[type text] · 2015-12-16 · executive summary end of project report agriteam canada consulting...

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NATIONAL LANGUAGES PROJECT

END OF PROJECT REPORT

Submitted: October 2015

Revised:

December 2015

Submitted by:

AGRITEAM CANADA CONSULTING LTD. SUITE 200, 14707 BANNISTER ROAD SE

CALGARY, ALBERTA T2X 1Z2 PHONE: (403) 253-5298

End of Project Report Agriteam Canada Consulting Ltd. National Languages Project i December 2015

TABLE OF CONTENTS

TABLE OF CONTENTS .......................................................................................................................... i

ACRONYMS AND ABBREVIATIONS ...................................................................................................... ii

EXECUTIVE SUMMARY ...................................................................................................................... iv

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

1.1 End of Project Report .................................................................................................................... 1

1.2 Background and Context: Official Languages Policy in Sri Lanka .................................................. 1

1.3 Programming Context ................................................................................................................... 3

2 PROJECT EVALUATION ................................................................................................................5

3 PROJECT MANAGEMENT FRAMEWORK: END OF PROJECT .......................................................... 10

4 PROJECT APPROACHES AND STRATEGIES ................................................................................... 49

5 PROJECT APPROACH TO GENDER EQUALITY .............................................................................. 75

6 OVERVIEW OF SURVEY RESULTS ................................................................................................ 79

6.1 Key Findings of the Survey .......................................................................................................... 79

6.2 Observations and Recommendations ......................................................................................... 81

7 MANAGEMENT REPORT ............................................................................................................ 83

8 RISKS ........................................................................................................................................ 89

9 FINANCIAL REPORT ................................................................................................................... 95

10 LESSONS LEARNED AND BEST PRACTICES ................................................................................... 96

APPENDICES APPENDIX A: MAP OF GEOGRAPHIC COVERAGE OF NLP’S DIRECT INVOLVEMENT APPENDIX B: ROADMAP ACTION PLAN OF DEPARTMENT OF OFFICIAL LANGUAGES (2015 – 2019) APPENDIX C: LOGIC MODEL APPENDIX D: LIST OF CANADIAN AND SRI LANKAN KEY EXPERTS AND PARTNER ORGANIZATIONS APPENDIX E: STRATEGY FOR THE IMPLEMENTATION OF THE OFFICIAL LANGUAGES POLICY OF SRI LANKA (REFERENCE DOCUMENT) APPENDIX F: PROCUREMENT LOG APPENDIX G LIST OF KNOWLEDGE PRODUCTS APPENDIX H: PROJECT CLOSE-OUT EVENT

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ACRONYMS AND ABBREVIATIONS

ACT Advisory Committee on Translation AWP Annual Work Plan BFC Bilingual Facilitation Cells CBO Community-Based Organization CD Compact Disk CSO Civil Society Organization DFATD Department of Foreign Affairs, Trade and Development DOL Department of Official Languages DSD Divisional Secretariat Divisions EOPR End of Project Report GoC Government of Canada GoSL Government of Sri Lanka HEQCO Higher Education Quality Council of Ontario HTB Heal The Bay IALC International Association of Language Commissioners LA Local Authority LCCBOC Low-Country CBO Consortium LD Language Division LLRC Lessons Learned and Reconciliation Commission MESH Monitoring and Evaluation for Social Harmony MNLSI Ministry of National Languages and Social Integration MOJ Ministry of Justice MOPA Ministry of Public Administration, (Local Government and Democratic Governance) MOU Memorandum of Understanding MPDF Moneragala People’s Development Foundation MSF Media Study Forum NGO Non-governmental Organization NILET National Institute of Language Education and Training NIPA National Integration Promotion Assistant (MNLSI) NLP National Languages Project NLSID National Languages and Social Integration Division OCOL Office of the Commissioner of Official Languages (Canada) OISE Ontario Institute for Studies in Education OLBI Official Languages and Bilingualism Institute OLC Official Languages Commission OLP Official Languages Policy PCIA Peace and Conflict Impact Assessment PEF Public Engagement Fund PWG Project Working Group PI Partner Institutions

Acronyms and Abbreviations

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PIP Project Implementation Plan PMF Performance Measurement Framework PRMD Policy, Research and Monitoring Division PSC Project Steering Committee RBM Results-Based Management RDF Rural Development Foundation RECDO Rural Development and Community Development Organization SLCDF Sri Lanka Centre for Development Facilitation SOND Social Organizations Networking for Development TA Technical Assistance TAF The Asia Foundation TEM Technical Exchange Missions ToR Terms of Reference UGC University Grants Commission UO University of Ottawa

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EXECUTIVE SUMMARY

Project background The Department of Foreign Affairs, Trade and Development (DFATD)-funded National Languages Project (NLP) in Sri Lanka was implemented by Agriteam Canada Consulting Ltd (Agriteam). Its implementation period lasted from August 2011 to June 2015. The project was based on a bilateral agreement between the Government of Canada and the Government of Sri Lanka1. Project partners were the Ministry of National Languages and Social Integration (MNLSI) and DFATD. Agriteam was the overall manager with technical assistance (TA) provided by the Official Languages and Bilingualism Institute (OLBI) at the University of Ottawa (UO) and The Asia Foundation (TAF) in Sri Lanka. Although the Project was originally conceived as a five-year project, the project’s timeline had to be reduced to four years to reflect the financial resources available. Project activities ceased in April 2015 and the project field office in Colombo closed in June 2015. This report includes an analysis of project results, program strategies, approach to gender equality, lessons learned and best practices, a summary of risks and mitigation undertaken, and a financial report. In short it tells the story of the NLP – a successful technical assistance project in post conflict Sri Lanka. The project’s ultimate outcome was: “increased respect for language diversity and language rights within the public service and among the citizenry”. The project was a catalyst for the evolution of language planning and increased opportunities for citizens to obtain public information and services in the official language of their choice, and to increase institutional recognition that Sinhala and Tamil must be treated equally and appreciated as national and official languages of the country. NLP provided practical technical assistance to support the MNLSI to implement the Official Languages Policy of Sri Lanka as set out in Chapter IV of the Constitution2 which provides that the Official Language of Sri Lanka shall be Sinhala and Tamil with English designated as the link language. Sinhala is the language of administration in all provinces with the exception of the Northern and Eastern Provinces where Tamil is the language of administration. Project Context The NLP was implemented during a dynamic period in the history of Sri Lanka. Agriteam submitted its bid for this project in 2008 when Sri Lanka was still in the throes of the 30-year conflict. The project design and implementation phases were conducted during a post-conflict stage. From the beginning, the NLP team worked to build the political/administrative support of the MNLSI and in particular with the Honourable Minister Vasudeva Nanayakkara and Madame Secretary Mrs. Wickramasinghe. Their leadership as language champions was invaluable throughout the project and contributed to its ultimate success. Throughout this fluid period, NLP flourished as a result of the excellent relationships developed and trust built between and among project partners. This dynamic, coupled with the quality and

1 A MOU with respect to the project was signed in Colombo on June 28, 2011. 2 1978 as amended by the 13th (1987) and 16th (1988) Amendments

Executive Summary

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sensitivity of the Canadian advisors, produced an excellent environment for learning and knowledge transfer throughout implementation. The project ends as Sri Lanka enters a new more democratic period that many feel opens the door to genuine reconciliation. January 2015 saw President Maithripala Sirisena elected on a mandate to tackle corruption, restore the rule of law and strengthen democratic governance. A new government absorbed the MNLSI under the Ministry of Public Administration, Local Government and Democratic Governance (MOPA). In September 2015, following parliamentary elections, a National Government was formed with 48 ministries. The languages portfolio again was given its own ministry, the Ministry of National Dialogue under the leadership of Honorable Minister Mano Ganeshan, a progressive politician of Indian Tamil origin from Colombo who speaks both official languages. These are clear signals that the Government of Sri Lanka remains committed to support the implementation of the official languages policy to enhance the reconciliation process. The External Evaluation of the Project In May 2014 an external evaluation concluded that NLP is a well-designed, well documented project. ..that offered a systematic and sustained approach to institutional strengthening for the Ministry and each of its institutions’… Management has invested strategically to maximize results and has made appropriate use of human resources…there is no shortage of evidence that NLP was relevant to the needs of Sri Lanka and that it continues to have high level administrative-political endorsement. It is used by the Government of Sri Lanka to demonstrate progress in the implementation of Lessons Learned and Reconciliation Commission (LLRC) recommendations regarding official languages policy. As a responsive project it was highly relevant to the needs of the Ministry and its three institutes”. The Evaluation found that at Intermediate Outcome Level, NLP had succeeded in providing intensive technical support for the development of a government-wide Roadmap. The TA included a process to gather data on the bilingual capacity of 5,000 public institutions. The resulting database informs the language action plans of these institutions and the overarching Roadmap. The Evaluation Team expressed confidence that the end result would be “a high-quality comprehensive national plan, based on the mechanisms in place, and the resources and energy committed by MNLSI leadership and staff” but also notes that the Roadmap will require a long-term financial commitment from the Government of Sri Lanka. The Evaluation Team further found that the NLP offered a systematic and sustained approach to institutional strengthening for the Ministry and each of its institutions through Technical Exchange Missions (TEMs); visits, reports and follow-up mentoring by Canadian TA providers; capacity building workshops; development of resources and tools; and financial and/or material contributions. For the most part, recommendations were readily taken up, confirming the relevance of these inputs to needs and tailored to absorptive capacity.

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Approaches and Strategies to Achieve Results: Capacity Development Approach The NLP’s TA was delivered within a capacity development framework grounded in a participatory approach. It was conceived as a process of individual, organizational and institutional change facilitated by both internal and external interventions. The project partners endorsed this approach and formulated specific capacity development interventions. The capacity development framework was used to develop the capacity of civil society organizations (CSOs) whose work focused on promoting and advocating for language rights, bilingualism, respect for linguistic diversity and social integration at national and local levels. The NLP provided ongoing training and TA to ensure that new skills and concepts were understood and applied. Project staff worked with partners to ensure that behavioral changes were institutionalized, thus enhancing sustainability. A key feature of the project was its responsiveness to real needs. The Secretary of MNLSI, Mrs. Wickramasinghe, led the TEM to Canada during the design phase, which exposed her delegation to Canada’s experience in implementing the official languages at the federal, provincial, territorial and municipal levels. The delegation was able to identify Canadian experiences and resources relevant to the Sri Lankan context and to collaborate with their Canadian counterparts to finalize the design of NLP. After this initial exchange, the Secretary and her team were supported by Agriteam to develop the project implementation plan. The project was designed to maximize the “value added” that Canada had to offer within very tight fiscal constraints. Project approach to Gender Equality The NLP supported the Ministry to mainstream gender into its work. This was quite an accomplishment as it was the first time that any Sri Lankan ministry had done so. The NLP made gender mainstreaming a key focus of programming from its inception. Gender was treated as more than a ‘cross-cutting’ issue, and efforts were made at every stage, process and approach to actively work towards gender equality through targeted programming and project support. The NLP gender team included a Gender Advisor together with two Gender Focal Points who ensured that gender was mainstreamed into the work of NLP and project partners: MNLSI, Department of Official Languages (DOL), National Institute of Language Education and Training (NILET), Official Languages Commission (OLC), language clusters, community-based organizations (CBO) and non-governmental organizations (NGOs). The project also, implemented strategical initiatives to promote gender equality and women’s empowerment. The evaluation found3 that: “NLP has developed a very strong agenda for mainstreaming gender equality considerations through all its activities and it has promoted these effectively to its partners, including MNLSI, DOL OLC, NILET, public engagement fund (PEF) awardees, TAF and model site institutions”. Management Approach The project’s management approach was to ensure strategic use of project resources through planning, implementation, monitoring and evaluation, using results-based management (RBM). Decision-making

3 At page 61 of the Evaluation report

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flowed horizontally as well as vertically within the project team and with key implementing partners. The project modeled good management practices, ensuring a participatory approach that was transparent, effective and efficient. Project management also mirrored language rights and practices envisioned by the Official Languages Policy. Project staff represented both linguistic communities in Sri Lanka. Trilingual office staff in Colombo communicated with partners and stakeholders in the language of their choosing: English, Sinhala or Tamil. All project workshops and project managers modeled linguistic inclusion by co-chairing these events using Sinhala, Tamil and English. Trilingual invitations, agendas and event materials were produced. Key knowledge products4 such as the Guidebook for the Preparation of Language Plans by Public Institutions and Training of Trainers manuals were produced in the three languages. One objective of this “modeling” was to inspire the ministry to practically demonstrate implementation of the Official Languages Policy. As result the ministry, now as a matter of policy produces trilingual and or bilingual materials for all major events and meetings and re-packaged Official Languages and Related Laws in a trilingual format. The Presidential Secretariat and the Prime Minister’s Office recently issued a directive that all correspondence must be answered in the language of submission. In November 2015, the President directed the officials of his secretariat to send trilingual minutes/reports of the All Party Conference meetings. The project office in Colombo was under the leadership of Don Brownell, who, for the past 22 years has worked on development projects in Sri Lanka. His expertise and understanding of the political and cultural environment in Sri Lanka and his excellent rapport with government officials allowed NLP to quickly gain the trust of government partners. He was aided in this by locally-engaged project staff that was sensitive to the realities and constraints of public service employees. The project’s key Canadian expert was Hilaire Lemoine, from the OLBI at the UO. He marshalled Canadian experts, provided them with in-depth briefings on the project’s context and ensured that advice offered by the project was consistent and relevant to the needs of the Ministry. Through Mr. Lemoine, strong institutional linkages were developed inter alia, with the Office of the Commissioner of Official Languages (OCOL); the Treasury Board Secretariat for Official Languages, Canadian Heritage, the Canada School of Public Service, and UO’s OLBI, the School of Translation and Interpretation, and the Faculty of Law. Monitoring and measuring performance were critical components of project management. Performance measurement was critical to planning and results reporting. Lessons learned were incorporated into annual work plans (AWPs). Using RBM principles enabled the project to maximize efficiency and effectiveness and to assess its developmental impact. The PMF was developed collaboratively and modified on occasion to reflect the advancement of the project and project partners were involved in the measurement of qualitative and quantitative indicators.

4 See Appendix 4 for a complete listing of knowledge products

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Project Results DFATD referred to the NLP as its “flagship” project in Sri Lanka. Significant results were achieved through the project’s short tenure. MNLSI effectively utilized Canada’s TA to develop a government-wide Roadmap to implement its official languages policy and to draft its action plan. These results are significant given that this was the first time that such a comprehensive planning process had been employed by any ministry within the government of Sri Lanka. However, further assistance is needed to consolidate the results achieved as MNLSI coordinates and supports the work of the other ministries to develop their own action plans. The DOL through NLP has an operational translation centre with trained translators. There is a need for DOL – as recommended in the Survey on Translation – to establish a quality control mechanism for all translation services across the country and to articulate a functional guidance. The NLP has facilitated an effective twinning between the Canadian OCOL and the OLC in Sri Lanka. The Office of the Commissioner of Official Languages has provided staff to work closely with the Commissioner’s counterpart in Sri Lanka to develop a tool kit of resources to monitor and audit the implementation of the official languages policy. As a result of this collaboration, the Sri Lankan Official Languages Commission has joined the International Association of Language Commissioners (IALC). At their first conference in May of 2015, OLC participated on a panel with the Language Commissioner of Kosovo to discuss the challenges of implementing official languages policy in a post conflict environment. Membership in IALC has given OLC an opportunity to participate and draw on experiences of the larger international community of language commissioners. The Treasury Board Official Languages Centre of Excellence provided Mr. Marc Tremblay, Executive Director of the Official Languages Centre of Excellence, to work with the MNLSI to develop a number of tools for the official languages policy implementation. The TEM in September 2013 for Ministry officials, NILET and University academics forged new relations and linkages with Canadian institutions and universities that will continue after the project is completed. The ultimate outcome of the project was “increased respect for language diversity and language rights within the public service and among the citizenry”. NLP contributed to this by enhancing Sri Lanka’s capacity to undertake more effective medium and long-term planning and implementation of their official languages policy. The project increased opportunities for citizens to obtain public information and services in the official language of their choice. This led to increased respect and appreciation for Sinhala and Tamil as equal national and official languages. Evidence of the Government’s increasing respect for language diversity was the Unity Conference in April 2014 where a “Peoples’ Charter for National Unity” was signed by the President as well as members of the Cabinet and citizens at large. This charter recognized “the right of every citizen to use and demand services in Sinhala and Tamil.”

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Project results are summarized below: Ultimate Outcome 100: Expected Result: Increased respect for Language Diversity and Language Rights within the Public Service & among the Citizenry Intermediate Outcome

1000 Enhanced public sector leadership of official languages policies and programs

Immediate Outcome 1100

Increased capacity of the MNLSI to plan, manage, monitor & mainstream gender in implementation of the official languages policy and other policies related to their mandate

x Development of a Language Roadmap as a government-wide planning exercise to ensure that official languages are integrated into the work of ministries and government institutions.

x A baseline survey conducted to assess the current status of official languages policy implementation from participating government institutions on bilingual capacity of employees and bilingual services being offered to the public. The results are used by government institutions to develop their 5 year action plans.

x The development of a “Planning, Research, and Monitoring Division” to support the road map process. Institutional linkages x Treasury Board of Canada Secretariat Official Languages Centre of Excellence, Canadian Heritage and the

Office of the Commissioner of Official Languages, Technical Exchange Missions to Canada in 2012 and 2013; nurturing institutional relationships while working on specific project activities.

Enhanced human resources x Ministry of Public Administration and Home Affairs have approved new cadre positions to address chronic

shortages in staff responsible for implementing official languages. Over the past three years MNLSI has hired 210 additional staff; OLC has 12 approved professional positions where before there were none; DOL has had 18 new translator positions approved; and the University Grants Commission (UGC) approved two new cadre positions at each of the three Universities for the new BA program in translation.

x 2,173 staff trained on information technology, team building, personal leadership and gender awareness. x MNLSI has strengthened its regional outreach to provide bilingual services to the public with the

establishment of Bilingual Facilitation Cells (BFCs). With NLP’s assistance, it has identified five BFC to pilot best practices and strengthen their capacity to serve citizens in the language of their choice.

Key knowledge products produced by MNLSI to support change: x A “Guidebook for the Preparation of Language Plans by the Public Institutions”, and “Official Languages Policy

and Related Laws : 3,000 copies with CDs x A series of technical papers to support the evolvement of the “Roadmap” process x Roadmap template for collecting baseline information and establishment of a data base to produce

information for the official languages policy implementation x Template for developing 5 year action plans x Proposal for the Strengthening of a Planning, Research and Policy Division at the MMLSI x MNLSI Report of the Pre Training Gender Assessment and MNLSI Gender sensitization workshop report and

NLP Gender Equality Strategy x Case studies of language plans implemented in local institutions Official Languages Commission (OLC) x Recommissioning of a the “Language Resources Needs Assessment Survey” x Language audit of 400 stalls at Dayata Kirula, a government development exhibition x Development and production of Public Awareness Campaign materials.

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x Institutional twinning between the Office of the Commissioner of Official Languages, Canada and the Chairman of OLC, and the IALC

x Development of a Corporate Plan, including structural changes and increases in full time professional staff x Strategies developed to address LLRC recommendations regarding a regional presence for OLC. x Re-launching of its website Key knowledge products produced by OLC to support change: x Dayata Kirula Language Audit Kit and Reports x Functional Review of Official Languages Commission x Proposed draft amendments to the Official Languages Commissions Act; x Development of materials to support OLC in public awareness campaigns; x Supported the development of OLC’s 5 year action plan x Guidebook on OLC Mandate and Functions with brochures National Institute of Language Education and Training (NILET) x NILET functional review x External survey and “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language

Teaching/Training Courses conducted by NILET” x Recommendations from NILET’s Academic Board and Management Board to improve its governance structure

and make changes to the NILET Act. x Report recommending the enhancement of its second language training capacity and teaching methodologies

in concert with other government agencies and the need for curriculum revision x Development of a 5 year action plan Key knowledge products produced to support change at NILET: x Publication of Text book and Trainer’s Resource Kits to teach Tamil to Sinhala and Sinhala to Tamil (Sinhala to

Tamil book in development) x Assessment and Impact Evaluation of the Teaching/ Learning Process of Second Language Courses taught by

NILET x Proposed amendments to the NILET Act Intermediate Outcome



Increased public support for language rights, bilingualism and linguistic diversity, thereby influencing policy makers

Public Engagement: Supported eight civil society initiatives to promote language rights and social integration reaching a total of 4,362 beneficiaries in the Southern, Northern, Sabaragamuwa, Northwestern and Eastern Provinces. Provided capacity building for institutional management and proposal writing for five Clusters of Language Societies from five districts involving diverse language communities. Key knowledge products produced for Public engagement to support change: x PEF Kit x CD “Lets Sing” with songbook of familiar songs in Tamil and Sinhala x Brochures (official languages policy public awareness materials) produced by Sri Lanka Centre for

Development Facilitation (SLCDF) x Training Manuals for Language Cluster capacity building programs

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x Report from Dialogue New Brunswick that provides recommendations to enhance volunteerism in supporting Language Societies’ work in promoting the official languages policy implementation

x Good Practices booklet illustrating different strategies that individuals and groups have used to deliver bilingual information and services to the public

Intermediate Outcome

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


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

Department of Official Languages x Established of a Translation Centre equipped with 18 workstations linked by a server x Recommended and supported the recruitment of new cadre of 15 new translators and 3 superintendents x Developed new translation tools including glossaries and website with terminology bank x Developed an in-service training plan for translators x Established an Advisory Committee on Translation (ACT) which includes government representatives,

academia and the translators union; x IT training for the newly recruited translators. x National survey on Translation and Interpretation Services in Sri Lanka” that provides a clear picture of the

shortcomings of the current translation system. It underscores the importance of a university degree program, a comprehensive review of classification and pay scales for government translators, initial and ongoing training for translators as well as enhancing quality control.

Key knowledge products produced for DOL to support change x A Report on the Establishment of a Translation Centre for the Government of Sri Lanka, 2012 x Completion of a “Needs Assessment Survey on Translation and Interpretation Services in Sri Lanka” – (the first

comprehensive examination of translation services and needs in Sri Lanka, August 2013) x DOL Road Map 5 Year Action Plan x Five year corporate Plan for DOL x Translation Centre Organization Chart, Work Flow Plan, and Register x “Let’s learn Tamil and Sinhala” book. Establish undergraduate translator/interpreter program at one or more universities x UGC approval of a BA degree Program in Translation at the universities of Jaffna, Kelaniya and Sabaragamuwa

with the first intake of students in 2014. First collaboration between Sri Lankan universities to agree to formulate a common curriculum. Sustainability is ensured as the program enters its second year and the demand by students remains very high. However, there remains a scarcity of trained professors/lecturers. The participating Universities had anticipated NLP to support to training of professors/ lecturers in collaboration with the UO. UGC approved two new cadre positions at each university and the use of experts from DOL and NILET, as well as other experienced translators, for visiting lectures – a significant achievement, although these new recruits would benefit from teacher training.

Executive Summary

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Intermediate Outcome 2000

Increased citizens’ access to public communications and services in official language of choice


Increased number of innovative models of bilingual local service delivery in critical geographic areas that promote gender equality, good governance & social cohesion.

Support to fourteen selected model sites including local governments, hospitals, divisional secretariats and police stations to prepare and implement one year language action plans. The results of the piloted language plans have been used by the Language Division (LD) to support and scale up the eventual preparation and implementation of language plans by all government institutions. Key knowledge products produced to support change x Development of the self-administered “Checklist” - to establish baseline data for language planning. x A two-page “protocol” to guide the preparation of the 14 Partner Institute language plans x 14 Language Plans with overview papers that can be used as examples x 7 “Case Studies” on innovative practices x Three program Exposure Tour Summaries x A Guide on “How to Conduct an Exposure Tour, and two videos on Exposure Tours x Video on How to Prepare a Language Plan Lessons Learned and Best Practices As this report has documented, the NLP project partners have achieved remarkable results that are being institutionalized. The following lessons and best practices are drawn from reports made by project partners at the concluding wrap-up sessions and by Canadian experts and the project support team. These may be useful to the design and implementation of future projects in Sri Lanka. A critical success factor is, as always, ownership of the project and its results by the partners.

x The Importance of Leadership: The Minister and Secretary provided strong leadership in the execution of the project work and ensured that it was responsive to their needs. They were “champions” and encouraged others to become experts. The ongoing dialogue between the Project’s Language expert, Hilaire Lemoine, the Minister and Secretary ensured that the MNLSI was at the forefront of the design and delivery of the project.

x Work planning process: Yearly participatory workshops with the partners on work planning renewed consensus on approach and developed a shared understanding and commitment to guide project implementation. This process supported the ministry to adopt a more holistic approach to their work planning and budget planning process. It introduced the use of joint institutional meetings to develop the yearly budget and plan for the ministry. The ministry incorporated NLP work plan activities “into” their ministry’s annual plan – including joint funding in some cases, thus incorporating project interventions/support into the annual work of the ministry.

x Establishing Linkages between Sri Lankan and Canadian Institutions: Strong institutional linkages were developed with Canadian institutions and experts on implementing language rights and who had experience on Canada’s Roadmap process. The Ministry was exposed to a set of institutions and experts who shared a common experience. This resulted in a coherent and relevant TA.

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x Good local resources: The project office in Colombo was managed by an experienced team and predominately trilingual office staff.

x Modeled trilingualism: All materials were prepared in a trilingual format: from invitations to agendas to materials distributed. The events were co-chaired in official languages and English as a practical demonstration of what a trilingual meeting or event should look like. Working sessions had simultaneous interpretation.

x Technical advice with supporting knowledge-based information: Research surveys were commissioned to support evidence based decision-making. NLP project support office provided training for Ministry staff to enhance their research and analytical capacity to properly conduct a high-quality survey.

x Practical tools and knowledge products for implementing the official languages policy: The project developed and published more than 80 knowledge products which provide a written record of the project.

x Support and enhance existing institutions: NLP strengthened and enhanced existing institutions such as the OLC to conduct language audit at the national exhibition of government institutions and supported the ACT, established by DOL to enhance its capacity to be an effective forum on translation services.

x Regular and effective communication between partners and project office: resulted in developing an understanding of project objectives and progress. It facilitated open and supportive partnership built on consistent principles of cooperation.

x Training and sharing of information: All partners agreed on the importance of training to expose staff to new approaches, particularly with respect to implementation of the Official Languages Policy. The seminars or workshops encourage individual and collective creativeness and provided new knowledge and expertise.

x Exposure derived from TEMs to Canadian Institutions: This had special importance—converting Ministry staff, staff of its affiliated institutions and university academics into proponents of reform.

x Use of core teams: Building strong and effective teams supported implementation of new approaches and provided a base to sustain change after the closure of the project. These core teams also facilitated project resource sharing as well as learning across the Ministry.

x Good practices and lessons learned through the model sites: Working with the model sites, TAF was able to demonstrate how to harness the capacity within public institutions to adopt an effective approach towards multilingual service delivery.

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1 BACKGROUND AND CONTEXT

1.1 End of Project Report

This is the End of Project Report (EOPR) for the NLP and, as such, it includes an overall analysis of project results, program strategies, approach to gender equality, lessons learned and best practices, risks, as well as a financial report. The primary focus is at the intermediate level and there is a section that describes unexpected results. A complete set of the knowledge products was created during the project. This report aims to tell the story of the NLP – a successful TA project in post-conflict Sri Lanka. The NLP was based upon a bilateral agreement between the Government of Canada and the Government of Sri Lanka5 and was implemented by Agriteam Canada with TA provided by the OLBI at UO and TAF in Sri Lanka. The project’s ultimate outcome was: “increased respect for language diversity and language rights within the public service and among the citizenry”. The project succeeded in being a catalyst for the evolution of language planning. It increased opportunities for citizens to obtain public information and services in the official language of their choice and increased institutional recognition that Sinhala and Tamil must be treated equally and appreciated as national official languages of the country. A Project Steering Committee (PSC), co-chaired by the MNLSI and DFATD prepared and approved a Project Implementation Plan (PIP) which was attached to the Memorandum of Understanding (MOU) signed by both Governments. NLP commenced in August 2011. Originally conceived as a five-year project, during the first steering committee meeting it was agreed to reduce the project to four years given tight financial resources. As a result all project activities ceased at the end of April 2015 and the project field office in Colombo closed in June 2015.

1.2 Background and Context: Official Languages Policy in Sri Lanka

The Official Languages Policy6 The current Official Languages Policy is contained in Chapter IV of the Second Republican Constitution 1978 as amended by the 13th (1987) and 16th (1988) Amendments. The amended Article 18 (1987) reads as follows: The Official Language of Sri Lanka shall be Sinhala

1) Tamil shall also be an official language 2) English shall be the link language 3) Parliament shall by law provide for the implementation of the provisions of this chapter.

In 1991 Parliament passed the OLC Act No. 18 which was an important step to ensure effective implementation of the language policy contained in the Constitution. Tamil was designated the language

5 A MOU with respect to the project was signed in Colombo on June 28, 2011. 6 This section draws from Mr. N. Selvakkumaran’s publication “Equality through Linguistic Empowerment – The Official Languages Policy and Practices in Sri Lanka”

1 Background and Context


of administration in the Northern and Eastern Provinces. Bilingual Divisional Secretariat Areas under the Proviso of Article 22(1) of the 1978 Constitution (16th Constitutional Amendment) recognized the linguistic rights of minorities in these administrative areas, whether it is Tamil – or Sinhala-speaking. At the start of the project 29 administrative divisions were designated as bilingual. Over the course of the project, MNLSI recommended bilingual designation of a further 43 divisions, of which the President designated 12, with a promise to designate the other 32 divisions in a phased manner depending on the progress shown in the designated areas of their capacity to institute bilingual services. Chronology of Language Rights Legislation and Policy in Sri Lanka7

The rights to use one’s own language within his/her own country is an internationally recognized human right. The abuse of this right has contributed to protracted conflict in several countries. Language is not only a tool for communication and knowledge acquisition, but more importantly it is a source of cultural/ethnic identity and pride for individuals and communities. In Sri Lanka, approximately 74% of the population speaks Sinhala as their mother tongue and 25% speak Tamil as their mother tongue. A sizeable number of native Tamil speakers can also speak Sinhala. The number of Tamil and Sinhala speakers who speak English is estimated to be about 10%, although there are no official statistics on the number of Sri Lankans who are bilingual or trilingual. In Sri Lanka, language rights became an issue of public dialogue in the early 1930s. The dominant concern of the early dialogue on language policy was to make Sinhala and Tamil official languages to replace English which was made as the official language by the British colonial rulers. The intent at the time was to recognize the status of equality of the Sinhala and Tamil languages. However, in post-independence Sri Lanka, Sinhala was designated as the sole official language, denying equal status to the Tamil language and creating a situation in which the language issue became an important, sensitive and divisive factor in the ethnic politics of the country, ultimately contributing to conflict.

x In 1956, Parliament enacted the Official Language Act which stated that “the Sinhala Language shall be the one official language of Ceylon.”

x In 1958, Parliament passed legislation to permit ‘the use’ of the Tamil language. This was known as the Tamil Language (Special Provisions) Act No. 28 of 1958.

x Under the 1972 Constitution, Sinhala was declared as the official language. The use of Tamil was permitted. However it was not the language of administration nor was it an official language of the country.

x According to the 1972 Constitution, the language of the courts would be Sinhala throughout all parts of the country. All records, including pleadings, proceedings, judgments orders and records would be in Sinhala.

x Under the 1978 Constitution, while Sinhala remained the official language, Sinhala and Tamil were designated as national languages.

x Chapters on Fundamental Rights and Directive Principles of State Policy within the 1978 Constitution include that the state shall assist the development of the culture and languages of the people and that no citizen shall suffer discrimination on the grounds of language.

7 This section is reproduced from FEC’s publication “Resource Book on Language Rights in Sri Lanka”



x In 1987, as a result of the Indo-Lanka Accord, amending Article 18 of the Constitution made Tamil also an official language of Sri Lanka. The English language was designated as the ‘link’ language.

x In 1988, the 16th Amendment to the Second Republican Constitution empowered members of Provincial Councils and Local Authorities, in addition to Members of Parliament, to use either national language.

x The 16th Amendment declared Sinhala as the official language of public administration and the courts in all provinces except the Northern and Eastern Provinces in which Tamil was declared the official language. A proviso allows the President, on the basis of proportion of the linguistic minority population, to direct Divisional Secretariat Divisions (DSD) to use both Sinhala and Tamil as the languages of administration.

x In 1991, the Official Languages Commission Act created the Official Languages Commission with the mandate to recommend principles of policy relating to the use of official languages, to monitor compliance with Chapter IV of the Constitution, to promote appreciation and equality of status and use of both official languages and to conduct investigations and take remedial action.

x In 2007, the NILET Act was enacted with the mandate of effective second language teaching and learning mainly with the objectives 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 three 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.

x In addition, several key administrative arrangements were made through Gazette Notifications, Regulations, Circulars, and Orders.

The constitutional and legislative initiatives of the Government of Sri Lanka over time have provided a legal framework for the protection of linguistic rights of minorities since the late 1980s and early 1990s. However, there is a wide gap between these constitutional legal and administrative provisions and their application. “National Languages” recognize the language duality of Sri Lanka. “Official Languages” are the institutional requirement to ensure that citizens can access services in the language of their choice and designates which shall be the language of administration and courts within each province. This distinction can be confusing as Sinhala and Tamil are both national and official languages. English is designated as the “link” language. The NLP was designed to support the Government of Sri Lanka to develop practical mechanisms to implement its official languages policy (i.e., to develop bilingualism within the public service).

