identify and prioritize the Public Institutions for piloting of the Roadmap Process.

Initiative for identifying Official Languages Champions and naming them.

Preparing reference documents regarding OLP

Deal with ICTA for Regularizing standards for trilingual websites

Develop the capacity of every government institutions with designated positions in the bilingual

divisional secretariat divisions and the ministries and institutions which directly deal with the

public.



d. Action Plan

No. Activity Responsible Officer Support

required from NLP

1 Support from Official Languages Commissioner Canada

Chairman of OLC Coordination Work

2 Preparation of separate Annual Report on implementation of OLP Ministry and support OLC

Additional Secretary, Senior Assistant Secretary PRMD Chairman of OLC

Data Collection and Report

3 Revise the TOR of Focal Point Additional Secretary, Senior Assistant Secretary and Assistant Secretary

Support to prepare TOR

4 Meetings with Focal Points on their duties, responsibilities and future initiatives on Roadmap Process

Additional Secretary, Senior Assistant Secretary Assistant Secretary

Support to organize and conduct meeting

5 Prepare TORs for NIPAs and NIPCs on duties and responsibilities of Roadmap Process


TA and Support for editing

6 Conduct Programs for NIPAs and NIPCs Additional Secretary, Senior Assistant Secretary Assistant Secretary

Support to organize and conduct meeting

7 Collecting information, drafting and publishing newsletter about best Practices on Implementation of OLP

Chairman of OLC Data Collection and Support for Newsletter

8 Identify priority institutions for the implementation of Roadmap Process


Technical Assistance

9 Preparing reference documents regarding OLP


TA and Support

10 Liaise with ICTA for regularizing standards for trilingual websites


Technical Assistance



3.3 Social Integration Division

The Social Integration Division is one of the key divisions of the Ministry and is committed towards the

creation of an “Inclusive Society”, in which every individual, each with rights and responsibilities, has an

active role to play. The creation of a friendly social environment through mutual trust building, among the

diverse social groups, by ensuring equal opportunities to all and assuring sustainable peace through

promotion and protection of cultural identities and the heritages of different social and ethnic

communities are the main functions of the division.

a. Key Findings

i. Working with the community level organization

Community level organizations are good partners in implementing language and social integration

programs. Canadian Heritage is working with the community level organizations and they fund

special projects. It is a reason for success in Canada at the periphery to ensure the effective policy

implementation. In Sri Lanka we have the Language Societies as well as other CBOs at the grass

root level, which help the Ministry to carry out its mandates in a cost effective manner.

ii. Inter-Ministerial Community and Expert Panels

This approach is very useful at all levels of government institutions to get people’s participation

and provide effective policy implementation. Canadian Heritage provides coordination at the

National, Regional and interdepartmental levels. We must include the coordination mechanism

within the field officers, key Ministries and Provincial Institutions to implement the Social

Integration Policy.

iii. Horizontal Coordination Approach for Roadmap Process

Canadian Heritage adopted a horizontal approach for the third Roadmap Process, which is a result

of lessons learnt through the previous Roadmaps. This could be also adopted and applied to the

Social Integration Policy in Sri Lanka.

Working Session – Canadian Heritage – Official Langages Support Programs



b. Recommendations

i. Projects should be identified through the community level organizations at divisional level with

effective participation of Language Societies and CBOs.

ii. Create a mechanism for the better coordination between line Ministries and Institutions,

Community level organizations, language societies and the field officers. The bottom to top

approach (not a top to bottom approach) should be adopted for better participation of all parties

concerned.

iii. Categorization of the Institution is very useful to select the programs and projects.

iv. Identify and share best practices with IMC Institutions and other Public Institutions.

v. Mainstreaming of marginalized groups

c. Action Plan

No. Activity Responsible Officer Support required from

NLP

1 Prepare a Roadmap Action Plan for the Social Integration Division

Senior Assistant Secretary Assistant Secretary

TA and Support

2 Provide support for the Roadmap Database

Assistant Secretary Assigned Officer/s

TA and Support

3 Provide support to administer the Checklist and prepare the Language Plan for MNLSI

Senior Assistant Secretary Assistant Secretary Assigned Officer/s

TA and Support

4 Closely work with LD on the outreach programs with CBOs and Language Clusters

Senior Assistant Secretary Assistant Secretary

TA and Support



3.4 Planning, Research and Monitoring Division

The MNLSI has taken several measures to strengthen the Planning, Research and Monitoring Division of

the Ministry. In accordance with the Presidential Secretariat’s Circular, this Unit was renamed as the

Planning and Research Unit. In response to the Recommendations of Ministry of Public Management

Reforms and Mr. Yvan Déry, Director, Policy, Analysis and Research Division of the Canadian Heritage

supported by the NLP the functions of the Planning, Research and Monitoring Division have become (a)

Planning and Reporting (b) Research and Performance Assessment, (c) Inter – Ministerial Coordination for

Roadmap Process and (d) Monitoring and Evaluation.

d. Key Findings

These key findings are confined to the Research, Monitoring and Evaluation.

i. Database Management Strategies

The data and information are the keys in

successful planning and implementation of

areas like languages and social integration.

Canadian Heritage has various types of

databases and they have data for past 25

years and the databases are designed

provide reports by subject matter,

population, geographical areas etc. The

data could be fed by field coordinators and in a systematic manner.

ii. Support and Coordination of other Institutions for research and survey

Conducting a national survey is a costly and long process and needs to be well planned. Canadian

Heritage conducts these kinds of surveys once in every five years, along with the support of other

Government Institutions and Private Companies. Also they pick data from other reliable sources,

who conduct surveys on these issues.

For an example; Canadian Heritage works with Statistics Canada to obtain data on official language

implementation related matters by adding specific questions to the national census. Canadian

Heritage also synthesizes data from other sources of information.

iii. Selection of many KPIs

Canadian Heritage developed various types of KPIs to track the performance of official languages

implementation in the Federal Institutions. The new Roadmap has 217 KPIs and those have been

imbedded into Logic Model and Accountability Framework. Therefore, it is transparent process,

where each and every Federal Institutions know how their performance is going to be measured

and to make sure that they implement the Roadmap in line with the government intention and

objectives.

iv. Evaluation of language capacity of public officers

Treasury Board Canada conducts regular surveys and

follows up surveys to assess the language capacity of the

Public Officers in the Federal Institutions. The responses

to the surveys by the Public Officers demonstrate

significant improvements The surveys are conducted in

selected prioritized Federal Institutions based on specific

needs, which makes it is feasible and practical to conduct

Working Session – Canadian Heritage - Database




v. Training on Research and related subjects to CH Staff

Canadian Heritage staffs are well trained on their subject areas and they are provided with very

clear TORs and are evaluated accordingly.

vi. Technological enhancement

Use of technology is properly utilized and enhanced from time to time. Various types of software

are used based on specified needs and requirements.

e. Recommendations

i. The Planning, Research and Monitoring Division needs to be strengthened with Technical

Equipment and the specific trainings to manage it.

ii. The Officers assigned to the Planning, Research and Monitoring Division need to be assigned under

(a) Planning and Reporting, (b) Research and Performance Assessment, (c) Inter Ministerial

Coordination (d) Monitoring and Evaluation, Training. And the skills development needs to be

provided in each of these sections.

iii. Database Management

a. Roadmap data

b. Inter-Ministerial data

c. Data of our Ministry and affiliated Institutions

d. National level database on OLP (Bilingual DSD and whole Island)

iv. Evaluation criteria for Ministry Officers and Regional Officers need to be prepared and adhered to.

v. Quarterly Progress Review of the Sahayaka and Sahakara on their programs and output and

outcome.

vi. The Planning, Research and Monitoring Division should have close relationship with Ministry

Divisions of Languages, Social Integration and Administration and as well as the affiliated

Institutions: Department of Languages; National Institute for Education and the OLC for integrated

coordination of works and related outputs.

vii. The Ministry (Planning, Research and Monitoring Division and Languages Division) should prepare

Annual Report on the achievements of all Government Institutions on the OLP implementation.

f. Immediate Actions

i. Need of a Director Research to progress with research, monitoring and evaluation.

ii. Design of a training program for the Staff of the Planning, Research and Monitoring Division

Prepare and submit the Integrated Corporate Plan for the Ministry.

iii. Preparation of the Project Proposal Template for activities relating to Languages and Social

Integration

iv. Working with the Languages Division, prepare an Inter-Ministerial Coordination Plan

v. Prepare the Accountability and Monitoring Framework for the Roadmap Process

vi. Support OLC to conduct Language Assessment



Action Plan

No. Activity Responsible Officer Support required from NLP

01 Training of officers attached to the Planning, Research and Monitoring Division on Project Management, Data Analysis and Report Writing, Research methodologies and Statistical Analysis, Proposal Writing, Logic models and KPIs

Director Planning Director Research

Technical support and coordination

02 Preparation of an Integrated Cooperate Plan. An Integrated approach would enable a better coordination of the duties performed by the Ministry and other institutions (OLD/OLC/NILET) at Divisional Level, District Level, and Provincial Level.