1.3 Programming Context

The life of the NLP covers a dynamic period in the history of Sri Lanka. Agriteam developed and submitted their bid for this project in 2008 when Sri Lanka was still in the throes of its 30-year conflict. In May 2009 the conflict ended. The project design and implementation phases were therefore conducted during a post-conflict stage. From the beginning, the NLP team worked to build the political/administrative support of the MNLSI, and in particular with the Honourable Minister Vasudeva



Nanayakkara and Madame Secretary Mrs. M. S. Wickramasinghe. These two individuals demonstrated sustained commitment and leadership as language champions, which was invaluable to the successful implementation of the project. As the project evolved, other “language champions” emerged from mid-management and public officer level within the ministry and its institutions: DOL, OLC and NILET. Throughout this fluid period, NLP flourished as a result of the excellent relationships developed and trust built between and among project partners. This dynamic, coupled with the quality and “sensitivity” of the Canadian advisors, produced an excellent environment for learning and technical knowledge transfer throughout the project implementation period. Developing a functioning bilingual public service takes time, political commitment and resources. The previous government had used results of the project to report to the United Nations Committee on Human Rights in Geneva on Sri Lanka’s actions to address the recommendations from the LLRC in relation to language rights and document effective implementation of language rights under the National Action Plan for the Protection and Promotion of Human Rights. The project ends as Sri Lanka enters a new and more democratic period that is felt by many to open the door to genuine reconciliation. In 2015, Sri Lanka underwent a significant political change. It started in January 2015 with the election of President Maithripala Sirisena on a mandate to tackle corruption, restore the rule of law and strengthen democratic governance. As evidence of the commitment to the rule of law was the declaration that the 2013 impeachment of former Chief Justice Dr. Shirani Bandaranayake was illegal. She was restored to office; then resigned and two days later Kanagasabapathy Sripavan was appointed as the Chief Justice. He is the first Tamil to hold this office since 1991. Ranil Wickremesinghe was appointed Prime Minister and the cabinet was reduced from 59 to 29. This resulted in MNLSI, together with its institutions DOL, OLC and NILET, being absorbed under the MOPA. In September 2015, following parliamentary elections, a National Government was formed with 48 ministries. This time, the languages portfolio was housed under the Ministry of National Dialogue under the leadership of Honorable Minister Mano Ganeshan (Indian Origin Tamil) – He is a progressive politician from Colombo who speaks both official languages and recognizes that the “languages portfolio” is an important component of the reconciliation process and that a full and robust implementation of the official languages policy is a worthy and necessary goal to achieve in the months and years ahead. With these promising signals, the project is optimistic that the Government of Sri Lanka and the Office of the President will continue to support the implementation of the official languages policy. As NLP was implemented almost entirely with MNLSI this report maintains and uses this term throughout this report.


2 PROJECT EVALUATION

In May 2014 an external evaluation was conducted of NLP by Susanne Duska of DADA International Inc. This evaluation report found that ‘NLP offered a systematic and sustained approach to institutional strengthening for the Ministry and each of its institutions’ and found the project was ‘relevant to the needs of Sri Lanka and continues to enjoy high-level administrative and political endorsement, particularly that of the MNLSI Secretary and the Minister. The President uses progress on language issues to demonstrate compliance with LLRC recommendations’. The following are highlights from the report: Major Findings – Intermediate Outcome Level The Roadmap to implement the official languages policy across all government institutions is the main results indicator. The project provided intensive technical support for the development of the Roadmap. The technical assistance included a process to gather data on the bilingual capacity of 5,000 public institutions. The resulting database will inform the language action plans of these institutions and the overarching Roadmap. The Evaluation Team expressed confidence that the end result would be “a high-quality comprehensive national plan, based on the mechanisms in place, and the resources and energy committed by MNLSI leadership and staff”. The Roadmap requires a long-term financial commitment from the Government of Sri Lanka. Funding for the Ministry and its portfolio institutes has been steadying increasing, reflecting the commitment that the government has to the process. Major Findings – Immediate Outcome Level The Evaluation Team found that NLP offered a systematic and sustained approach to institutional strengthening for the Ministry and each of its institutions. It consisted of: 1) TEMs; 2) visits, reports and follow-up mentoring by Canadian TA providers; 3) capacity building workshops; 4) development of resources and tools; and 5) financial or material contributions. With many results achieved by NLP and its MNLSI partners, it often was a matter of triggering dormant or emergent intention with an infusion of focus and financial leverage. From TEM reports to technical advisory reports the Evaluation found that NLP experts provided a strong continuity of ideas and action plans. Recommendations were readily taken up for the most part, confirming that these inputs were relevant to needs and tailored to absorption capacity. Major achievements, directly attributable to NLP contributions included:

x Development of five-year corporate plans: something that had never been done before with as much rigor and strategic thinking. The process sometimes involved functional reviews, organizational re-structuring and amendments to the OLC and NILET legislative frameworks. Such changes can be far-reaching but also lengthy.

x Commissioning of two surveys: for DOL: the Survey on Translation and Interpretation Services in Sri Lanka” and for NILET the “Assessment and Impact Evaluation of the Teaching/Learning

2 Project Evaluation


The Evaluation Team at Trincomalee General Hospital (Model Site)

Process of Second Language Teaching/Training Courses” underscore needs in the area of translations (for DOL) and language training (for NILET).

x Establishment of a translation center: finally realized after 15 years. The center is equipped with new computers, translation software and specialized dictionaries and has increased DOL’s productivity substantially. The Canadian Translation Bureau was the model, and the Evaluation found that it will take more software, more training, streamlining of operations and repositioning within the public service to bring the Center to that level.

x Model curricula for a degree in translation studies at three universities: TA from the School of Translation and Interpretation at the UO made this a reality for the first time in Sri Lanka. The challenge now will be to find teachers capable of teaching in the new practical methods modeled in Canada. The School of Translation (outside the project) has offered to send Ph.D. students to teach courses to fill some of this gap.

x Model sites of innovative local service delivery: ready for replication. As noted by the Secretary of MNLSI, officers often felt it was not possible to transform attitudes but the model sites have demonstrated otherwise. Using self-assessment checklists, TAF helped public institutions take stock of their degree of official languages policy compliance, as a basis for developing language plans. Small funds were made available to take some first steps with trilingual/bilingual signage. The process was systematic and well-documented. It provides a clear pathway and the needed tools for replication among different kinds of public institution. MNLSI is currently working with TAF/NLP to develop a replication plan.

x Production of the “Guidebook for the Preparation of Language Plans by Public Institutions”: a key tool for managers and government entities to plan and monitor the implementation of the official languages policy. The guidebook is foundational for bringing all ministries into a comprehensive national plan for the official languages policy implementation, with consistency of approach across all central and local government institutions.

Gender as a Cross-Cutting Theme NLP has developed a very strong agenda for mainstreaming gender through all its activities. It has promoted these effectively to its partners, including MNLSI, DOL, OLC, NILET, PEF awardees, TAF and model site institutions. It has seeded and nurtured core ideas, developed mechanisms to monitor the outcomes and reported quite systematically. What is needed is more time for results to materialize, some research on the intersection between language rights and gender equality and, possibly, some adjusted expectations of what can be achieved.



Efficiency The project has made strategic investments that maximize the leverage for results. All the results noted above can be expected to generate revenue from the Treasury and/or significant gains in efficiency of service as evidence by the yearly increase in budget allocations for implementing official languages policy. The strategic use of human resources also has been highly appropriate, from Canadian expertise, to local staff and local specialist consultants. Management and reporting have been effective and modeled to all partners, an additional gain in capacity. Outputs and deliverables have been in advance of schedules or, more often, delayed but these variances from plan have been explained. They also are in the nature of responsive initiatives with the public sector, in which the pace can be difficult to predict. Relevance There is no shortage of evidence that NLP was relevant to the needs of Sri Lanka. It continues to enjoy high-level administrative and political endorsement, particularly that of the MNLSI Secretary and the Minister. The President uses progress on language issues to demonstrate compliance with LLRC recommendations. A recent report by the Office of the Cabinet of Ministers made several recommendations relating to enhancing the official language proficiency of Public Officers. Relevance was assured on a practical front by the fact that NLP was designed together with senior Sri Lankan officials in key positions related to the official languages policy implementation. The core of the project has been institutional strengthening of the Ministry based on a responsive, consensual model. Sustainability To the extent that there is administrative and political endorsement as noted above, the general conditions for sustainability are favourable. Similarly encouraging is the intense effort being made by the Ministry, its institutions and staff. While there have been a few high-level staff changes, they have occasioned only mild set-backs. The MNLSI Secretary and Minister have been important champions of the project; their tenure necessarily will come to an end, possibly before the end of the project. All efforts are being made to institutionalize results before that happen. High hopes are placed on a major increase in funding from the Treasury when the comprehensive national action plan is presented to Cabinet. This would be the culmination of many streams of activity and it would be an important safeguard of the results achieved through NLP. The Minister put it well when he said: “NLP helped with the development of organizational strategies but now needs to help us through the growing pains to sort out new problems and glitches likely to arise. This collaboration gives strength and courage to our staff.” In most result areas, including those highlighted above, there are important tasks remaining before sustainability can be assured. What worked well, what worked less well Project documents often refer to NLP as having been a catalyst for change. This is an appropriate recognition of the fact that its partners – MNLSI, DOL, OLC, NILET and model site institutions – often had plans or initiatives tending in the direction of change. Not to be overlooked is the fact that there were champions of change at high levels – the Minister and the Secretary of MNLSI. Once NLP brought some



means and methods to the table in a peer-to-peer framework, it became a trigger for processes that can have a very high pay-back in the not too distant future. What worked less well initially was the parallel structure of TAF activities at the local level, with limited connection to the bigger picture at the national level. It became apparent quickly enough that mutual facilitation of efforts in Guidebook preparation and language planning needed more vertical integration of the two levels, which the project did address. In many respects the PEF component was successful – well-structured programs, effective delivery, relevant to the project mandate, good beneficiary reach and small financial outlay. What worked less well were lengthy and cumbersome selection processes, high cost in staff level of effort and easy dissipation of results with one-shot activity sets. Conclusions Based on its findings and analyses, the Evaluation was able to conclude that of 15 indicators at the immediate outcome level, 12 are mostly met or likely to be met by project end. The three indicators for which prognoses are indeterminate involve either the OLC (for which draft legal amendments are still in process) or media coverage (which is largely beyond the control of the project). At the intermediate level, three of six indicators are likely to be met by project end. Progress on the remaining three can only be determined through formal surveys, to be conducted by the Ministry in the coming year. Successes notwithstanding there are important tasks remaining under each indicator, as noted above. Many of them have been anticipated in NLP’s AWP for 2014. Given the limited time and resources remaining, however, there is scope for sharpened focus, as recommended below. Lessons Learned from the Evaluation

x There were earlier DFATD-funded projects addressing language issues but they were too short-term and not focused enough to generate lasting change. Notwithstanding some positive outcomes, what worked particularly well in NLP was the sustained, systematic approach taken to institutional strengthening of key government entities responsible for the official languages policy implementation. The need for adequate time to achieve capacity building goals cannot be over-stated.

x The Ministry and its three institutes carried enormous responsibilities and had to manage the additional workload of integrating new strategies, practices, procedures and methodologies. With public sector projects, the sequencing of activities and the pacing of inputs need to take this aspect of absorption capacity into account.

x NLP made strategic investments in material goods (computers, refurbishment, signage) which served as a catalyst for change and helped generate the commitment needed for deeper results.

x It is possible to have too many objectives, too many indicators and targets. NLP worked in a consultative way with its partners but the PMF may have been more complicated than it needed to be to keep everyone focused on the same set of goals.

x Exposure visits have been a very powerful way to animate public institutions, both the inspired and the inspiring. Actually involving the model sites in replication to other institutions can keep them motivated to continue beyond their own early successes.



x The Government of Sri Lanka envisages a trilingual public service. The reality for all public institutions is that deployment of bilingual or trilingual staff has to be rationalized according to the dominant types of visitor/client served.

x To avoid high drop-out rates, language classes, either on-the-job or through language societies, need to be supplemented with the opportunity to practice. If contact with Tamil- or English-speaking clientele is infrequent, for example, then motivation for language study diminishes.

x Government transfer or appointment systems being what they are, there is always a risk of set-back when project champions move on. Re-engaging and re-inspiring the commitment of successors needs to be anticipated as an ongoing challenge and part of any exit strategy.


3 PROJECT MANAGEMENT FRAMEWORK: END OF PROJECT

Ultimate Outcome 100: Expected Result: Increased respect for Language Diversity and Language Rights within the Public Service and among the Citizenry

Indicator100.a: Degree of awareness of the language policy among all categories of public servants

Baseline Data8: Poor or very poor. Majority do not have adequate knowledge of the language policy to carry out their responsibilities properly Target: Generally or fully aware, with adequate knowledge to carry out their responsibilities

Category Baseline % in 2007 % in 2014

Fully aware 26% 72%

Generally aware 52% 16%

Unaware 18% 4%

Not responded 4% 8% Indicator 100.b: % of public officials (m/f)* who are proficient in Sinhala within northern and eastern provinces Baseline: Sinhala within N/E = 18.1% (m/f n/a): Target proportionate to population of division

Officers 2007 2014

% of officers proficient in Sinhala

Officers proficient in Sinhala

% of officers proficient in Sinhala

Officers proficient in Sinhala

Executive Officers 32% 12/ 38 23% 15/66 Subordinate Officers 22% 57/259 24% 113/464

Minor Employees 12% 29/241 18% 44/245 Indicator 100.b: % of public officials (m/f)* who are proficient in Sinhala within northern and eastern provinces Baseline: Sinhala within N/E = 9.5% (m/f n/a): Target proportionate to population of division

Officers 2007 2014 % officers proficient in

Tamil Officers proficient

in Tamil %officers proficient

in Tamil Officers proficient

in Tamil Executive Officers 11% 37 of 336 41% 140 of 340 Subordinate Officers 6% 236 of 3,933 8% 307 of 3,662

Minor Employees 16% 354 of 2,212 17% 543 of 3,143

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

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

Type of Institution Number of institutions surveyed

Baseline 2007 2014

Base Hospitals 3 67% 16% Police Stations 6 50% 0% Local Authorities 16 44% 34% Head Offices 5 40% 0% Divisional Secretariats 14 21% 7% District Secretariats 5 20% 30% Totals 49 36% 17%

3 Project Management Framework: End of Project


Results achieved over the life of the project Notwithstanding the short timeframe of the project, significant progress was made toward the ultimate outcome. In 2014 NLP commissioned the follow-up to the baseline survey “Language Resources Needs Assessment Survey 2007/08”. The findings of this survey reflect that there has been a marked increase in the awareness regarding the official languages policy amongst public servants since 2007. 72% of public officials are fully aware of the official languages policy as compared with 26% in 2007. However, implementation of the language policy remains an issue for institutions. Local authorities still record problems with regard to language issues. District Secretariats have experienced a higher increase case where language is an obstacle as compared with 2007; however, the increased awareness of language policy issues and the responsibility to service citizens in the language of their choice may be a factor. In the offices surveyed in the North and East, there has been a 73% increase in overall numbers of executives and 79% increase of subordinate officers in 2014 compared with 2007. The absolute number of Sinhala proficient officers in all three grades surveyed has also increased but not in proportion to the overall increase of new officers, although such a measure masks the noteworthy increase in capacity to serve citizens in Sinhala. There has been some infusion of language-competent human resources to these public institutions in the north and east. A large number of officers had attended training programs conducted by NILET. The numbers of Executive Officers who are now proficient in Tamil in all areas outside the Northern and Eastern Provinces have increased by threefold. 41% of Executives in 2014 is proficient in Tamil; compared with 11% in 2007. While there has been an increase in the absolute numbers of officers’ proficient in Tamil at the subordinate level from 236 in 2007 to 307 in 2014; the actual percentage increase is marginal – from 6% to 8%. Unexpected Results The level of governmental support for the project and their reporting on project results in official reports on the official languages policy implementation including the Government of Sri Lanka’s Report to the United Nations Human Rights Committee and the Report on the Implementation of the LLRC recommendations demonstrates how the work of the project has been institutionalized into government policy and practice. This has been driven by the MNLSI with their speed, energy and enthusiasm to respond, absorb and direct the TA provided. Additionally the three universities’ capacity to collaborate and develop a common program in BA in Translation was an unexpected but welcome outcome.



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

Indicator 1000.a: Quality of comprehensive language plan or Roadmap for whole of government approach to language implementation

Target: Comprehensive plan presented to Cabinet Results: Achieved

Quality of Roadmap: low-high

2012 2013 2014 2015

Low: Concept accepted by

cabinet

Medium: Ministry conducts survey

and starts work

Medium to high: Ministry drafted

Roadmap

High: Roadmap finished and

ready for cabinet approval9

Evaluation Findings10 page 52

The Ministry is clearly putting in a huge effort to accomplish this overarching result. Based on the mechanisms, resources and energy committed by leadership and staff, as well as on review of available documents, the Evaluation Team is confident that the end result will be a high quality comprehensive national plan. NLP has made valuable contributions. The prognosis for completion of Phase I within the life of the project is excellent; for Phases II and III the prognosis would be more certain with a cost extension to the project.

Indicator 1000.b: Level of Government of Sri Lanka funding to the MNLSI – LKR Millions

Target: Annual increase Results: Achieved

Institution 2011 Baseline 2012 2013 2014 2015 MNLSI 450 356 412 428 523 DOL 73 80 119 96 118 OLC 12 12 17 20 31 NILET 32 37 37 99 95 Total 567 485 585 643 767

Evaluation Findings page 53

The trend in the level of funding for the Ministry and its portfolio institutes is modestly positive at this moment, even meeting the unspecified target of ‘annual increases.’ The prognosis for a more definitive increase to sustain an expanded mandate for MNLSI within the life of the project is very good, though contingent on Cabinet approval of the Roadmap. Given that Cabinet has been kept informed of the Roadmap process and that the Treasury has indicated improved chances with a coordinated approach to official languages policy implementation (which is the Roadmap) the likelihood of continued support at some level is very strong.

9 A trilingual Roadmap document with the draft Cabinet paper was submitted to the Ministry to submit for Cabinet approval. However, the Ministry waited until after the General Election in August 2015, to ensure it reflected the new ministries and portfolios. The new Minister remains committed to the process but they are still struggling how to incorporate activities with regard to new mandate "National Dialogue" mandate. It is awaiting cabinet approval. 10 Evaluation of the NLP by Susanne Duska, DADA International Inc., May 2014



Indicator 1000.c: Number of key ministries11 in the Roadmap process that have a comprehensive strategic plan for official languages policy implementation

Baseline: 0 of 8; Target: 8 of 8 Results: Achieved


The target for this indicator was 8 ministries in the Roadmap process; however, 16 ministries (including MNLSI) and the Presidential Secretariat are actively participating in the Roadmap process. One thousand five hundred templates have already been received from the four ministries in Phase II and are being entered in the database, which will help the ministries formulate their strategic plans. Thus while quite a bit of work remains to be done, there is strong momentum for accomplishing this result.”

Results over the Life of the Project “Enhanced public sector leadership of official language policies and programs” has been achieved through MNLSI developing an overarching Roadmap, as a comprehensive plan for the implementation of the official languages policy across all governments. The Roadmap concept was approved by Cabinet in 2012 and the final document will be presented to Cabinet in the fall of 2015. To support the Roadmap are a number of knowledge products including a “Guidebook for the Preparation of Languages Plans by Public Institutions”; case studies of language plans implemented in local institutions as well as five-year action plans developed by the MNLSI, OLC, DOL and NILET. An accountability framework was completed with TA from Marc Tremblay, Executive Director of the Official Languages Secretariat of the Treasury Board. NLP supported the Ministry to survey the bilingual capacities within each ministry or institution and supported MNLSI develop a database to analyze survey results to inform action plans developed to implement official languages policy in each ministry. A committee reviewed the baseline surveys and identified gaps to be filled. An Inter-Ministerial Steering Committee coordinated the process. A TEM to Ottawa and Toronto in September 2013 paired working-level officials from MNSLI with their counterparts at Treasury Board Secretariat for Official Languages and Canadian Heritage in working sessions on how to manage and monitor a government-wide Roadmap for official languages implementation. As a result of this and earlier TEM and exchanges with Canadian technical experts to Sri Lanka, a number of institutional linkages with Canadian counterparts were developed and nurtured. As a result of NLP training, MNLSI officials have enhanced capacity for social research; data entry, analysis and reporting. Over the course of the project, there has been a steady increase in the budget allocation by the Treasury for implementation of the official languages policy. The target number of ministries to actively participate in the Roadmap process was eight. As of 2013, there are 17 ministries (including MNLSI) and the Presidential Secretariat for a total of 18 with 2,060 Public Institutions of which 1,581 institutions have completed the baseline survey of trilingual language capacities within their respective ministries. Unexpected Results The MNLSI has taken a phased approach in the development of the Roadmap, focusing first on its Ministry and institutions in selected bilingual secretariats. With the appointment of the new government in January 2015 and MNLSI being absorbed into the MOPA, this enhanced and expanded the public leadership of official languages. This has resulted in a wider public sector leadership being included in the final drafting of the Roadmap. The MOPA has assumed responsibility of the Roadmap process and will present it to cabinet. As the MOPA is responsible for all government staff-much in the same way as Treasury Board of Canada is with the mandate and power to propose

11 In January 2015 President Sirisena was elected and appointed a new government-reducing the number of ministries from 59 to 29. MNLSI was absorbed into the MOPA. MNLSI has become a Division of Public Administration. In September 2015, following parliamentary elections, a National Government was formed with 48 ministries. The languages portfolio again had its own ministry entitled Ministry of National Dialogue



the legislative framework to ensure that official languages policy is implemented including designation of bilingual positions and setting competency for language requirements and evaluating whether officials have obtained the necessary language competency. Immediate Outcome 1100: Increased capacity of the MNLSI to plan, manage, monitor and mainstream gender in implementation of the official languages policy

Indicator 1100.a: Level of capacity of MNLSI Languages Division to plan and manage initiatives to promote and support the official languages policy implementation and monitor progress

Target: Capacity self-assessment rating average of 4 on a 5 point scale


It is evident that increasing the capacity of the MNLSI to plan, manage and monitor the implementation of the official languages policy is a multi-faceted task that needed action on several fronts. As commented by the Secretary of MNLSI, Mrs. Wickramasinghe, the Cabinet conferred a number of new responsibilities that weren’t there at the outset of the project or the Ministry.12 NLP’s responsive yet cohesive approach was well-suited to the task of meeting needs as they emerged. There has been considerable and effective progress against this indicator but some areas will need more attention, such as the new Policy, Research and Monitoring Division (PRMD), gender equality mainstreaming and training for new ministry staff in Colombo and the regions. NLP anticipated these needs in its 2014 AWP.

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

Target: DOL, OLC, NILET reviews completed, accepted and being implemented

Institution Baseline 2011 2012 2013 2014 2015 DOL 0% 0% 75% 80% 95% NILET 0% 0% 20% 30% 25% OLC 0% 0% 15% 25% 20%


DOL, NILET and OLC each have undertaken a functional review, including proposals for legal amendment where required. Each has responded to key recommendations. Organizational adjustments for a fuller realization of mandate are well on their way for DOL and NILET, less so for OLC. Implementation of related action plans are most advanced with DOL. NLP’s contribution to the chain of results is clear. Continued improvements, especially for OLC, are contingent on factors external to the project, particularly political will.

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

Target: Fair - Level of Capacity measures: very poor; poor to fair 2011 2012 2013 2014 2015

Policy Very poor Very poor Poor: Legislative amendments drafted Fair Fair

Promotion Very poor Very poor Fair Fair Fair

Audit Very poor Very poor Fair: Conducted audit at Deyata Kirula

Fair –new audit guide developed Fair

Investigation Very poor Very poor Very poor Poor Fair

12 See: Office of the Cabinet of Ministers. 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 other official languages by Public Officers, 2013/05/29



Resolution Very poor Very poor Very poor Poor Fair

Staffing Very poor

Very poor: 15 of 29 positions vacant; 4 of 6 Commissioner posts vacant

Fair 12 new professional positions approved and staff has been recruited

Good-new staffing have been trained

Fair

Resources Very poor: 12 million LKR

Very poor: 12 million LKR

Very poor: 17 million LKR

Poor: 20 million LKR

31 Million LKR


Despite some positive indications, OLC remains the weakest of the three portfolio institutions of MNLSI. OLC’s corporate plan is now being recast as a functional review. The imminent report will contain recommendations for further staffing and structural change. Once new commissioners, new staff and new recommendations are in place, OLC will require considerable attention to bring its capacity up to the level expected.

Indicator 1100.d: Extent to which Canada-Sri Lanka linkages are utilized beyond what is directly funded by NLP

Target: Peer-to-peer communications by government and university counterparts Extent to which Canada-Sri Lanka linkages are utilized beyond what is directly funded by the project 1. No linkages 2. Meeting on TEM 3. Follow-up contacts through email 4. Peer to peer communications 5. Participation in other events sponsored independently from NLP OLC with 2011 2012 2013 2014 2015 Office of the Commissioner for Official Languages, Canada 1 2 5 5 5

Office of Francophone Affairs, Ontario 1 2 2 Office of the Commissioner for French Language Services for Ontario 1 2 2

MNSLI and the Roadmap process with: Canadian expert Hilaire Lemoine 4 4 4 5 5 OLBI, UO 4 4 4 5 5 Canadian Heritage 1 2 4 3 5 Treasury Board of Canada – Official Languages Centre of Excellence 1 2 2 4 5

NILET with: OLBI, UO 2 2 4 4 2 Canada School of Public Service-Language Training 1 2 2 2 2

Centre for Educational Research on Languages and Literacies: Ontario Institute for Studies in Education (OISE), University of Toronto

1 2 2 2

Algonquin College – Language Institute 1 2 2 2 University Grants Commission (UGC) and Universities of Jaffna; Kelaniya and Sabaragamuwa with: School of Translation, UO 2 4 4 5 Department of French Studies – BA Translation, Concordia University 2 2 2 4

Glendon College, Centre of Excellence, York University 2 2 2

UCG with Higher Education Quality Council of Ontario (HEQCO) 2 2 2

OISE – University of Toronto 2 2 2



UGC with Vice-President and International Bureau of UO 2 2 2

University of Colombo with: UO, Faculty of Law 4 2 2 Languages Societies and MNLSI with: Dialogue New Brunswick 2 4 4 2


There have been excellent contributions from relevant Canadian institutions and some specific offers of future collaboration. It is difficult for the evaluation to assess the extent to which linkages will remain in the longer term but NLP has done its best to put the right conditions into place.

Results over the life of the Project for Immediate Outcome 1100: Increased capacity of the MNLSI to plan, manage, monitor and mainstream gender in implementation of the official languages policy and other policies and program related to their mandate NLP has enhanced MNSLI’s capacity to plan, manage, monitor and mainstream gender in the implementation of the official languages policy. Starting with the findings of a self-capacity building assessment of MNLSI officials, NLP built a responsive staff training program. Ministry officials have new and enhanced skills in social research, information technology, RBM processes; gender sensitization and team building. Using a report prepared by Yvan Déry, seconded for a three-week period from Canadian Heritage, MNSLI upgraded its planning unit to a PRMD with staff with enhanced skills to manage databases and provide support to other ministries and institutions as they develop their action plans for the Roadmap. NLP supported a process to conduct functional reviews of DOL, NILET and OLC. DOL has implemented over 80% of the recommendations from its functional review. NILET’s leadership is in transition but it has implemented approximately 25% of the recommendations from Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses. NILET and OLC have drafted legislative amendments, but they will need to wait for the new Parliament before they will be debated. While the project supported drafting of legislative amendments to the OLC and NILET Acts, the project has neither the mandate nor the capacity to support the shepherding of these drafts through the parliamentary legislative process. DOL has introduced gender mainstreaming in its work environment. Each institution has developed language plans. OLC has acted on approximately 20% of the recommendations from Report on the Preparation of the Five-Year Corporate Plan 2014-2018 and Institutional Strengthening of the Official Languages Commission: The Way Forward, March 2014. New members of the commission were appointed in July 2014. In December new OLC staff were trained and demonstrated a new energy and capacity to perform their work. However, the Presidential elections in January 2015 and the passage of the 19th constitutional amendment in April 2015 effectively terminated the mandates of the commissioners. Unfortunately the interruption of the appointments of the commission members has undermined the organizational capacity of the OLC to meet its mandate. NLP supported institutional linkages between Canadian and Sri Lankan institutions. This was achieved through: TEM to Canada for public officials and university faculty members in the areas of translation services and training, planning and program delivery, language training, audit and evaluation. missions of senior-level Canadian officials and academics to Sri Lanka: included from the OCOL, Graham Fraser, the Commissioner and Pierre Coulombe, Director of Audits to work with OLC; Gabriel Huard, recently retired Director of Terminology of the Canadian Translation Bureau to work with DOL; Yvan Déry, Director of Policy, Planning and Research from Canadian Heritage to work with Policy, Planning and Evaluation Branch of Ministry; Marc Tremblay, Executive Director of the Official Languages Centre of Excellence at Treasury Board Canada to work with MNLSI and with the Ministry of Justice (MOJ); Carole Fournier, Director of Dialogue New Brunswick to work with language societies; Luise von Flotow,



Director of the School of Translation and Interpretation at the UO to work with UGC and Universities; and Marlene Toews-Jenzen, Professor at the OLBI, UO, to work with NILET in assessing its programs. Project volunteers from OCOL to train staff and develop a tool kit for implementing its mandate under the Act. As a final event, Agriteam brought together all the Canadian experts to discuss the project and for them to develop strategies to engage directly with their counterparts. Unexpected Results An unexpected but welcome result is the commitment of Canadian institutions to maintain a working relationship with their counterparts in Sri Lanka. For example, the School of Translation and Interpretation at the UO has proposed to the Universities of Jaffna, Sabaragamuwa, and Kelaniya13 to send Ph.D. students to teach theoretical courses (translation theories, translation technologies, culture and translation, aspects of audio-visual translation, etc.). The courses would be taught in English. The students receive no salary, but only payment "in-kind" – room and board, or some support for the travel costs. OUTPUTS Output 1110: Increased capacity of MNLSI staff to plan implement strategies for system leadership, institutional strengthening and policy implementation support Indicator 1110.a: Presence of strategy and plan to develop LD staff capacity December 2011 Capacity assessment tool being finalized

June 2012 Capacity assessment report with plan approved

June 2013 Rapid Gender Assessment completed

Cumulative Success

Capacity assessment plan approved May 2012. NLP capacity development training has been developed as per the plan. Gender training plan developed from Rapid Gender Assessment

Type of Training Male Female Cumulative Totals TEM to Canada 8 5 13 RBM 30 43 73 National Integration Promotion Assistant (NIPA) Functions

26 23 49

Information Technology 19 40 59 Gender 116 166 282 Team building 28 49 77 Training of trainers 34 37 71 Social Research Methods 31 40 71 Working Sessions for Provincial Centres 34 28 62 Totals 338 458 796 Results over the life of the Project MNLSI staff increased their capacity to plan and implement strategies for system leadership, institutional strengthening and policy implementation support to ensure that citizens can be served in the language of their choice. A staff capacity development strategy and plan was developed and approved in 2012 and 796 staff including officials from DOL, OLC and NILET have enhanced their skills as a result of training based on this plan on a range of topics from Social Research Methodology; project management, proposal and report writing, information technology to the official languages policy implementation and team building. Staff trainers on how to use the Guidebook for the Preparation of Languages Plans by Public Institutions have been coached and equipped with

13 These Universities through NLP have developed a common curriculum for a new BA in Translation.



training materials, handouts, case studies and other training tools to support institutions as they develop their language plans. In 2013, a rapid gender assessment was completed and gender sensitization workshops were conducted for staff in the language of their choice, 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. Ministry field staff from across the island has enhanced sensitivity to gender in their work. Officials participated in workshops in the language of their choice, which demonstrated a concrete commitment and institutional respect for language diversity. Staff from Languages Division enhanced their computer skills with the completion of a 120-hour computer course conducted by the University of Colombo. MNLSI used the Report on Strengthening Planning, Research and Policy Capacity: Proposals for the Strengthening of a Planning, Research and Policy Unit at MNLSI by Yvan Déry, from Canadian Heritage as a foundation to develop a plan and upgrade its planning unit to a Policy, Research, and Monitoring Division within the current budget human resources. Staff worked closely with their Canadian counterparts at Canadian Heritage and Treasury Board during the 2013 TEM to understand and develop tools to support their policy, research and planning work, including the development of an accountability framework. Output 1120: Resources and tools that support the official languages policy implementation

Indicator 1120.a: Number of resources and tools developed and published in 3 languages

Resources and Tools Developed in Three languages Number of Copies

1 Trilingual “Guidebook for the Preparation of Language Plans by Public Institutions” with CD’s

3000

2 Let’s Learn Sinhala and Tamil 50,000

3 Good Practices of Official Language Policy Implementation by Government Institutions in Sri Lanka

100

4 Video on “How to Prepare a Language Plan”, prepared by TAF 3 master14 copies 5 Seven “Case Studies” from model sites on developing language plans 25 6 TAF Video: “Winning the Hearts and Minds” on the exposure visit to Galle 3 master copies

7 TAF Video “Road not taken” on the exposure visit between Nuwara-Eliya and Badulla Municipal Council

3 master copies

8 TAF Video: “Language Rights: Lessons from the East and North”: from the visit between model sites from Trincomalee , Kantale and Vavuniya

3 master copies

9 Three “Exposure Tour of Model Sites Summaries” 3 master copies 10 A Guidebook on “How to Conduct an Exposure Tour” 3 master copies 11 Experience Sharing Workshop Reports 6 master copies

12 “Let’s Sing” CD and song book developed by Heal the Bay (HTB: Matara District: Bilingualism through music)

1,000

13 Trilingual Reference Book on the official languages policy and related laws 1,600 14 OLC Calendars were printed and distributed island wide 2,500

14 Master copies are held in the offices of MNLSI; TAF and NLP to be used to produce copies as needed.



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

Thirty MNLSI officers trained as trainers on the use of the Guidebook for the Preparation of Language Plans by Public Institutions Results over the life of the project A key tool to enhance the capacity of the MNLSI has been Guidebook for the Preparation of Language Plan by Public Institutions. This was developed collaboratively within MNLSI with input from NLP and TAF based on their experience facilitating language planning in innovative model sites. With its completion, the MNLSI and managers within government institutions have an effective tool to plan, monitor and implement the official languages policy regionally and locally. With the change of government in January 2015, the Guidebook will be an invaluable tool to orient new ministries and new senior officials on language planning. Three thousand copies of the Language Planning Guide books were printed and distributed among the Chief Official Language Implementation Officers and Official Language Implementation Officers attached to the Department of Police in the Western, Southern, Central and Eastern Provinces. The Ministry conducted awareness workshops for the officers of DOL, OLC and NILET regarding language planning. These guidebooks will be used by other ministries as they prepare their language plans for the Roadmap process. NLP worked with the MNLSI, OLC, NILET and DOL to developed 2,500 calendars designed to raise awareness about the official languages policy and citizens’ rights and public officers’ obligations and distributed them to government institutions, Members of parliament, language societies, NGOs, and other stakeholders. Twelve resources, guidebooks and videos have been developed to-date to support implementation of the official languages policy. Officials from the 14 model-sites have been exposed and trained on their use. Unexpected Results A number of other materials were developed – some through TAF working with the model sites. In addition to materials and guide, four videos which illustrate and inspire viewers on coming together to share experiences around language learning were produced. In addition, HTB, a CBO-produced CD of Tamil and Sinhala songs that reinforce community values of a shared language through culture and music.

Indicators 1130.a: Number of events undertaken; 1130.b Number (m/f) type and geographic distribution of event participants

Event Cumulative: 2011 to 2015 Male Female

1 Conference on Language 20 30 2 Roadmap Workshop for MNLSI 9 10 3 Inter-ministerial committee meetings on Roadmap coordination 47 48 4 Working Group on Roadmap 70 75 5 Expert Panel 28 37 6 Roadmap action plan (presented as Appendix B) 165 168 7 Key Ministries meeting 12 7 8 Database sessions 9 22 9 Meetings with Mr. Fraser15 9

10 ACT Services 24 15 11 Stakeholders meeting on translation survey 34 25 12 Stakeholders meeting on NILET Survey 17 10

15 See report on the Visit of Graham Fraser, Commissioner of Official Languages visit to Sri Lanka, May 12, 2013.



Indicators 1130.a: Number of events undertaken; 1130.b Number (m/f) type and geographic distribution of event participants

13 Seminar, on Language Policy and Research, with P. Coulombe, OCOL at the University of Colombo

14 19

14 Seminar “Bilingual Legislative Drafting: with Marc Tremblay, Treasury Board Centre of Excellence for Official Languages

7 15

15 Seminar “Sharing of Canadian Experience on Official Language Policy Mechanisms” : Marc Tremblay, Treasury Board Centre of Excellence for Official Languages

18 23

16 Lecture: “Legal Framework Official Languages in Canada with Marc Tremblay, Treasury Board Centre of Excellence for Official Languages

16 5

17 Lecture Legal Framework Official Languages in Canada with Marc Tremblay, Treasury Board Centre of Excellence for Official Languages, at the University of Peradeniya

16 5

18 Workshop on Accountability Framework 17 14 19 NLP Closing Out Ceremony (including working session) 53 54

Indicator 1130.c: Presence of linkages with Canadian counterparts

Linkages between: 2011 2012 2013 2014 2015

1. Office of the Commissioner of Official Languages, Canada 2. Office of Francophone Affairs, Ontario 3. Office of the Commissioner for French Language Services for

Ontario

4. Office of Language Commissioner of New Brunswick 5. Office of intergovernmental affairs, New Brunswick 6. Translation Bureau Canada 7. Translation Bureau Canada 8. OLBI, UO Canadian expert Hilaire Lemoine 9. Canadian Heritage

10. Treasury Board of Canada – Official Languages Centre of Excellence

11. Canada School of Public Service-Language Training 12. Centre for Educational Research on Languages and Literacies:

University of Toronto

13. Algonquin College – Language Institute 14. School of Translation, UO 15. Department of French Studies – BA Translation, Concordia

University

16. Glendon College, Centre of Excellence, York University 17. UCG with HEQCO 18. UGC with Vice-President and International Bureau of UO 19 UO, Faculty of Law 21. Dialogue New Brunswick

Results over the life of the project:




Linkages between: 2011 2012 2013 2014 2015

Under the mentorship of Hilaire Lemoine, Language Policy Advisor, from the OLBI, MNSLI embarked on the ambitious project of developing a government wide Roadmap to implement official languages policy. Initial TA supported MNLSI to develop a concept paper for Cabinet approval on the Roadmap concept. Cabinet approved the concept and reported yearly on the Roadmap process as part of their annual submission to the UN Committee on Human Rights as evidence of Sri Lanka’s progress to address the LLRC recommendations on language rights. TA was provided to MNLSI to map, through a baseline survey of participating ministries and institutions, their current institutional bilingual capacities. Using the results from these surveys enabled the ministries to develop practical plans to enhance their bilingual capacities. Early on in the process a decision was made to develop the Roadmap in four consecutive phases. The first phase was to support MNLSI and their institutions to develop a five-year Roadmap action plan that could serve as a model for other ministries and institutions. TA focused on enhancing the institutional capacity of MNLSI and its staff to deliver more effectively on their mandates, to support other key ministries in developing their bilingual capacity and in delivering bilingual services to the public. Various technical exchange missions built institutional linkages with Sri Lankan counterparts. The second phase will include ministries16 responsible for: Public Administration and Home Affairs, Local Government and Provincial Councils, Justice, Law and Order, Education. The third phase should include ministries responsible for: health, indigenous medicine, social services, child development and women’s affairs, youth and skills development, culture. The fourth phase should include ministries responsible for: higher education, mass media and information, transport, defense and urban development, finance and planning, and the presidential secretariat. The project ends with an overarching Roadmap document ready for cabinet submission with an accountability framework. MNLSI and Institutions having completed their Roadmap action plans which encompass all regular activities as well as specific enhanced activities designed to comprehensively fulfill their mandates as the coordinating ministry on official languages implementation as well as an annual reporting mechanism for cabinet on the progress achieved to date and any modifications to the action plan, if required. Unexpected outcome The MNLSI phased-approach in developing of the Roadmap, focused first on its Ministry and institutions in selected bilingual secretariats. In January 2015, the Cabinet was drastically reduced thus changing the ministries identified in the various phases of the Roadmap process. While the ministries have changed and may change again after the election in summer 2015, the concept of the Roadmap has been accepted as government policy and the Secretary of the Minister of Public Administration, Government and Democratic Governance has committed to have it completed. The listed organizations above provided comprehensive briefing and working sessions for TEMs to Canada. The Office of the Commissioner of Official Languages, Canadian Heritage, Treasury Board, and Dialogue New Brunswick Carole Fournier provided experts for technical missions to Sri Lanka on a volunteer basis.

16 The actual ministries have changed with the change of government in January 2015. It is anticipated that these ministries may change again after the fall election.



Output 1140: OLC functions reviewed and enhanced

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

2011 – 2012 None

2013 Committee on Corporate Plan Preparation formed and corporate review and planning underway. Report is in draft stage

2014 Report on the Preparation of the Five Year Corporate Plan 2014-2018 and Institutional Strengthening of the OLC. The Way Forward, March 2014

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

Type of Training Cumulative Totals 2011 – 2015 Male Female

TEM to Canada – official languages policy implementation 1 Deyata Kirula Language Audit Training 30 22 Roles and Responsibilities 28 9 Corporate Planning 10 14 Skills Building Workshop for New Employees 16 14 Working Session (03) on Tools and Resources 32 34 Totals 117 93 Cumulative Totals 210 Indicator 1140.c: Presence of linkages with Canadian counterparts

Linkages between: OLC and: 2011 2012 2013 2014 2015

Office of the Commissioner of Official Languages for Canada Office of Francophone Affairs Office of the Commissioner for French Language Services for Ontario

Office of the OLC for New Brunswick IALC Results over the life of the project NLP supported OLC to conduct a functional review which analyzed OLC’s current status and proposed recommendations for institutional strengthening, with a view to enhance OLC’s functional responsiveness to implement official languages policy pursuant to the LLRC recommendations and strengthen its efficiency and effectiveness to fulfil its legislative mandate. The review resulted in a five-year corporate plan which was submitted to the Minister, Secretary and the Chairman and Members OLC for their comments and suggestions. OLC developed a language audit criteria to evaluate the trilingual capacities of booths and exhibits at the 2013 and 2014 “Deyata Kirula” a national exhibition of government departments and selected three booths that best exemplify this, supported by NLP. This has served to raise government departments’ awareness of their respective obligations to comply with the official languages policy. NLP supported OLC in the production and distribution of public awareness materials. Through technical exchange missions, an institutional linkage was fostered between OLC and the Office of the Commissioner of Official Languages. Reciprocal visits have been made with exchanges of ideas and processes in the oversight of the implementation of official languages policy. The Canadian Commissioner for Official Languages, Graham Fraser traveled to Sri Lanka to provide technical advice and support




Linkages between: OLC and: 2011 2012 2013 2014 2015

to OLC and to the Minister and Secretary of MNLSI, as well as to Parliamentarians. Pierre Coulombe, Director – Performance Measurement Directorate from the Office of the Commissioner of Official Languages conducted staff training for newly-recruited OLC professional officers and supported the OLC staff as they developed a series of audit tools with technical support from Andrew Gibson and Marcel Fallu, volunteers from the Office of the Commissioner of Official Languages. NLP supported the drafting of new legislative amendments to the OLC Act. Unexpected outcome Graham Fraser, the Commissioner of Official Languages of Canada in his capacity as Chairperson of the IALC invited OLC to join as a member. Through this forum OLC has been exposed to the larger community of Language Commissions to learn from and share experiences. OLC participated through the Sri Lankan Acting High Commissioner to Canada as a panelist with the Language Commissioner from Kosovo on “Case Studies: Linguistic Accommodation and Stabilization in Post Conflict Environments” at the second IALC conference in Ottawa May 20-21, 2015. Output 1150: NILET functions reviewed and enhanced

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

2011-2012 None December 2012 Survey underway to review effectiveness of second language training June 2013 Draft report completed

December 2013 Report on “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses”

December 2014 Amendments to the NILET Act drafted Indicator 1150.b: Number of officials (m/f) trained by type of training

Type of Training Totals Male Female

Governance and Institutional Strengthening 37 13 TEM to Canada second language teaching skills 2 1 Training of trainers 5 Working Session on Sinhala Resource Kit 6 24 Total by Gender 50 38 Overall Total 88 Indicator 1150.c: Presence of linkages with Canadian counterparts

Presence of linkages between NILET and Canadian counterparts 2011 2012 2013 2014 2015

Official Languages and Bilingual Institute, UO Canada School of Public Service-Language Training Centre for Educational Research on Languages and Literacies: University of Toronto

Algonquin College – Language Institute School of Translation, UO

Department of French Studies – BA Translation, Concordia




Presence of linkages between NILET and Canadian counterparts 2011 2012 2013 2014 2015

University Glendon College, Centre of Excellence, York University Results over the life of the project NLP supported NILET in its functional review with the commissioning of an “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses17”, completed in August 2013 and shared with the Minister and Secretary and directed to the NILET Board. Recommendations included: revision of existing curricula of all language courses; development of new teaching materials; improved teaching through a more comprehensive training with face-to-face and online professional development opportunities; improved classroom facilities; a national training plan; regular evaluations of language programmes, enhanced capacity of NILET staff and strengthen linkages among other institutions involved in language planning and a database to track all vital program data to facilitate efficient planning. NLP supported development of a database and NILET’s review of their work plans, outcomes and key performance indicators through an RBM lens. Draft amendments to the NILET Act were submitted to the Secretary for approval. The Chair and Director General of NILET participated in a TEM to Canada to examine second language teaching methodologies. The Tamil version of the Curriculum (Resource Kit/Text Book) for Teaching Tamil as a second Language to General Public was completed and 1,000 Teachers’ Guides and Resource Kits and 4,000 Spoken-Tamil Books Text Books were printed and delivered. The Sinhala version of the Curriculum (Resource Kit/Text Book) for Teaching Sinhala as a second Language to General Public was completed. NLP provided a new computer unit. Professor Asoka Premarathna18, University of Kelaniya, completed a revision of the NILET existing syllabus in diploma in Translation. Output 1170: Monitoring mechanisms in place

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

2012 2013 2014

MNLSI developed Results framework and key performance indicators

Monthly work plans and progress reports. Collaborated in the development of the NLP work plan and yearly review Upgrade of planning unit to a policy, research and, monitoring unit.

MNLSI and its institutions completed their Roadmap action plans and prepared a detailed review of all program activities and developed the 2015 AWP,MNSLI prepares monthly work plans and progress reports

Indicator 1170.b: Number of monitoring reports

2013 2014

12-monthly work plans and monthly progress reports NLP work plan

12-monthly work plans and monthly progress reports; NLP AWP and Roadmap action plan

Results over the life of the Project The MNLSI, DLO; OLC and NILET presented their review of activities and results achieved from NLP and developed the AWP. The five-year Roadmap action plans were completed. Marc Tremblay19, Executive Director of the Treasury Board Centre of Excellence for Official Languages worked with MNLSI staff to develop an accountability

17 Assessment was conducted by GreenTech Human Resource Development Survey 18 Participated on the TEM to Canada in the fall of 2013 19 Mr. Tremblay participated in the project as a volunteer



Indicator 1170.b: Number of monitoring reports

framework for the Roadmap. NLP has supported the MNLSI to develop reporting and monitoring systems. This has entailed the drafting of monthly progress reports and work plans to guide the ministry in its work under the project. The result has been to instill systems of reporting and monitoring. Output 118020: Pilot Provincial Centre developed and capable of being replicated to other provincial centres

Indicators 1180: Presence of a collaborative plan in place for management of the provincial centre developed by LD; DOL; NILET; and OLC including procurement plan for furnishings and technological upgrades

Results over the life of the project Two Provincial Centres were established in Kuruwita, Sabaragamuwa and at Kilinochchi, Northern Province in July 2014. NLP provided technical inputs for the conceptualization of nine Provincial Centres which have been approved by cabinet. The Provincial Centres were developed as a result of the Functional Review of the MNLSI and the LLRC recommendations. NLP procured furniture and office equipment for a Provincial Centre in Kuruwita. Initial activities for the Provincial Centres were identified. NLP provided TA to develop a comprehensive management plan for the Provincial Centres which has been submitted to the secretary of MOPA for approval. Unexpected results This is a new output approved at the December 2013 PSC meeting.

20 New output approved at the December 2013 PSC in Gatineau



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

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

Target: 75% highly effective Project: Baseline 2011 2012 2013 2014

1. Rural Development and Community Development Organization (RECDO)

0% 20% 100%

2. Sri Lanka Centre for Development Facilitation (SLCDF)

0% 20% 50%

3. Low-Country CBO Consortium (LCCBOC) 0% 20% 75% 4. HTB 0% 20% 100% 5. Social Organizations Networking for

Development (SOND) 0% 20% 75%

6. Rural Development Foundation (RDF) 0% 20% 75% 7. RECDO (new grant) 75% 8. SOND (new grant) 75% 9. Moneragala People’s Development

Foundation (MPDF) 75%

10. Media Study Forum (MSF) 100% 11. Eheliyagoda Language Cluster 100% 12. Badulla Language Cluster 100% 13. Kahatagathigiliya Language Cluster 100% Evaluation Findings page 32

The PEF component of NLP deserves good marks on effectiveness, within the limitations of its design. There is no way of safeguarding the sustainability of results with this kind of fund, however, and that may be a factor for the project to consider in its priorities for the time and budget remaining.

Indicator 1200.c: Extent to newspaper coverage of language issues

Baseline: 15 articles by monthly Target: 15% increase (an increase to 17.25 articles every two months)

Media Dec 2011

June 2012

Dec 2012

Jan –March 2013

April –June 2013

July – Sept 2013

Oct –Dec

2013

Jan – March 2014

April – June 2014

July – Sept 2014

Oct – Dec

2014

Sinhala 16 15 9 5 18 20 24 9 Tamil 49 9 11 13 11 35 34 7 English 18 18 10 12 19 17 15 3 Totals 15 17 26 83 42 30 30 48 72 73 19


While it may be difficult to interpret patterns, media scanning remains an important tool for management. NLP chose not to have a media outreach strategy for specific reasons and, by its nature, the level of media attention is idiosyncratic. Whether a media outreach strategy at this late stage is warranted is a moot point, given other more pivotal tasks absorbing everyone’s time.

Results over the life of the project NLP funded and monitored 13 initiatives from each of the 9 provinces which promoted and supported language rights, bilingualism and linguistic diversity and social integration among civil society with the support of



Indicator 1200.c: Extent to newspaper coverage of language issues

government institutions. Citizen committees were formed to examine language issues in their communities. These initiatives have reached cumulatively over 4,362 beneficiaries and at least 3,250 through the distribution of materials21. NLP paid special attention to ensure that gender was integrated into each project proposal as the evaluator found at page 61 of the report “It seems fair to say that gender equality has been reflected and promoted well in PEF initiatives”. One grant produced 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 and policy makers in social integration and language learning. The CD was released in a public event attended by the MNLSI together with a number of ministers and policy makers. NLP conducted capacity strengthening, proposal development and institutional management training for language clusters established by the MNLSI. An information sharing workshop was conducted among the new prospective PEF grantees; PEF committee members and MNLSI officials with the NLP Gender Advisor to promote a better understanding of the proposed initiatives and incorporate gender considerations. NLP organized an experience sharing session for the PEF grantees upon their completion of their project activities which provided a forum for civil society partners to exchange views with respect to successes and challenges they faced in integrating gender in a meaningful manner to their project activities. Over the course of the project, NLP scanned selective print media and news websites in Sinhala, Tamil and English for coverage of languages issues and produced bi-monthly reports. These were consolidated for inclusion in NLP semi-annual reports. Over the life of the project, these reports chronicle an increase in debate in all media on issues surrounding the implementation, or lack thereof the Official Languages Policy. This speaks to a heightened awareness and interest in language-related issues. One reoccurring theme was recognition that children were interested in learning the other national language and the role of official languages to build social cohesion in society. On a positive note, there were photos published of politicians participating in MNLSI language policy awareness programs. Output 1210: Civil society and Language Society Cluster led initiatives promoting and supporting language rights, bilingualism and linguistic diversity that are gender sensitive

Indicator: 1210.a: Mechanism, including selection criteria, committee and processes for fund established and disseminated: Achieved

December 2011 Public Engagement Management Strategy – Approved at PSC December 2011 June 2012 Information Kit & Guidelines for Application; Submission of Proposals widely disseminated June 2013 NLP supported MNLSI in developing criteria for Language Society Clusters Cumulative Success Public Engagement Management Strategy – Approved at PSC December 2011

Indicator 1210.b: Number and type of initiatives co-funded

Organizations and Type of Project funded

Grants approved and funded in 2012 and completed in 2013

1 RECDO: Awareness-raising of language rights among police officers, religious leaders, teachers, children and mothers through essay and debate competitions and workshops. In Trincomalee: young people gathered from three religions to appreciate respective religious practices with a joint sports day and camp.

2 SLCDF: Conducted language awareness programs in 100 villages with 25 community facilitators and trained 34 government officials that reached over 2,000 citizens. Results: Sinhalese midwives accompanied Tamil speakers on visits to Tamil communities. Trained government officials introduced trilingual name

21 See page 31 of the Evaluation Report



Indicator 1210.b: Number and type of initiatives co-funded

boards and Tamil language forms are available in their offices; announcements and a counter for Tamil speaking communities with an assigned Tamil translator.

3

LCCBOC: To increase ability of Plantation Community to get services in their mother tongue by conducting parents’ awareness program in six Tamil and two Sinhala schools and distributed trilingual sign boards for government institutions. Results: People are organizing classes for their children and citizens to learn a second language Tamils, who normally request services in Sinhala as they believed they had no choice, now understand that they can seek services in the language of their choice and have more confidence to keep their children in Tamil schools. The Deniyaya Pradheshya Sabha 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: Produced a CD with songs in Sinhala and Tamil languages to promote Bilingualism through music and art.

5

SOND: To increase citizens’ awareness and understanding of their cultural diversity, importance of language for integration and social cohesion through 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 volunteer support for language classes.

6

RDF: Create opportunities for different communities to use their language of choice and promote awareness on, and enhance protection of, language rights through community-level workshops for 100 participants. Conducted 4-workshops on the official languages policy 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 trilingual signs 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.

Grants approved and funded in 2013 and completed in 2014

7 RECDO: Gathering young people from three religions to appreciate their respective religious practices with a joint sports day and camp.

8 SOND (new grant); Jaffna and Ampara: exchange program between Tamil and Sinhala youths and youth camp.

9 MPDF: Moneragala District: Language rights awareness among estate community and officials

10 MSF; Colombo (all Island): To increase interest in Tamil language for Sinhala speakers through Tamil and Sinhala songs.

Grants approved, funded and completed in 2014

11 Eheliyagoda Language Cluster: brought together school communities of different ethnic groups using sports.

12 Badulla Language Cluster: Activities focused on facilitating integration among both Tamil and Sinhala speaking communities through New Year celebrations and children’s cultural events.

13 Kahatagasdigiliya Language Cluster: Provided facilities for vocational training and self-employment for 150 Sinhala-speaking and Tamil-speaking women in Kahatagasdigiliya area to strengthen their livelihoods and promote multi-cultural and bilingualism among diverse women.



Indicator 1210.c: Number, type and geographic distribution of CSO supported

Galle

SOND, Jaffna & Ampara Districts: Language rights awareness and relationship building (two Districts)

RECDO, Kantale Division: Enhancing social harmony

MSF, Island wide (Based in Colombo):

RDF, Putlam, Mundal and Katpity Divisions: Citizen awareness and relationship building

SLCDF, Ruwanwella Division: Language Rights and Social integration

LCCBOC, Deniyaye Division: Access to services in mother tongue

HTB, Matara District: Bilingualism through music

MPDF, Monaragala District: Equal language rights for estate based communities

Language Clusters: Kurunegala, Badulla, Ehaliyagoda, Kahatagasdigiliya, Trincomalee



Indicator 1210.c: Number, type and geographic distribution of CSOs supported

Results over the life of the Project

The Steering Committee approved22 a mechanism entitled “Public Engagement Management Strategy” to manage the PEF. An Information Kit and Guidelines was developed and disseminated widely across the island. Thirteen grants were approved from CBOs, NGOs and language clusters. As the map above demonstrates, grantees were located in all nine provinces as well as one grant, based in Colombo that covered the island. These small grants served to create awareness on language rights and social integration among civil society. NLP monitored the grants to ensure that the planned activities successfully promoted and supported language rights, bilingualism and linguistic diversity. The various programs were conducted with the involvement of government institutions and communities. Citizen committees were formed to examine language issues. In December 2013, the Executive Director of Dialogue New Brunswick23 traveled to Sri Lanka to work with language clusters and facilitate experience sharing workshops for language clusters from Eheliyagoda, Kurunegala, Trincomalee and Badulla. NLP conducted capacity strengthening, proposal development and institutional management training for language clusters. An information sharing workshop was conducted among the new prospective grantees, committee members, MNLSI officials and NLP staff with the NLP Gender Advisor to promote a better understanding of the proposed initiatives and gender considerations. Language clusters: Eheliyagoda language cluster grant was completed. It brought together school communities of different ethnic groups using sports; Badulla Language cluster activities facilitated integration between Tamil speaking and Sinhala speaking communities through New Years’ celebrations and through children’s cultural events promoted an appreciation of cultural diversity. 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 levels. 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. NLP received proposals for funding. Through these capacity building workshops, members from language clusters increased their knowledge and awareness on: implementation of the official languages policy and social integration; developing project proposal; team building and leadership skills.

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

Indicator 1220.a: Number of events supported/ Indicator 1220.b: Number (m/f), type and geographic distribution of event participants

Events 2011-2014 Participants Male Female

1 International conference 2011 (NLP supported 50 students around the country. The total number of participants was approximately 560)

20 30

2 MNLSI Conference Publication 2012 324 216 3 MNLSI Welfare Society Event on Social Integration through Languages 2012 35% 65% 4 PEF Partner Experience Sharing Workshop May 2013 20 8

22 At the PSC meeting held in December 2011 23 Carole Fourier Executive Director of Dialogue New Brunswick participated in the project as a volunteer.



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

Indicator 1220.a: Number of events supported/ Indicator 1220.b: Number (m/f), type and geographic distribution of event participants

Events 2011-2014 Participants Male Female

5 Experience sharing workshops for language clusters December 2013 56 89 6 Unity Conference March 2014 763 437



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)

Target: 20% increase in number of cadre positions; with 90% filled 2011 Baseline 2012 2013 2014 Cadre Positions # Filled # Filled # Filled # Filled

Government Translators 571 202 210 219 247 Sinhala – Tamil 34 Sinhala – English 169 Tamil – English 44 Legal Draftsmen Department 26 3 3 6 5

Sinhala – Tamil Sinhala – English Tamil – English Translator Assistant 98 98 71 Sinhala – Tamil Sinhala – English 49 Tamil – English 22 MOJ Sworn Translators approved by MOJ but are not employed by the public service

801 926 1057

Translator Pool 132 132

Comment DOL had 15 new cadre positions plus 3 superintendents to staff the new translation center. There has, however, been a steady increase in MOJ approved freelance translators.


The shortage of cadre translator positions and the dearth of qualified candidates is a longstanding problem in Sri Lanka and a long-term proposition to correct. It is not likely that there will be movement within the life of the project but this can only be determined through a proper survey.



Indicator 2000.b: Ratio of language spoken by public officials to language spoken by population in selected geographic sites [DSD and Local Authority (LA)] 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 Target: All partner institutions (PI) have ratio of 1/1 or better for both Sinhala and Tamil

Name of Institution

% of staff who can work in Sinhala

% of staff who are working in Tamil

% of staff who can work in English

The area come under the particular

Institution’s purview Ratio of public servants to population speaking Sinhala

Ratio of public officers to population

speaking Tamil

% of population

whose Mother

tongue is Sinhala

% of population

whose Mother

tongue is Tamil

2012 2014 2012 2014 2012 2014 2012 2014 2012 2014 2012 2014 2012 2014

1 Vavuniya UC 50 20 98 100 40 20 3 3 97 97 50/3 >1/1

20/3 98/97 >1/1

100/97

2 Trincomalee UC 30 80 100 75 10 80 25 25 75 75 30/25

>1/1 80/25

100/75 >1/1

75/75

3 Kantale Pradeshiya Sabha

90 100 40 25 5 50 60 60 40 40 90/60 >1/1

100/60 40/40 =

1/1 25/40

4 Trincomalee General Hospital

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

85/30 75/70 >1/1

75/70

5 Mahamodara Hospital, Galle

100 100 1 5 20 15 95 95 5 5 100/95 >1/1

100/95 1/5 5/5

6 Galle MC 100 100 2 5 10 15 67 67 33 33 100/67 >1/1

100/67 2/33 = 1/15.5

5/33

7 Badulla MC 81 100 16 10 2 40 72 72 28 28 81/72 >1/1

100/72 16/28 = 1/1.75

10/28

8 Bandarawela DSD 100 100 14 14 16 16 72 72 21 21 100/72

>1/1 100/72

14/21 = 1/1.3

14/21

9 Nuwara Eliya MC

99 100 35 80 30 80 55 55 43 43 99/55 >1/1

100/55 35/43 =

1/1.4 80/43

Summary: 2012: 9 of 9 institutions have ratio of 1/1 or greater for Sinhala language; 4 of 9 institutions have ratio of 1/1 or greater for Tamil language; 3 are close to 1/1 for Tamil; 2 are not close to 1/1. 2014: 9 of 9 institutions continue to have a ratio of 1/1 or greater for Sinhala language; 5 of 9 institutions have ratio of 1/1 or greater for Tamil language Indicator 2000.c: Level of citizen (m/f) satisfaction of access to services in both national languages and respect for language rights in selected geographic areas

December 2011 December 2012 December 2013 December 2014- June 2015

Baseline

TAF to develop and execute a citizens survey at model sites

Site-based citizen feedback surveys could not be conducted as TAF’s field presence in the model sites was discontinued since January 2014. Though efforts were made to conduct telephone-based interviews with citizen representatives from the



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

December 2011 December 2012 December 2013 December 2014- June 2015 language committees’ set-up at the model sites, they were not successful.


Model sites expressed interest in citizen satisfaction surveys to corroborate what they felt was improved services. Proxy and process indicators suggest that there has been progress in this indicator but only a proper survey can make that determination with any degree of credibility. The Ministry intends to conduct such a survey in 2014. See of the Evaluation.

Results over the life of the project The project worked to ensure that citizens have access to public information and services in the language of their choice, and that both Sinhala and Tamil are respected as official languages of the country. It was within this framework that TAF’s role to support innovative models of local service delivery (under immediate outcome 2200) was defined. The key objective was to work with a set of selected model sites to enable “service delivery in the language of choice” through an iterative process. TAF systematically identified 14 partner government institutions from a variety of multi-ethnic locations around the country, thereby providing interesting typologies to compare insights and experiences. These carefully selected model sites spanned six provinces - including three tiers of local government (four municipal councils, two urban councils and one Pradeshya Sabah), a divisional secretariat, three teaching hospitals and three police stations. These 14 model sites have demonstrated that with very simple innovations, and by providing direct, customized engagement, technical support and facilitation, the official languages policy can be effectively implemented within the existing government structures. The language planning processes that TAF facilitated in these model sites provide a firm basis to develop a replicable blueprint that can easily be used for similar efforts at other institutions across the country. Each partner model site, supported by TAF, embarked on a facilitated language planning process. Informal visits, interactions and consultative discussions built relationships, helped create greater understanding and awareness on the official languages policy, identified the most appropriate people to serve on planning teams and culminated in the administration of a self-assessment checklist to ascertain their level of implementation. The checklist, conceived, designed and prepared by TAF staff, became the key innovation that transformed an otherwise technical planning process into a practical, informative and productive exercise. Thereafter, comprehensive, individualized language plans were formulated for each site and an action plan developed with identified priorities. This process for developing language plans has captured in The Guidebook for the Preparation of Language Plans by Public Institutions, published by the MNLSI and supported by the project. It is available to any government entity interested in embarking on a similar path. Immediate Outcome 2100: Enhanced delivery of translation and interpretation services and translator and interpreter training programs

Indicator 2100.a: Level of capacity of DOL to coordinate and provide translation services to government institution

Target: Good 2011 2012 2013 2014 2015

Baseline: Weak 9 of 15 positions unfilled

Fair Good Good Good

Rubric: Level of capacity of DOL to coordinate and provide translation services to government institutions 1. Weak: 9 out of 15 positions unfilled



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

2. Fair: approval for new positions 3. Good: translation centre opened and new positions filled 4. Very good: DOL has an operational structure for managing translation services to other government

institutions 5. Excellent –translation centre is producing timely and high quality translations


DOL capacity has definitely been enhanced for a task that will only grow with the systematic implementation of official languages policy. It is definitely reasonable to conclude that NLP played an important role in that change, particularly with the establishment of the Translation Center. As a bureaucratic institution that has existed since 1956 with its own way of doing things, DOL has shown a very encouraging openness to new approaches, including the idea of aligning with international norms regarding: a) language; and b) language competency. It has shown commitment to continuing improvement in its services.

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

Target: Generally adequate, with priority glossaries updated and available online

2011 – Baseline 2012 2013 2014-2015 Barely adequate: 5 glossaries updated in last 5 years (2007); 11glossaries on the DOL website, but only in Sinhala and English

Barely adequate: Recommendations in place for priority list of those to be developed

Almost adequate: 2 glossaries from 2 subject areas were updated searchable in all 3 languages, 2 new trilingual glossaries to be developed

Generally adequate: with priority glossaries updated and available online in all 3 languages. Glossaries produced: 1.) Communication; 2.) Economics, 3.) Counselling and 4.) Names of official designation

Adequacy of glossaries and terminology resources to support government translators (self-assessed): 1. Barely adequate: 5 glossaries updated in last 5 years (2007); 11 glossaries on the DOL website, but only in

Sinhala and English 2. Almost adequate: 2 glossaries from 2 subject-areas were updated searchable in all 3 languages (Draft). 2 new

trilingual glossaries to be developed 3. Generally adequate: with priority glossaries updated and available online 4. Adequate: trilingual glossaries available online. Evaluation Findings page 38

There is slow movement on glossaries. NLP has contributed to specific improvements, largely fulfilling stated expectations but the tasks remaining are considerable. DOL has the knowledge needed for these tasks but is constrained by resource limitations.

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

2011 – Baseline 2012 2013 2014 2015 To be entered after capacity survey is completed

Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses Survey completed but focused on second language and not on translation training.


There are some actual and projected outputs in terms of translation training by NILET. It would be premature for the Evaluation to state that the level of NILET capacity has been increased in this specific area, beyond exposure during a TEM. NLP continues to work with NILET, however, including development of a guidebook for translators.




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

Target: Program approved at 2 universities

December 2011 Baseline

2012 2013 2014

No programs

Report with recommendations by NLP expert Luise von Flotow to establish curriculum development committee to design model curriculum for each university

Standard curriculum developed for Universities: Jaffna, Kelaniya and Sabaragamuwa. BA in Practical Translation approved by UGC

Presence of an undergraduate program at Universities of Jaffna; Kelaniya and Sabaragamuwa: 75 students commenced studies in fall 2014


Stated expectations for this indicator have been met, even exceeded. Furthermore, NLP’s contribution is clear and clearly recognized as substantial. Linkages through the TEM, TA from the UO School of Translation and Interpretation and NLP staff support described as ‘always proactive, enthusiastic and encouraging’ were key. Though creation of such a program had been considered for some time, respondents observed that universities often don’t take initiatives and NLP was able to break through that inertia. An important remaining task, however, is the recruitment and training of professors able to teach in the new experiential methods.