Additional Secretary (Development) Director Planning


03 Preparation of a Project Proposal Template for all activities identified by the relevant Institutions/ Divisional/District coordinators expected to include in the Action Plan

Director - Planning


04 Inter-Ministerial Coordination - Act as the Secretariat for the Inter–Ministerial Committee on Roadmap and development of Accountability and Reporting Frame work

Additional Secretary (Development) Director Planning


05 Strengthening of Planning, Research and Monitoring Division

MNLSI Financial Support

06 Preparation of separate Annual Report on implementation of OLP Ministry and support OLC

Additional Secretary, Senior Assistant Secretary PRMD Chairman of OLC

Data Collection and Report




NILET

4.1 Introduction

The National Institute of Language Education and Training (NILET) was established by National Institute of

Language Education and Training Act No. 26 of 2007 in July, 2007. The objectives of NILET are to generate

competent teachers to teach Sinhala, Tamil, and English to those who are desirous of acquiring such

knowledge; train competent translators and interpreters (in all 3 languages), who will be part of the

National Translators’ Service; generate qualified trainers to train language teachers, translators and

interpreters in all three languages; and generate trained persons with trilingual abilities for the efficient

provision of services to the public The NILET was established with the Mission to “facilitate the

development of efficiency in the trilingual delivery of services at all levels of governance and to promote a

linguistically diverse society” with the Vision to “be the Center of Excellence in promoting linguistic

diversity”.

4.2 Key Findings

i. Teaching Methodology

One resource person teach both languages as they are

bilingual (To become a Professor in Language

Teaching in the University, one has to have

competency in both languages)

Programs are designed on the needs of the

employees. (Ex: Special Program designed for

Canada Post)

Students can learn language online. This system is

highly sophisticated and all the students have

access to technology

There is a language laboratory in every Institute and students are using those facilities freely.

The teacher is able to observe from the class room while the students are learning in the Language

Laboratory

Teachers are free to change the methods according to the needs

Students are free to express their views

Students have access to course materials and are given assignments

ii. Steps taken for designing a course

Concept of the Course is decided based on institutional research

Needs Assessment is done after obtaining an input from participants, input from the respective

managers and front line workers as well.

All the programs are revised time to time according to the needs

Determining goals and objectives are also based on above factors

Separate modules are designed for each and every identified course

Several courses have been identified for Translators, Interpreters, and course modules were

prepared

Language Laboratory – OLBI/uOttawa



iii. Development of Course Materials

Course materials are designed according to identified needs

Curriculum for each and every program is prepared separately

iv. Main objectives of a language teaching programs

Increasing fluency and accuracy

Improving inter cultural competence, confidence, motivation of the students

v. Identified difficulties while teaching

Pay attention even in very minor matters

and identify the following reasons for

difficulty in getting students to talk (a) no

confidence, (b) fear of making mistakes,

(c) lack of appropriate knowledge of the

language, (d) uneven participation of the

students and (e) frequently using their

mother tongue

Make very good effort to encourage students to talk as a solution and using following methods for

the purpose (a) using group work, (b) joy learning activities (c) give them a clear task, (d) focus on

fluency of the language by using communication methods, (e) base on the activities on an

easy/familiar task, (f) choose a topic and talk with care to stimulate interest, (g) focus on

information and allow them to talk, (h) each participants are allowed to talk, and (i) more emphasis

is given for activities

vi. Teacher Training Programs

All teachers should have basic Degree and

should be bilingual

Teacher should be very good understanding of

the capacity of the student

Teacher should be able to help students to

acquire deep understanding of the Language

Teachers are very familiar with the new technology

The teacher training program helps to develop an effective teachers

vii. Facilities using for Language Teaching

Audio and video facilities are available in each class room and teacher is able to operate all the

equipment alone

Teacher can monitor the students while they are working in the language laboratory

viii. Methods of Evaluation of training programs.

Testing Language ability

Presentation skills. Memorization and Preparation

Conversation test (Speaking proficiency)

Sample test can be obtained from the Web site and students can practice as much as they can

Meeting with OISE – University of Toronto

Meeting with Canadian School of Public Service



Marks are given for (a) content of massages, (b) comprehension and (c) quality of interaction.

All those tests are done online and were developed by a team consisting of University Professors and

relevant Heads of institutions such as Head of Public Service Commission.

ix. All the relevant Public Institutions are involved in the Process

Universities

Treasury Board

Public Service Commission

Canada School of Public Service

Public Works and Government Service in Canada

Office of the Commissioner of Official Languages of Canada

An effective Translation Bureau is functioning and all the Government Departments have the

responsibility of language training. We were able to gain a very wide knowledge and experience and

the technology they are using is amazing and the information we received will be very much useful for

the development of our future programs.

4.3 Recommendations

a. Advanced Technology should be introduced for language teaching in Sri Lanka

b. Attention from all the respective Institutions such as Public Administration, Treasury, Public Service

Commission, should be seriously drawn for language training in Sri Lanka.

c. Universities and Ministry of Education should take prompt action on language Training in their

capacity

d. All teaching/training Institutions like SLIDA, NIE, PSTI and NILET should get together and draw up a

proper plan of action and take action accordingly

4.4 Suggestions for the action plan of NILET for the year 2014 after gaining the above experience

To start a separate training program for Interpretation

Curriculum Development for following programs

a. For Interpretation Program

b. For Language training program for University Students

c. For translation Training program

To introduce online training programs

Develop a sophisticated language laboratory in NILET

Upgrade the basic qualifications of teachers and Universities should allow them to obtain a basic

degree while they are working



5. Key Findings, Recommendations and Immediate Actions University Undergraduate Program – BA in

Translation

5.1 Introduction to the Program

The University delegation was included in the mission in order to study and learn lessons from the existing

translation degree programmes conducted by the Universities in Canada, as a part of formulation of the

degree in translation which is planned to commence in 2014 in three selected Universities in Sri Lanka:

University of Kelaniya, University of Jaffna and Sabaragamuwa University of Sri Lanka.

Accordingly, the University delegation included three academics each from the above mentioned

universities and the Secretary, University Grants Commission. The University group of the delegation

visited the School of Translation of the University of Ottawa, Department of French Studies of the

Concordia University in Montreal, Glendon College and Centre for Educational Research on Languages and

Literacies (OISE) of the University of Toronto during the visit. In addition the team participated in the

discussions with Canadian Official Languages Commissioner and Officials of the DFATD.

During the visit to University of Ottawa and Concordia Universities, the University delegates had an

opportunity to observe classroom teaching and to participate in seminars organized for them in addition to

discussions with Heads of School of Translation of the University of Ottawa and Department of French

Studies of the Concordia University, other senior academics and postgraduate students. The Team met the

Director of the Glendon College and Head of the Centre for Educational Research on Languages and

Literacies and his staff at the OISE of the University of Toronto. The discussions with academic and other

staff in all Universities visited were focused on curriculum, teaching methodology, courses offered and the

evaluation systems.

The Secretary, University Grants Commission had official meetings with Mr Louis de Melo, Vice President

(External Relations) and Dr. Gary Slater, Associate Vice President (International) of the University of Ottawa

during his visit to the University of Ottawa. He had the opportunity of having brief discussions with those

Senior Administrators of the University about the organizational structure, funding, admission of students,

courses offered at Undergraduate and Postgraduate level, facilities for students, Quality Assurance aspects

of degree programmes etc.

There was a positive response from the university administration to the request made by the Secretary,

UGC with regard to the possibility of having a teacher exchange programme, providing short term training

opportunities for young academics of Sri Lanka in the University of Ottawa and arranging short visits for

students of both countries, especially in the Translation programme to be launched in 2014 with a view to

gain some exposure.

In addition, the Secretary, UGC had the opportunity to meet the Executive Directors of Higher Education

Quality Council of Ontario and the Ontario Universities Council on Quality Assurance during the visit.

Discussions were focused on the organizational structure of the two institutions Quality Assurance

Framework, and evaluation Criteria.



5.2 Key Findings

The following are the key findings of the

mission:

a) Translation courses should be planned in a

student-friendly manner and the

participation and contribution of students

are vital

b) Courses should be practically oriented

Expected professional and target

competencies are the guide lines of lesson

planning

c) Conventional teaching-learning activities are insufficient for pragmatic translation courses

d) Evaluation should follow what is taught and instead of holistic judgement, a transparent evaluation

system should be introduced It would be able to measure the gradual development of students

e) Terminology' is an important aspect of a pragmatic translation program

f) Instead of making use of fixed teaching materials, dynamic materials in living language should be

employed

g) Language A should be given priority, for, translators should be able to communicate in language A

efficiently and effectively

h) Visiting faculty from the industry

5.3 Recommendations

Universities:

a) In preparing translation courses, priority should be given to the practical aspect of translation.

b) In preparing language courses, the priority order is as follows:

i. Language A

ii. Language C

iii. Language B

N.B:

Language C is the second national language, Tamil for Sinhalese and Sinhala for Tamils It is

necessary to teach language C throughout the course This will enable students to train themselves

to translate directly from Sinhala to Tamil or vice versa Besides, this will facilitate and encourage

student exchange programs among Universities which would ultimately lead towards ethnic

harmony.