Results over the life of the project DOL has enhanced its capacity to deliver translation services. A functional review of existing translation services through DOL was completed with recommendations that included a reorganization of DOL and the need to establish a translation centre which had been a constant recommendation in numerous reports, spanning over 15 years, many funded by DFATD. NLP managed to move beyond recommendation phases to implementation. This was accomplished in part as a result of NLP expert Gabriel Huard who prepared24 a report with a concrete plan on how to establish the translation centre. DOL utilized this plan and with NLP’s support, equipped the centre with workstations, dictionaries, computers and printers. More importantly, 15 new translation cadre positions and 3 superintendents of translation cadre positions were approved. This new Centre facilitated the transition of translators’ work from pen and paper to computer. It was a major step but it illustrates the enormity of the task confronting DOL to provide translation service as well as coordinate translation services with other government departments in Sri Lanka. A one-year training program, initiated by Gabriel Huard for the new translators was completed in 2014. There is much work yet to be done, more than the life of this project. The translation centre is only the first step in a much larger process. NLP supported the commissioning of a Survey on Translation and Interpretation Services. DOL shared the findings and recommendations with all stake holders including relevant ministries, NILET, Public Service Commission and Translators’ Union. The survey mapped the shortcomings and gaps of the current translation system in Sri Lanka and advocated for a change of approach. The survey underscored 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. This survey also added gravitas to the working relationship developing between the UGC and DOL in relation to translation studies.

24 A Study Report on the Establishment of a Translation Centre, April 5th, 2012




An ACT services was established to coordinate government agencies, UCG, universities, the Translation Union and other stakeholders involved in translation. A significant result of the project was the approval of a BA program in Translation at the Universities of Jaffna, Sabaragamuwa, and Kelaniya. With the approval of the curriculum by the UGC, the universities commenced intake of 25 students per university in late-2014 to begin the program for the academic year 2014/15. UGC also approved new cadre teaching positions and agreed to allow use of DOL senior translators as instructors for the practicum portion of the program. This common curriculum BA program in Translation was developed by the Universities of Jaffna, Sabaragamuwa, and Kelaniya with guidance of UGC and technical support of NLP. The ACT services agreed to participate in the program and curriculum development. Using the “Study Report on Translation and Interpretation Training and Services” December 2011 by Professor Luise von Flotow’s above report as a starting point, the UGC curriculum development committee proposed a model course of study for a BA in Translation with the three universities. The draft curriculum was further developed during the September 2013 TEM to Canada in meetings with their academic counterparts. The Secretary UGC as a delegate on that TEM established linkages with UO, Glendon College at York University and Concordia University and strengthened institutional links between Canada and Sri Lanka’s higher education sector. Unexpected results The speed at which the universities were able to come together and reach an agreement on a shared curriculum for a practical BA in translation. The high enthusiasm for the new program: over 500 students have applied to Sabaragamuwa University alone for 25 positions. The UO has offered to provide Ph.D. students to teach courses for the new BA program. In July 2015, the first MoU is being concluded between the UO and Jaffna University to send a Ph.D. student to teach a course in translation. Output 2110: Plan for translation centre developed and approved

Indicator 2110.a: Report on existing supply and demand for translators and translation services

2012 Survey being developed and finalized 2013 Survey report completed and results shared with stakeholders

Cumulative results:

Report entitled: “Survey on Translation and Interpretation Services in Sri Lanka” completed August 2013

Indicator 2110.b: Presence of plan for translation centre including mandate, functions and institutional arrangement

2012 A Study Report on the Establishment of a Translation Centre, April 5, 2012 by Gabriel Huard, NLP Translation Services Specialist

2013 Plan implemented: Translation centre opened; 18 new cadre translators approved and filled Results over the life of the Project

“Survey on Translation and Interpretation Services in Sri Lanka” was completed in August 2013 and shared among over 70 stakeholders including the Ministry, members of the ACT services, other interested ministries and the Translation Union. In January 2014, the Translation Centre was opened based on the report prepared by Gabriel Huard in April 2012.



Output 1160: DOL functions reviewed and enhanced-PLEASE note: this output was folded into 2110 in AWP 2013

Indicator 1160.a: Presence of a report and recommendations on DOL institutional strengthening

Results over the life of the project

June 2012 Achieved with the completion of 1) A Study Report on the Establishment of a Translation Centre, April 5, 2012 by Gabriel Huard, NLP Translation Services Specialist and 2) : Report on the Review of functions and works processes of the DOL, June 2012 by the Ministry of Public Management Reforms. These reports provide recommendations on institutional strengthening of DOL and complete with a plan for a translation centre including mandate, functions and institutional arrangements.

Indicator: 1160.b: Number of officials (m/f) trained by type of training

Type of Training Male Female TEM to Canada to – examine the Translation Bureau; its functions and administration

1 1

IT Training for newly recruited Translators and existing Translator Assistants 5 18 Translator Trainings: were delivered over one year; four-days per month. Apart from 15 new recruits 10 translator assistants were also underwent this training.

8 17

Totals 14 36 Cumulative Total 50

Indicator: 1160.c: Presence of linkages with Canadian counterparts

Canadian Linkages 2011 2012 2013 2014 2015 Canadian Expert Gabriel Huard, former Director, Terminology Standardization, Translation Bureau of Canada

TEM Translation Bureau of Canada TEM NB Translation Bureau Canadian expert Hilaire Lemoine Institute of Official Languages and Bilingualism UO Results over the life of the project DOL has undergone significant institutional strengthening with the implementation of many of the recommendations from its functional review. It is training of its officials and has worked to strengthen its institutional ties with Canadian counterparts. DOL commenced a training program for its translators working in the translation centre. Unexpected outcomes With the resent transfer of DOL to the MOPA, DOL will be recommending to oversee and conduct training programs for all government translators and establish a quality control mechanism for translation services in all ministries. Output 2120: Translation centre established and operational

Indicator: 2120.a: Number of staff (m/f) trained to operationalize centre

2011 2012 2013 2014

15 new staff positions approved and hiring has been completed with training to take place in 2014

15 new staff trained



Indicator: 2120.b: Number of translation tasks assigned by centre per month

2014: Email requests: From the establishment of the translation center in January to July 2014, 50 email requests were received by the DOL. The DOL stopped receiving requests through email as the website was revamped to cater to more user friendly for its clients. From May 2015 DOL has again started receiving requests through email (ten requests each month up to now). According to DOL, the clients still prefer to send their requests in hard format. DOL has started to make clients aware of the email systems. Results over the life of the Project The translation center was opened in January 2014 and the translation expert is working with DOL to develop systems to manage the flow of work. Comprehensive staff training was completed. With the revised website, DOL has added an email request system for translation requests from other government departments. Output 2130: Translator training programs strengthened in NILET

Indicator 2130.a: Number of NILET trainers (m/f) given advanced training to train working translators and interpreters

Indicator 2130.b: Curriculum review and revision

Results over the life of the project The focus and priority of NILET continues to be second language training for public officials. NLP provided some TA to NILET to review the quality of the existing syllabus in Diploma in Translation and prepare a Standard Curriculum for Diploma in Translation for NILET. NLP contracted Professor Asoka Premaratne, who was instrumental in preparing BA in Translation Program for Universities. The project encouraged the ACT services to review this in its discussions on translation issues. Output 2140 Undergraduate translator/ interpreter programs established in universities

Indicator: 2140.a: Presence of program proposal developed and approved by university authorities and UGC

2011 2012 2013 2014 Expert Report completed

Universities of Jaffna, Kelaniya and Sabaragamuwa draft program proposal

Universities and UGC form a Curriculum Development Committee and draft curriculum for a BA in Translation. Achieved UGC approved BA program for the three universities and approved two additional cadre positions for each university and the use of DOL /NILET or other senior translators as lecturers

75 students registered in the BA program in three Universities

Indicator 2140.b: Number of translation courses for which curriculum and curriculum materials have been developed

2011 2012 2013 2014 0 0 UGC approved BA with 90 credits 90 credits

Results over the life of the Project The undergraduate degree program in Translation was developed with 90 course credits. Seventy-five new students have commenced their studies in academic year 2014/15 after UGC approved the model curriculum developed by the Universities of Jaffna, Sabaragamuwa, and Kelaniya. UGC approved two new cadre positions for each university and use experienced translators from DOL and NILET as lecturer for the approved degree program. Three universities drafted the model curriculum with the guidance of UGC and technical support of NLP. This draft



Output 2140 Undergraduate translator/ interpreter programs established in universities

curriculum was further developed during the TEM to Canada in meetings with their academic counterparts in Canada; Secretary UGC was able to established linkages with the UO and the University of Toronto to strengthen links between Canada and Sri Lanka’s higher education sector. Unexpected outcome The speed at which the universities were able to come together and reach an agreement on a shared curriculum for a practical BA in translation. The high enthusiasm for the new program: over 500 students have applied to Sabaragamuwa university alone for 25 positions. Output 2150: Key glossaries developed or updated

Indicator 2150.a: Number of glossaries updated and Indicator 2150.b: Number of glossaries developed

2011 –-2013 2014

Completed: 1) Economics 2) Communications

Completed Glossaries: 1) Economics 2) Communications 3) Counselling 4) List on Names of Government Departments and Official Designations

Results over the life of the project The evaluator found that: There is slow movement on glossaries. NLP has contributed to specific improvements, largely fulfilling stated expectations but the tasks remaining are considerable. DOL has the knowledge needed for these tasks but is constrained by resource limitations. The evaluator based her conclusion on her visit in March 2014. At that time none of the glossaries planned in the two-year contract of the Glossary Directors had yet been published. However, work on the glossaries is not a linear operation where the glossaries are completed sequentially. A number of specialists were contracted to develop a number of glossaries. As a consequence, given the work involved, none of the glossaries were completed in the first year. In development: 1) counselling, and 2) list on names of government departments and official designations. Unexpected results All computer-equipped translators have easy access to the website and the tools it contains. However, in a country where the majority of translators do not have access to a computer, a free, distribution of existing paper glossaries would do miracles. However, DOL seems to be stuck between a rock and a hard place: according to rules, it cannot ‘give away’ its glossaries and managers across the country are not buying them (either because they don’t know of their existence, or because translation requirements are not a priority). A decision by the Secretary or the Minister might be necessary. Output 2160: Terminology unit/bank set-up

Indicator 2160.a: Presence of approved development plan for terminology unit and terminology bank including mandate, functions and institutional arrangements

2012 April 2012: A Study Report on the Establishment of a Translation Centre, by Gabriel Huard, NLP Translation Services Specialist included a chapter with recommendation on how to develop a terminology Bank, including how to utilize the DOL website Indicator 2160.b: Presence of terminology unit

2013 2014 Job description for terminologists prepared and a Terminology unit: New website will fulfil some of



Output 2160: Terminology unit/bank set-up

terminology unit was added to the organizational chart; request for approval of new Terminologist positions in 2013 was not granted; a detailed list of requirements to improve both the Terminology Bank and DOL’s website.

this role as it will have capacity as a search engine to provide terminology in three languages. DOL will seek approval again for new Terminologist positions.

Results over the life of the Project In 2013 the DOL request for approval of new Terminologist positions was not granted. However with the refurbishment of the website, it will have the capacity as a search engine to provide terminology in three languages.



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

Indicator 2200.a: Level to which key government institutions in selected sites are implementing the official languages policy requirements for provision of documents and signage in three languages, language training for staff, bilingual reception etc.

Baseline: 32.3 / 100 (average score; lowest score was 18, highest was 49) Target: 70 / 100

Evaluation Findings

Page 46

Expectations as defined by this indicator have been fully met. The self-assessment checklist method and small fund for starter initiatives toward improvement of the official languages policy implementation have been highly successful. Exposure visits between model sites had multiple positive effects. TAF’s long experience with local governments accelerated the pace of engagement. Useful lessons have been learned and a well-oiled system is now ready for replication by the Ministry.

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

Target: 8 models completed and several being replicated Model Sites 1 Galle Municipal Council 2 Nuwara Eliya Municipal Council 3 Colombo Municipal Council 4 Badulla Municipal Council 5 Trincomalee Urban Council 6 Vavuniya Urban Council 7 Kantale Pradeshiya Sabha 8 Vavuniya Police Stations 9 Trincomalee Police Station



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

Target: 8 models completed and several being replicated Model Sites 10 Nuwara Eliya Police Station 11 Galle Mahamodara Teaching Hospital 12 Trincomalee General Hospital 13 Peradeniya Teaching Hospital 14 Bandarawela Divisional Secretariat Level of implementation of Language plans with supporting resources 2011 Baseline no language plans in any of the model sites 2012 9 model sites have language plans in progress; only Nuwara Eliya has made efforts to find

additional resources to support their language planning 2013 14 model sites have partially implemented language plans. 7 model sites are made efforts to

find additional resources to support their language planning 2014 14 model sites have language plans being implemented and all are making efforts to find

additional resources.


The Evaluation Team can confirm that intentions and commitment were strong at all model sites visited. In the few instances where planned activities appeared incomplete, there were sensible reasons – along the lines of challenges noted under the foregoing indicator. There was strong evidence that model sites took full ownership of the whole process.

Indicator 2200.c: Quality of institutional language plans in model sites including practicality, effectiveness and diversity and gender-sensitivity

Target: Good quality plans in all institutions are being effectively implemented

As of 2013 in each of the model sites there has been installed Trilingual reception /Front-office services; trilingual signage in public areas and trilingual forms and information brochures available for citizens.


The Evaluation Team did a cursory review of these plans and looked more carefully at the plans for sites to be visited. Though of variable length and depth of analysis, the plans are a good product. Respondent comments were consistent with the plans, suggesting that they are practical, effective tools. The plans reflect TAF’s rigorous and inclusive method for helping language committees think through the process.

Indicator 2200.d: Quantity and quality, including diversity and gender-sensitivity, of material to promote and support replication of innovative good practices in the official languages policy implementation at community and local government-level

Baseline: No materials Target: At least 12 good practices documents and one booklet developed

Materials

1 “Good Practices of Official Language Policy Implementation in Sri Lanka” Trilingual publication: 10 practices

2 Self-administered “Checklist” – for public institutions to establish baseline data for language planning. 3 Guidebook for the Preparation of Language Plans by Public Institutions 4 A two-page “protocol” to guide the preparation of the public institute language plans



Indicator 2200.d: Quantity and quality, including diversity and gender-sensitivity, of material to promote and support replication of innovative good practices in the official languages policy implementation at community and local government-level

5 14 Language Plans and overview papers of the model sites that can serve as examples 6 7 “Case Studies” which detail innovative practices implemented in selected public institutions 7 3 program Exposure Tour Summaries 8 A Guidebook on “How to Conduct an Exposure Tour” 9 Experience Sharing Workshop Report

10 Video “Winning the Hearts and Mind” a documentary on the exposure visit to Galle, prepared by TAF

11 Video: “Road not taken” a documentary on the exposure visit between Nuwara Eliya and Badulla Municipal Council prepared by TAF

12 Video “Language Rights: Lessons from the East and North”: a documentary on the exposure visit between model sites from Trincomalee, Kantale and Vavuniya prepared by TAF

13 Video on “How to Prepare a Language Plan”, prepared by TAF 14 Terms of Reference (ToR) for Working Committee on Language Planning at the MNLSI 15 Inventory of Capacities Required for Implementation of Language Planning Process 16 Capacity Assessment Benchmark of Working Committee, NIPAs and RPCs 17 12 Handouts/Brochures on language and related services for MNLSI Front Office 18 Document on Frequently Asked Questions on the Language Planning Guidebook 19 Inventory on Resource Pools for Replication of Model-Site Experience 20 Training Module on Language Planning Process for MNLSI Working Committee 21 Training Module on Language Planning Process for NIPAs 22 Training Module on Language Planning Process for Institutional Focal-Points 23 Report on Training Workshop for MNLSI Working Committee


TAF/NLP produced an excellent booklet of case studies that can inspire as well as guide other public institutions. Self-assessment checklists and language planning templates have been effective tools helping model sites to determine where they need to progress and with what concrete steps. Videos presented at the National Experience Sharing Workshop had the effect of reinforcing vertical integration, which will be of great value for the scaling up of model sites to public institutions across the country.

Results over the life of the project The project systematically identified 14 “model” government institutions from 6 provinces which included 4 Municipal Councils; 2 Urban Councils; 1 Pradeshiya Sabah; a Divisional Secretariat, 3 teaching hospitals and 3 police stations. Each partner model site, supported by TAF, embarked on a facilitated language planning process. Informal visits, interactions and consultative discussions built relationships and helped create understanding and awareness on the official languages policy. The planning process utilized a self-assessment checklist to ascertain their level of implementation. The checklist transformed the planning process into a practical, informative and productive exercise. Thereafter, comprehensive, individualized language plans were formulated for each site and an action plan developed with identified priorities. The self-assessment checklist enabled each model site to identify gaps within their own institutions, focusing on the three key checklist criteria areas: 1) visibility of language policy implementation; 2) evidence of institutional commitment towards implementation; and 3) performance of language policy support mechanisms. Once identified, key priorities of each institution were selected for further financial and technical support under the NLP. Small grants were provided to enable model sites to implement these identified priority activities that included improvement of trilingual signage, translation and preparation of trilingual forms and guidelines and staff training for improved respect for language rights. This



Indicator 2200.d: Quantity and quality, including diversity and gender-sensitivity, of material to promote and support replication of innovative good practices in the official languages policy implementation at community and local government-level process for developing language plans was captured in The Guidebook for the Preparation of Language Plans by Public Institutions, published by the MNLSI and supported by the project. It is available to any government entity interested in embarking on a similar path. These model sites demonstrated that with very simple innovations, direct, customized engagement, technical support and facilitation, the official languages policy can be effectively implemented within the existing government structures. The language planning processes facilitated by the project provided a basis on which to develop a replicable blueprint that can easily be used by other institutions across the country. As a result of this support, Trincomalee General Hospital introduced trilingual signage and prescription medicine packets with easily read trilingual instructions for patients; the Nuwara Eliya Police Station established a trilingual complaint receiving system; Nuwara Eliya Municipal Council made its local pre-school trilingual; the Bandarawela Divisional Secretariat established a trilingual front office where the public could gain access to services. Several model sites used information technology, including teleprompters and public address systems to communicate more effectively with the public in all three languages. Unexpected results In the recent replication phase of the project, TAF produced a range of critical documents and material towards ensuring sustainability of the language planning process and model-site experience. Working with MNLSI as the focal agency for replication, ToRs for a Working Committee was prepared and the capacities of the Working Committee and the NIPAs for implementing the language planning process was assessed and presented in detail against an identified inventory of capacities required. Proposing a front-office as an important feature of the language planning process, the project developed a series of handouts and brochures that would empower the MNLSI to better respond to questions and requests from institutions interested in replicating the language planning process. Similarly, TAF also prepared a document containing detailed responses to Frequently Asked Questions, based on the previously-prepared Language Planning Guidebook (see Material #3). Further supporting replication efforts, drawing on the model site experience, TAF prepared an inventory of resource pools of individuals at the level of institutional focal point officers who have been identified as potential resources of expertise that the National Languages and Social Integration Division (NLSID) may utilize to replicate the language planning process at other institutions. The development of three training modules on the language planning process for the MNLSI Working Committee, the NIPAs and the Institutional focal points represent a very critical input to this particular project phase. Customized to suit each target category, the three modules may serve as a comprehensive blueprint for trainers and other relevant stakeholders at the NLSID and MOPA keen to take the language planning process forward. Based on the first module, TAF led a training program for members of the MNLSI Working Committee to empower these individuals to commence the language planning process with interested public institutions. Output 2210: Model sites established through multi-stakeholder collaborations Output 2240: Language plans developed in each institution including addressing human resource shortages Output 2250: Improved services through implementation of language plans at model sites

Each model site has achieved each of the following indicators: 2210 a: Level of support for model site selection from key project stakeholders: very high 2210.b: Presence of a Letter of Agreement in model site: letter signed in all model sites



2240.a: Number of participating model sites with language plans completed: 14 model sites 2240.b: Percentage of plans complying with MNLSI guidelines: 100% 2250.a: Number of plans approved and with budget allocated by institutional authorities: all 2250.b: Percentage of planned activities implemented by PI: 100% Results over the life of the project These outputs have been achieved: the MNSLI have indicated a high level of support for the model sites and all letters of agreement were signed and approved. Three outputs were combined in this chart as they all related to the work done by the model sites. Output 2210 relates to the level of support for the model sites, evidenced in part by signed letters of agreement. In all cases the level of support is high and all models sites signed letters of agreement. Output 2240 related to the number of model sites with completed language plans that comply with MNSLI guidelines. All model sites have language plans and while they in fact comply with MNLSI guidelines, they were developed in advance of the guidelines and the guidelines were drawn up as a result of the model sites’ experience. Output 2250 examines whether plans have budgetary support and how many activated from the plans are actually implemented. In all cases the model sites have budgetary lines to support the language plans and the majority of all activities have been implemented. The latter was confirmed in the evaluator. Output 2220: Good Practices Documented

Indicators 2220.a: Number of existing good practices identified and 2220.b Quality of good practices document/booklet in three languages

December 2011 through to June 2013 2013 2014 NLP in consultation with the MNLSI documented the 10 good practices and produced a trilingual booklet.

Trilingual 10 Good Practices Booklet published

Results over the life of the project 10 existing good practices were documented and published in a trilingual book. This output was completed with the publication of the book of good practices.

Output 2230: Community Roadmaps Developed

Indicator: 2230.a: Number of community consultations completed to assess context, set priorities and develop Roadmap

Indicator: 2230.b: Number of multi-stakeholder community Roadmaps formulated to improve bilingual service delivery and social integration

Comments: A decision was taken early on in the project to work with identified institutional model sites and it was agreed that the project should focus on institutional language plans at the local level rather than developing community Roadmaps.

Output 2260: Innovative Models Identified and Piloted

Indicator: 2260a: Number of innovations supported

30 innovations identified and piloted in 14 model sites of local delivery Trilingual Service and Documents 1 Trilingual front office reception for citizens 2 Trilingual touch screen kiosk to provide information to citizens in the language of their choice 3 Trilingual signage 4 Trilingual forms, applications, service guides and brochures 5 Trilingual video clips on service delivery broadcasted through a teleprompter



Output 2260: Innovative Models Identified and Piloted

Indicator: 2260a: Number of innovations supported

6 Trilingual daily bulletin 7 Registration of births and deaths in the language of choice 8 Trilingual prescription drug instructions 9 Trilingual public address system 10 Trilingual preschool drawing books, story books and songs 11 Bilingual Complaint book at front office of Police station 12 Trilingual health and hygiene information Promoting Second Language Skills of Staff 1 Introduction of designating Monday as “Tamil Day” where staff are expected to use Tamil for informal

conversations amongst themselves 2 Tamil and English Language classes for staff 3 Collaborating with NILET to provide second language training for staff 4 Training of preschool teachers on language diversity and innovative trilingual teaching methods 5 Second Language training for police officers Using Second Language in the Work of the Institution 1 Tamil dialogue packages-for use with hospital patients 2 Bilingual municipal council meetings 3 Bilingual utility services and permits at municipal council 4 Trilingual unit of victims of domestic violence 5 Trilingual materials from Central Provincial Council Cultural Activities 1 Tamil cultural programs for staff 2 Tamil cultural circle – to introduce Sinhala police officers to Tamil cultural and traditions Organizational Change to Promote Bilingualism 1 Comprehensive staff re-organization according to language skills and redeploying bilingual staff to serve the

public 2 Bilingual operations room: which serves as a forum for community outreach as well as a place for junior and

senior staff to meet together on language issues; raise awareness of OPL and cultural understanding 3 Establish a pool of translators 4 Development of lending library of Tamil books and study materials for staff 5 Exchange of information and materials with other hospitals – e.g., Sinhala materials exchanged for Tamil

materials form other hospitals 6 Regular meetings of the Committee on language plan and implementation Indicator: 2260.b: Quality of reports on model sites language plan outcomes

Results over the life of the project

As part of implementing language plan at the model sites produced regular reports on results achieved. The TAF field team have reviewed and evaluated these reports as against actual results to confirm the results reported. Seven case studies were developed to show case results achieved in seven model sites to be shared with other institutions as part of the larger replication process.



Output 2270: Good Practices Documented and Disseminated

Indicator 2270.a: Number of new (NLP supported) good practices documented and 2270.b Level of institutional support for dissemination

TAF worked with the model sites to document seven case studies and to produce four videos 1. The Road Not Taken 2. Winning the Hearts and Minds 3. Language Rights from the East and North 4. How to make a Language Plan

Results over the life of the project A measure of the level of support from the ministry and Secretary –could be demonstrated by the number of copies, where it was sent and to-to whom it was distributed. Unexpected results Output 2280: Innovative Models Replicated

Indicator 2280.a: Number of replication sites Indicator 2280.b: Level of institutional support for replication

December 2013 2014 June 20154 9 original model sites; 5 more were added. Total: 14. As a result of the national workshop in August 2013 to consolidate learning and share the results of the successes from the model sites with senior government members, the MNLSI 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

Very high. MNLSI is developing a replication plan with TA from TAF

Results over the life of the project Innovative models were not replicated as the focus of the current reporting period was on building capacities for replication at the MNLSI and the development of materials relevant to this (see 2200d above)


4 PROJECT APPROACHES AND STRATEGIES

The NLP has been praised for the results achieved and on repeated occasions was described by the Canadian High Commissioner in Sri Lanka as the DFATD “flag ship “project. The independent external evaluation as summarized in the previous chapter applauded the project: “NLP is a well-designed, well documented project. Management has invested strategically to maximize results and has made appropriate use of human resources…there is no shortage of evidence that NLP was relevant to the needs of Sri Lanka and that it continues to have high level administrative-political endorsement. It is used by the Government of Sri Lanka to demonstrate progress in the implementation of LLRC recommendations regarding official languages policy. As a responsive project it was highly relevant to the needs of the Ministry and its three institutes”. (See pages 65 and 67 of the Evaluation Report). This chapter will examine the approaches and strategies employed by the project to achieve its results. Results at the Intermediate level The Project implementation Plan set out the project’s outcomes below

ULTIMATE OUTCOME

Increased respect for language diversity and language rights within the public service and among citizenry

INTERMDIATE OUTCOMES

1000 Enhanced public sector leadership of

national languages policies and programs

2000 Increased citizens’ access to public

communications and services in national language of choice

Ï Ï Ï Ï Ï

IMMEDIATE OUTCOMES

1100 Increased capacity of MNLSI to plan, manage, monitor and mainstream gender in implementation of the official languages policy

1200 Increased awareness 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 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

NLP contributed to the ultimate outcome of the project through enhancing the Government of Sri Lanka’s capacity to undertake more effective medium and long-term planning and implementation of their official languages policy. The project increased opportunities for citizens to obtain public information and services in the official language of their choice. This led to an increased respect and appreciation for Sinhala and Tamil as equal national and official languages. Evidence of this increased respect for language diversity can be seen with the reorganization of Cabinet in January 2015 where the responsibility for implementation of official languages policy was changed from a small stand-alone ministry to a Division within the MOPA. Under this ministry, the languages

4 Project Approaches and Strategies


portfolio has a stronger voice at the Cabinet table. The Minister will present the Roadmap to Cabinet. The ministry is responsible for all government employees and establishing cadre positions. It is within its mandate to designate bilingual positions, determine criteria and standards that need to be met. It is ideally situated to develop and implement a bilingual public service. This is especially important for the translators-who currently are classified as clerical staff-but successive recommendations have urged that this classification be changed to professional class. Other evidence of the Government’s increasing respect for language diversity was with the Unity Conference in April 2014 where a “Peoples’ Charter for National Unity” was signed by the President as well as members of the Cabinet and citizens at large. This charter recognized “the right of every citizen to use and demand services in Sinhala and Tamil.” Intermediate outcome 1000 level results have demonstrated a marked enhancement of public sector leadership of national languages policies and programs, as confirmed through assessments and evaluations. This has been accomplished through:

x TA led by the OLBI at the UO under the leadership of Hilaire Lemoine to MNSLI that developed a government wide Roadmap as a practical tool to systematically implement official languages policy across all government institutions.

x Uses of surveys to assess bilingual capacities of targeted ministries, results analyzed by a newly developed database provide evidence that informs targeted ministries on their respective language action plans.

x TA that developed resource materials and tools such as the “Guidebook for the Preparation of Language Plans by the Public Institutions” to support the Roadmap process.

x Enhanced staff's capacity (at MNLSI and institutions OLC, DOL and NILET) through training and mentoring).

x TEMs to Canada which connected Sri Lankan officials with their Canadian counterparts and established institutional linkages and peer-to-peer, practitioner oriented learning opportunities, linkages will continue after NLP.

x TA to the OLC that enhanced their capacity to monitor and audit the official languages policy and strengthened its institutional framework.

x Fostering institutional linkages between the Office of the Commissioner of Official Languages of Canada and the Official Languages Commission of Sri Lanka. Supporting the Official languages Commission to be a founding member of the IALC.

x Commissioning a survey of second language training to lay a foundation for NILET to enhance its capacities to deliver second language training.

x Small public-funded grants enabled local NGOs to support and promote bilingualism in their communities.

Intermediate outcome level 2000 results were achieved and policies procedures and practices institutionalized as confirmed through assessments and evaluations, which has led to increased citizens’ access to public communications and services in national language of choice. NLP has supported:



x Department of Languages to establish a translation centre equipped with computers and printers; linked by a server with terminology and updated glossaries available on the revamped website. The center has become a focal point to enhance the role and importance of translation in implementing the official language policy.

x 18 newly approved cadre positions for translators within the translation centre. These translators have a modern workplace and have made the transition from pen and paper to a supportive environment that recognizes their skills and provides ongoing training and mentoring. NLP supported a training program for translators that spanned one year.

x The establishment of an ACT which includes government representatives, academia and the translators union. This committee monitors the needs of the translation sector and provide informed advice and recommendations to the Government of Sri Lanka.

x The establishment of a BA degree Program in Translation at the universities of Jaffna, Kelaniya and Sabaragamuwa with the first intake of students in 2014.

x TAF mentoring 14 model sites at the local level which pioneered the development and implementation of institutional language plans, a process which the ministry will replicate.

Approaches and Strategies NLP was a TA project to support the MNLSI to develop practical strategies to implement their official languages policy. It was designed and built collaboratively with the leadership from the MNLSI. The Secretary of MNLSI, Mrs. Wickramasinghe as co-chairperson of the PSC maintained a strong leadership role throughout the project. She led the design phase technical exchange mission to Canada, which exposed her delegation to Canada’s experience in implementing the official languages at the federal, provincial, territorial and municipal levels. This allowed the delegation to identify Canadian experiences and resources relevant to the Sri Lankan context and to collaborate with their Canadian counterparts to finalize the design of NLP. After this initial technical exchange, the Secretary with her team and Agriteam developed the project implementation plan. They carefully identified topics and areas that would best benefit from the experience that Canada had to offer through NLP, mindful of the limited resources the project offered. The project was designed to maximize the “value added” that Canada had to offer within very tight project fiscal constraints. Working with the logic model (Appendix C), the design team identified for each of the immediate outcome “challenges, gaps and needs”. This laid the foundation for the outputs from which the activities were developed. It is important to underscore that the needs of the Sri Lankan government to implement official languages policy were and remain much greater that the work contemplated and completed under NLP. The focus of the team was to design a realistic project that was achievable within the time and fiscal framework of the project and to maximize the value of the Canadian inputs. The project office in Colombo was under the leadership of Don Brownell, who, for the past 22 years has worked on development projects in Sri Lanka. His expertise and understanding of the political and operating environment in Sri Lanka as well as his reputation with government officials allowed NLP to quickly gain the respect and trust of our government partners. Furthermore, on a day to day basis, respect and trust was built through the skills and attitude of the predominately trilingual office staff.



Language Policy Advisor Hilaire Lemoine making the Presentation on Roadmap

Particularly with reference to NLP Program Managers, M. Thirunavukarasu and Mohomed Niyas, their understanding and sensitivity to the realities and constraints of public service employees resulted in realistic interventions that were greatly appreciated by the project partners. The NLP team became trusted external advisors.

The project key Canadian expert was Hilaire Lemoine, from the Official Languages and Bilingualism Institute at the UO. M. Lemoine is a retired senior public servant from the Government of Canada with more than 30 years of experience working on various aspects of implementing Canada’s official languages policy. His career spanned the crucial years where Canada struggled to develop practical mechanisms for implementing its Official Languages Act. This placed him in a unique position to appreciate where Sri Lanka was starting from and to access a wide range of Canadian experts to provide technical assistance.

Mr. Lemoine marshalled Canadian experts, provided them with a careful briefing of the Sri Lankan situation and served as a bridge between the Ministry, the project and other project experts to ensure that advice offered by the project was consistent and relevant to the needs of the project. This consistency in the advice provided was one of the factors that allowed MNLSI to achieve the results they did within the project confines. Through Mr. Lemoine, strong institutional linkages were developed inter alia, with the Office of the Commissioner of Official Languages; the Treasury Board Secretariat for Official Languages , Canadian Heritage, the Canada School of Public Service as well as from the UO: the OLBI; the School of Translation and Interpretation, and the Faculty of Law. As a direct result of these institutional links, three successful TEMs were organized in Canada for Sri Lankan senior officials and academics from three universities. Capacity Development Approach The NLP’s TA was delivered within a capacity development framework grounded in collaborative participatory approach. It can be understood as a process of individual, organizational and institutional change facilitated by both internal and external interventions.



Marc Tremblay with Mrs. Wickramasinge – S/MNLSI at the MNLSI

It was agreed during the design phase that the MNLSI and other partners would not be well served by a training culture that places effort on delivering ad hoc training interventions that end with a “training event” and the “hope” that change will follow. The project partners endorsed the application of a comprehensive systemic capacity development framework which would strengthened the enabling environment for language policy implementation built on a shared consensus amongst project partners. The partners formulated specific capacity development interventions from the consensus developed. The same framework and process was followed to develop the capacity of CSOs that focused on promoting and advocating for language rights, bilingualism, respect for linguistic diversity and social integration at national and local levels. What distinguished the capacity development delivered through NLP was the commitment to follow-up on training and technical assistance to ensure that new skills, resources and concepts were applied and assessed on the ground. Project staff worked with partners to reach consensus on any additional interventions to ensure that behavioral changes were institutionalized. This proven approach to supporting capacity development allowed project partners and institutions to achieve sustainable change as they followed the four step process outlined below. Stage 1 – Consensus Building: “Consensus” is the agreement among stakeholders on the need to enhance capacity to achieve organizational goals; to define which capacities and whose capacities to develop. This consensus was built during the design phase of the project and it continued throughout the project to ensure that each project activity was based on mutual understanding of how it will benefit partners and contribute to the outcomes of NLP. During this stage the project team assisted the MNLSI and its institutions to undertake an assessment and analysis of its current institutional performance and existing staff capacity and identify priority needs that should be addressed through the project’s capacity development interventions. Stage 2 – Strengthening Capacity: “Capacity” includes individual competencies (knowledge skills and attitudes) and organizational characteristics (procedures, structures, systems and technologies) that allow people and organizations to perform their functions. Capacity was strengthened through a series of capacity development initiatives facilitated through TA that supported partner organizations to develop and change. These activities were designed to complement and enhance government efforts and accompany the MNLSI and other partners as they strive to improve the way they carry out their mandates. Stage 3 – Application: This is when enhanced or new capacities are applied on-the-job and to the task at hand and new or improved procedures, technologies or systems are implemented to improve individual and organizational functioning and performance. The ability of any government or institution to change



individual, organizational and bureaucratic behaviors and implement new or revised policies is never easy and never quick. When combined with elements of cultural, gender and post conflict biases to overcome, the process of change can be daunting. During this stage, NLP was mindful of these elements as it assisted partners to use their new skills and systems to increase effectiveness, efficiency and equity and to measure the improvements in operations and service delivery related to the implementation of the official languages policy. The results achieved by NLP are all the more striking because of these factors. Stage 4 – Institutionalization for Sustainability: “Institutionalization” is where the new capacities are applied by an organization and become internalized and regularized within the organization, including within its internal statutes and budget. Policy changes and or regulatory approval from oversight bodies are made and necessary regulatory support and legal frameworks are in place. At this stage the NLP supported PIs to internalize a culture of continuous improvement based on their project experiences. The project developed specific programming approaches that followed these stages. The Roadmap: NLP introduced a Roadmap planning process as a strategy to implement the Official Languages Policy in Sri Lanka. This approach emerged through the project design phases where it was found that: «Although there is widespread public support for language rights and the implementation of the official languages policy in Sri Lanka, there is lack of clarity, direction and coordinated government planning with regard to official languages policy implementation and to national languages in general. There is no overarching national framework or strategy that clearly articulates the national vision, goals or objectives with regard to national languages that would provide a “roadmap” to comply with the directive principles regarding language rights set out in the Constitution. A national “roadmap” or “language plan” is needed that goes beyond the official languages policy, articulating the language “vision” and goals for the country and stating the importance of these to the nation. It would include both long-term and short-term goals and strategies to achieve them as well as the legal (policy and regulatory) framework and institutional arrangements. It would define the mandate, roles and responsibilities of all



government institutions and address the role of other stakeholders such as civil society, academe and the private sector. Accordingly, the Roadmap was developed as a strategy to address this lack of direction, clarity and action planning on national languages and to support a framework for the MNLSI to achieve the Immediate Outcome: Increased capacity, including capacity for gender mainstreaming, of the MNLSI to plan, manage and monitor implementation of the official languages policy and other policies and programs related to their mandate which directly fed into the Intermediate Outcome: Enhance public sector leadership of official Language policy and programs. Consensus Building: The Concept Paper: In May 2012, NLP prepared a Concept Paper: “A Strategy to Implement the Official Languages Policy in Sri Lanka: The Roadmap” (presented as Appendix E). This paper argued that, although the Government is committed to creating a society which promotes understanding, diversity and social integration through the knowledge, respect and appreciation of each other’s languages and culture, there is a need for a comprehensive national wide strategy to implement the official languages policy which encompasses all government institutions as well as civil society. This strategy must include a national level vision, a long term financial commitment, and articulate clearly the government’s plans and priorities in an action plan over a five-year of period in comprehensive planning document: the Roadmap. Cabinet subsequently approved the Roadmap concept. Capacity Strengthening: The Process The Roadmap initiative was launched in the spring of 2012 under the leadership and coordination of the MNLSI. Sixteen ministries and the Presidential Secretariat25with their respective institutions were identified on the basis of the direct services they provide to the general public and their agreement to develop a five-year action plan as a part of the overarching Roadmap. The long-term goal of the Roadmap is for government ministries and institutions to develop an action plan on how they will implement the official languages policy within their mandated responsibilities. The MNSLI developed the following initiatives to assist Ministries in preparation of their Action Plan:

1. An Inter-ministerial Committee chaired by Secretary/MNLSI was established with senior representatives of all participating ministries.

2. Focal Points identified within each ministry to lead Action Plan initiative. 3. Baseline survey developed and distributed to over 2060 government institutions to assess the

bilingual capacity of their respective institutions. 4. A central database developed and staff trained to collect and enter baseline information on

status of bilingual capacity of institutions and bilingual services provided.

25 Presidential Secretariat; MNLSI; Ministry of Public Administration and Home Affairs ;Ministry of Education; Ministry of Higher Education; Ministry of Provincial Councils and Local Government; Ministry of Finance and Planning; Ministry of Health; Ministry of Indigenous Medicine; Ministry of Justice; Ministry of Defence – Police Department and Civil Defence Force; Ministry of Child Development and Women's Affairs; Ministry of Youth Affairs and Skills Development ;Ministry of Social Services; Ministry of Culture and Aesthetic Affairs; Ministry of Transport and Ministry of Mass Media and Information



5. Individual information/working sessions with senior officials of participating ministries to identify priorities for enhancement of bilingual capacity and program initiatives.

6. An Island-wide survey was commissioned by DOL on needs of translators and requirements for effective translation services.

7. An assessment of the effectiveness of existing language teaching programs to public servants was commissioned by NILET.

8. OLC undertook a corporate review exercise and proposed amendments to its Act to better meet its mandate.

Application: The content of the Roadmap and Action Plans: The Roadmap is a comprehensive strategic planning document that articulates the Government’s vision for a bilingual/trilingual society. Its purpose is to ensure a coordinated approach for the implementation of the official languages policy, to identify priority areas for development and the necessary resources to enable good policy decisions. The Roadmap includes an Accountability Framework for proper monitoring of the Action Plans of specific ministries and effective reporting to Cabinet Ministers, Parliament and the general public. The Action Plans: (See “A Strategy to Implement the Official Languages Policy in Sri Lanka: The Roadmap” (Appendix E). For ministries participating in the Roadmap initiative, the action plan focuses on the required bilingual capacity within the respective ministries and their institutions to provide direct services to the public in the language of their choice. This includes provisions to enhance language proficiency of public officers, availability of all public documents and administrative tools, public building signage in three languages, etc. The Action Plan also describes the additional financial resources required over a five year period to achieve effective bilingual capacity. 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 will identify, bilingual capacity within the ministries and institutions, the measures necessary to ensure that their programs are delivered in both official languages and take into account the reality and needs of both linguistic communities, and identify the additional financial requirements to implement over a five year period. Proposed timeframe: The development of action plans by participating ministries and institutions and the successful implementation of these plans require time and ongoing support and monitoring. To contemplate a comprehensive one-time Roadmap proposal for Cabinet consideration, which would include all participating ministries and institutions identified at that time, was not seen as a realistic approach. It was therefore, decided that a phased-approach be taken in the development of the Roadmap, with Phase 1 focussing exclusively on the MNLSI and its institutions (DOL, NILET, and OLC). This allowed the MNLSI to develop an approach and to seek adequate resources to provide effective coordination, and support to the participating ministries. It also enables DOL to make available improved translation services island-wide, NILET to provide modern language training programs and facilities in all regions of Sri Lanka, and OLC to conduct effective monitoring of the official languages policy implementation throughout Sri Lanka.



Phase 2 of the Roadmap would include ministries responsible for Public Administration, Home Affairs, Local Government, Provincial Councils, Presidential Secretariat, Finance and Planning, Social Services, Child Development and Women’s Affairs, Justice, Mass Media and Information, Transport. Phase 3 would include ministries responsible for Education, Higher Education, Youth and Skills Development, Health, Indigenous Medicine, Culture and Aesthetic Affairs, Defence (Police Department and Civil Defence Force). Institutionalization: Results: The Roadmap concept was approved by Cabinet in 2012. The project ends with the Government of Sri Lanka in possession of an overarching Roadmap document that outlines a comprehensive plan for the implementation of the official Languages policy across all governments together with an Accountability Framework. Five-year Action Plans (2016 – 2020) have been prepared at the MNLSI and its Institutions (DOL, NILET and OLC). A draft Cabinet paper was developed to accompany the Roadmap document with the five -year action plans, for presentation to Cabinet, likely by the Fall of 2015. The Roadmap document will serve as a reference document to assist other key ministries and their institutions in preparing their five-year action plan for future consideration by Cabinet Ministers. The next step is for the MOPA to coordinate and support the development of Roadmap action plans for the other ministries. To support the Roadmap, a “Guidebook for the Preparation of Languages Plans by Public Institutions”26 was developed and distributed. NLP supported MNLSI to survey the bilingual capacities within each ministry or institution27 and develop a database to analyze data gathered from the survey to inform the development of various action plans to implement official languages policy. Institutionalization of these results has been enhanced with the training of MNLSI officials on how to analyze and report of this data and to conduct other social research, data entry, analysis and reporting. A TEM to Canada in September 2013 paired working level officials from MNSLI with their counterparts at Treasury Board Secretariat’s Centre of Excellence for Official Languages and at the Official Languages Directorate of Canadian Heritage in working sessions on how to manage and monitor a government wide Roadmap for official languages implementation. As a result of this and earlier missions and exchanges with Canadian technical experts to Sri Lanka, a number of institutional linkages with Canadian counterparts have been developed and nurtured. Over the course of the project, there has been a steady increase in the budget allocation by the Treasury for implementation of Official languages policy. Capacity Building and Institutional Strengthening of MNLSI Languages Division Background and context Though the MNLSI was mandated with multiple roles and complex responsibilities in spearheading the implementation of the official languages policy, the MNLSI faced severe challenges with regard to technical, human and financial resources to carry out this mandate. MNLSI established a LD in 2011, with the responsibility to lead the implementation of official languages policy. The LD needed to

26 A trilingual copy of the Guidebook is attached as a CD to the cover of the report. 27 Over 2,000 public institutions were surveyed of which 1,581 completed the baseline survey of trilingual language capacities.



enhance its capacity and capability in planning, managing and monitoring its resources to effectively and efficiently fulfill its roles and responsibilities in this regard. NLP provided TA to the Ministry and its Institutions OLC, OLD and NILET, to strengthen their capacity to plan, coordinate and implement their activities pursuant to Immediate Outcome 1100: “to increase capacity of the MNLSI to plan, manage, monitor and mainstream gender in implementation of the official languages policy and other policies and programs related to their mandate”. With respect to these institutions, the project first supported a systematic review of their current mandates, structure and performance and supported the development of a restructuring or organizational development plan for institutional strengthening to develop the necessary consensus on the TA needed. These reviews also identified the need to mobilize resources, both internally and externally, to implement organizational restructuring and capacity development plans. The approach for program development was collaborative and needs based. Consensus was built and reviewed annually through the work planning process with its pre-planning meetings; comprehensive work planning sessions and discussion at the annual project steering committee meeting. Based on the project implementation plan and the first work plan, a consensus was reached that the capacity and capability of the LD required strengthening. As a result, NLP undertook a capacity building assessment based on a staff self-assessment questionnaire prepared in collaboration with the Ministry. From the results of this assessment, a capacity strengthening programming commenced. A wide range of programs and activities were implemented through NLP including a TEM to Canada; RBM workshops, development of Regional Resource Pool of Trainers (Training of Trainers); training on Social Research Methods, gender equality and building the capacity of regional officers such as NIPAs and NIPCs. Over 796 staff were trained during the project period. Strengthening of Planning, Research and Monitoring Division To support the Roadmap process, it was identified early on the need to strengthen the Ministry’s Planning Unit. This coincided with the Report of Functions and Work Processes in 2012 by the Ministry of Public Management Reforms which found that the Planning Unit was weak and required strengthening given that policy making is a key function of the MNLSI. The Report suggested expanding the Planning Division to include research. NLP supported Ministry to address this recommendation with the deployment of Mr. Yvan Déry, Director, Policy and Research, Official Languages Support Programs -

TOT Program for MNLSI Officers



Opening of Privoncial Centre - Kuruwita - July 2014

Department of Canadian Heritage28 to conduct a study and provide recommendations and guidance on how to upgrade the Planning Unit. Mr. Déry authored “The Report on Strengthening Planning, Research and Policy Capacity: Proposals for the Strengthening of a Planning, Research and Policy Unit at MNLSI” which the Ministry used as a foundation to develop a plan and upgrade its Planning Unit to a Policy, Research, and Monitoring Division within the current budget and existing human resources. NLP moved through the application and institutionalization stages with procurement of computers; printers, photocopiers, database, servers and software for the MNLSI to support the Roadmap development and monitoring process. These new tools supplemented the technical advice provided and animated and inspired staff to participate and cultivate new knowledge and skills to implement the official languages policy. The leadership was very supportive and released their staff from regular duties to participate in workshops and the Secretary ensured that key staff were included on TEMs to Canada; positions normally reserved for more senior staff. NLP modeled “institutional respect of language diversity” by ensuring that officials could participate in workshops in the language of their choice. Institutionalization of Staff Capacity Development Ministry staff has increased capacity to plan and implement strategies for system leadership and institutional strengthening to support citizens to access services in the language of their choice. Selected staff have become trainers on the use of the Guidebook for the Preparation of Languages Plans by Public Institutions”; are equipped with training materials, handouts, case studies and other training tools to support institutions as they develop their language plans and further institutionalize the TA received. Planning, Research and Monitoring Division staff have new skills in social research methods which they report have changed how they perform their duties. Provincial Centres Language and access to services in the language of choice was a central issue identified in the LLRC, mandated to examine the underlying issues to the thirty year conflict and develop a positive way forward. One of the major recommendations of LLRC was for the OLC to decentralize and have branches in every province29. Pursuant to these recommendations, the MNLSI took the initial steps to establish a Provincial Centre in Kilinochchi district for the Northern Province. This initiative was designed to bring MNLSI and affiliated Institutions closer to the general public as a “one-stop-shop” and enable MNLSI to: 1) fulfill the increasing demand for language proficiency from public officers and the general public; 2) monitor the proper delivery of bilingual services; 3) implement the action plan for the

28 Yvan Déry was seconded by Canadian Heritage to the project for a 3-week period 29 Para 8.242 of the LLRC recommendations



Opening of Translation Centre - DOL

social integration policy; and, 4) implement the LLRC recommendations. This move corresponds to the increasing demand by citizens for bilingual service delivery. While work with Provincial Centres was not contemplated in the original logic model, in December 2013, the PSC agreed to add an additional output. The project worked with the MNLSI to develop a collaborative management plan for Provincial Centres. Department of Official Languages – Background The Government of Sri Lanka established the DOL in 1956. The official languages policy requires that services and communications from government be provided to citizens in both official languages (Sinhala and Tamil) as well as in English in some instances. The policy identifies specific forms that must be available in three languages and documents for which an abstract in the second national language is to be made available upon request.

The Language Resources Needs Assessment Survey conducted by the OLC in 2007/08 found that language posed a serious barrier for public communication with government offices in selected government institutions surveyed. Government officers are also required to respond to other government agencies in the language in which correspondence is received and to initiate correspondence to local and decentralized government offices in the respective language of administration. However communication from the central government ministries and

institutions is frequently provided only in Sinhala, notwithstanding the language of Administration in the North and East is Tamil. Officials stated that this was sometimes due to lack of awareness of this requirement, or lack of budget for translation, but more frequently was due to lack of translators to provide the necessary Tamil translations. Project Approach Using the capacity development model, NLP deployed translation services expert Mr. Gabriel Huard, recently retired Director of Terminology of the Canadian Translation Bureau to prepare “A Study Report on the Establishment of a Translation Centre for the Government of Sri Lanka, April 5th, 2012”. His report built the consensus necessary to develop a practical plan to establish a Translation Centre, which had been under discussion for the past two decades.



Once this plan was approved, with support of NLP, DOL established the translation centre equipped with workstations, dictionaries, computers and printers. Fifteen new translator positions were created and filled with three new superintendent positions for quality control of the translations. An initial training program was held with Gabriel Huard for the new translators and continued for one year. NLP supported the refurbishing of the website, which now houses the glossaries and can serve as a terminology bank. An additional feature

is that other government departments and institutions can make translation requests via email. This can speed up

the process considerably and has positioned DOL to be the coordinating center for government translations. The new Translation Centre facilitated the transition of translators work from pen and paper to computer. This was a major step in the application/institutionalization stages but it illustrates the enormity of the task confronting DOL to provide translation service as well as to coordinate translation services with other government departments in Sri Lanka. There is much work yet to be done, more than can be accomplished during the life of this project.

NLP supported the commissioning of a Survey on Translation and Interpretation Services. This survey provided a clear picture of the shortcomings of the current translation system in Sri Lanka and supported the need for a change in 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, ongoing training and enhancing quality control. This survey also added gravitas to the working relationship developing between the UGC and DOL in relation to translation studies. While the survey was completed in August 2014, it foreshadowed the government’s decision in January 2015 to bring MNLSI and its institutions including DOL under the MOPA whose mandate includes reclassification of translators from clerical to professional class with a corresponding increase in pay scale, two key issues identified in the survey.

Working with Hilaire Lemoine, the Secretary of MNLSI and Gabriel Huard, DOL completed its five 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. NLP provided support to meet increasing demand for strengthening translation and interpretation capabilities and to address existing

Gabriel Huard with DOL senior staff – Roadmap action plan



University TEM Delegates at School of Translation

issues in the field of translation and interpretation services of Government institutions. Through the project, DOL has undergone significant institutional strengthening with the implementation of many of the recommendations from its functional review. It has actively commenced training of its officials and has worked to strengthen its institutional ties with Canadian counterparts. An Advisory Committee on Translation NLP supported the ACT, which was established under the auspices of the DOL with the purpose of providing advice on issues, lapses and requirements arising in the field of translation and to make recommendations and suggestions to the respective authorities to strengthen the Government translation sector and translation skills of translators. It brings together all key stakeholders in the area of translation services including: DOL, NILET, UGC, Pay Commission, Management Services Department, Government Translators Union, Public Service Commission, Universities of Kelaniya, Jaffna and Sabaragamuwa and MOPA. NLP focussed its support to develop the capacity of the Committee to serve as a forum to identify existing issues in government translation services and develop action plans to address the issues so identified. Undergraduate degree program in translation – BA (Special) in translation Institutionalization of results can be seen with the development and approval of a common curriculum for a degree program in Translation by the Universities of Jaffna, Sabaragamuwa, and Kelaniya with guidance of UGC. The universities commenced intake of 25 students per University in late 2014 for the academic year 2014/15. UGC also approved new cadre teaching positions and agreed to allow the use of DOL senior translators as instructors for the practicum portion of the program. The speed at which the universities were able to collaborate and develop an agreement on a shared curriculum for a practical BA in translation was unprecedented. The project undertook a study with the support from the Director of School of Translation and Interpretation UO Professor Luise von Flotow who prepared a report “Study Report on Translation and Interpretation Training and Services” in December, 2011. Based on the findings from this report, the UGC curriculum development committee proposed a model course of study for a BA in Translation with the three noted universities. The draft curriculum was further developed during the September 2013 TEM to Canada in consultation with their academic counterparts. The Secretary of UGC as a delegate on that TEM established linkages with the UO and York University (Glendon College) and strengthened institutional links between Canada and Sri Lanka’s higher education sector. As a follow on from the project, the UO, School of Translation and Interpretation has offered to send graduate students to work with the faculty on student-centered teaching methodologies.



Visit of Commissioner Fraser and Pierre to Sri Lanka

This degree program will support the MNLSI and its affiliated institutions to strengthen translation services and in particular to develop a pool of skilled translators for the newly established Translation Centre and improve the standard of translation. It also serves to achieve the enhanced delivery of translation and interpretation services and translator and interpreter training programs and contribute to increasing citizens’ access to public communications and services in their national language of choice. Official Languages Commission (OLC) – Background and context: The OLC was established pursuant to the Official Languages Commissions Act, No. 18 of 1991 with five members and a chairperson appointed by the President of Sri Lanka for a three-year term. The powers of the OLC are to initiate reviews of regulations, directives, or administrative practices; commission studies or policy papers and undertake public educational activities, including, sponsoring or initiating publications or other media presentations with respect to the status or use of official languages in Sri Lanka. The OLC was one of the NLP project partners and work was conducted under Output 1140: OLC functions reviewed and enhanced with an indicator of Presence of report and recommendations on OLC organizational strengthening. The Approach: As found in the NLP Mid Term Evaluation, the OLC was a “weak organization politically and administratively”, and to strengthen the institution, NLP utilized TEMs to build institutional linkages between OLC and the Office of the Commissioner of Official Languages of Canada and the Commissioner, Graham Fraser. Four missions took place: the first one in 2012 with the then Chair of OLC and the Ex-officio Secretary to Canada to meet with Mr. Fraser and his staff. This initial visit created a bond between the two Institutions that was fostered throughout the Project and which has led to sustainable bilateral relationship beyond the Project. This mission was followed by a reciprocal visit by Commissioner Fraser to Sri Lanka in May 2013 with the main objective of providing technical advice to support the functional review of the OLC and share experiences on how the OCOL of Canada is organized: its structure and how it implements its mandate and reports to the Parliament. Two subsequent missions followed from The Office of the Commissioner of Official Languages: Dr. Pierre Coulombe, Director, Performance Measurement Directorate to assist with OLC for sharing of experience to conduct language audits and to prepare relevant tools and resources for OLC and Dr. Andrew Gibson and Marcel Fallu, policy analysts who took a leave of absence to provide their technical inputs and impart knowledge and skill in language rights. The latter two participated as Project Volunteers.



Dayata Kirula Throphies

OLC became a member of the IALC upon the invitation of Graham Fraser, the Commissioner of Official Languages of Canada in his capacity as Chairperson of IALC. Through this forum OLC has been exposed to the larger community of Language Commissions to learn from and share experiences. OLC participated through the Sri Lankan Acting High Commissioner to Canada as a panelist with the Language Commissioner from Kosovo on “Case Studies: Linguistic Accommodation and Stabilization in Post conflict Environments” at the second IALC conference in Ottawa May 20 -21, 2015. Another approach employed was to support a Corporate Review of OLC functions and legislative framework. This lead to the development of a five year corporate plan with draft amendments proposed for the OLC Act to address LLRC recommendations by establishing a regional presence of OLC. In the interim OLC appointed NIPAs as the focal point Officers at the district level. With these steps and the approval of the Corporate Plan by the Commission, institutionalization can be said to be realized. The Amendments drafted were approved by the Commission and sent to the MNLSI for further steps. NLP worked with the official languages policy to develop a criteria and process to conduct language audits at the Deyata Kirula, an annual government exhibition of all government institutions. OLC assessed each institutional display booth at the Deyata Kirula on the basis of its bilingual capacity and awarded prizes to those institutions that best displayed compliance with the official languages policy. This served to promote bilingualism and acknowledge which institutions which were implementing the official languages policy within their respective mandates and to encourage other institutions to develop strategies to enhance their capacity to deliver bilingual services in their respective fields of responsibility. The new government in May 2015 cancelled the Dayata Kirula. However, the experience from Dayata Kirula has been incorporated into the new audit guide manual. It is unclear as to whether the OLC will use the experience of the Dayata Kirula as a stepping stone to re-establish OLC’s presence. This will have to wait until the new Commission members are appointed and what direction the new minister will take with respect to the OLC.

Staff capacity building initiatives included training staff for the Deyata Kirula Language Audit; OLC - roles and responsibilities; corporate planning; skills building workshop for new employees and working sessions on tools and resources. The capacity building programs also included Roadmap action plan preparation under the guidance and support of Hilaire Lemoine. Another approach was to introduce the use of surveys as a tool to measure progress and change at the macro level. This was to build on the Language Resource Needs Assessment Survey

2007/08 (a survey supported by DFATD under a previous project). Information from this survey was used for the project baseline data for the PMF. It was re-commissioned in 2014 to measure what change had taken place. As a part of the survey process, OLC staff were trained by the Marga Institute, (who conducted both the 2007/08 and 2014 Surveys) on how to conduct social research. The results therefore were twofold: staff acquired new expertise in social research and OLC has a second survey to compared results and demonstrate where progress had been made and which the areas require further attention.



The findings reflect that there has been significant progress on the public and institutional awareness of the official languages policy and affirm the need for continuous work on providing services in the language of choice to citizens. National Institute for Language Education and Training (NILET) – Background and Context: NILET was a NLP project partner. The logic model identified institutional strengthening as a specific-output to be measured by the indicator: “Presence of report and recommendations on NILET organizational strengthening”. NILET was established by National Institute of Language Education and Training Act No. 26 of 2007 in July, 2007, to train public officers to deliver bilingual services in their respective Institutions. NILET has a multi-facetted mandate to, inter alia: develop language teachers; train translators and interpreters for the National Translators’ Service; and provide language training to public servants. Second language learning and training is a critical component and integral part of the Government’s bilingual service delivery strategy. During the project’s design phase, it was found that the majority of recruits into public service were not proficient in both languages; therefore in order to create a bilingual public service, provision of second language training to existing officials was the focus rather than recruiting people with the requisite national language skills. However, the second language training failed to provide trainees with either the spoken or written skills needed for their work. There was a need to review and revitalize the curriculum, teaching methods, teaching materials and delivery modalities of second language instruction for public officials taking into consideration the specific needs of learners and research on methods and modalities. There was also a need to coordinate the efforts of the various institutions providing second language training to public officers to ensure that good practices, resource materials and lessons-learned are shared and training provided to those officers who need it the most in the most effective and cost-efficient manner. Learning another language is a process that requires commitment and passion. Language learning is more than learning the letters of a language: it involves a transition of a person’s identity, uniqueness, culture and tradition to which the language is twinned to. Project Approach: Based on the above findings, the PIP focused TA and expertise on targeted areas of improvement for NILET, mindful of the limited project resources. The responsibility and mandates of NILET are enormous and require both political and administrative will and support to achieve them. The NILET governance structure was identified as a place where NLP could add value as it was neither supportive nor closely in tune with NILET’s functioning staff. NILET lacked appropriate tools and resources such as curriculum and supportive materials and the methodology to support NILET Language Teaching for Public Institutions/Officers.



NILET Team with OLBI of UO

Approaches used by NLP included assistance for NILET to review its governance structure and draft amendments to the NILET Act. NLP supported a survey that produced an “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses” completed in August 2013 and shared with the Minister and Secretary, with technical input from Professor Marlene Toews-Janzen and Hilaire Lemoine of the Official Languages and Bilingual Institute, UO. This survey provided a framework for the NILET Management Board and Academic Board to make substantive changes to address its current and changing mandate. Recommendations included: revision of existing curricula of all language courses; development of new teaching materials; improved teaching through a more comprehensive training with face to face and online professional development opportunities; improved classroom facilities; a national training plan; regular evaluations of language programs, enhanced capacity of NILET staff and strengthened linkages among other institutions involved in language planning. Based on a recommendation from the Survey, NLP supported NILET to establish a database to track program data to facilitate efficient planning and to link this to their website.

TEMs to Canada provided an opportunity for then Chair and Director General of NILET to examine second language teaching methodologies and forge institutional linkages with Canadian Institutions which have the similar mandates. The main linkages are UO: OLBI, School of Translation; Canada School of Public Service-Language Training; Centre for Educational Research on Languages and Literacies at the University of Toronto; Algonquin College – Language

Institute; Department of French Studies’ Concordia University and Glendon College, Centre of Excellence, York University.

NILET’s staff capacity building initiatives included Governance and Institutional Strengthening, Training of Trainers, Working Session on Sinhala Resource Kit preparation and Social Research Methods. The Capacity Building Programs also included Roadmap action preparation for NILET under the guidance and support of Hilaire Lemoine. As a strategy to address the urgent need for relevant second language training materials, NLP supported the development of a Resource Kit/Text Book for teaching Tamil as a second language to the general public and 1,000 Teachers Guide and Resource Kits and 4,000 spoken-Tamil Books. This was followed by the completion of a Sinhala-version of the Resource Kit/Text Book for teaching Sinhala as a second



Vavuniya Urban Council – Model Site

language to the general public. Professor Asoka Pramarathna30, University of Kelaniya, completed a revision of the NILET existing syllabus in diploma in translation. NLP provided a new computer unit. Innovative Models of Local Service Delivery – Background and Context While the project’s main focus under intermediate outcome 1000 was to support the Institutional- “supply” side by “Enhanced public sector leadership of national languages policies and programs” intermediate outcome 2000 addressed the demand side with “Increased citizens’ access to public communications and services in national language of choice”. It was within this framework that TAF supported innovative models of local service delivery with the objective of working with selected model sites to enable “service delivery in the language of choice”. The project systematically identified 14 partner government institutions which spanned 6 provinces and included 4 Municipal Councils; 2 Urban Councils; a Pradeshiya Sabah; a divisional secretariat; 3 teaching hospitals and 3 police stations. These sites demonstrated that with simple innovations, direct, customized engagement, technical support and facilitation, the official languages policy can be effectively implemented within the existing government structures. The language planning processes that the project meticulously facilitated in these model sites also provided a basis from which to develop a replicable blueprint that can easily be used for similar efforts at other institutions across the country. The Approach Each partner model site, supported by TAF, embarked on a facilitated language planning process. Informal visits and consultative discussions built relationships, helped create greater understanding and awareness on the Official Languages Policy, identified appropriate people to serve on planning teams and culminated in the administration of a self-assessment checklist to ascertain their level of implementation. The checklist, conceived and designed by TAF became the innovation that transformed the planning process into a practical, informative and productive exercise. Thereafter, comprehensive, individualized Language Plans were formulated for each site and an action plan developed with identified priorities. This process for developing language plans was captured in The Guidebook for the Preparation of Language Plans by Public Institutions, published by the MNLSI and supported by the project. It is available to any government entity interested in embarking on a similar path. Results The facilitated Language Planning Process provided opportunities for the staff from model sites to bring their professional values and civic consciousness to bear and gain a sense of ownership in the process, supported by hands-on backstopping, coaching and on-site support by TAF staff. The self-assessment checklist enabled each model site to identify gaps within their own institutions, focusing on: 1) visibility of language policy implementation; 2) evidence of institutional commitment towards implementation;

30 Participated on the TEM to Canada in the fall of 2013



and, 3) performance of language policy support mechanisms. Once identified, certain key priorities included in the short-term language plans of each institution were selected for further financial and technical support under the NLP. Small grants were provided to enable model sites to implement identified priority activities that included improvement of trilingual signage, translation and preparation of trilingual forms and guidelines and staff training for improved respect for language rights. As a result of this support, Trincomalee General Hospital introduced trilingual signage and prescription medicine packets with easily read trilingual instructions for patients; the Nuwara Eliya Police Station established a trilingual complaint receiving system; Nuwara Eliya Municipal Council made its local pre-school trilingual; the Bandarawela Divisional Secretariat established a trilingual Front-Office where the public could gain access to services. Several model sites used information technology, including tele-prompters and public address systems to communicate more effectively with the public in all three languages. TAF organized several guided study tours taking key staff from partner model sites to visit other locations, fostering links between these institutions and exhibiting best practices. The national level Experience Sharing Workshop show-cased lessons learned and the best of the model sites and set the stage for the final year of replication and ensuring that the learning and experience developing the Model Sites remained within key government implementing agencies for sustainability. In 2015, TAF provided TA to the MNLSI to train their staff to support language planning in government institutions. A core working committee was established comprising of representatives of the language related government key stakeholders; MNLSI, OLC, DOL and NILET. This working committee, along with the district-based NIPAs, participated in a capacity assessment session, where existing skills and gaps in knowledge were recorded and calibrated. These lacunae were utilized to inform the drafting of three comprehensive training modules covering the replication of the language planning process, with each module customized for the working committee, the NIPAs and the Institutional Focal Points. Simultaneously, TAF developed a detailed, explanatory list of Frequently Asked Questions, based on the existing The Guidebook for the Preparation of Language Plans by Public Institutions, anticipating that this will support replication efforts by strengthening the capacity of the NLSID to respond to queries from interested parties. In addition, a complete set of brochures and handouts detailing the various components of the language planning process, which NLSID can share with institutions requiring specific guidance.