Working Session at University of Ottawa



Meeting at University of Ottawa

University Grants Commission:

a) Establish/activate credit transfer system so that students

can move from one University to another It will facilitate

Sinhala students to learn Tamil in Jaffna and Tamil students

to learn Sinhala in Kelaniya or Sabaragamuwa.

b) Establish/facilitate teacher exchange programs. It will enable

Universities to share expertise.

c) Set up a working Committee to monitor the programs in three Universities The aim is to keep

quality and equality of the amalgamated program.

d) Facilitate link programs between Sri Lankan Universities and the School of Translation - Ottawa

University and other relevant institutes.

e) Setting up/facilitating a Committee of academics from various universities to discuss OL policy

issues and research requirements in order to better assist government in implementing OLP.

5.4 Immediate Actions

a) Set up a working committee to coordinate the proposed degree programme

b) Complete the curriculum, considering the lessons learnt during the mission

c) Determining the entry criteria for admission

d) Determining the cadre and other requirements for delivery of the course

e) Obtaining approval of the relevant academic boards and UGC for the Degree programme

5.5 Action Plan

No Activity Responsible

Officer Timeline

Support required from NLP

1 Discuss the outcome of the mission with the colleagues of the Department

Coordinator Oct.-Nov. None

2 Complete the curriculum Coordinator Nov.-Dec. None

3 Determining the entry criteria for admission

Coordinator Nov.-Dec. None

4 determining the cadre and other requirements for delivery of the course

Coordinator Nov.-Dec. None

5 Produce the curriculum to the Faculty for approval

Head of Department

Jan.-Feb. None

6 Two representatives of the University receive a short-term training on pragmatic translation

NLP 2014

Facilitate to have this training at School of Translation, Ottawa University

7 Conduct workshop for the Faculty members on the new translation program

Head of Department

2014

Facilitate to hold the workshop by inviting expert(s) from Canada and providing financial support



No Activity Responsible

Officer Timeline

Support required from NLP

8 Obtaining services of Canadian PhD students for teaching in Sri Lanka

NLP During 2014/2015

Facilitate to obtain services of Canadian PhD Students.

9 Establishing a Research Forum on Language Policy and Planning

UGC During 2014 TA and Facilitation

NLP

Colombo, Sri Lanka

November 2013

Annex:

Pictorial Illustrations

Annex I - Technical Exchange Mission (TEM) to Canada – 2013 – Concept Note

Annex II – TEM Itinerary

Annex III - Presentation – OLP and Practices in Sri Lanka: An Overview Annex IV - Brief

Description of Sri Lankan Counterpart Officials and Stakeholders


APPENDIX H EXECUTIVE SUMMARY FROM “ASSESSMENT AND IMPACT EVALUATION OF THE TEACHING/LEARNING PROCESS OF SECOND LANGUAGE TEACHING/TRAINING CONDUCTED BY NILET”

APPENDIX H EXECUTIVE SUMMARY FROM “ASSESSMENT AND IMPACT EVALUATION OF THE

TEACHING/LEARNING PROCESS OF SECOND LANGUAGE TEACHING/TRAINING

CONDUCTED BY NILET



APPENDIX I HILAIRE LEMOINE MISSION REPORT, OCTOBER 2013

National Languages Project – Sri Lanka Report on Mission to Sri Lanka

October 11 – 25, 2013

Hilaire Lemoine

Language Policy Advisor



Report on Mission to Sri Lanka

October 11 – 25, 2013

Hilaire Lemoine Language Policy Advisor

National Languages Project – Sri Lanka

Contents

Objectives of the Mission 3 1. Meeting with the Secretary/MNLSI 3

2. AWP 2013 review and AWP 2014 workshop 4

3. Other meetings/events 5

3.1 Review of Functional and Work Processes of the MNLSI

3.2 Progress report on Gender Mainstreaming activities

3.3 Presentation of the Translation Survey by the University of Colombo

3.4 Meeting with the Canadian High Commissioner

Annexes:

I. Note to Secretary MNLSI - Roadmap Process - October 2013 9

II. Roadmap Template for Action Plan – MNLSI – November 2013 12

III. Survey on Translation Needs - Executive Summary 19

IV. Itinerary of Mission for Hilaire Lemoine - October 2013 28



National Languages Project – Sri Lanka

Report on Mission to Colombo, Sri Lanka October 11 – 25, 2013

Objective of Mission:

To review status of Annual Work Plan (AWP) 2013 with Ministry of National Languages Social

Integration (MNLSI) and its Institutions and participate in AWP 2014 workshop.

To take stock of progress made on Roadmap process and Action Plans

1. Meeting with the Secretary/MNLSI:

An initial meeting was held with the Secretary/MNLSI to provide feedback on the success of the

recent TEM 2013 in Canada (Sept 27 to Oct 11, 2013), and to discuss the importance for participating

officials to share the lessons learned with colleagues and staff.

Discussions also focused on the priority issues to be considered in the AWP 2014; establishment of

the Kilinochchi Provincial Centre; follow-up to the Survey on Translation needs; follow-up to

recommendations from the GreenTech Human Resources Development (GHRD) Evaluation

Assessment of National Institute of Language Education and Training (NILET); dissemination of the

Guidebook for Language Plans and organization of workshops in designated DSDs; full

implementation and operation of the 5 model Bilingual Facilitating Cells (BFCs).

The Secretary also stressed the importance of taking into account in our AWP 2014 exercise and

beyond the recommendations from the Report of the Officials Committee appointed by the Cabinet

of Ministers to conduct a study and make recommendations pertaining to the acquisition of

proficiency in the official languages by Public Officers (May 2013), as well as the recommendations

from the recent Review of Functions and Work Processes of the MNLSI (2013).

The need to move quickly on the amendments to the OLC Act and the NILET Act was raised, with a

view to enable the Minister to go to Cabinet with the proposed new amendments to the Acts in this

calendar year. A consultant with legal drafting skills was identified and will be tasked to draft the

amendments by mid-November.

Finally, the progress on the Roadmap exercise was raised. The discussion by the Minister in Cabinet

on the Roadmap process and timeframe has yet to take place: the Note to Cabinet is in its final

review and will be forwarded to the Minister for his approval in a timely manner. It was suggested to

the Secretary that a small group of officials from the MNLSI be assigned on a full time basis to the

Roadmap process with the immediate task of finalizing the templates and imputing the information

in the data base, drafting of the Action Plan for the MNLSI and supporting DOL, OLC and NILET in

drafting their Action Plans. A note to the Secretary was prepared on this issue by NLP (See Annex I).

The Secretary also requested that a Template for developing the Action Plans for the MNLSI and the

Institutions be provided by NLP to guide the work of ministry officers responsible for drafting the

Action Plans (See Annex II).



2. AWP 2013 review and AWP 2014 workshop:

Separate meetings were held with the MNLSI and Institutions (DOL, OLC, NILET) to review progress

on AWP 2013, identify activities that were outstanding and discuss the feasibility of transferring

these activities to the AWP 2014. Discussions also focused on the need to be strategic in identifying

activities for the AWP 2014, given the reduced financial resources available due to the Foreign

Affairs, Trade and Development’s (DFATD) decision to absorb the cost of the Kilinochchi Centre in

the remaining NLP budget.

Following are some activities proposed in the AWP 2013 but which will need to be completed in

2014:

MNLSI:

Regional Resource Pool of Trainers: Manual for trainers

Planning, Research and Monitoring Division (PRMD): Training for management of Database

Bilingual Facilitating Cells: 2 of 5 Cells not yet operational - to be addressed in 2014

Language Plan Guidebook: workshops outside Colombo – only 1 of 3 organized

Roadmap development: Data collection and Action Plans to be completed in 2014

DOL:

Newly recruited translators: training to be done in 2014

New glossaries and revision on existing glossaries: will overflow to 2014

Web site redevelopment: to be completed in 2014

Follow-up to Survey on translation needs – mostly into 2014

Technical Exchange Mission to India: will not take place

OLC:

Workshop for 16 new recruits: will overflow to 2014

Preparation of Language Audit Guide for officials and NIPAs and NIPCs: transferred to 2014

Web site redevelopment: to be completed in 2013

NILET:

Resource kit for teaching Sinhala as the Second Language to Tamil speaking people: not yet

done – priority for 2014

Develop curriculum to teach English to public officers – transferred to 2014

Follow-up to GHRD Evaluation Study – mostly into 2014

TEM to India: will not take place

The October 24th AWP 2014 Workshop was well attended and participants came well prepared. The

separate meetings held the preceding week with the MNLSI and the Institutions proved to be a well-

worth exercise: priorities were clearly identified and participants were sensitive to the financial

challenges of the NLP.



This being the last full year of the present project, in their introductory remarks, the

Secretary/MNLSI, Mrs. Wickramasinghe, the NLP Project Director, Karen Gainer and the NLP Country

Manager, Don Brownell, insisted on the importance to seriously consider the initial proposals and

change or adapt activities if necessary; to reflect on results – how to measure results; to review the

Logic Model and develop good monitoring and evaluation mechanisms; to prioritize and identify

activities that will support one-another’s Institution, such as the Planning and Research Unit of the

MNLSI, and the Universities Working Group on Policy Research and Development.

3. Other meetings/events:

3.1 Review of Functional and Work Processes of the MNLSI

This Review was conducted by the Ministry of Public Management Reforms, with the assistance of

an external resource person, Mr. Sanath Manamperi. We met with Mr. Manamperi in the NLP Office,

and the discussion focused mainly on the following 2 recommendations which would greatly

support the OLP implementation mandate of the MNLSI:

i. Hold a Consultative Meeting chaired by the Secretary with the OLC Chairperson, NILET

Chairperson, DOL Commissioner, Additional Secretaries and Senior Assistant Secretaries

to:

o ensure that all activities of the Agencies are focused on the sectorial mandate of the

Ministry

o facilitate an integrated approach to National Languages and Social Integration

policies and programs

o decide on major functions for the next 3 years (e.g. Action Plans within Roadmap

process)

o avoid duplication of services

o conduct Language Policy Consultative Workshops with other government agencies in

order to involve them in OLP implementation

o utilize the Basha Sangam for implementing integrated national language and social

integration projects and programs

ii. Establish a Development Division for Research, Planning and Monitoring under a Director

(Development) reporting directly to the Secretary; this Division should have

responsibilities broader than Ministry wide, and should operate as the Secretariat to the

IMCon National Languages and Social Integration, chaired by the Secretary/MNLSI.

Annual Work Planning Process - MNLSI



Presentation by Prof. Wanasinghe

3.2 Progress report on Gender Mainstreaming activities

Ms. Ramani Jayasundere, Gender Specialist made a presentation to NLP staff on the findings from

the Gender Mainstreaming workshops held within the MNLSI. As a next step, a formal report will be

sent to the Secretary/MNLSI with the following recommendations as a follow-up to the workshops:

presentation of the findings to management

training and empowering of focal points

annual reporting on Gender Mainstreaming as a social integration issue

As well, it is recommended that for the AWP 2014 and beyond, gender consideration to be included

into each identified task as well as at the Activity level.

3.3. Presentation of the Translation Survey by the University of Colombo

A formal presentation of the major findings and recommendations

of the Survey on Translation was organized on October 23 by DOL

with the support of NLP (see Annex III for the Executive Summary

of the Study is attached). Approximately 60 people attended from

the MNLSI and Institutions (DOL, NILET, OLC), from MPAHA, from

the Ministry of Justice, the Translators Union. A number of

translators, interpreters, and academics also attended.

In his opening remarks, the Commissioner of DOL, Mr Jayasinghe,

commented that the condition of translation services in Sri Lanka

is a major issue, and that the Survey report will be crucial to increase the efficiency of translation

and the well-being of translators in the country.

The presentation was made by Professor Dammika Wanasinghe from the University of Colombo. In

her introductory comments, she made reference to MPAHA Circular no 3/2002 which recommended

better environment, better salary and greater respect for translators.

Following are some comments made by the participants during the discussion/question period:

Translators are not provided with proper training; lack of tools and materials

Should not judge the quality of translation but look at remedies

Considering the number of documents being translated is not the normal practice in

translation: should be looking at the number of words

Transferring translators to DOL from MPAHA may be problematic: existing salaries paid by

MPAHA is higher than the salaries paid at DOL for new translators

Of the 512 cadre translator positions, only 245 are filled; need clarity on reasons for high

vacancy rate

Of the 245 filled positions, only 25 are situated in the Northern and Eastern Provinces: need

to address this issue

Translators are part of the staff officer category; should be part of the executive category

Few translators are working from Sinhala to Tamil, which is problematic

Government pays 1.5 rupees per word for outside translation; why not apply same

approach for government translators



Is there a need for all institutions to have a translator, or should there be a centralized

approach?

In Districts/Divisional offices, what is really needed: a translator, an interpreter, or both?

There are 10 MA graduates in Sri Lanka, many well versed in English and the National

Languages; good translators are not only graduates in translation – these people should not

be excluded from the recruitment system of translators; however, many not interested in

working for government as interpreters because of the status of the translation profession

Professor Asoka Premaratne from the University of Kelaniya provided information on the new BA in

Translation that will be offered in three universities in September 2014: University of Jaffna,

Sabaragamuva University and University of Kelaniya. The first priority will be mastering the mother

tongue (or the A-Language); the second priority will be proficiency in the other national language.

During the program of study, training will be provided for translation from English to Tamil and

English to Sinhala. Second language proficiency in the other national language will be provided

throughout the program with the hope that after 4 years some graduates will be able to translate

from Sinhala to Tamil and from Tamil to Sinhala. All 3 programs will provide practicum within

government institutions or private sector.

As concluding remarks, the Secretary/MNLSI congratulated the authors

of the report and reiterated the purpose of conducting the Survey: to

better understand the issues and remedies needed. She commented

on the timeliness of such a study, referring to the May 2013 Report of

the Officials Committee appointed by the Cabinet of Ministers to

conduct a study and make recommendations pertaining to the

acquisition of proficiency in the official languages by Public Officers,

and in particular Recommendation 8.7 of the report which deals with

translation services. She also made the commitment to make known

the results of the Survey to the proper government authorities.

3.4 Meeting with the Canadian High Commissioner

On October 23, the High Commissioner for Canada, Ms Shelley Whiting, hosted the delegates of the

TEM 2013 to Canada. Each group of delegates (MNLSI, NILET, University representatives/UGC) made

a formal presentation on lessons learned in Canada and possible applications to the Sri Lankan

context, followed by a discussion. The Counselor (Development) and Head of Aid, Dr. Jennifer

Lalonde, also attended the meeting.

Concluding Remarks Secretary - MNLSI



In a brief informal discussion following the meeting, Ms Whiting offered her support and that of her

office to facilitate briefing sessions with selected parliamentarians on the NLP activities in support to

OLP implementation in Sri Lanka.

Hilaire Lemoine


NLP

November 2013

Annexes:

I. Note to Secretary MNLSI - Roadmap Process - October 2013

II. Roadmap Template for Action Plan – MNLSI – November 2013

III. Survey on Translation Needs - Executive Summary

IV. Itinerary of Mission for Hilaire Lemoine - October 2013



ANNEX 1 The Roadmap Initiative for OLP Implementation

Note to Secretary/MNLSI Purpose:

To review the Roadmap process on OLP implementation

To discuss implementation plan of Roadmap

A reminder:

The Roadmap on OLP implementation is a process led by the MNLSI to bring 16 key ministries to develop a 5-year Action Plan for OLP implementation within their ministry and

respective institutions.

For all key ministries, the Action Plan should identify the initiatives and resources required to provide direct services to the public in the language of their choice, including provisions to enhance language proficiency of public officers, availability of all public documents in the two official languages, bilingual administrative tools, and public building signage in three languages.

For ministries with specific program delivery responsibilities (Health, Social Services, Indigenous Medicine, Education, Higher Education, Youth Affairs and Skills Development, Child Development and Women’s Affairs, Justice, Culture and Aesthetic Affairs), the Action Plan should identify, in addition to bilingual capacity within the ministries and institutions, the measures to be taken and the resources needed to deliver these programs in both official languages.

In June 2013, the Honorable Minister was informed of the progress to date of Roadmap initiative, of the proposed strategy for the way forward and the timelines for successive presentations to Cabinet of ministerial Action Plans. Given the role of the MNLSI and respective institutions (DOL, NILET, OLC) in coordinating the Roadmap initiative and directly supporting the enhancement of bilingual capacity within ministries and institutions, it was recommended that, as a first step, the MNLSI and its institutions be resourced to provide effective coordination and support to the participating ministries, improved translation services, modern language training programs and facilities, and effective monitoring of OLP implementation.

Action Plan for the MNLSI and institutions:

Although substantive work has been accomplished by the MNLSI and institutions to develop their respective 5-year Action Plan (individual workshops supported by NLP for the MNLSI, NILET and OLC; working sessions with DOL; corporate plan committee for OLC), a comprehensive document for Cabinet consideration has yet to be produced.



Priority should be given to this task with an objective of finalizing a proposal to Cabinet by mid-December. In my view, this would require identifying a dedicated working group (2

from the MNLSI, and 1 from each institution), with the support and guidance of NLP, to be relieved of their regular responsibilities and assigned on a full time basis to this initiative. On-going support to key Ministries:

The success of the OLP implementation in Sri Lanka is dependent on the contributions and actions of the key ministries and their institutions within the Roadmap process. It is therefore important for the MNLSI to continue its on-going leadership role through regular meetings of the Interministerial Committee, working sessions with focal points of the key ministries, the development of a data system and the processing of the collected data from the templates, and the development a monitoring and evaluation mechanism. These activities should be given high priority in the AWP 2014.