Let’s Sing Song – PEF Initiative

PEF Background and Context The role of the civil society in implementation of the official languages policy is often underestimated. Civil society plays a vital role in both the demand and supply side of language policy and program implementation. As citizens become more aware of their language rights, they are more likely to expect and demand that government provide information and services in the national language of choice and to hold government accountable. Public demand influences decision makers and policy makers and contributes to building political will for change. NLP developed a PEF to increase awareness about, and support for, language rights, bilingualism and linguistic diversity among the public that influences policy makers and contributes to enhance public sector leadership of national languages policies and programs. The fund provided small grants to CSOs and CBOs and language society clusters that undertook initiatives that promoted, supported and advocated for language rights, respect for linguistic diversity, learning of national languages and using national languages for social integration. The Approach NLP developed a Public Engagement Management Strategy with a committee style selection process. The committee was comprised of two senior officials from the MNLSI and three civil society leaders. An information kit and guidelines were developed and disseminated across the island. Language societies were created to strengthen civil society movements towards the respect for language, culture and religious diversities. Under this, MNLSI supported the establishment of language clusters in different selected geographic locations to enhance the capacity of the members of the language cluster to implement few small projects in achieving the said goal. NLP funded thirteen initiatives from all nine provinces from community based organizations, local NGOs including women’s societies and language society clusters whose projects enhanced awareness on language rights and social integration among civil society with the support of government institutions. Citizen committees were formed to examine language issues in their communities. These initiatives have reached over 4,362 beneficiaries cumulatively and at least 3250 through the distribution of materials. All grants were monitored and activities successfully carried out that promoted and supported language rights, bilingualism and linguistic diversity. To support the newly created language clusters, NLP conducted capacity strengthening, proposal development and institutional management training for language clusters with the assistance form SLCDF.



In December 2013, the Executive Director of Dialogue New Brunswick, Ms. Carole Fournier, traveled to Sri Lanka to work with language clusters and facilitate experience sharing workshops for language clusters from Eheliyagoda, Kurunegala, Trincomalee and Badulla. The evaluation found: The PEF component deserves good marks on effectiveness, within the limitations of its design. There is no way of safeguarding the sustainability of results with this kind of fund, however, and that may be a factor for future projects to consider in its priorities. In addition, the small fund had an overly complex administration in order to comply with DFATD regulations. Given the small size of the grants, an extraordinary amount of staff time was required to administer it. It is, therefore, an open question as to whether the results from these small grants justify the amount of time and resources to administer them. The TEMs Background and Context TEMs to Canada for senior officials from the Government of Sri Lanka and academics contributed substantially to the two Intermediate Outcomes of the NLP:

x Enhanced public sector leadership of official language policies and programs x Increased citizens’ access to public communications and services in the national language of

choice The general objectives of these missions were two-fold: 1) to provide opportunities for Government officials from Sri Lanka to interact with, and learn from their counterparts involved with language policy implementation and language rights in Canada; and, 2) to establish a sustainable partnership and networking between Sri Lankan and Canadian institutions on bilingualism, language policy and programs, and language rights. The Approach and Results Three exchanges were organized for Sri Lankan officials during the course of the project: 1) Project Design Mission: May 29-June 12, 2010 This mission was organized during the design phase to expose Sri Lankan delegates to Canada’s experience in implementing the Official Languages Act as well as provincial, territorial and municipal experiences, and identify Canadian expertise, best practices and resources relevant to the Sri Lankan context. The delegation included eight senior Sri Lankan officials led by the Secretary of the MNLSI, as well as senior representatives from the Ministry of Education and the NILET, delegates from Provincial Councils and Local Governments, and two university faculty members. The study tour included visits within the National Capital Region with presentations from the Governments of Ontario and Nunavut, as well as in Montreal and Fredericton. Delegates interacted with



Technical Exchange Mission - 2012 - DFATD - Gatineau - Quebec

Parliamentarians (Parliamentary Committee on Official Languages); federal government departments and agencies with a key role in implementing Canada’s official languages policies (Treasury Board Secretariat, Canadian Heritage, Ministry of Justice, Translation Bureau of Canada, Canada School of Public Service); Provincial, Territorial and Local governments officials (Ontario, Québec, New Brunswick, Nunavut, City of Ottawa), Official Language Commissioners (Canada, Ontario, New Brunswick, Nunavut); academic institutions (UO, Language Technology and Research Centre, McGill University, Université de Montréal); and relevant CSOs, Quebec Community Groups Network, Quebec English School Board Association. A two-day workshop at the end of the mission finalized the design of the project which led to the approval by both governments of the PIP for the NLP. 2) TEM for officials from the MNLSI, DOL, OLC – May 28 – June 8, 2012 This mission provided an opportunity for officials from the MNLSI; the Minister’s Office; the DOL and the OLC to meet and work with their counterparts in relevant Canadian institutions. The exchange supported the MNLSI, DOL and OLC to expand their knowledge, develop their capacity and enhance specific strategies and prioritize action plans that they were currently working on through the exchange of ideas and resources with Canadian officials and experts. The delegates were provided opportunities to:

x Visit and study the policies and programs of Canadian agencies with mandates similar to their own

x Meet and exchange ideas with counterpart Canadian officials and technical experts x Discuss issues related to the Sri Lankan official languages policy and current challenges related

to its implementation x 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

x Solicit input and gather information and resources from Canadian counterparts related specifically to their current priority programs and plans



Technical Exchange Mission - 2013 - Office of the Commissioner of Official Languages

Within federal institutions, working sessions were held for delegates with officials from Canadian Heritage (Official Languages Directorate), Treasury Board Secretariat (Centre for Excellence on Official Languages), OCOL for Canada and Translation Bureau of Canada. Meetings were also organized in Ottawa with members of the Parliamentary Committee on Official Languages, the City of Ottawa (French Language Services Division), the UO (Official languages and Bilingualism Institute, School of Translation and Interpretation, Law Faculty, International Office), and DFATD. In Toronto, the delegates met with the Commissioner of French Language Services for Ontario, and the Office of Francophone Affairs for the Government of Ontario. Delegates also travelled to New Brunswick to meet with the Office of the Commissioner of Official Languages, the Intergovernmental Affairs Branch (Official Language Services) and the Translation Bureau of the Government of New Brunswick, and representatives of Dialogue New Brunswick. At the end of the mission, a two day workshop was held for delegates and NLP representatives to share key findings, reflect on lessons learned, and develop for each institution (MNLSI, DOL, OLC) an action plan for follow-up and implementation, within their respective unit, of strategic activities to enhance the official languages policy implementation in Sri Lanka. The delegation prepared a mission report and action plan supported by NLP31. 3) TEM for officials from the MNLSI, NILET, UGC, Universities: September 27 – October 11, 2013 This mission provided opportunities for officials from the MNLSI, NILET, the UGC and academics from three universities designated to establish a BA Translation Program to meet and work with their counterparts in relevant Canadian institutions.

31 A copy of the 2012 TEM Report and Action plan is included in the Knowledge products of the NLP project



The exchange allowed for the sharing of ideas and resources with Canadian officials and experts, supported the MNLSI to expand its knowledge and expertise in coordination, planning, research and policy development in the area of Official Languages Policy implementation; provided 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, observation of existing programs in Canadian universities, and shared best practices and course materials between institutions. The mission included opportunities for the delegates to:

x Visit and study the policies, programs and monitoring strategies of Canadian agencies with mandates similar to their own

x Meet and exchange ideas with counterpart Canadian officials, technical experts and academics in their areas of expertise

x Discuss issues related to the Sri Lankan official languages policy and current challenges related to its implementation

x 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

x Solicit input and gather information and resources from Canadian counterparts related specifically to their current priority programs and plans

Although most of the work was done in small groups to allow delegates to attend working sessions most related to their current responsibilities and strategic priorities, a number of general meetings and activities were organized with the whole group. Delegates from the MNLSI participated in a two-day working session with officials from Canadian Heritage (Official Languages Directorate). The work focused on the Official Languages programs delivery, with emphasis on Roadmap coordination, monitoring and accountability mechanisms; interdepartmental coordination for OL program delivery; planning, research and policy development; and data collecting and management. A 2-day working session was also held with officials from the Treasury Board Secretariat (Centre of Excellence on Official Languages). This session focused on mechanisms to ensure effective communication and services in language of choice, to create and maintain a work environment conducive to the use of both official languages; the development and monitoring of official languages plans, inter-ministerial coordination of government services in both official languages, and the development of policies and guidelines. In Toronto, MNLSI delegates had a half-day working session with the Director and staff of the Office of Francophone Affairs, Government of Ontario, on the processes in place to ensure inter-ministerial coordination for effective French language services to the public. Delegates from NILET were provided with a two-and-a-half-day program at the OLBI, UO. The program included classroom observation in the Intensive English Second Language programs; consultation of the Teacher and Student Resource Centre; 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. A one-day program was also organized for the delegates at the Algonquin College Language Institute. The program included classroom observation; review of materials and curriculum; presentation and discussion of special English language programs offered for new-Canadian; presentation of various proficiency tests and placement tests; presentation of the Multi Media Language Centre (which develops language-learning computer programs. A half-day program at the Canada School of Public Service – Language Training Services included presentations and discussions on language training programs for public service officials, and language learning plans for departments and agencies; online self-assessment and learning tools; research in language learning and technologies; mechanisms for quality assurance of training. For the delegates from UGC and the three universities, a three-day program at the School of Translation and Interpretation of the UO was organized which included presentations and discussions on existing programs with Faculty members; class observation; review of curriculum; visit of Library and Resource Centre materials; and discussions on internship programs. In Montréal, at Concordia University, Department of French Studies – BA Specialization in Translation, a one-day program was organized which included presentations and discussions with Faculty members; review of curriculum; visit of Library and Resource Centre; and presentation of the CO-OP program. In Toronto, a meeting was held at Glendon College, York University, with faculty members to discuss existing curriculum in translation studies and on-line courses. The delegates also had a half-day meeting and working session with faculty members of OISE, University of Toronto. Discussions focused on the mandate and activities of Centre and the research being undertaken in the area of official languages. One objective of this session was to encourage the universities in Sri Lanka to establish such a Centre (or Consortium) to support the official languages policy implementation and undertake research on official languages issues in a more systemic way. A visit of the Library and Resource Centre of OISE was also organized. In Toronto and a meeting was also organized for the representative of UGC with senior officials from the HEQCO to discuss the mandate and responsibilities in relation to enhancing access, quality and accountability of colleges and universities in Ontario. As a group, the delegates had meetings with the Commissioner of Official Languages for Canada, the Ontario Commissioner for French Services, the Registrar of the Supreme Court of Canada, and representatives from Foreign Affairs, Trade and Development Canada. At the end of the mission, a one-day workshop was organized for all delegates to review key findings, share lessons learned and prepare a canvas for their report which they shared with their colleagues and the Ministry on their return to Sri Lanka32.

32 2013 TEM Report, including key findings, recommendations and immediate actions, is included in the Knowledge products of the NLP project.


5 PROJECT APPROACH TO GENDER EQUALITY

Promoting Gender Equality Background and Context Working closely with the Secretary of the MNLSI, NLP supported the Ministry to mainstream gender into its work. This was quite an accomplishment as it was the first time that any Sri Lankan ministry had mainstreamed gender. This was in part because NLP had made gender mainstreaming a key focus of programming from its inception. Gender was treated as more than a ‘cross-cutting’ issue, and efforts were made at every stage, process and approach to actively work towards gender equality through targeted programming and project support. The NLP gender team included a Gender Advisor together with two Gender Focal Points committed to ensuring that gender was mainstreamed into the work of NLP and project partners: MNLSI, DOL, NILET, OLC, language clusters, CBOs and NGOs, as well as implementing strategically-identified initiatives to promote gender equality including those aimed at women’s empowerment. The Approach and Results The NLP Gender Equality Strategy followed the four-step capacity development process as set out in the above chapter with: 1) consensus building; 2) capacity strengthening; 3) application; and 4) institutionalization. To operationalize this process, the NLP integrated gender equality into all project related work through the work planning process. Each activity had a separate section to describe how gender would be incorporated into the specific work. Results reflected progress made to mainstream gender. In this way the process of gender mainstreaming was clearly demonstrated and documented. Based on the four-step strategy remarkable achievements were made.

Step 1: Consensus Building: NLP developed a five-year action plan for gender mainstreaming. MNLSI, DOL, NILET and OLC conducted a rapid gender awareness assessment from which a training plan was developed. Step 2: Capacity Strengthening: MNLSI, DOL, NILET, OLC and NLP staff were trained. Organizations funded through the PEF received gender awareness training and have included a section in their grants on gender equality. Step 3: Application: MNLSI, DOL, NILET and OLC senior officials have agreed to appoint focal

points. All knowledge products and documents drafted include a separate clause to account for gender integration. Step 4: Institutionalization: MNLSI, DOL and OLC have trained focal points who have developed their duties and responsibilities and their first work plan.

Evaluation Findings: The independent evaluation report, page 61 found:

Dr. Ramani Jayasundere - Gender Specialist – NLP with MNLSI Senior Officials discussing Gender Strategy

5 Project Approach to Gender Equality


NLP has developed a very strong agenda for mainstreaming gender equality considerations through all its activities and it has promoted these effectively to its partners, including MNLSI, DOL OLC, NILET, PEF awardees, TAF and model site institutions. It has seeded and nurtured core ideas, developed mechanisms to monitor the outcomes, and reported quite systematically. What is needed is more time for results to mature and possibly some adjusted expectations of what can be achieved.

The commitment to mainstream gender into the MNLSI work continued with the change in government in January 2015 and the subsequent placing of the mandate of the MNLSI under the MOPA. The new Secretary of MOPA endorsed the commitment to continue to build the capacity of the selected Gender Focal Points with further training. The NLP initiated a process of gender mainstreaming within the MNLSI in 2012, on a request from the Ministry itself. The process included a series of discussions with senior officials, a rapid gender assessment conducted among staff, joint planning and strategizing between NLP and MNLSI and, in 2013, a series of gender sensitivity training programs. Six gender sensitization programs were conducted for all levels of staff members: (five in Sinhala and one in Tamil) for 143 staff members (45 men and 98 women) during the second half of 2013. At the conclusion of the series of workshops, 26 middle-management staff members (13 female - 3 Tamil speaking and 11 Sinhala speaking, and 13 male – 2 Tamil speaking and 11 Sinhala speaking) were identified to be trained as Gender Focal Points. These Focal Points represented the administration, languages, social integration and planning divisions of the Ministry, the OLC and the DOL. Eighteen gender focal points (11 female and 7 male) completed two-day workshop in gender mainstreaming in March 2015. The workshop was conducted in Sinhala with simultaneous translation provided in Tamil by a gender expert (who had previously conducted the Tamil language gender sensitization programs). The training included sessions on identifying and understanding the roles, responsibilities and duties of a Gender Focal Point, conceptual and practical training on gender, gender stereotyping, socialization processes, gender roles, access to and control of resources, gender needs, and conceptual clarity of gender equality and gender mainstreaming, understanding gender-based violence and a session on gender analysis. Participants engaged in a practical session on influences, challenges and problems when mainstreaming gender in their work environment and developed a short-term work plan to commence work as Gender Focal Points. The Gender Focal Points defined their duties and responsibilities as follows to:

1. Develop an organizational culture which promotes gender equality 2. Identify gender-based issues and problems in the work environment (internal and external)

a. Provide guidance to address such issues and problems b. Maintain confidentiality



c. Do follow-up and provide feedback d. Refer persons that need further help to redress gender-based issues

3. Raise awareness on gender and gender equality a. Enhance knowledge of Gender Focal Points on gender issues (social/religious/cultural/

legal aspects) b. Identify and access opportunities for further learning and capacity c. Conduct awareness programs and training programs within the work environment and

in the community d. Develop new instructors and trainers through further training programs

4. Design programs to promote gender equality in social integration activities 5. Commit to providing support and services to enhance gender equality

In terms of their long-term commitment and functions, the Gender Focal Points identified several obstacles and opportunities to carry out their work as Gender Focal Points. They were as follows: Opportunities Strength of Focal Points

x Shared understanding of gender equality among Gender Focal Points Institutional support

x Institutional interest in mainstreaming gender x Support given by the management to mainstream gender x Availability of sufficient resources to mainstream gender x Staff of different ethnic groups with trilingual competency x Inclusion on gender and gender equality in existing work plans

Programmatic space x Ability to integrate gender issues and gender quality concepts into projects and programs x The specific element ‘access to a safe and secure physical environment’ in the social integration

process which creates a positive space to promote gender equality x Access to work with social groups x The close relationships between government and NGOs x Availability of two groups trained on gender equality in Moneragala and Kilinochchi districts

Knowledge and training x The opportunity to participate in training programs x Availability of resource persons in different proficiencies x Space to conduct awareness programs

Obstacles and Challenges Broad issues

x Different attitudes toward gender equality among staff x Impact of language, cultural and religious issues x Issues arising when trying to change the traditional attitudes x Misconceptions and negative attitudes on gender equality x Challenges in gathering information (ideas) from different people



Administrative and management issues x Lack of time and need for time management skills x Difficulty in identifying the target group to conduct gender sensitization programs x Instability created with the change in ministerial profile x Inadequate financial provisions x Poor support from some colleagues and senior officials

Finally, the Gender Focal Points prepared a three-month work plan where they would carry out the following activities:

1. To organize a meeting with the institutional heads to provide feedback on the Gender Focal Point training program

2. Organize and deliver institutional awareness raising programs as a way forward to the gender mainstreaming process

3. Conduct two programs in concurrence with Social Integration Week 2015 4. Promote gender equality through social media: develop a Facebook Page/Website 5. Apply gender equality concepts through institutional publications

Next Steps In April 2015, the following Next Steps were identified in terms of strengthening gender mainstreaming within the Ministry.

1. Conduct a meeting between Gender Focal Points and senior management-level officials to recognize the Gender Focal Points and to adopt the three-month work plan

2. Make formal appointments of Gender Focal Points 3. Implement the three-month work plan 4. Provide further specialized training to the Gender Focal Points 5. Create a mechanism where a gender expert will provide close and regular support to the Gender

Focal Points 6. Gender Focal Points to prepare a longer-term work plan for August 2015 – July 2016 7. Develop a “How to” manual for gender mainstreaming 8. Develop a Gender Monitoring Tool to track gender mainstreaming progress


6 OVERVIEW OF SURVEY RESULTS

In the development of the NLP PMF, Agriteam identified the OLC publication “Language Resources Needs Assessment Survey, 2007/08” as an important source of baseline data. In particular, numbers from the report were gleaned for indicators at the ultimate outcome level. Hence, in order to measure change for the period of the project implementation, it was necessary to re-commission the survey near the end of the project. The Project worked closely with OLC on the survey in order to ensure that it met the needs of NLP as well as to serve as a tool to inform OLC on programming directions. The resulting survey report examined the changes that have occurred in selected government institutions in implementing the official languages policy during the period 2007/08 to 2014 (included as part of the knowledge products). The OLC carried out a survey of 50 government institutions in 2007/08. The institutions represented a cross-section from central, provincial and local levels of government. Due to significant changes in the country context, including the end of the armed conflict, OLC commissioned a re-survey of the same institutions in 2014 to determine what changes, if any, had occurred. This report presents the findings of the 2014 survey and compares the situation to that in 2007/08. It addresses the main issues of awareness of the officers in the 50 institutions about the official languages policy, the availability of human resources in these institutions to serve the citizenry in Sinhala and Tamil, the official languages and the levels of satisfaction of the citizens seeking service from these institutions in the language of their choice. The report examines the supply side; the institutional capacity to offer services and respond to the public in the language of their choice, and the demand; the ability of the public to access public services in the language of their choice.

6.1 Key Findings of the Survey 1. Within the surveyed government institutions there has been a significant increase in the awareness

of the official languages policy by public servants. 1.1 In 2014, 72% of the institutions polled were fully aware of the official languages policy while

only 26% of the same institutions were fully aware in 2007. 2. There is a relatively high awareness now among public servants. The institutional capacity and

language skills of public servants to provide services in the language of choice to the citizens seeking service is improving with a significant increase in the number of officers proficient to serve the public in the language of their choice. However, much more effort is needed to improve both the scope and quality of the needed service. 2.1 In the targeted offices in the North and East Provinces the survey found that there was an

increase in bilingual capacity x In 2014 the number of officers proficient in Sinhala was 75% higher compared

with 2007 x 15 out of 66 executive officers were proficient in Sinhala in 2014, while 12 out of

38 were similarly proficient in 2007/08

6 Overview of Survey Results


x 113 out of 464 of the subordinate staff were proficient in Sinhala in 2014, while 57 out of 259 were similarly proficient in 2007/08.

2.2 In the targeted offices of the provinces outside the North and East there has been a significant increase in the number of officers with bilingual capability. x In 2014 the number of officers proficient in Tamil was 58% higher than in 2007 x 140 out of 340 of the executive officers were proficient in Tamil in 2014, while

37 out 336 were similarly proficient in 2007 x 307 out of 3,662 subordinate officers were proficient in Tamil in 2014, while 206

out of 3,933 in 2007 2.3 There has been modest increase in the bilingual capabilities at the reception at targeted

offices. In 2007, 17 out of 47 Institutions surveyed had monolingual receptions. However, in 2014 it has come down to 12.

2.4 There is marginal improvement in the case of signage, way-finding and other physical resources at the targeted offices.

3. The public that were interviewed at the targeted offices indicated that conditions are improving

with respect to their ability to use the language of their choice for conducting business with government offices.

x In 2007, 36% of the public who visited these offices had problems in being served in their language of choice and in 2014 the proportion had decreased to 27%.

x However, there is room for significant improvement since 41% of those interviewed noted problems of communicating with public servants in the language of their choice.

3.1 There is some improvement in the delivery of services in the language of their choice as perceived by the public at Divisional Secretariats and Local Government Authorities. Similarly there is improvement in hospitals and police stations. Nevertheless, in all these institutions there is substantial room for improvement in making available services in the public’s language of choice. x There is a modest improvement in Divisional Secretariats and Local Government

Authorities as only 2 out of 14 Divisional Secretariats reported language issues whereas in 2007, 3 out of 14 secretariats had issues.

x In 2 out of 3 hospitals, 3 out of 6 police stations and 1 out of 5 District Secretariats that were assessed there are indications are that the public face problems communicating with officers in the language of their choice to get their work done.

x In Head Offices in Colombo, there is a perceived improvement with noted problems in communicating decreasing from 40% of the respondents in 2007 to 10% in 2014.

3.2 The public faces less of a problem in filling out official forms; the proportion of respondents claiming issues in filling forms has declined from 40% in 2007 to 33% in 2014. There is a marginal improvement in the satisfaction of overall information services provided by the targeted offices. However, availability of forms in all three languages has not improved in



comparison to 2007. Availability of forms in all three languages was over 50% whereas it had dropped to below 50% in 2014. Availability of forms in one language had increased from 14% in 2007 to 32% in 2014.

4. The public appears to have adapted to the situation and found ways and means to work in the

majority language (e.g., fill-out forms in Sinhala) and obtain the required services. In assessing the public opinion on overall service (whether language was a barrier in getting their work done in the end), the problem is viewed more favorably. The public had problems in the language of their choice in one out of three Base Hospitals, six out of sixteen Local Authorities, one out of fourteen Divisional Secretariats and two out of five District Secretariats have language issues from public point of view.

6.2 Observations and Recommendations

The survey data points to directions that the OLC can take in furthering the implementation of the Official languages policy: 1. Awareness: Continue to spread the message of the official languages policy and to re-enforce it by

periodic programs in the same institutions. OLC can create awareness among those who have the language right, the demand, as well as the duty bearers to provide the services related to the right, the supply. Awareness of the official languages policy is growing relatively fast but more work is needed to “spread the word”.

2. Bilingual service provision: Resources are flowing and the staff with bilingual capacity is increasing. Careful assessment is warranted of the bilingual services needed at different types of government offices, i.e., pattern of flow of service requests.

3. Incentive systems: OLC together with the Sri Lanka Administrative Service and the Provincial Administrative Service should review the systems of recruitment, language proficiency and incentive systems in operation to induce officers to engage in bilingual services and examine what is possible to induce some more staff to join this task.

4. Data for decision-making: OLC should consider examining with partners from the university system, SLIDA, NGO and the corporate sector how bilingual services are being used, where the deficits are and how they can be met within the prevailing national and provincial public services. Research may be needed to find out more about the habits of the public and how they can be better met within the evolving resource conditions. It seems that there are unexplored opportunities related to enabling communities to obtain their language rights with respect to government services. There may be opportunities for intermediation, e.g., language aid clinics.

While the Official Languages Policy establishes that the government is primarily responsible to ensure that it is fully implemented, the private sector, civil society and citizens also a responsibility to demand their rights pursuant to this policy. In establishing rights it is useful to examine how the citizenry makes adjustments and if there are major differences in the provision of bilingual services in predominantly Sinhala population areas compared with predominantly Tamil population areas. A good understanding of the social, economic and political underpinnings of the bilingual services outcomes can help



government agencies and institutions adjust and fine tune their approaches in implementing the official languages policy in their respective programs.


7 MANAGEMENT REPORT

Management Structure NLP was based upon the MOU between the Government of Canada and the Government of Sri Lanka. After a competitive tendering process, Agriteam Canada was awarded a contract to implement the project. During the design phase a management structure was agreed upon and set out in the PIP. The project steering committee was co-chaired by Mrs. Wickamasinghe, Secretary of the MNLSI and Nicole Robillard, Senior Development Officer, DFATD, was responsible for the approval of AWPs; provision of strategic policy direction and review of progress reports. Agriteam served as secretariat to the steering committee. Agriteam Canada was responsible for the operations and ongoing management of the project with a part-time Canada-based Project Director. From 2010 to 2013 Alix Yule served as Project Director followed by Karen Gainer, Q.C. from 2013-2015. They reported to the DFATD Project Team Leader in Gatineau, Canada. Don Brownell, the Field Manager based in Colombo, managed the project office and oversaw implementation of project activities in Sri Lanka in collaboration with local partners. The project design contemplated a small project office with two senior managers/technical staff, a project officer and an administrative/finance officer. This staffing complement proved inadequate to provide the support, advice and mentoring for the project partners. Two additional project officers were hired to ensure teams were dedicated to each component. This was appreciated by the partners and was seen as a critical success factor of the project; both in terms of quality and consistency of programming. Project Working Group (PWG) Initially a PWG was formed to coordinate, support and facilitate project planning, implementation and assessment. However, at the 2012 PSC meeting it was agreed that the PWG be dissolved as the functions of their original role were already being performed through monthly reports to MNLSI, periodic program review meetings with MNLSI and institutions, reports of meetings of the Roadmap committees and through the progress reports. Management Approach The project’s overall management approach was to ensure strategic use of project resources through planning, implementation, monitoring and evaluation using RBM. This minimized risks. Decision making flowed horizontally as well as vertically within the project team and with key implementing partners. The project modeled good management practices, ensuring a participatory approach that was transparent, effective and efficient. Project management also mirrored and respected language rights and practices envisioned by the official languages policy. Project staff represented both linguistic communities in Sri Lanka. Trilingual office staff in Colombo communicated with partners and stakeholders in the language of their choosing: English, Sinhala or Tamil. All project workshops and project managers modeled linguistic inclusion by co-chairing these events using Sinhala, Tamil and English. Trilingual invitations, agendas and event materials were produced. Key knowledge products such as the Guidebook for the Preparation of

7 Management Report


Language Plans by Public Institutions and Training of Trainers manuals were produced in Sinhala, Tamil and English. For capacity development workshops, ministry staff could choose whether to participate in a Sinhala or Tamil medium, a practical demonstration of the concept of “language of work”. Management priorities over the project lifespan corresponded to stages in the project’s capacity development model, emphasizing consensus building and planning frameworks in the first years of implementation, shifting towards implementation and coordination with partners, and then focusing on sustainability and institutionalization in the final phase of the project. NLP project management priorities were designed to provide support to partners to sustain the results achieved to date and to finalize, disseminate and institutionalize project knowledge products. Regular staff meetings with project partners addressed technical and sustainability issues. The project support office provided monitoring and reporting on project results through financial and semi-annual progress reports. Management activities throughout the project proceeded largely according to plans and within the anticipated timeframes. TA Subcontracts a) Official Languages and Bilingualism Institute The OLBI, UO were sub-contracted by Agriteam to provide advice, materials and mentoring to the MNLSI and its component institutions, the OLC, DOL and NILET, as they developed the Roadmap and conducted capacity building and organizational development programs to enhance their ability to implement the official languages policy. The primary resource person provided by the Institute was Hilaire Lemoine, Language Policy Advisor who, in addition to providing technical advice, identified and briefed other language experts from government agencies and universities and facilitated the organization of various TEMs in Canada. b) The Asia Foundation in Sri Lanka A key implementing partner in Sri Lanka was TAF. TAF, through a sub-contract with Agriteam, provided TA under Immediate Outcome 2200 Increased number of innovative Models of Bilingual/Trilingual Local Service Delivery. TAF provided training, consultation, facilitation, on-site mentoring and support to 14 model sites as they piloted language planning and enhanced their respective capacity for effective delivery of services in both national languages and increased respect for language rights, promoted linguistic diversity and social cohesion at the local level. In the final year of the project, TAF worked closely with the MNLSI to support language planning and provided training to Ministry officials in the field to build their capacity to utilize the Guidebook for the Preparation of Language Plans by Public Institutions and train staff in other institutions on how to develop and implement language plans. c) Technical Experts The project, through OLBI and Hilaire Lemoine, mobilized Canadian experts who are responsible for implementing Canada’s Official Languages Act and are on the forefront of realizing bilingualism in the Canadian Public Service: from the Commissioner of Official Languages, Graham Fraser to Marc Tremblay, Executive Director, Centre of Excellence on Official Languages, Treasury Board Secretariat to Yvan Déry, Director of Policy, Analysis and Research at Canadian Heritage. After each TEM to Sri Lanka, an expert

7 Management Report


report was produced with specific recommendations to partner organizations that the Government of Sri Lanka have acted upon to develop strategies and approaches to implement their official languages policy. It is in these reports and recommendations that leave a permanent record of what has happened and sets course for the future.

Component Level of Effort Volunteer Design Phase Kenneth Bush, Peace and Conflict/Human Rights Monitoring and Evaluation for Social Harmony (“MESH”)14 November 2011

14 days

Component 1100 Hilaire Lemoine, Language Policy Advisor Key knowledge products developed:

1. Power Point on The Canadian Experience Regarding Language Rights and Implementation of Official Languages Policy June 2010 – presented to Sri Lankan officials during Design Phase

2. Official Languages in Canada – A Fact Sheet (2012) 3. PowerPoint on Roadmap-Action Plan at NILET’s workshop on March

2012 4. Lessons learned in Canada - Public Service Language School 5. Notes prepared for the Inter-ministerial Committee meeting on the

Roadmap – March 5, 2013 6. Roadmap for the official languages policy implementation – Canvas for

Developing Action Plan 7. Roadmap - A Strategy for the Implementation of the official languages

policy in Sri Lanka 8. Briefing Paper on the Progress of the Roadmap Process 9. Note to Secretary on Road map implementation 10. Roadmap-template for action plan

233 days

Graham Fraser, Commissioner of Official Languages, Canada Mission Report

11 days Yes

Pierre Foucher, Professor, UO, Faculty of Law Paper on Canada’s Official Languages Act and on Language Rights in Canada presented at the International Language and Social Cohesion Conference, 2011

10 days Yes

Yvan M. Déry, Director, Policy and Research, Official Languages Support Programs , Canadian Heritage Key knowledge products developed:

1. Report on Strengthening Planning, Research and Policy Capacity: Proposals for the Strengthening of a Planning, Research and Policy Unit at the MNLSI

2. Comments on the Baseline data and questionnaires developed

22 days Yes

Component 1200 Carole Fournier , Public Engagement Specialist Mission Report

15 days, Yes

7 Management Report


Component Level of Effort Volunteer Component 2100

1. Luise von Flotow, Professor and Director of the School of Translation and Interpretation at the UO

Key knowledge products developed: 1. A Study Report on Translation and Interpretation Training and

Services and Recommendations

41 days

Gabriel Huard, former Director of Terminology at the Canadian Translation Bureau; Key knowledge products developed:

1. A Study Report on the Establishment of a Translation Centre , April 5, 2012

2. DOL Road Map Plan 3. Five year corporate Plan for DOL 4. Translation Centre Organization Chart 5. Translation Centre Work Flow 6. Translation Centre Office Register

94 days

Marlene Toews Janzen, OLBI, Second Language Teaching Specialist 1. Mission Report

29 days

Marc Tremblay Executive Director, Official Languages Centre of Excellence, Governance, Planning and Policy

1. Mission report 2. Comments on Accountability Framework Mechanism

17 days yes

Pierre Coulombe, Director - Performance Measurement Directorate 1. Office of the Commissioner of Official Language Mission report 2. Power Point presentation on Language Policies in Canada

16 days yes

Andrew Gibson33, Policy Analyst Office of the Commissioner of Official Languages

1. OLC Audit Guide 45 days yes

Marcel Fallu , Analyst, Performance Measurement, Office of the Commissioner of Official Languages, , Canada

1. OLC Audit Guide 45 days yes

Total expert days 592 Volunteer days 181 Of the 592 days that experts were deployed to Sri Lanka approximately 30%, or 181 days, were contributed to the project as volunteers. Assuming an average daily rate of $750 per day this represents a contribution of $135,750 to the project. In addition, Andrew Gibson and Marcel Fallu contributed their expenses for a 90-day mission valued at $29,290. The overall contribution by volunteers to the project was C$166,040.