Implementation plan of the Roadmap:

Given the magnitude of work and resources required to successfully develop and implement Action Plans on an island-wide basis by the key ministries, the following approach could be

envisaged for the first 5-year period of the Action Plans:

immediate implementation for Head Office of all key ministries to enhance bilingual capacity through language training of designated public officials, the availability of bilingual documents and working tools, as well as trilingual signage;

for institutions of key ministries, (except for the Ministry of Education and the MoHE), progressive implementation of Action Plan within gazetted (41) and proposed (31) Bilingual Divisions, with the objective of covering the 72 Bilingual

Divisions in the first 5-year Action Plan:

Year 1 - 2: 15 Bilingual Divisions, with at least one per Province, on a model/pilot basis, selected according to current bilingual capacity, existing initiatives (model sites and efficient BFC)

Year 3: additional 26 Bilingual Divisions



A policy decision on such an approach or on another preferred scenario would inform key ministries on the development of their Action Plans and resource allocations. As well, it

would assist the MNLSI and institutions, in the implementation of its Action Plan and future activities as follow:

priority would be given to the selected Bilingual Divisions for language training activities by NILET, deployment and training of translators by MPAHA and DOL, monitoring and audits by OLC, and development of BFC and duplication of model sites in selected geographical areas;



AWP 2014 and future year (including possible extension proposal of NLP) would be guided by the implementation plan of the Roadmap.

For the Ministry of Education and the MoHE, their respective Action Plan would need to be implemented island-wide. However, for the Ministry of Education, a progressive approach could be envisaged for the delivery of second language education programs by grade levels, for example, given the probable shortage of qualified second language teachers.

Hilaire Lemoine


NLP

October 19, 2013



ANNEX 2

Roadmap for OLP Implementation

Template for developing Action Plan for the MNLSI and Institutions

1. Context

i. Constitutional obligations and policy directives

The legislative language provisions in Chapter IV of the 1978 Constitution of the Democratic

Socialist Republic of Sri Lanka, as amended by the 13th Amendment (1987) and the 16th

Amendment (1988), the National Action Plan to implement the Lessons Learnt and

Reconciliation Commission (LLRC) recommendations related to Official Languages, and the

National Action Plan for the Promotion and Protection of Human Rights (2011-2016) provide all

the ingredients to support the implementation of the OLP, thereby contributing to social

cohesion.

ii. The Language Roadmap

The Language Roadmap initiative was launched in April 2012 by the MNLSI. It is a comprehensive

5-year government-wide strategy which engages all government institutions and civil society. It

is an expression of a national vision for the implementation of the OLP of Sri Lanka and a long-

term investment for a cohesive society.

Under the leadership and coordination of the MNLSI, 16 Ministries (including MNLSI) and their

respective institutions have been selected to be included in the Language Roadmap on the basis

of the prominent role they play regarding direct services to the general public.

iii. The 5-year Action Plans

Selected Ministries and institutions have agreed to undertake the development of a 5-year

Action Plan. The development of these Action Plans and their successful implementation will

require on-going support and monitoring from the MNLSI.

As a first step, the MNLSI and its institutions (DOL, NILET, OLC) need to be resourced to be in a

position to provide effective coordination and support to the participating ministries, improved

translation services island-wide, modern language training programs and facilities in all regions

of Sri Lankoka, and effective monitoring of OLP implementation throughout Sri Lanka.

2. Action Plan 2014-2018

i. MNLSI

1. Mandate of MNLSI

2. Corporate responsibilities

3. Baseline information

3.1 Bilingual capacity of institution (collected from the questionnaire template)

signage and bilingual/trilingual representation

communication with government institutions and public

program delivery in both languages

number of bilingual employees and proficiency level



bilingual workplace environment

3.2 Support services to other ministries and institutions (services presently offered)

awareness programs on OLP

support for the development of Language Plans

inter-ministerial coordination for OLP and SI

BFCs

planning and research activities on OLP implementation

models for bilingual service delivery

4. Priorities for the next 3-5 years

4.1 Bilingual capacity of institution (activities to enhance bilingual capacity)

signage and representation


program delivery services

language training initiatives for the employees

activities to create/enhance a bilingual workplace

4.2 Support services to other ministries and institutions

Activities/projects to enhance support services presently offered as specified in

Section 3.2.

Description of new activities to be undertaken, such as:

coordinating and monitoring the Roadmap process

developing and managing of the Reporting and Accountability Frame

enhancing the capacity of the Planning, Research and Policy Unit (based

on Yvan Dery’s study)

establishing a model Provincial Centre in Northern Province and subsequent

Provincial Centres in other Provinces

implementing the Policy Framework for Social Integration

5. Financial requirements

This section should identify the cost of enhancing the bilingual capacity and existing support

services to Ministries and institutions, as well as new activities to be undertaken, by activities

and by year, over a 3-5 year period. The section should also provide information on exiting

expenditures for activities described in baseline information (Section 3).

The financial requirements should be presented in a table format.



ii. DOL

1. Mandate of DOL






program delivery services




translation and interpretation services

glossary development

training of translators

international language training

language testing




communications with government institutions and public

coordination and monitoring services for all translators




Activities/projects to enhance support services presently offered as

specified in Section 3.2.


o establishing a Translation Centre of excellence (based on Gabriel Huard’s

study)

o enhancing the translation capacity through recruitment and training of

new translators

o reviewing existing glossaries and developing new glossaries

o implementing the recommendations of the Survey on translation needs,

in particular:

o coordinating and monitoring all translation activities island-wide



o developing in-service training for all translators

o providing proper tools and materials for all translators

o establishing a quality control mechanism to review the work of

translators







Note: See DOL draft Action Plan: to be reviewed and integrated in comprehensive

Action Plan.

iii. OLC

1. Mandate of OLC









monitoring OLP implementation

conducting audits and reviews

regional representation and presence through NIPAs and NIPCs

public awareness campaigns and media advertisements

annual reporting











specified in Section 3.2.


o conducting systematic audits and review of OLP implementation in all

institutions over a 5-year period

o establishing a physical regional/provincial presence

o enhancing public awareness activities on the rights for bilingual services

o reporting annually on good practices in institutions for bilingual services

delivery


This section should identify the cost of enhancing the bilingual capacity and existing

support services to Ministries and institutions, as well as new activities to be

undertaken, by activities and by year, over a 3-5 year period. The section should also

provide information on exiting expenditures for activities described in baseline

information (Section 3).


iv. NILET

1. Mandate of NILET









existing language teaching programs for public servants

language teaching programs for other clients (parliamentarians, LS)

teacher training programs offered

translation diploma program

development of curriculum

training facilities available

monitoring and evaluation mechanisms











specified in Section 3.2


o providing additional capacity for language training through carder

positions for teachers, teacher trainers and curriculum developers

o assisting government institutions with identification of language training

needs, the development of activities within institutions for language

retention, and periodical assessment of language competency of former

students

o enhancing residential facilities at Agalawatta

o assigning designated training facilities outside Colombo

o implementing the recommendations of the GHRD evaluation

o revising existing curriculum and developing new curriculum

o developing appropriate learning materials: textbooks, teacher guides

and supplementary study materials

o developing a comprehensive teacher training curriculum, face-to-face

and online professional development opportunities and ongoing

evaluation of teacher competencies

o providing classroom spaces with modern multi-media equipment

o establishing a database of all vital program data to facilitate planning

o undertaking regular evaluations of the language training programs







Hilaire Lemoine

NLP

November 2013



ANNEX 3

Executive Summary

Survey on Translation and Interpretation Services in Sri Lanka

Executive Summary

Department of Sociology, University of Colombo

for Department of Official Languages

August 2013 (Final Draft)

Survey Team Supported by

Prof.S.T.Hettige The National Languages Project Prof.Premakumara de Silva Prof.Dammika Wanasinghe Namal Weerasena



EXECUTIVE SUMMARY Objective of the Survey

The objective of the present survey has been to collect and analyze data on government translators and the current status of translation and interpretation services within government institutions in Sri Lanka in order to enable the government to make more informed decisions to improve the standards and quality of translation and interpretation services in Sri Lanka. Research Methodology

Both quantitative and qualitative research methods were employed to collect information. Two questionnaires and two Interview schedules were prepared for data collection from 340 translators consisting of a) almost all the Government Translators and Translator Assistants, b) a 10.0% sample of Government Interpreters from the Parliament, the Courts and the Labour

Tribunals, c) a representative sample of officers belonging to other categories- 10% sample each from the members in the Translators and Interpreters pool and d) 25 Sworn Translators were selected purposively Information was also gathered from in depth Interviews with Key Informants, Focus Group Discussions and Case Studies as well as from an analysis of Government Circulars, newspapers, published and unpublished research papers.