33 Both Andrew Gibson and Marcel Fallu were volunteers placements: Took a leave of absence from their employment with Office of the Commissioner of Official Languages; paid all their expenses including travel and accommodation in Sri Lanka

7 Management Report


Contribution of the Government of Sri Lanka The MNLSI contributed office space for the NLP expert and provided workshop space for trainings and, meetings and on a number of occasions, provided tea. Approach to Performance Measurement Monitoring and measuring performance were key components of project management. Information on progress towards achieving project outputs and outcomes was not only critical for reporting to project stakeholders, but also for understanding the factors that influence project performance and for using these lessons learned in ongoing planning. The project used RBM as its main management approach to achieve efficiency and effectiveness in delivering the project and in assessing its developmental impact. To support the measurement of results, a PMF was developed using DFATD’s PMF template. Indicators for each output and outcome were selected in consultation with the Canadian and Sri Lankan members of the project design team. Indicators for outputs were measured on an ongoing basis as activities were completed. Indicators for immediate outcomes were measured as per the PMF, annually, and results included in the project’s annual progress reports. Indicators for intermediate outcomes were measured at the end of the project. Project partners were involved in the measurement of the indicators related to their organization. In addition, as part of the project’s capacity development strategy, TA was provided to MNLSI, to develop an accountability framework to measure progress in relation to implementation of national languages policies and programs through the Roadmap. Planning and Management Tools: Project Implementation Plan; AWPs, progress reports and budgets The PIP was the key planning document for the overall project. It was supplemented yearly with a work plan. The project fiscal and planning year followed the calendar year to align with the Government of Sri Lanka’s fiscal year. In October each year project staff undertook a process of intense consultation with the project’s participating institutions to review progress to date and to develop a work plan for the coming year. Project staff ensured that planned activities for the work plan employed a results based approach and were in accordance with the overall project framework and budget. The work plan encompassed a detailed plan of project activities, resource requirements and anticipated results; a confirmation of implementation strategies and management priorities; an implementation schedule; and quarterly and annual budget forecast including a procurement plan. Progress reports were submitted semi-annually. It was agreed early in project implementation that annual reports would not be necessary. Semi-annual reports summarized project activities and the resulting outputs and progress towards outcomes. The reports identified any variation from the work plan and discussed issues, problems and corrective actions to be taken based on a careful analysis of the performance measurement information. Project Closure Procedures The project followed DFATD’s financial management and administrative procedures. A Field Office Closure Manual was developed and the project office was closed on May 31, 2015. All assets were transferred to the project partners. Extra copies of guides, training materials etc. were transferred to the project partners. Financial and administrative documents were sent to Canada for archiving and copies shredded.

7 Management Report


Financial Management Agriteam’s standard accounting practices for DFATD projects were applied to the NLP. Field office financial systems and procedures are documented in the Field Office Operational Manual. The preparation of cost projections, monthly site reconciliations, and reporting was timely and accurate. The senior financial officer in the Agriteam Head Office (Calgary, Canada) assisted by the NLP Finance Manager, maintained financial oversight and ensured adherence to contractual obligations. The complete project financial report can be found in Chapter 9 and the procurement log is provided as Appendix F.


8 RISKS

NLP used the risk register to identify risks and mitigation strategies on an ongoing basis. Although the period of project implementation (July 2011 through June 2015) was generally characterized as “fluid” with heightened risks at different times, the project finished and achieved expected results without any major delay or interruption of operations. Agriteam’s management of the stated risks throughout the project implementation period was successful. An original list of risks with mitigation strategies was developed and included in the PIP. During the first six months of project implementation five additional risks were added to the register as a result of the “Peace and Conflict Impact Assessment (PCIA)34” conducted by Professor Kenneth Bush in the fall of 2011. The development of both the original and modified list of risks was done with the active participation of our Sri Lankan partners – spearheaded by the Secretary of the MNLSI. The risk register was formally updated twice a year and reported on within semi-annual reports. Although mitigation strategies were slightly altered, no additional risks were added to the register during implementation. It is also noted that as part of the annual work planning process, all major activities were reviewed through a PCIA or MESH lens – hence, mitigation of certain risks were “inherently” dealt with through the ongoing program. In analyzing the mitigation strategies successfully used throughout project implementation, a common thread of “open communication lines” and “transparency” of actions is clearly noted. For example, when risks were increased due to negative press coverage, usually following a political statement that was outside of the project control, the MNLSI, Canadian High Commission and the project office would coordinate and have a consistent message in response. In many cases, no public response was the best strategy. As the project evolved, and results were achieved and recognized by the Government of Sri Lanka, the risks in many areas were reduced. The NLP work has become institutionalized within the work of MNLSI. The final risk register is attached below.

34 Due to sensitivities at the time, the NLP PCIA was renamed “MESH”

8 Risks


Risk Definition Risk Level LM Result Level35

Risk Update and Mitigation Needed Risk Owner

July 2010

Dec 2011

June 2012

Dec 2012

June 2013

Dec 2013

June 2014

Dec 2014

June 2015

Operational Risks

Op1

Implementation is delayed due to delays in getting PIP approval from GoSL or DFATD or getting MoU between GoSL and DFATD signed

Project has achieived expected results, support recongized by the governemnt of Sri Lanka . Project work has become insittuionalized into the work of MNLSI.

PTL

Op2

Poor GoSL – NGO relations / poor public perception of INGO and CSOs constrains project operations

PR

With the election of the new President and Government, relations between GoSL and NGO are improving. MNSLI has sought the TA of TAF as trainers to support their plans to replicate the innovative sites to new PI.

Project Managers

Op 3

Government approvals are required in the North by CSOs and NGO 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 now fairly open, development activities are still closely monitored. Throughout the project, close collaboration and keeping communication lines open proved to be a successful mitigation strategy.

Project Managers, Program Managers/TAF

35 Acronyms : Ultimate Outcome (UO); Intermediate Outcome (ITO); Immediate Outcome (IMO); Output (O); Whole Project (PR)

8 Risks




July 2010

Dec 2011

June 2012

Dec 2012

June 2013

Dec 2013

June 2014

Dec 2014

June 2015

Financial Risks

Fin1

Funds in local banks are lost due to irregularites in the banking sector

Use of 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

While there have been some communal violence in some areas of the country, they were not in our “implementation” geographic areas-where model sites and PEF projects are working. There have been no major armed conflicts since the project started. Staff applied MESH throughout the project life. The project itself is designed to mitigate a potential rise in ethnic tensions.

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 LAs and local public institutions, making development, sustainability and

O, ITO IMO

Maintained transparency with Sri Lankan partners. Included all governance actors in project activities in all localities. The situation has dramatically improved since January 2015

Program Managers

8 Risks




July 2010

Dec 2011

June 2012

Dec 2012

June 2013

Dec 2013

June 2014

Dec 2014

June 2015

replication of Innovative Models more difficult

Dev3

Lack of adequate GoSL commitment and/or financial support for implementation of official the languages policy and other policies and plans to promote national languages and language rights reduces probability of project sustainability

ITO

GoSL has increasingly indicated its support for the official languages policy implementation, bilingualism and trilingualism, and social integration as seen from the last budget allocation to MNLSI. Project staff has continually advocated for support for national languages policies and programs with other donors, CSOs and the private sector to mobilize support and funds for priority programming areas.

Project Director

Dev5

Policy incoherence and on-going exclusionary policies in other sectors will limit the impact of the MNLSI on implementation of the official languages policy and social

ITO

Government has articulated a strong commitment for the official languages policy as indicated in their action plan for implementing LLRC recommendations and more recently in the 100 day Program.. Increasing support by the MNLSI and the work of the IMC on the road-map sub-committee and other cross-agency mechanisms

Project Managers

8 Risks




July 2010

Dec 2011

June 2012

Dec 2012

June 2013

Dec 2013

June 2014

Dec 2014

June 2015

integration

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

Maintained transparency with Sri Lankan partners and worked with TAF to involve a very wide range of stakeholders at community level, worked slowly and collaboratively to build relationships and trust. Ensure application of MESH.

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

Maintained transparency with Sri Lankan partners around project budget and work planning and use a participatory planning and budgeting process for AWPs. Ensured the process for prioritizing interventions is clear given modest resources and limited timeframe

DFATD / Project Director/ project Managers

8 Risks




July 2010

Dec 2011

June 2012

Dec 2012

June 2013

Dec 2013

June 2014

Dec 2014

June 2015

Rep2

Canadian Foreign Policy and related reports in the Sri Lankan press are perceived to be GoC criticism of the GoSL, leading to diplomatic tensions affecting implementation of DFATD funded projects, including NLP

PR

Ensured that the project was genuinely seen within Sri Lanka to be a technical support project for the MNLSI, not driven by a GoC agenda. Maintained communication channels between GoSL and GoC / DFATD Aid and MNLSI. Ensured effective use of NLP and Language “champions”. This was particularly relevant given the attention paid in local media to GoC decision not to participate in 2013 Commonwealth Heads of Government meeting in Sri Lanka and their subsequent withdrawal of funding for the Commonwealth Secretariat.

DFATD / Project Director


9 FINANCIAL REPORT

AGRITEAM CANADA CONSULTING LTD.

National Languages Project (NLP)

2011 2012 2013 2014 2015 Total

Actual Actual Actual Actual Actual

Output 1100: MNLSI Institutional Strengthening

135,828 303,589 347,845 295,847 128,008 1,211,116

16,938 67,587 57,625 84,788 18,626 245,564

18,835 43,560 129,316 60,901 47,982 300,593

Subtotal Output 1100 171,601 414,736 534,786 441,535 194,615 1,757,273

Output 1200: Public Engagement 61,270 125,486 158,933 163,179 47,451 556,320

Output 2100: Translation & Interpreting Services 83,716 171,959 297,305 180,913 67,372 801,265

Output 2200: Innovative Models of Local Service Delivery 77,371 213,829 399,709 273,893 118,190 1,082,992

Output 3100: Management 125,733 191,237 227,570 198,055 90,302 832,897

Total 519,691 1,117,248 1,618,303 1,257,575 517,930 5,030,748

MNLSI Insitutional Strengthening

OLC

NILET

Project Budget by Outcome


10 LESSONS LEARNED AND BEST PRACTICES

What follows is an analysis of the main lessons learned and best practices developed through the implementation of the NLP. As this report has documented, the NLP project partners have achieved remarkable results that are now being institutionalized. The lessons and best practices that follow are drawn from the reports that the project partners made at the concluding wrap-up sessions AS well as by Canadian experts and the project support team. It is useful to examine these as it may help in the design and implementation of future projects in Sri Lanka. A critical success factor is, as always, ownership of the project and its results by the partners. The lessons outlined below, together with the best practices, were always geared to ensure that the partners took ownership of the project by leading the change process. The project office and its support staff worked very hard to provide the mentoring and coaching to make this a reality. It was only through this ownership that the results will be effectively sustained beyond the life of the project. The Importance of Leadership This project worked in large measure because the Minister and Secretary were engaged and committed to the project work and the project was responsive to their needs. They served as “champions” and the Secretary developed and supported her team to become experts. There was an ongoing dialogue between the Project’s Language Advisor, Hilaire Lemoine and the Minister and Secretary which resulted in their being at the forefront of the design and delivery of the project. It was this institutional leadership that resulted in the project being relevant and responsive to the needs of the ministry. Partner-directed project From the outset, the project was designed and built collaboratively with the leadership from the MNLSI. The Secretary of MNLSI, Mrs. Wickramasinghe as co-chairperson of the PSC maintained a strong leadership role throughout the project. She led the design phase TEM to Canada, which exposed her delegation to Canada’s experience in implementing the official languages at the federal, provincial, territorial and municipal levels. This allowed the delegation to identify Canadian experiences and resources relevant to the Sri Lankan context and to collaborate with their Canadian counterparts to finalize the design of NLP. Work planning process Work planning had three steps: Yearly participatory workshops with the partners on the project results framework renewed consensus on approach and developed a shared understanding and commitment to the results framework which guided project implementation; from work planning to evaluation and decision making processes. This was followed by a working session to develop the work plan. Part of work planning process was a discussion on the efficient use of project resources. This ensured that the partners understood available resources and used the results framework to articulate how the expenditure of resources can support the achievement of the agreed to results.

10 Lessons Learned and Best Practices


Canadian Institutions: Establishing Linkages with Sri Lankan Institutions The project relied on Canadian Institutions for expertise and TA. The OLBI at the UO provided the key project expert: Hilaire Lemoine. He introduced the concept of a Roadmap-a national plan to implement the Official Languages Policy, using the Canadian experience. This included an introduction to a number of Canadian institutions and experts who had participated in the Canadian Official Languages Roadmap. In this way the ministry was exposed to a set of institutions and experts-while each had worked on different aspects of the Roadmap but shared a common experience. This resulted in a coherent and relevant TA. TEMs reinforced the coherence and provided opportunities to deepen institutional linkages. Mr. Lemoine marshalled Canadian experts, provided them with a careful briefing of the Sri Lankan situation and served as a bridge between the Ministry, the project and other project experts to ensure that advice offered by the project was consistent and relevant to the needs of the project. This consistency in the advice provided was one of the factors that allowed MNLSI to achieve the results they did within the project confines. Through Mr. Lemoine, strong institutional linkages were developed inter alia, with the OCOL; the Centre of Excellence on Official Languages of the Treasury Board Secretariat, the Canada School for Public Servants and Canadian Heritage, as well as from the UO: the OLBI; the School of Translation and Interpretation, and the Faculty of Law. Strong team The project office in Colombo was managed by Don Brownell, who has extensive experience managing development projects in Sri Lanka. His expertise and understanding of the political and operating environment in Sri Lanka as well as his solid reputation with government officials allowed NLP to quickly gain the respect and trust of our government partners. Furthermore, on a day-to-day basis, respect and trust was built through the skills and attitude of the predominately trilingual office staff. Particularly with reference to NLP Program Managers, M. Thirunavukarasu and M. Niyas, their understanding and sensitivity to the realities and constraints of public service employees resulted in realistic interventions that were greatly appreciated by the project partners. NLP team became trusted external advisors. Project program officers were assigned to specific components to support the partners work between expert missions and to facilitate and liaise between Project support office; project partners and experts. These program staff coached and mentored the partners. One issue emerged early in the life of the project was the limited institutional capacity in the partners which manifested itself in insufficient staff time and expertise within their respective departments to do the work necessary between expert missions. Project program staff worked hard to support the staff to understand the tasks and to ensure their completion. Modeled trilingualism At all workshops and events, all materials were prepared in a trilingual format: from invitations to agendas to materials distributed. The events were co-chaired by M. Thirunavukarasu and M. Niyas, with their trilingual language skills alternated between the official languages and English as a practical demonstration of how trilingual meeting or event should look like. Working sessions had simultaneous interpretation. One lesson learned was the need to invest in better conditions for the interpreters: there is an urgent need for portable sound proof booths and the upgraded interpretation equipment. Poor interpretation equipment completely undermines the work of the interpreters and defeats the purpose of providing interpretation as it fails to include participants in the discussions.



Technical advice with supporting knowledge based information TA was designed to develop and report on knowledge-based information which supports partners’ initiatives to undertake more effective medium- and long-term planning for official languages policy implementation. Research surveys were commissioned to support evidence based decision making. The NLP project support office provided training to the ministry staff to enhance their research and analytical capacity to properly conduct a high-quality survey. Knowledge based information and surveys included:

a) MNSLI staff self-assessment survey of capacity needs. b) Rapid gender assessment of MNLSI staff to identify staff capacity for gender mainstreaming and

institutional mechanisms in place to enable gender mainstreaming. c) Survey on translator’s needs and resources. d) Study on Translation and Interpretation Training and Services. e) Evaluation of NILET’s Language Programs for Public Officers. f) Report on Institutional Strengthening of the OLC Language Resources Needs Assessment Survey:

2014. Practical tools and knowledge products for implementing the official languages policy The project developed and published more than 80 knowledge products which provide a written record of the project. These include training materials and manuals. These tools are a key component of the sustainability of the project results and include the Roadmap for government-wide action plans; Guide Book for the Preparation of Language Plans by Public Institutions and language audit guides. See Appendix G for a complete listing of knowledge products. Support and enhance existing institutions NLP strengthened and enhanced existing institutions. For example: NLP worked with OLC to conduct language audit at the national exhibition of government institutions-the Deyata Kirula and supported the ACT, established by DOL membership includes key stakeholders in the area of translation services to provide advice on issues, lapses and requirements arising in the field of translation and to make recommendations and suggestions to the respective authorities to strengthen the Government translation and translator skills. NLP focussed its support to develop the capacity of the Committee to serve as a forum to identify existing issues in government translation. Regular and effective communication between partners and project office Regular communication resulted in developing an understanding of project objectives and progress. It facilitated open and supportive partnership built on consistent principles of cooperation. The MNSLI prepared monthly reports on the work completed and what was anticipated in the coming month. In analyzing the mitigation strategies successfully used throughout project implementation, a common thread of “open communication lines” and “transparency” of actions is clearly noted. For example, when risks were increased due to negative press coverage, usually following a political statement that was outside of the project control, the MNLSI, Canadian High Commission and the project office would coordinate and have a consistent message in response. In many cases, no public response was the best strategy.



Training and sharing of information All partners agreed on the importance of training to expose staff to new approaches, particularly with respect to implementation of Official Languages Policy and the importance of service to citizens. There is value in bringing staff and participants together to share challenges and develop solutions together. As the MNLSI indicated the seminars or workshops encourage individual and collective creativeness. Training and refresher workshops or courses to provide new knowledge and expertise are very important. Exposure derived from TEMs to Canadian Institutions The direct exposure to Canadian institutions had special importance—converting ministry staff, staff of its affiliated institutions and university academics into proponents of reform. All TEMs to Canada exposed Sri Lankan participants to the workings of Canadian institutions such as Canadian Heritage, Treasury Board, OCOL, UO; Translation Bureau of Canada, Commissioner of Francophone Affairs, Ontario to name a few and enabled them see how implementation of language rights is realized in the Canadian context and inspired delegations to seek innovative solutions in their institutions. Use of core teams Building strong and effective teams helps support implementing of reforms and provide a base to sustain reforms after the life of the project. MNLSI built a core team for project implementation, who play a key role in sustaining project achievements (beyond the life of the project) which is viewed as a key project implementation lesson. These core teams also facilitated project resource sharing as well as learning across the ministry. The approach to core teams was also applied to Canadian TA. The NLP project designated experts who built a long-term relationship with the partners, which demonstrated their involvement and commitment to the process. Regular communication with experts and the partners between missions (using internet/Skype) was critical to achieving capacity building results. The development of these ongoing/direct relationships between Canadian institutions and Sri Lankans helped promote mutual learning.

Lessons learned from the Evaluator

x There were earlier DFATD (formerly CIDA) funded projects addressing language issues but they were too short-term and not well-enough focused to generate lasting change. Notwithstanding some positive outcomes, what worked particularly well in NLP was the sustained, systematic approach taken to institutional strengthening of key government entities responsible for the official languages policy implementation. The need for adequate time to achieve capacity building goals cannot be over-stated.

x The Ministry and its three institutes carried enormous responsibilities and had to manage the additional workload of integrating new strategies, practices, procedures and methodologies. With public sector projects, the sequencing of activities and the pacing of inputs need to take this aspect of absorptive capacity into account.

x NLP made strategic investments in material goods (computers, refurbishment, signage), which served as a catalyst for change and helped generate the commitment needed for deeper results.



x It is possible to have too many objectives, too many indicators and targets. NLP worked in a consultative way with its partners but the PMF may have been more complicated than it needed to be to keep everyone focused on the same set of goals.

x Exposure visits have been a very powerful way to animate public institutions, both the inspired and the inspiring. Actually involving the model sites in replication can keep them motivated to continue beyond their own early successes.

x The Government of Sri Lanka envisages a trilingual public service. The reality for all public institutions is that deployment of bilingual or trilingual staff has to be rationalized according to the dominant types of visitor/client served.

x To avoid high drop-out rates, language classes, either on-the-job or through language societies, need to be supplemented with the opportunity to practice. If contact with Tamil or English speaking clientele is infrequent, for example, then motivation for language study diminishes.

x Government transfer or appointment systems being what they are, there is always a risk of set-back when project champions move on. Re-engaging and re-inspiring the commitment of successors needs to be anticipated as an ongoing challenge and part of any exit strategy.

Good practices and lessons learned: The Asia Foundation and model sites TAF through working with the model sites was able to demonstrate how to harness the capacity within public institutions to adopt an effective approach towards multilingual service delivery. Key learnings include: x 14 Model Sites, across varying typologies, have been developed and can be utilized by relevant line

ministries in efforts to replicate best-practice. x Best practice developed at each model-site may be distinct, but eventually fall within the rubric of

the official languages policy; and supplementary efforts to ensure effective service delivery in the language of choice.

x A key lesson learned through the development of model sites of local service delivery was the necessity of customizing approaches towards language planning at different institutional typologies; for instance, in working with the police, the need for adaptability and back-stopping in the face of regular transfer of officers was confirmed through this project.

Specific good practices developed at each Model Site include: x The preparation of comprehensive short, medium- and long-term action plans, towards

identification of priorities in better implementing the official languages policy of Sri Lanka. x The establishment of language committees to lead the implementation of institution-specific

language plans. x The creation of language societies to encourage the use and learning of language in a holistic

manner. x The translation of critical forms and documents; particularly those necessary for citizen interaction. x The positioning of extensive trilingual signage to enhance interaction with citizen service-recipients. x The introduction of regular internal monitoring and evaluation of language plan implementation.



Mr. Fraser (COL-Canada) with MNLSI Staff – March 2013

Marc Tremblay with Secretary MNLSI - November 2014

Some Key Pictorial Illustrations of NLP



Pierre Coulumbe OCOL with OLC 2014 and NLP – November 2014

NLP Team with Canadian Delegates – December 2014

End of Project Report Agriteam Canada Consulting Ltd. National Languages Project A-1 December 2015

APPENDIX A: Map of Geographic Coverage of NLP’s Direct Involvement

End of Project Report Agriteam Canada Consulting Ltd. National Languages Project B-1 December 2015

APPENDIX B: ROADMAP ACTION PLAN OF DEPARTMENT OF OFFICIAL LANGUAGES (2015 – 2019)

Activities

Year 1(2015) Year 2 (2016) Year 3(2017) Year 4 (2018) Year 5 (2019)

Target Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) 1.0. Strengthen the Department in relation to implementation of OLP 1.0.1 Visibility and Ambiance

Trilingual name boards, display boards, direction boards

450,000 Maintenance 50,000 Name boards for new recruitments and maintenance

150,000 Name boards for new recruitments and maintenance

100,000 Name boards for new recruitments and maintenance

250,000

1.0.2 Improve the trilingual front office

Human resource and physical improvement

2500,000 Maintenance 25,000 maintenance and modifications

50,000 Maintenance 25,000 maintenance and modifications

50,000

1.0.3 Identify bilingual positions in the department

Identify positions to be bilingual Provide bilingual capacity building placements

(See the justification)









1.0.4 Improvement of conference facilities (trilingual services)

Physical resources 250,000 Maintenance and modifications

100,000 Maintenance 50,000 Maintenance 50,000 Maintenance 50,000

1.0.5 improve DOL website Increase the capacity (Space) Maintenance

500,000 See the

Justification)(NLP)

Maintenance See the Justification)

(NLP)

Maintenance 30,000 Maintenance 30,000 Increase the capacity (Space) Maintenance

600,000 30,000

1.1. Trilingual Capacity Development of the Department 1.1.1 Staff training and development

Induction training on OLP

200,000 Induction training on OLP




200,000

Bilingual and trilingual capacity

200,000 Bilingual and trilingual capacity




200,000

Appendix B: Roadmap Action Plan of Department of Official Languages (2015 - 2019)


Activities



(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Translation and Terminologist training

3,000,000 Translation and Terminologist training




3,000,000

Interpretation training

1,500,000 Interpretation training




1,500,000

1.1.2 Discussion on the current situation of the official languages and other importance related to languages

12 discussions 120,000 12 discussions 125,000 12 discussions 150,000 12 discussions 175,000 12 discussions 200,000

2.0 Services to other Institution provided by the Department 2.1. Translation services 2.1.1 Improvements of the Translation Center

Purchase 7 computers Dictionaries

1,000,000 500,000

Maintenance 1,000,000 Maintenance Purchase a server

3,000,000 Maintenance and Purchase 8 computers

1000,000 1500,000

Maintenance 500,000

2.1.2 Development of Mechanical translation

Information gathering on the different models of existing mechanical translation (India/Canada) Discussion with University of Colombo

30,000

10,000

Exposure tour to Central Indian Language Centre/ or Canada

3,000,000 Establishment of Sinhala / Tamil Automate translation software

1,000,000 maintenance Rs.50,000 Maintenance 50,000

2.1.3 Preparation of Guide book on Translation

Improve and finalize the draft guide book (Sinhala/Tamil) Initial preparatory work for other two guide books (Eng/Tamil and Eng/Sinhala)

500,000

500,000

Improve and finalize the draft guide books (Eng/Tamil & Eng/Sinhala) Printing and publishing

1,000,000

300,000

Improvements of the guide books and Printing

2,000,000

2.1.4 National survey on Re- Rs. 3,000,000 Re-administering Rs. 3,000,000



Activities



(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Translation Services administering

the survey (as a follow-up to the 2013 conducted by UoC)

the survey (as a follow-up to the 2016)

2.1.5 National Workshop on the Translation Industry

Launch a National workshop on the translation needs in Sri Lanka, both for government and private sector purposes.

1,500,000 Launch a National workshop on the translation needs in Sri Lanka, both for government and private sector purposes.

1,500,000

2.1.6 Provide extended Translation Training

Training for university students or any other interested part

500,000 Training for university students or any other interested party




700,000

2.2. Interpretations 2.2.1 Interpreters pool Conduct exams

and update the list 200,000 Conduct exams

and update the list

Rs. 200,000 Conduct exams and update the list

Rs. 200,000

2.3. Terminology 2.3.1 Forming an Electronic Data Bank

Developing a Data Bank

500,000 Maintaining 50,000 Maintaining 50,000 Maintaining 50,000 Upgrading Rs. 300,000

2.3.2 Develop/Compile new tri-lingual Dictionaries

Uploading to website and Printing

700,000 Upgrading and printing

Rs. 1000,000

2.3.3 Develop/Compile Terminologies/Glossaries

Developing new glossaries

(Rs. 2,000,000 this amount will be needed in case the Terminologists positions are not fulfilled)

Developing new glossaries

(3,000,000 this amount will be needed in case the Terminologists positions are not fulfilled)



Activities



(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) 2.3.4 Terminology Unit Setup

Refurbish to suite the terminology work

15,000,000 Maintenance 200,000 Maintenance 300,000 Maintenance 400,000 Maintenance and upgrading

1000,000

2.4 Conducting language proficiency examination 2.4.1 Conducting Official Language Proficiency Examination for level I, II, III, and IV in twice a year

Administration of the examination (by Dept. of Exam.) (conduct two times per year)

20,400,000 (10,200,000X2)


20,400,000 (10,200,000X2)


20,400,000 (10,200,000X2)


20,400,000 (10,200,000X2)


20,400,000 (10,200,000X2)

2.4.2 Conducting oral test for those who have passed the written examination

Processing of the oral test (conduct two times per year)

10,000,000 (5,000,000X2)


10,000,000 (5,000,000X2)


10,000,000 (5,000,000X2)


10,000,000 (5,000,000X2)


10,000,000 (5,000,000X2)

2.4.3 Evaluation of proficiency for those who have obtained incentives for their second language proficiency.

Processing of the oral test

1,000,000 Processing of the oral test




1,200,000

2.4.4 Issuing official language Proficiency certificates.

Handing over the certificates

4,000,000 Handing over the certificates




4,200,000

2.4.5 Develop Machine oriented result and certificate system (Based on system used by the Dept. of Exam)

Development of the system

2,000,000 Maintenance 100,000 Maintenance 150,000 Maintenance 200,000 Maintenance 250,000

2.4.6 Establishing Computer Based Testing System for assessment of the Language Proficiency (Together with the Department of Examination –Computer based Exam)

Development of the system

3,000,000 Maintenance 100,000 Maintenance 150,000 Maintenance 200,000 Maintenance 250,000



Activities



(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) 2.4.7 Conducting examinations for External Institution.

2.5 Publications 2.5.1 Preparing computer games related to languages for improving language knowledge in an attractive way (English/Sinhala/Tamil).

Improving existing Sinhala and Tamil, and prepare the English Language game kits

300,000 Improving existing Sinhala,

Tamil, and English

Language game kits

150,000 Improving existing Sinhala,

Tamil, and English Language

game kits

300,000

2.5.2 Preparation of Language test books

Printing of language text books Preparation and printing of new text books

10,000,000

20,000,000

Printing of language text books

20,000,000 Printing of language text books

20,000,000 Printing of language text books

20,000,000 Improve and Printing of language text books

30,000,000

2.5.3. Compilation of a book on Sinhala and Tamil Synonyms

Development and Printing

1,000,000 Improve the existing Sinhala and Tamil Synonyms book

2,000,000

2.5.4. Reproduce “Let’s Learn Sinhala, Tamil and English) (for Deyata Kirula)

Printing of 50000 2,000,000 Printing of 50000

2,050,000 Printing of 50000

2,100,000 Printing of 50000 2,150,000 Printing of 50000 2,200,000

2.5.5. Produce Trilingual Magazine

Biannual Printing of 1000

500,000 Biannual Printing of 1000




700,000

2.6 Promoting Language Skills 2.6.1 Conducting Language Classes

Language Classes 2,000,000 Language Classes

2,000,000 Language Classes 2,000,000 Language Classes

2,000,000 Language Classes 2,000,000

2.6.2 Improvement of E-Learning System

Starting process 400,000 Maintenance and payment for

teachers

Rs. 350,000 Maintenance and payment for

teachers

400,000 Maintenance and payment for teachers

450,000 Maintenance and payment for

teachers

500,000

2.6.1 Making a new methodology for lending library books (Brown method)

Maintenance Maintenance Maintenance Maintenance Maintenance



Activities



(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) Target

Financial Forecast

(RS) 3.0 Provincial Centers 3.1 Infrastructure Setting up office

(Northern, Eastern and Sabharagamuva)

4,500,000 Maintenance and Setting up office (NWP, CP and NCP)

5,000,000 Maintenance and Setting up office (Uva and SP)

4,000,000 Maintenance 1,000,000 Upgrade and Maintenance

2,000,000

4.0 Human Resource Development 4.1 Recruitment Recruit 3

Translator superintendents and 15 translators Recruitment of 2 terminologist superintendents and 6 Terminologists Development Officers (Provincial Centers) -03

120,000 Recruit 9 translators Development Officers (Provincial Centers) -03

120,000 Recruit 6 translators Development Officers (Provincial Centers) -02

120,000

End of Project Report Agriteam Canada Consulting Ltd. National Languages Project C-1 December 2015

APPENDIX C: LOGIC MODEL

Title National Languages Project No. x Team Leader x Nicole Robillard Country/Region x Sri Lanka x Duration x February 2010 – March 2016

ULTIMATE OUTCOME Increased respect for language diversity and language rights within the public service and among the citizenry

Ï Ï Ï

INTERMDIATE OUTCOMES


2000 Increased citizens’ access to public communications and services in official language of

choice Ï Ï Ï Ï Ï

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 GE,

good governance and social cohesion

Ï Ï Ï Ï Ï

OUTPUTS

1110: Increased capacity of MNLSI NLD staff to plan and 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) and Increase in multi-stakeholder collaboration 1140: OLC functions reviewed and strengthened 1150:NILET functions reviewed and enhanced

1210: Civil society and LS 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 functions reviewed and strengthened 37

2210: Pilot sites established through multi-stakeholder collaborations 2220: Innovative and leading practices documented and 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 and evaluated 2270: Replication of innovative models

Appendix C: Logic Model

End of Project Report Agriteam Canada Consulting Ltd. National Languages Project C-2 December 2015

1170:Monitoring mechanism in place 1180: Pilot Provincial Centre developed and capable of being replicated to other provincial centers36

Ï Ï Ï Ï Ï

ACTIVITIES

Provide TA and support to MNSLI to: x Complete 5-year plan (roadmap) x Develop and rollout priority resources

and tools to facilitate OLP implementation x Support conferences and consultations to

enhance framework and collaboration x OLC functions reviewed and

strengthened x NILET functions reviewed and

strengthened x LD functions reviewed and strengthened x Develop/strengthen monitoring

mechanism x Development of a collaborative business

plan for the provincial centre with MNLSI and their

x Provide co-funding to CSOs, including women’s groups, for initiatives promoting and supporting language rights, bilingualism and linguistic diversity

x Support conferences, consultations, exchanges and other awareness raising activities

x Provide TA to develop plan for translation centre

x Provide TA to implement plan for translation centre

x Support strengthening of translator training at NILET

x Support development of translator program at university(s)

x Support glossary updating x Provide TA to terminology unit

x Identify strategic bilingual pilot sites and form networks

x Identify good practices x Support language planning following MNLSI

guidelines x Support plan implementation x Fund innovative pilots x Document and disseminate good practices

with partners x Support replication

37 this was folded into 2110 in AWP 2013 36 This was approved at the PSC meeting December 11, 2013

End of Project Report Agriteam Canada Consulting Ltd. National Languages Project D-1 December 2015

APPENDIX D: LIST OF CANADIAN AND SRI LANKAN KEY EXPERTS AND PARTNER ORGANIZATIONS

CANADA

Official Languages and Bilingualism Institute , UO

1. Richard Clement, Director and Associate Dean [email protected]

2. Hilaire Lemoine, Language Policy Advisor [email protected] 3. Lise Bazinet, Director, Promotion and Development [email protected] 4. Evan Lavoie, Manager, Second Language Intensive Programs [email protected] 5. Amelia Hope, Head of Language Assessment Services [email protected] 6. Bojan Lalovic, Manager, Resource Centre [email protected] 7. Robert Bruff, Language Teacher [email protected] 8. Marlene Toews Janzen, Second Language Teaching Specialist [email protected]

School of Translation and Interpretation, UO

9. Luise von Flotow, Professor and Director of the School of Translation and Interpretation

[email protected]

10. Sylvie Lambert, Professor [email protected] 11. Malcolm Williams, Professor [email protected] 12. James Shearon, Professor [email protected] 13. Salah Basalamah, Professor [email protected]

Faculty of Law, UO 14. Pierre Foucher, Professor [email protected]

UO 15. Mr. Louis de Melo, Vice-President, External Relations UO [email protected]

16. Dr. Gary Slater, Associate Vice-President, Student Affairs International, UO

[email protected]