All the senior supervisors / Public Service Managers (171) under whom the translators and interpreters work were included in the survey. Demographic and Socio-economic Characteristics of translators and interpreters

The ratio of male to female respondents in the total sample was 45: 55. Among the Government

Translators and Translator Assistants however, females outnumbered males. The salient features in the age structure are as follows: as much as 84.0% of the Government Translators ranged between 26 and 45 years but among the Translator Assistants, 80.8% belonged to the 36 to 45 year category. Approximately 65.5 % of the Government Translators and 56.0% of Sworn Translators were 26-45 years old.

The majority of respondents (64.4%) were Sinhalese especially among the Government Translators (69.1%) and Translator Assistants (67.1%). Members in the Interpreters pool were mainly Tamils and Muslims.

The distribution pattern of the work places of respondents revealed that the majority worked in Colombo and other major towns since a large number of Government Ministries and Departments

are concentrated in these urban settlements. While most of the Government Translators worked in the Ministries and Government Departments the majority of Translator Assistants were assigned to Government Departments and District/ Divisional Secretariats. The Interpreters were the employed in the Courts, Labour Tribunals and the Parliament. Academic Qualifications

All the respondents had passed the GCE (O/L) and 66.7-100.0% had passed the GCE (A/L) Examinations. Over 80.0% of the Government Translators and 100% of the Translator Assistants had acquired University Degrees. A vast majority of respondents had offered Arts or Science subjects for the GCE (A/L) Examination and the Degree.

Nearly 45.0% and 44.4% of the Government Translators and Translator Assistants respectively, had studied in the Sinhala medium for the Degree while another 41.0% and 40.0% of these Government Translators and Translator Assistants had passed the Degree in English respectively



The medium of instruction of 14.0% and 15.0% of the Government Translators and Translator

Assistants was Tamil but over 60.0% of the Tamil Translators had studied in English. Work Experience

The majority (90.0%) of the Government Translators had less than 15 years of experience. In fact, 38.7% of these were recent appointees within the past 5 years. As many as 97.3% of the Translator Assistants had worked between 11-15 years Only 13.7% of the interpreters had achieved more than 16 years of experience while the majority had less than 10 years of service. Government Translators and Translator Assistants were mainly engaged in translating documents from Sinhala to English and from English to Sinhala. There is however a dearth of Tamil to Sinhala and Sinhala to Tamil Translators.

Among the Government Interpreters, 9 were involved in both Sinhala to Tamil and Tamil to Sinhala interpretations and one had interpreted only Sinhala to Tamil verbal communications. Similarly, both Sinhala to English and English to Sinhala speeches were interpreted by 9 persons. The number of Tamil to English and English to Tamil Interpreters and persons in the Interpreter pool was relatively low when compared to the others. Reasons for joining the Government Translator and Interpreter Service

The main reasons for joining the Government Translator and Interpreter Service included a good knowledge of the relevant languages specially a University Degree and the preference for the employment Public Service rather than in the Private Sector The family background, where a member of the family was a translator as well as a passion to become a translator and an

interpreter were the other contributory factors. Qualifications for Entry into the Profession

Language skills and a written test were not always an essential entry requirement in the past. For instance, only 37.1% and 34.5% of the Government Translators and Government Interpreters respectively stated that language had been an entry requirement A written test was an entry requirement for the majority of Government Translators and those in the Translators Pool and an oral test was required to select Government Interpreters. Technology used in translations

"Paper and pen" is the tool commonly used in translations by 90.2% of Government Translators (GTs) and 87.7% of Translator Assistants (TAs). Government Translators used computers exclusively to carry out only 11.5% of their work while pen and paper was used as the sole tool for 38.1% of their work. The ratio of work done exclusively by using computers to pen and paper by Translator Assistants was about 1:7. This means that for the most part, all categories of translators still use pen and paper for a large amount of their work but they also use a combination of paper and pen and computers. For Interpreters, microphones, recorders and translation booths are available at the Parliament. Only microphones (60.0% of the required number) have been provided in Labour Tribunals and Courts.

About 50.0% of the Government Translators and Translator Assistants use their entitled

computers or the common computer to print the finished documents. Others get the work typed by typists or computer operators.



Availability of other Resources

Not all the GTs and TAs had access to updated dictionaries, computers, the internet, appropriate software and assistance from Senior translators. DOL’s electronic glossaries are being used by only 33.0% while DOL printed glossaries are used by 52.1% of GTs. The majority the TAs (76.0-96.0%) did not have access to most of the resources needed for translation. The most important and useful resource according to GTs and ATs was the Computer followed by dictionaries and glossaries Type of frequently translated Documents

The documents frequently translated were letters sent to the public, to other Government offices and public notices. As much as 72.2% of the GTs declared that they had submitted the translations

by the requested date but only 57.5% of TAs were able to complete their assignments on time.

The number of documents frequently translated during the past 3 months ranged from 10-50 and the number of GTs who translated this quantity ranged from 2 (Tamil to Sinhala) to 48 (Sinhala to English). Only 14 and 12 GTs had translated more than 100 documents from Sinhala to English and from Sinhala to Tamil respectively while the number of TAs who had translated over 100 documents each was only 4. Owing to lack of work, GTs and TAs as well as Interpreters have been assigned other activities in the Offices or Courts. Number of hours of interpretation

The number of hours devoted for interpretation work during previous week varied from < 5 to >

15. The maximum number of hours spent last week exceeded 15 by 3 persons for interpreting Sinhala to Tamil speeches and by 1 for interpreting Sinhala to English. The majority of the interpreters had used less than 5 hours.

Three interpreters had worked for more than 50 days during the past 3 months while 6 had spent between 26-50 hours interpreting Sinhala to English and Sinhala to Tamil respectively. The most frequently translated languages were Sinhala to English and Tamil. The most frequently translated languages were from Sinhala to English and Tamil.

The time spent exclusively in interpreting during the past 3 months indicates that only 8 persons had been able to devote 100% of their allocated time for this activity. Another 3 had utilized 76.0-99.0% of working time for interpretation. Seven persons had combined interpretation with

translation 26-75% of their time and 5 had shared their working time translating and carrying out other activities.

Outside regular hours, 37.6% of GTs, 19.2 % of the TAs and 13.8% of the Government Interpreters had engaged in part time work or on a contract basis. Their services have been provided to a number of Government Institutions as well as local and foreign Non-Governmental Organizations and private companies. Training

Most of the translators (61.0% -93.0%) did not have any training related to translating prior to recruitment. Among the GTs who had received some training, a few had followed a Diploma

course in Translation while a few Translator Assistants had obtained a Diploma in English.

After recruitment, apart from the orientation, out of the 194 GTs, 54 had stated that they had followed Certificate Courses in Translation, Diploma Courses in English Language and in Translation, Post graduate Courses in Translation, training in the use of Tamil Language and



Computers. However, the duration of some Courses had ranged from 2 weeks to 6 months. In

addition to the short courses, 37.7% of the respondents had followed one year Diploma courses and another 18.8% had spent one and half to 2 years to complete the training programs related to their work. 7 Government Interpreters had benefitted from training courses. Degree of Satisfaction

Satisfaction about the working environment

Except for 48.9%, 50.0% and 59.2% of GTs, TAs and GIs respectively, the other Translators and Interpreters were not satisfied with their working environment. Among the numerous factors that caused dissatisfaction and affected the efficiency of the respondents, the foremost were the absence of peace and quiet, inadequate space in the offices and lack of facilities and new

technology. More significantly, lack of respect and recognition accorded to Translators by senior officers is the most frequently highlighted reason. The Government Interpreters were more concerned about the Inadequacy of space in the offices, low salaries and inadequacy of work. Satisfaction about the training received

The respondents (nearly 75.0% of GTs, 67.0% TAs and 60.0% GIs) were pleased about the opportunities they had for gaining knowledge, learning new skills and techniques. The remaining respondents had complained about the lack of support by senior officers in providing them an opportunity for further training and for higher education. Satisfaction about the process of recruitment

Most of the respondents were satisfied because the qualifications for recruitment included a written test and a Degree. However, at several discussions the issue regarding cutoff marks at a recent test being reduced to 25% was highlighted. Satisfaction about the process of promotion

An overwhelming majority of all 3 categories of translators were dissatisfied about the process of promotion due to a) considerable delays in promoting translators; b) examinations not been held regularly and c) skills and knowledge not been acknowledged when promoting translators. At the qualitative survey the respondents alleged that ‘more than 75.0% of the Graduate Trainees had left the Service.

Salary Anomalies

A major problem faced by all the respondents was the ‘downgrading of the Service’ after the introduction

of the Public Administration Circular No.06/2006. They underscored the issues arising from the Circular as

follows: Translator (Class 1) category which was placed earlier (prior to the 2006 Circular) on the same

salary scale as that of the Supra Class of the General Clerical Service was placed on a lower salary scale –

MN-6. The Translator (Special Class) which category was parallel to the All Island Services with a salary

scale at the starting point was similar to that of the Deputy Registrar of the Supreme Court.’

Other concerns and grievances

Other concerns and grievances that were highlighted at the interviews and discussions included the following:



The profession has not been appreciated; hence there is a lack of recognition and respect; no

privileges or benefits have been granted although they were second in the hierarchy of Public Servants after SLAAS officers; even though they are referred to as Executive Officers, they get comparatively less benefits and respect. Suggestions for improvement

The most important suggestions for improvement about which all the categories of respondents had agreed upon were the need for foreign and local training and to recognize the valuable role they play; introduction of a service constitution, an evaluation system and strict policies for recruitment and promotion; provision of attractive salaries and new technology.. Views of Public Service Managers

Characteristics of Public Service Managers

Most of the translators and interpreters work under the supervision of senior administrative officers in the Central and Local Government offices as Secretaries and Senior Assistant Secretaries of Ministries, Commissioners, Directors, Chairmen and District Secretaries.

Nearly 46.0% of the Managers in the Public Sector had possessed more than 21 years of experience Among these officers, 14.0% had worked for more than 30 years whereas 72.5% less than 4 years of service at the office they work at present. Salient Characteristics of the Work undertaken by Government Translators, Translator

Assistants and Government Interpreters attached to Offices

The vast majority of offices (79.0%-85.0%) had only one Government Translator (GT) each for the three languages. More than five GTs had been employed in only three offices. In the 18 offices that employed TAs, 14 had only one TA for each language. Similarly, the majority (67.0%-84.0%) of offices had only one interpreter for each language. Four offices had employed more than five interpreters (Sinhala/Tamil, English/Sinhala and Tamil/English).

The Managers stated that in 21 offices, there were 27 vacancies for Tamil translators In one office there were more than 5 vacancies in the Cadre mainly for Sinhala to Tamil translators.

On the average, the majority had translated less than 5 documents per week. These documents were mainly correspondence with other Government offices and the public, Cabinet papers and

Land Acquisition notices.

Most of the interpreters covered less than 5 events per week. For example, on 10 occasions within one week, the services of 10 interpreters had been required to interpret speeches to and from Sinhala/Tamil, Sinhala/ English, and Sinhala/ Tamil/ English. The services of interpreters were required mainly to help Government officers to talk to members of the public or when they addressed a gathering of people at a public forum or a function.

The work of translators and interpreters had not been checked always by the Managers to ensure high quality and accuracy. Of the English to Sinhala and Sinhala to English translations/interpretations that have been checked, as much as 72.0% were carried out directly by the Managers. Further, a large proportion of Tamil translations and interpretations (75.0% of

English to Tamil and 62.5% of Tamil to English) were also checked by the Managers. On the other hand, supervision of Sinhala to Tamil and Tamil to Sinhala work was conducted by other officers.



Both paper and pens and computers are being used in the offices but proportion varies from

office to office. The Managers mentioned that out of 122 users of paper and pens, 23.8% do not use computers at all whereas 22.1% used computers for translate and print more than 75.0% of their work Among the 110 computer users, only 15.5% had worked exclusively with computers and another 28.2% had used them for 55.0-99.0% of their translations.

The managers affirmed that as much as 75.0% of the work assigned to translators had been completed on time. Approximately 8.0% of the Managers were satisfied with the performance of translators. The proportion of respondents who were dissatisfied was as low as 2.9%.

Nearly 44.0% stated that extra translators have been employed for office work mainly from other government offices. The main reason given for hiring them was the shortage of qualified bilingual translators, especially Tamil translators in the offices. Approximately 55.0% of the Managers were

satisfied with the translation and interpretation services currently available the Government sector although a few Managers stated that they had received complaints about the quality of work of the translators and interpreters. These included a) translators made numerous mistakes; b) some did not complete the assignments on time and c) a few others had given precedence to private work.

Important suggestions of the Managers to improve the quality of the translation and interpreting service were, a) to offer more opportunities for training b) to improve their knowledge of languages, c) to introduce a suitable recruitment and an annual evaluation system d) provide the necessary facilities, e) accord them due recognition, f) create a suitable promotion scheme, g) improve their computer literacy.

Conclusions

The study revealed that GT and TAs mainly come under the Sinhala to English and English to Sinhala categories indicating that there is dearth of Sinhala to Tamil and Tamil to Sinhala translators. The analysis of the quantitative and qualitative information indicated that Translators and Interpreters were also frustrated by the downgrading of their salaries and lack of respect and recognition by their senior officers and other staff members in the offices. Essential tools such as computers and even updated glossaries and dictionaries have not been supplied. Most of them were not satisfied about their working environment, their prospects for promotion and career advancement, the absence of a regular transfer system and the lack of opportunities for further training and higher education. Owing to the numerous problems they encounter at present, most

of them prefer to leave the service. Recommendations

The recruitment, training and overall monitoring of all the translators and interpreters should come under the preview of DOL as a long term solution

Increase the intake of translators and interpreters using criteria that include educational qualifications, written tests and an interview.

The Translator and Interpreter service has to be expanded to cater to the current development needs and to facilitate the ethnic reconciliation process.

A proper transfer system should be adopted. The requirements of the work place should be considered when appointing and transferring translators and interpreters Priority should be given to the bilingual areas of the country.



Criteria for promotions should be based on efficiency, based either on an examination

or on experience and performance. Promotions should not be delayed.

In order to improve quality of the service, the role of the profession should be recognized as highly significant and adequate remuneration be offered. The salary anomalies and downgrading of the service have to be seriously revisited in order rectify the anomalies that have arisen. Training, higher education opportunities scholarships, modern tools and new technologies should be made available. The training programs and curricula for new courses in Universities should be designed carefully.

To provide a better service, the current working environment needs to be improved to satisfy their psychological and physical needs, in particular the dignity of the

profession.

The gap between the public and the translators has to be minimized. This important service has to be people- oriented rather than institutionally oriented.

The Managers and higher officials should be made aware of the grievances of the translators and interpreters and their requests should not be ignored It is imperative that a Grievance Redress Committee be established and a Code of Ethics for translators and Interpreters be drawn up. The accuracy of the translated work has to be checked by the senior officers and any alterations discussed with the translators and interpreters. The action plan drawn up for revamping the translation and interpretation services needs to be discussed with the relevant stakeholders in

particular, the translators and interpreters in order to ensure that it is endorsed by the stakeholders.



National Languages Project – Sri Lanka Itinerary for Prof. Hilaire Lemoine, Language Policy Advisor

Date Time Planned Activity Participants/Point of Contact Venue/Location Remarks

Saturday October 13, 2013

04.40 am

Arrival Flight No. AC6880 – Airport pick - up by NLP Office Accommodation (13 – 24 October, 2013: at the Colombo Hilton, # 2 Sir Chittampalam A. Gardiner Mawatha, Colombo 01.

Tel: +94-11-243-7117, Contact: Ms. Udari Perera, Assistant Sales Manager, Mobile: 077 735 9844 Hilaire (Sri Lanka) NLP Mobile No: +94 77 4783 481

Monday October 14, 2013

09.30 am 11.00 am

Pre AWP Discussion Meeting with S/MNLSI

MNLSI: S/MNLSI NLP: Karen, Don, Hilaire, Thiru and Niyas

Secretary’s Office MNLSI

Confirmed

01.00 pm 04.00 pm

Debriefing and AWP Planning at NLP Office

Karen, Don, Hilaire, Thiru and Niyas NLP Office Confirmed

Tuesday October 15, 2013

10.00 am 12.00 noon

Pre AWP Discussion Meeting with DOL DOL: C/DOL, Sanoji, Rathna NLP: Karen, Don, Hilaire, Niyas, Thiru and Ziyad

DOL Office Confirmed

02.00 pm 04.00 pm

Pre AWP Discussion Meeting with OLC OLC: CP/OLC, Abeykoon NLP: Karen, Don, Hilaire, Thiru and Vidya

OLC Office Confirmed

Wednesday October 16, 2013

10.00 am 04.30 pm

Pre Preparation for AWP and PMF Discussion

Karen, Don, Hilaire, Thiru and Niyas NLP Office Confirmed

Thursday October 17, 2013

10.00 am 01.00 pm

Pre AWP Discussion Meeting with LD/MNLSI

MNLSI – LD and PRMD Staff NLP: Karen, Hilaire, Don, Thiru and Prashanthi

MNLSI Auditorium Rajagiriya

Confirmed

02.00 pm 04.30 pm

NLP AWP Planning Meeting

NLP Staff and Hilaire NLP Office Confirmed

Friday October 18, 2013

09.00 am 04.00 pm

Working at NLP NLP Staff NLP Office Confirmed

Saturday October 19, 2013

09.30 am 12.30 pm

Meeting with Mrs. Malini Maduwegedera (Local Consultant – Roadmap)

Karen, Don, Hilaire, Thiru, Prashanthi and Ms. Malini

NLP Office Confirmed



Date Time Planned Activity Participants/Point of Contact Venue/Location Remarks

Sunday October 20, 2013

Week end

Monday October 21, 2013

08.30 am 09.30 am

Discussion on the NILET Act Amendment with Ms. Thalayasingam

Consultant – Ms. Thalayasingam NLP – Karen, Don, Hilaire, Thiru, Prashanthi


10.00 am 12.30 pm

Pre AWP Discussion Meeting with NILET NILET: CP/NILET, DG/NILET and Staff NLP: Karen, Don, Hilaire, Thiru and Prashanthi

NILET Office BMICH

Confirmed

02.30 pm 04.30 pm

Meeting with Mr. Sanath Manamperi, Management Consultant on the MNLSI Report

Mr. Sanath Manamperi NLP – Karen, Don, Hilaire, Thiru and Niyas


Tuesday October 22, 2013

09.00 am 10.30 am

Pre Planning meeting with Mrs. Maduwegedera and Ms. Gnanie Wickramasinghe on Roadmap

MNSLI: Gnanai NLP: Hilaire, Ms. Malini and Thiru

MNLSI, Rajagiriya Confirmed

01.00 pm 04.00 pm

Presentation on the Findings of the Gender Mainstreaming Workshop by the Ramani Jayasundere

NLP Staff and Ramani Jayasundere NLP Office Confirmed

Wednesday October 23, 2013

09.00 am 12.00 noon

Presentation on the Translation Survey by the University of Colombo

Survey Team of University of Colombo Senior Staff from MNLSI, DOL, NILET and OLC

DOL Auditorium Confirmed

03.00 pm 04.30 pm

Lessons Learnt and Findings on TEM to Canada with High Commission for Canada in Sri Lanka and CHC Staff

CHC: Her Excellency HOM, Counsellor Development, Project Officer NLP: Karen, Don, Hilaire, Vesna, Thiru, Niyas and Vidya TEM Delegates

CHC, Colombo, Sri Lanka Confirmed

Thursday October 24, 2013

09:00 am 04:00 pm

AWP Session Officers from MNLSI, DOL, NILET, OLC, University Academics Consultants of NLP NLP Staff

Water’s Edge Hotel Rajagiriya

Confirmed

06.30 pm 09.00 pm

TEM 2013 Re-Union ALL TEM Delegates NLP – Karen, Hilaire, Vesna, Thiru and Vidya

Lemon Grass Hotel Rajagiriya

Confirmed

Friday October 25, 2013

01.15 am - Depart for Canada - Flight No. AC6883


APPENDIX J WORK BREAKDOWN STRUCTURE (WBS)

1000 Enhanced public sector leadership of official languages policies and

programs

2000 Increased citizens’ access to public communications and services in

official language of choice

3000 Project Management

1100:

Institutional Strengthening Increased capacity of the MNLSI

to plan, manage, monitor & mainstream gender in

implementation of OLP and other policies and programs

related to their mandate

1200 Public engagement

Increased awareness & support for language rights, bilingualism

and linguistic diversity among the public that influences policy

makers

2100 Translation & interpreting

services Enhanced delivery of

translation & interpretation services and training

programs

2200 Innovative models of local

service delivery Increased number of innovative

models of bilingual/ trilingual local service delivery in critical geographic areas that promote

gender equality, good governance and social cohesion

3100 Effective and efficient project management

1110 TA to NLDin planning; leadership; institution strengthening & policy implementation

1210.1 Develop mechanisms, criteria and processes for selecting CSO public awareness and engagement initiatives to fund

2120 TA to develop an institutional development plan for a translation centre

2210 Identify critical locations and establish networks, collaborations and partnerships

3110 Prepare and present AWPs & progress reports

1120 TA & support to develop & roll out resources and tools

1210.2 Co-fund CSO initiatives to increase awareness/ promote language rights & social integration

2120 TA & support to set up translation centre

2220 Identify and document existing innovative & leading practices

3120 Undertake performance management and measurement

1130 TA & support of conferences, events, activities & consultations which enhances the development of a national framework (roadmap) & promotes multi-stakeholder collaboration on language planning & implementation.

1210.3 Monitor & mentor partners implementing funded initiatives

2130 TA to strengthen translator/ interpreter training courses at NILET

2230 TA & support for multi-stakeholder community priority setting and road mapping

3130 Integrate gender equality & respect for linguistic diversity into all project components

1140 TA to support OLC functional review and institutional strengthening

1220 Support conferences, events, exchanges & activities to increase awareness among policy & decision makers

2140 TA & support for the establishment of undergraduate translator, interpreter program at one or more universities

2240 TA & support for language planning in each institution following MNLSI guides

3140 Provide secretariat support to the PSC

APPENDIX J WORK BREAKDOWN STRUCTURE (WBS)


1150 TA to support NILET functional review & institutional strengthening

2150 T & support to update and/or develop glossaries in key subject areas

2250 TA for plan implementation in each institution

3150 Provide financial & administrative support in Sri Lanka

1160 –note-folded into 2110 in AWP 2013 strengthening

2160 TA & support to establish terminology unit

2260 Support innovative pilot initiatives: monitor & evaluate

3160 Provide financial & administrative support in Canada

1170 TA to develop & strengthen monitoring mechanisms.

2170 TA for DOL functional review & institutional

27

2270 Document & dissemination good practices

1180 Pilot Provincial Centre developed and capable of being replicated to other provincial centers

28

2280 Support partners with replication

27 Note this was moved from 1160 to 2170 in AWP 2013. 28

This was approved at the PSC meeting December 11, 2013


APPENDIX K LOGIC MODEL (LM)

Title National Languages Project No. Team Leader

Nicole Robillard

Country/Region Sri Lanka Duration February 2010 – March 2016

ULTIMATE OUTCOME

Increased respect for language diversity and language rights within the public service and among the citizenry

INTERMDIATE OUTCOMES

1000 Enhanced public sector leadership of official languages policies and

programs

2000 Increased citizens’ access to public communications and services in

official language of choice

IMMEDIATE OUTCOMES

1100 Increased capacity of the MNLSI

to plan, manage, monitor and mainstream gender in

implementation of OLP and other policies and programs related to

their mandate

1200 Increased awareness about, and

support for, language rights, bilingualism and linguistic

diversity among the public that influences policy makers

2100 Enhanced delivery of translation and interpretation services and

translator and interpreter training programs

2200 Increased number of innovative

models of bilingual/ trilingual local service delivery in critical

geographic areas that promote gender equality, good governance

and social cohesion

OUTPUTS

1110: Increased capacity of MNLSI NLD staff to plan & implement strategies for system leadership, institutional strengthening and policy support. 1120 :Resources and tools that support OLP implementation 1130: Events undertaken to enhance national framework (roadmap) & Increase in multi-stakeholder collaboration 1140: OLC functions reviewed & strengthened 1150:NILET functions reviewed

1210: Civil society & language society clusters led initiatives promoting and supporting language rights, bilingualism and linguistic diversity that are gender sensitive 1220: Events that support increased awareness about and support for language rights, bilingualism and linguistic diversity among policy and decision makers

2110: Plan for translation centre developed and approved 2120: Translation centre established and operational 2130: Strengthened translator training programs in NILET 2140: Undergraduate translator/interpreter programs established in university(s) 2150: Key Glossaries developed or updated 2160: Terminology unit /bank established 2170 (formerly 1160): DOL

2210: Pilot sites established through multi-stakeholder collaborations 2220: Innovative & leading practices documented & disseminated 2230: Community “road maps” developed, 2240: Language plans developed in each institution , including addressing HR shortages 2250:Improved services through implementation of languages plans 2260: Innovative models monitored & evaluated 2270: Replication of innovative

APPENDIX K LOGIC MODEL (LM)


and enhanced 1170:Monitoring mechanism in place 1180: Pilot Provincial Centre developed and capable of being replicated to other provincial centers

29

functions reviewed and strengthened

30

models

ACTIVITIES

Provide TA and support to MNSLI to:

Complete 5 year plan (roadmap)

Develop & rollout priority resources and tools to facilitate OLP implementation

Support conferences and consultations to enhance framework and collaboration

OLC functions reviewed and strengthened

NILET functions reviewed and strengthened

LD functions reviewed and strengthened

Develop/strengthen monitoring mechanism

Development of a collaborative business plan for the provincial centre with MNLSI and their

Provide co-funding to CSOs, including women’s groups, for initiatives promoting and supporting language rights, bilingualism and linguistic diversity

Support conferences, consultations, exchanges and other awareness raising activities

Provide TA to develop plan for translation centre

Provide TA to implement plan for translation centre

Support strengthening of translator training at NILET

Support development of translator program at university(s)

Support glossary updating

Provide TA to terminology unit

Identify strategic bilingual pilot sites and form networks

Identify good practices

Support language planning following MNLSI guidelines

Support plan implementation

Fund innovative pilots

Document & disseminate good practices with partners

Support replication

29 This was approved at the PSC meeting December 11, 2013 30 this was folded into 2110 in AWP 2013