Consultant 17. Gabriel Huard, Terminologist and Translation Specialist [email protected]

Official Languages Centre of Excellence, Treasury Board Secretariat 18. Marc Tremblay, Executive Director Official Languages [email protected] 19. Anne-Marie Carrière, Senior Manager Monitoring [email protected] 20. Sharon Ginsberg, Senior Program Officer [email protected] 21. Hocine Toulait, Advisor Official Languages Promotion [email protected] 22. Anne-Marie Carrière, Senior Manager, Monitoring [email protected] 23. Amanda Stringer, Senior Advisor, Regulations & Burolis [email protected] 24. Carsten Quell, Director, Policy and Legislation [email protected]

Office of the Commissioner of Official languages

25. Graham Fraser, Commissioner [email protected] [email protected]

26. Mary Donaghy, Assistant Commissioner [email protected]

27. Pierre Coulombe, Director, Performance Measurement Directorate

[email protected]

28. Pascale Giguère, Deputy Director and Senior Legal Counsel [email protected]

29. Robin Cantin, Director, Strategic Communications and Production

[email protected]

30. Diane Allard, Policy Analyst, [email protected] 31. Véronique Boudreau, Analyst [email protected] 32. Françoise Albert, Liaison Officer, Atlantic Region [email protected] 33. Marcel Fallu, Analyst, Performance Measurement [email protected]

mailto:[email protected]


































Appendix D: List of Canadian and Sri Lankan Key Experts and Partner Organizations


34. Josee Lamothe, Manager, Policy Analyst [email protected] Office of the French Language Services Commissioner for Ontario

35. François Boileau, French Language Services Commissioner of Ontario

[email protected]

36. Mohamed Ghaleb, Project Manager, Investigations – Research and Monitoring

[email protected]

Canadian Heritage

37. Hubert Lussier, Assistant Deputy Minister, Citizenship, Heritage and Regions

[email protected]

38. Jean-Pierre Gauthier, Director General, Official Languages [email protected] 39. William Fiset, Director General, Citizenship Participation [email protected]

40. Bonnie Lee Lacey, Manager, Strategic Policy and Research, Citizens Participation

[email protected]

41. Yvan Déry, Director, Policy Analysis and Research, Official Languages

[email protected]

42. Mara Indri-Skinner, Director, Interdepartmental Coordination

[email protected]

43. Nathalie Véronique Bradbury, Manager, Governmental Accountability and Strategic Initiatives Interdepartmental Cooperation

[email protected]

44. Genevieve Postolec - Acting Manager, Interdepartmental Coordination

[email protected]

45. Ginette Saucier, Manager, Policy Analysis and Research [email protected] 46. Bill Flock, Manager, Research [email protected]

Parliamentary Committee on Official Languages 47. David Chandonnet, Clerk of Committee [email protected] 48. Lucie Lecomte, Analyst [email protected]

Office of Francophone Affairs of Ontario 49. Ms. Kelly Burke, Assistant Deputy Minister [email protected]

Concordia University Department of French Studies (Translation) 50. Christine York, Professor [email protected] 51. Natalia Teplova, Professor [email protected] 52. Paul Bandia, Professor [email protected]

City of Ottawa 53. Nathalie Lemire, Manager, French Language Services [email protected]

Government of New Brunswick 54. Line Pinet, Director, Francophonie and Official Languages [email protected] 55. Jo-Ann Leblanc, Director, Translation Services [email protected] 56. Pascale Bergeron, Manager, Translation Services [email protected]

Dialogue New Brunswick

57. Carole Fournier, Executive Director Dialogue New Brunswick [email protected]

Canada School of Public Service

58. Jean-François Fleury, Vice-President, Learning Programs Branch

[email protected]

59. Louise Varagnolo, Director, International Division [email protected] 60. Carole Boire, Director, Language Training [email protected]

61. Ludmila Kefalov, Senior Officer, Leaning Plans and Quality Assurance

[email protected]

62. Jean-Sébastien Roy, Research and Industry Liaison [email protected] Glendon College, York University
































63 Andrew Clifford Director, Masters of Conference Interpreting

[email protected]

Ontario Institute for Studies in Education (OISE) – University of Toronto

64. Alister Cumming, Centre for Educational Research on Languages and Literacies (CERLL)

[email protected]

65. Karen Mundy, Associate Dean, OISE [email protected] 66. Antoinette Gagné, Associate Professor, OISE 67. Julie Kerekes, Associate Professor, OISE [email protected] 68. Sreemali Herath, Ph.D. student, OISE [email protected]

Algonquin College 69. Dmitri Priven, Algonquin College [email protected] 70. Ernest Mulvey, Algonquin College [email protected] 71 Silvia Garcia, Chair, Language Institute [email protected] 72. Ernest Mulvey, Director, International Education Centre [email protected]

Supreme Court of Canada 73. Roger Bilodeau, Registrar Supreme Court of Canada [email protected] 74. Mary McFadyen [email protected]

DFATD 75. Nicole Robillard, Senior Development Officer, DFATD [email protected]

Agriteam Canada 76. Karen Gainer, QC, Project Director [email protected]

77. Gayle Turner, Project Principle and Vice President of Agriteamv

[email protected]

78. Don Brownell, Resident Project Manager [email protected]

SRI LANKA Ministry of National Dialogue No. Name Title Contact information

1 Ms. Pearl Weerasinghe Secretary +94 11 288 3725 +94 71 814 7748 [email protected]

2 Mr. H. Hewage Additional Secretary (Development)

+94 71 055 4036 [email protected]

3 Mr. Mohamed Hazeem Senior Assistant Secretary (Social Integration Division)

+94 11 288 3930 +94 77 777 4424 [email protected]

4 Mr. M. K. Muhais Senior Assistant Secretary (Languages Division)


5 Ms. Ishara Opatha Assistant Secretary (Languages Division)

+94 11 288 3783 +94 71 217 7030 [email protected]

6 Ms. Sudarshani Peiris Director Planning, Research and Monitoring Division

+94 11 2886796 +94 71 624 6571 [email protected]

7 Ms. Gnanie Wickramasinghe Project Assistant National Languages Social In Division


























National Institute of Education and Training (NILET) No. Name Title Contact information

1 Mr. Palitha Hewamudali Chairperson +94 77 731 2260 [email protected]

2 Mr. Prasath Herath Director General +94 34 394 2692 +94 71 824 9394 [email protected]

3 Mr. Sisira Senathilaka Director +94 77 740 6080 [email protected]

Official Languages Commission (OLC) No. Name Title Contact information

1 Prof. DMA Dissanayake Chairman +94 71 850 2224 [email protected] [email protected]

2 Mr. W.A. Jayawickrama Secretary +94 11 288 8929 [email protected]

3 Mr. A M G U Abeykoon Administrative Officer +94 71 861 6940 [email protected]

Department of Languages (DOL) No. Name Title Contact information

1 Mr. W.A. Jayawickrama Commissioner of Official Languages


2 Mrs. Sanoji Ruvinika Perera Assist. Commissioner

+94 11 288 8932 +94 071 448 4561 [email protected]

3 Mrs. R. P. Rathna Ranasinghe Assist. Commissioner

+94 11 288 8932 +94 77 635 9961 [email protected]

Universities and University Grants Commission No. Name Title Contact information

1 Dr. Priyantha Premakumara Secretary/UGC +94 11 269 4093 [email protected]

2 Prof. Asoka Premarathna University of Kelaniya +94 71 656 8799 [email protected]

3 Dr. Waragoda Ariyaratne University of Sabaragamuwa +94 71 682 4738 [email protected]

4 Dr. Kandiah Shriganeshan University of Jaffna +94 77 907 4947 [email protected]

The Asia Foundation (TAF) No. Name Title Contact information

1 Ms. Dinesha deSilva Wikramanayake Country Representative

+94 11 269 8356 +94 77 361 3024 [email protected]

2 Dr. Gopakumar Thampi Director Economic Governance

+94 11 269 8356 +94 77 776 4503 [email protected]



















NATIONAL LANGUAGES PROJECT MANAGERIAL STAFF – SRI LANKA

No. Name Title Contact Information Phone/Email ID

1 Donald E. Brownell Country Manager +94 77 951 5020 [email protected]

2 M. Thirunavukarasu Program Manager/Technical Specialist


3 Mohomed Niyas Program Manager/Technical Specialist


4 Christy Kekulthotuwage Finance and Admin Manager +94 77 478 3472 [email protected]

KEY NATIONAL CONSULTANTS 1

Mr. N. Selvakkumaran

Official Languages Policy Specialist Senior Lecturer in Law Faculty of Law University of Colombo


2 Dr. Ramani Jayasundere Gender Specialist/Consultant +94 77 751 4411 [email protected]

3 Mr. Asoka Gunawardena

Consultant – Roadmap Management Consultant Policy Specialist


4 Mrs. M. Maduwegedera

Consultant - Roadmap Former Additional Secretary to the Ministry


5 Mrs. S. Thalayasingam

Legal Consultant Former Additional Legal Draftsman


6

Mr. Gamini Bambarawana

Consultant GreenTech Human Resource Development Team Leader for the NILET Assessment Study


7 Mr. S. A. Manamperi Management Consultant OLC Institutional Strengthening

077 790 1471 [email protected]

8

Prof. S. T Hettige

Senior Professer and Chair of Sociology Faculty of Arts University of Colombo

+94 77 780 2412 [email protected] [email protected]

9 Mr. S. Sivagurunathan Translator/Interpreter Translation Specialist
















End of Project Report Agriteam Canada Consulting Ltd. National Languages Project E-1 December 2015

APPENDIX E: Strategy for the Implementation of the Official Languages Policy of Sri Lanka (Reference Document)

Objective

x To update on progress to date regarding the implementation the Official Languages Policy. x To present the comprehensive national wide strategy being developed to implement the Official

Languages Policy, referred to as the Roadmap. x To recommend a strategic way forward for the successful contribution of selected ministries and

institutions in the Roadmap process. Background 1. Legislative language provisions: Chapter IV of the 1978 Constitution, the supreme law of the land, amended by the 13th Amendment (1987) and the 16th Amendment (1988), includes the following language provisions:

x Sinhala and Tamil as the Official Languages of Sri Lanka and English is the ‘Link’ language (Article 18).

x Sinhala and Tamil also as the National Languages of Sri Lanka (Article 19). x A Member of Parliament or a member of a Provincial Council or a Local Authority is entitled to

perform his duties in Parliament and Provincial Council or Local Authority in either Sinhala or Tamil (Article 20).

x Every person is entitled to be educated through the medium of Sinhala or Tamil (Article 22) x Sinhala and Tamil are the Languages of administration throughout Sri Lanka and the Sinhala

language is the language of administration used for the maintenance of public records and business transactions by public institutions in all the Provinces other than the Northern and Eastern Provinces.

x In Northern and Eastern Provinces Tamil is the language of administration. x As per the provisions of Article 22(1), 41 Divisions have been Gazetted and 31 Divisions are

recommended to be Gazetted as Bilingual Divisional Secretariats. x Sinhala and Tamil are the languages of the courts throughout Sri Lanka, Sinhala to be used in all

the Provinces except in the Northern and Eastern Provinces where Tamil is to be used (Article 24).

x Any party or applicant or any person entitled to represent such party or applicant may hold proceedings and submit documents in Sinhala or Tamil.

x Any Judge, Juror, party or applicant is entitled to interpretation into Sinhala or Tamil provided by the State.

x The responsibility to provide adequate facilities for the use of language enshrined in the Constitution shall be the state (Article 25).

Appendix E: Strategy for the Implementation of the Official Languages Policy of Sri Lanka (Reference Document)


2. National Action Plan (NAP) to implement Recommendations of Lessons Learnt and Reconciliation Commission (LLRC) Report: In response to Recommendations 9.246 to 9.250 of the LLRC report related to Official Languages, the Government of Sri Lanka, in the National Action Plan to implement the LLRC recommendations, committed to undertake the following activities:

x Formulate an Action Plan to ensure effective implementation of the Language Policy x Examine the role of the Official Languages Commission and identify areas that need

strengthening; include remedial steps to be undertaken in Action Plan x Implement recommendations of the “Presidential Task Force on Trilingualism Society by 2020” x Design a monitoring and evaluation plan to assess whether the programmes implemented are

effective and whether there is compliance with policy: x monitor observance of language rights recognized in the Constitution x identify additional remedial measures required to ensure observance of language rights.

3. National Action Plan (NAP) for the Promotion and Protection of Human Rights – 2011-2016: The Government of Sri Lanka’s National Action Plan for the Promotion of Human Rights – 2011-2016 makes reference to Official Languages in two Sections of the Plan and identifies the following issues and activities to be undertaken: Civil and Public Rights:

x Need to enhance the protection of language rights through effective implementation of the Official Languages Policy;

Economic, Social and Cultural Rights:

x Need to implement the Official Languages Policy to: x ensure the delivery of services to the public in the language of their choice and the use of

both official languages in official documents through awareness of the official Languages Policy among public officers;

x empower the public of their language rights by the establishment of peoples movements (Language Committees);

x Need to implement the Master Plan for a Trilingual Society in Sri Lanka. 4. Administrative measures to give effect to the Official Languages Policy: The Government of Sri Lanka has taken to date a number of progressive measures to give effect to the Official Languages Policy, which includes:



I. Payment of Incentive Allowances to Public Officers who acquire proficiency in more than one language

Public Administration Circular 03/2007 issued on 09th February 2007 deals with the payment of incentive allowances to Public Officers who acquire proficiency in more than one Official Language. The provisions in this Circular will not apply to those who were recruited after 01.07.2007.

II. Bilingualization of Public Service (Implementation of Official Languages Policy)

Public Administration Circular 07/2007 issued on 28 May, 2007 contained provisions to enable the Public Servants to carry out their functions and duties both in Sinhala and Tamil. It also contained provisions with reference to the proficiency in the official language

III. Mandatory requirement for acquiring of competency in the second language

Public Administration Circular 07/2007(1) issued on the 29th August 2007 Mandates every officer should attain the proficiency in the second official language (prescribed level for the post) applicable to the relevant post within 5 years of the appointment to the service/post. Salary increments of the officers who fail to attain the level to proficiency within the prescribed period will be deferred.” The Circular further required that all Service Minutes and Schemes of Recruitments in the Public Service should be amended. It was also stressed that action should be initiated to include the above provisions and conditions of service in all the letters of appointments issued from 01.07.2007 onwards.

IV. Public Administration Circular No. 18/2009

P.A. Circular 18/2009 issued on 25th November 2009, reiterated the provisions in the aforesaid Gazette Notification and the Secretaries to Ministries, Chief Secretaries of Provincial Councils, Heads of Departments, Heads of Local Government Authorities and the Secretaries of Provincial Public Service Commissions were mandated to ensure that the provisions of the Circular were implemented in their respective institutions.

V. The delegation of responsibility for the implementation of the Official Languages Policy

Public Administration Circular (18/2009) and Gazette Extraordinary No. 1620/27 dated 25.09.2009 delegates’ responsibility for the implementation of the Official Language Policy to identified public officers and officers of the Provincial Councils and Local Authorities.

5. The Ministry of National Languages and Social Integration: The Ministry of National Languages and Social Integration (MNLSI) was created in April 2012 (Extraordinary Gazette Notification No. 1651/20 dated 30-04-2012) with the mandate of “Formulating policies, providing guidance and facilitating full implementation of the Official Languages Policy and the building of a strong inclusive Sri Lanka”. It is supported in its mandate by three institutions: the Department of Official Languages (DOL), the National Institute of Language Education and Training (NILET), and the Official Languages Commission (OLC).



The Ministry and its institutions have embarked on a number of important initiatives to give effect to its mandate and to provide equal service delivery in both official languages to the citizens of Sri Lanka. These include:

x Conducting awareness programmes for Ministries, Provincial Public Service Officers on the Implementation of the Official Languages Policy;

x Empowering community on the implementation of Official Languages Policy x Printing of Trilingual Book on Official Languages Policy and the related Laws & Regulations and

relevant circulars; x Establishing Bilingual Facilitation cells in the Bilingual Divisional Secretariat Divisions; x Promoting the Trilingual Sri Lanka Programme;

x Establishing Language Societies to engage civil society in language and socil integration initiatives;

x Language Teaching to Public Servants and to the general public through Pirivenas;

x Developing a Policy Framework for Social Cohesion. x Establishing Service Delivery Models in selected geographical areas.

6. The Roadmap – A 5-year government-wide Action Plan for OLP implementation The Official Languages Policy provides ingredients to support and contribute to creating a cohesion society. To implement this policy effectively however, there is a need for a comprehensive government-wide strategy that engages all government institutions and civil society. It also requires the expression of a national level vision and a long-term financial commitment. 1. Participating Ministries Under the leadership and coordination of the Ministry of National Languages and Social Integration (MNLSI), the following Ministries have been identified and have agreed undertake the development of a 5-year Action Plan to be included in the Roadmap:

x Ministry of National Languages and Social Integration x Ministry of Public Administration and Home Affairs x Ministry of Education

x Ministry of Higher Education x Ministry of Provincial Councils and Local Government x Ministry of Finance and Planning x Ministry of Health

x Ministry of Indigenous Medicine x Ministry of Justice x Ministry of Defence – Police Department and Civil Defence x Ministry of Child Development and Women's Affairs



x Ministry of Youth Affairs and Skills Development x Ministry of Social Services

x Ministry of Culture and Aesthetic Affairs x Ministry of Transport x Ministry of Mass Media and Information

These ministries (16) and their respective institutions (1981) have been selected on the basis of the prominent role they play regarding direct services to the general public. The ultimate goal is that all Government of Sri Lanka ministries and institutions prepare an Action Plan on the implementation of the OLP. 2. Content of Action Plans: For all ministries involved in the Roadmap initiative, the Action Plan will focus on the required bilingual capacity within the ministries and their institutions to provide direct services to the public in the language of their choice. This will include provisions to enhance language proficiency of public officers, availability of all public documents and administrative tools, public building signage in three languages, etc. The Action Plan will also describe the additional financial resources required over a 5-year period to achieve effective bilingual capacity. 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 will identify, in addition to bilingual capacity within the ministries and institutions, the measures to be taken to ensure that these programs are delivered in both official languages, as well as the additional financial requirements to implement over a 5-year period. 3. Progress to date: The Roadmap initiative was launched in April 2012 by the MNLSI. The following activities have to date been undertaken, with some which are ongoing:

x Identification of key ministries and institutions; x Inter-ministerial Committee chaired by Secretary/MNLSI; x Selection of Focal Points within each ministry to lead Action Plan initiative; x Collection and data entry of baseline information on status of bilingual capacity of institutions

and bilingual services provided; x Individual information/working sessions with senior officials of participating ministries to

identify priorities for enhancement of bilingual capacity and program initiatives; x Island-wide survey on needs of translators and requirements for effective translation services; x Assessment of effectiveness of existing language teaching programs to public servants.

4. Proposed strategy for way forward:



The development of Action Plans by participating ministries and institutions and the successful implementation of these plans will require time and on-going support and monitoring. To contemplate a comprehensive one-time Roadmap proposal for Cabinet consideration, which would include all participating ministries and institutions, is not a realistic approach at this time. As a first step, the MNLSI and its institutions (DOL, NILET, and OLC) need to be resourced to be in a position to provide effective coordination, and support to the participating ministries, including improved translation services island-wide, modern language training programs and facilities in all regions of Sri Lanka, and effective monitoring of OLP implementation throughout Sri Lanka. It is therefore proposed that the following calendar for the successive presentations of Action Plans be considered as the way forward:

x Phase I of Roadmap – September 2013 National Languages and Social Integration and institutions (DOL, NILET, OLC)

x Phase II of Roadmap – February 2014

Public Administration and Home Affairs, Local Government and Provincial Councils, Presidential Secretariat, Finance and Planning, Social Services, Child Development and Women’s Affairs, Justice, Mass Media and Information, Transport

x Phase III of Roadmap – September 2014

Education, Higher Education, Youth and Skills Development, Health, Indigenous Medicine, Culture and Aesthetic Affairs, Defence (Police Department and Civil Defence)

Hilaire Lemoine Language Policy Advisor National Languages Project June, 2013

End of Project Report Agriteam Canada Consulting Ltd. National Languages Project F-1 December 2015

APPENDIX F: Procurement Log

LMFA # Description Location Supplier Detail Description (Make/Model) Serial NumberAsset

Record Number

Quantity (A)

Approved Unit Cost (LKR)

(B)

Unit Cost (CAD)

DateCost (incl.

taxes) - LKR

1 Printer Fin. & Admin. Manager Integrated Solutions HP Laserjet1102 VNC6N14493 1 38,200.00 $353.70 5-Oct-11 16,500

1 PrinterProgram Managers Office

Integrated SolutionsHP Laserjet1102 VNC6N14407

2 38,200.00 $353.70 5-Oct-11 16,500 1 Printer Field Manager Integrated Solutions HP Laserjet1102 VNC6M15433 3 38,200.00 $353.70 5-Oct-11 16,500 1 Laptop computer Program Manager-Thiru Integrated Solutions Hp Probook 4530S CNU1332W70 4 178,500.00 $1,652.78 5-Oct-11 110,000 1 Laptop computer Project Officer - Vidya Integrated Solutions Hp Probook 4530S CNU1332TGW 5 178,500.00 $1,652.78 5-Oct-11 110,000 1 Laptop computer Field Manager Integrated Solutions Hp Probook 4530S CNU1332W3S 6 178,500.00 $1,652.78 5-Oct-11 110,000 1 Laptop computer Finance Office Integrated Solutions Hp Probook 4530S CNU1332V8B 7 178,500.00 $1,652.78 5-Oct-11 110,000 1 Laptop computer Program Manager- Niyas Integrated Solutions Hp Probook 4530S CNU133323W 8 178,500.00 $1,652.78 5-Oct-11 110,000 1 Laptop computer Fin. & Admin. Manager Integrated Solutions Hp Probook 4530S CNU1332SSC 9 178,500.00 $1,652.78 5-Oct-11 110,000 1 Laptop computer IT Consultant/Server Rack Integrated Solutions Hp Probook 4530S CNU13331PQ 10 178,500.00 $1,652.78 5-Oct-11 110,000 1 Laptop computer Project Officer - Prashanthi Integrated Solutions Hp Probook 4530S CNU1332VL3 11 178,500.00 $1,652.78 5-Oct-11 110,000 1 Laptop computer Project Officer - Ziyad Integrated Solutions Hp Probook 4530S CNU1332SDV 12 178,500.00 $1,652.78 5-Oct-11 110,000 1 Laptop computer Receptionist/AA - Viranthi Integrated Solutions Hp Probook 4530S CNU1332W7R 13 178,500.00 $1,652.78 5-Oct-11 110,000 1 Photocopier with scanner Projct Officers Office Metropolitan Office (pvt) Canon IR2525 FRZ35987 14 1 597,650.00 $5,533.80 10-Oct-11 386,400 1 Filing cabinet Fin. & Admin. Manager A.T. Cooray 480mmL x 500mmD x 1500mmH 15 36,250.00 $335.65 5-Oct-11 28,218 1 Filing cabinet Field Manager A.T.Cooray 480mmL x 500mmD x 1500mmH 16 36,250.00 $335.65 5-Oct-11 28,218 1 Bookcase/file racks Fin. & Admin. Manager A.T.Cooray 750mmL x 2100mmH 17 42,400.00 $392.59 5-Oct-11 43,983 1 Bookcase/file racks Fin. & Admin. Manager A.T. Cooray 800mmL x 300mmD x 750mmH 20 42,400.00 $392.59 5-Oct-11 13,480 1 Bookcase/file racks Reception area A.T.Cooray 750mmL x 550mm/600mmD x 750mmH 21 42,400.00 $392.59 5-Oct-11 24,561 1 Office chair (high back with black fabric) Field Manager A.T. Cooray ECO500 18 10,275.00 $95.14 5-Oct-11 10,852 1 Office chair (cantiliver chair with arms) Field Manager A.T. Cooray ECO200 19 10,275.00 $95.14 5-Oct-11 9,710 1 Basic fax machine Program Managers Office Metropolitan Office (pvt) Cannon MX366 4787B012AA 25 1 52,360.00 $484.81 13-Oct-11 FOC 1 Laser computer printer high end Project officers Office Integrated Solutions HP Laserjet Pro 200 CNCFT01780 31 1 108,000.00 $1,000.00 10-Dec-12 52,000 2 Iron rack with shelves for server Field Manager Future Corporaion (Pvt) M31U (600mmWx1600mmHx1000mmD) 22 1 75,000.00 $688.07 28-Oct-11 69,216 2 Server Field Manager Integrated Solutions HP Proliant ML110 G7 SGH122X OFF 23 1 800,000.00 $7,339.45 17-Oct-11 663,467 2 LCD monitor for the Server Field Manager Integrated Solutions HP 18.5" LCD CNC106R7PC 24 1 17-Oct-113 Multi-media Projector Fin. & Admin. Manager Barclays Computers (pvt) Viewsonic PJD 5123 SEU121901091PR 30 1 85,000.00 $781.97 4-Dec-12 58,500 3 Digital Camera Fin. & Admin. Manager Metropolitan Office (pvt) Powershot SX40HS 458032000258 27 1 70,000.00 $643.97 1-Jun-12 65,000 3 Book Binding machine 1 20,000.00 $183.993 Paper shredder Projct Officers Office Ceylon Business Appliances (pvt) Rexel Prostyle CG0208110311 28 1 23,000.00 $211.59 1-Feb-12 24,047 4 Air Conditioner Field Manager Abans (pvt) LGACST2465SA1 201HAER00244 26 1 128,000.00 $1,100.80 13-Mar-12 112,760 4 Vacuum Cleaner Program Managers Office Tudawe Trading Co. (pvt) Karcher WD 3.200 154838 29 1 25,000.00 $215.00 1-Jul-12 23,000 4 Office chair 10,500.00 $180.604 Office chair 10,500.00 $180.60

Approval Purchased

2

3

10

2

3

2

Appendix F: Procurement Log



Record Number

Quantity (A)


(B)

Desktop Computers (CPU) Matale Informatics (pvt) HP Compaq 6300Pro SGH245SVBM 32 175,000.00UPS Matale Integrated Solutions Prolink Pro700 518501124102237 35Monitor Matale Informatics (pvt) HP LV1911 6CM23908M1 33

5 Computer Printer (B/W) Matale Integrated Solutions HP Laserjet P1102 VNC3955403 34 1 18,000.00Desktop Computers (CPU) Vavuniya South Informatics (pvt) HP Compaq 6300Pro SGH245SV85 36 175,000.00UPS Vavuniya South Integrated Solutions Prolink Pro700 518501124100408 37Monitor Vavuniya South Informatics (pvt) HP LV1911 6CM2410YGH 38

5 Computer Printer (B/W) Vavuniya South Integrated Solutions HP Laserjet P1102 VNC3955406 39 1 18,000.00Desktop Computers (CPU) Badulla Informatics (pvt) HP Compaq 6300Pro SGH245SV8Y 40 175,000.00UPS Badulla Integrated Solutions Prolink Pro700 518501124100480 41Monitor Badulla Informatics (pvt) HP LV1911 6CM239067J 42

5 Computer Printer (B/W) Badulla Integrated Solutions HP Laserjet P1102 VNC3260340 43 1 18,000.00Desktop Computers (CPU) MNLSI LD Informatics (pvt) HP Compaq 6300Pro SGH245SV8V 44 175,000.00UPS MNLSI LD Integrated Solutions Prolink Pro700 518501124102238 45Monitor MNLSI LD Informatics (pvt) HP LV1911 6CM23908LW 46Desktop Computers (CPU) MNLSI LD Informatics (pvt) HP Compaq 6300Pro SGH245SV8S 47 175,000.00UPS MNLSI LD Integrated Solutions Prolink Pro700 518501124100479 48Monitor MNLSI LD Informatics (pvt) HP LV1911 6CM2410X62 49Desktop Computers (CPU) MNLSI LD Informatics (pvt) HP Compaq 6200Pro SGH225Q9PC 50 175,000.00UPS MNLSI LD tnn lanka (pvt) ltd Prolink Pro700 507701120803261 51Monitor MNLSI LD Informatics (pvt) HP LV1911 6CM22209PX 52Desktop Computers (CPU) MNLSI LD Informatics (pvt) HP Compaq 6200Pro SGH225QB45 53 175,000.00UPS MNLSI LD tnn lanka (pvt) ltd Prolink Pro700 507701120800025 54Monitor MNLSI LD Informatics (pvt) HP LV1911 6CM22209HM 55Desktop Computers (CPU) MNLSI LD Informatics (pvt) HP Compaq 6200Pro SGH225QB2R 56 175,000.00UPS MNLSI LD tnn lanka (pvt) ltd Prolink Pro700 507701120800026 57Monitor MNLSI LD Informatics (pvt) HP LV1911 6CM2220B6Y 58Desktop Computers (CPU) MNLSI LD Informatics (pvt) HP Compaq 6200Pro SGH225Q9N0 59 175,000.00UPS MNLSI LD tnn lanka (pvt) ltd Prolink Pro700 507701120803262 60Monitor MNLSI LD Informatics (pvt) HP LV1911 6CM22209HS 61

5 Computer Printer (Color) MNLSI LD Integrated Solutions HP Laserjet CP1525n CNCG218131 62 1 52,000.005 Computer Printer (B/W) MNLSI LD Integrated Solutions HP Laserjet P1102 VNC4H55379 63 18,000.005 Computer Printer (B/W) MNLSI LD Integrated Solutions HP Laserjet P1102 VNC3955392 64 18,000.005 Computer Printer (B/W) NILET Integrated Solutions HP Laserjet P1102 VNC4H55817 65 18,000.005 Computer Tables MNLSI-LD D.R. Industries (pvt) Damro kwt019 66 12,000.005 Computer Tables MNLSI-LD D.R. Industries (pvt) Damro kwt019 67 12,000.005 Computer Tables MNLSI-LD D.R. Industries (pvt) Damro kwt019 68 12,000.005 Computer Tables MNLSI-LD D.R. Industries (pvt) Damro kwt019 69 12,000.00

5

5

5

5

5

5

5

5

5

Approval

4

1

1

1

6

3




Record Number

Quantity (A)


(B)

Unit Cost (CAD)

DateCost (incl.

taxes) - LKR

Desktop Computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH245T09H 70 180,000.00 $1,374.05 31-Dec-12 172,436 Monitor DOL Informatics (pvt) HP 18.5" LED 6CM2410Z0Y 71 31-Dec-12UPS DOL Informatics (pvt) DCP 650VA 241209302010 152 31-Dec-12Desktop Computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH245T0CN 73 180,000.00 $1,374.05 31-Dec-12 172,436 Monitor DOL Informatics (pvt) HP 18.5" LED 6CM2410X42 74 31-Dec-12UPS DOL Informatics (pvt) DCP 650VA 241209302009 164 31-Dec-12Desktop Computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH245T0G4 76 180,000.00 $1,374.05 31-Dec-12 172,436 Monitor DOL Informatics (pvt) HP 18.5" LED 6CM2410YG3 77 31-Dec-12UPS DOL Informatics (pvt) DCP 650VA 241209302011 78 31-Dec-12Desktop Computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH245T0CP 180 180,000.00 $1,374.05 31-Dec-12 172,436 Monitor DOL Informatics (pvt) HP 18.5" LED 6CM2410X6J 80 31-Dec-12UPS DOL Informatics (pvt) DCP 650VA 241209302018 176 31-Dec-12Desktop Computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH245T0B6 82 180,000.00 $1,374.05 31-Dec-12 172,436 Monitor DOL Informatics (pvt) HP 18.5" LED 6CM2410YH4 83 31-Dec-12UPS DOL Informatics (pvt) DCP 650VA 241209302012 182 31-Dec-12Desktop Computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH245T090 85 180,000.00 $1,374.05 31-Dec-12 172,436 Monitor DOL Informatics (pvt) HP 18.5" LED 6CM2410YH5 86 31-Dec-12UPS DOL Informatics (pvt) DCP 650VA 241209302017 87 31-Dec-12

6 Computer Printer (Color) DOL Integrated Solutions HP Laserjet Pro200 CNCFT01993 88 1 55,000.00 $419.85 10-Dec-12 52,000 6 Computer Printer (B/W) 1 20,000.00 $152.676 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 89/90 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 91/92 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 93/94 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 95/96 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 97/98 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 99/100 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 101/102 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 103/104 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 105/106 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 107/108 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 109/110 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 111/112 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 113/114 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 115/116 45,000.00 $343.51 24-Jan-13 34,660 6 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 117/118 45,000.00 $343.51 24-Jan-13 34,660 6 Partition (superintendant's room/translator office) DOL A.T.Cooray/Pacific Com 119 730,000.00 $5,572.52 24-Jan-13 427,794 6 Partition (superintendant's room/translator office) DOL A.T.Cooray/Pacific Com 120 730,000.00 $5,572.52 24-Jan-13 427,794 6 Partition (superintendant's room/translator office) DOL A.T.Cooray/Pacific Com 121 730,000.00 $5,572.52 24-Jan-13 427,794 6 Partition (conference room/translator office) DOL A.T.Cooray/Pacific Com 122 730,000.00 $5,572.52 24-Jan-13 427,794 7 Mini fridge NLP Singer (Sri lanka) PLC Singer mini bar (R-SDC47P) AB85165005820000177 123 1 30,000.00 $232.10 21-Dec-12 22,899 7 Office chair 1 55,000.00 $425.52

6

6

6

15

4

Approval Purchased

6

6

6

6




Record Number

Quantity (A)


(B)

Unit Cost (CAD)

DateCost (incl.

taxes) - LKR

8 Computer Work Stations-Table and Chair (senior staff) DOL A.T.Cooray EX1800RS,ECO230 124/125 45,000.00 $351.56 24-Jan-13 58,120 8 Computer Work Stations-Table and Chair (senior staff) DOL A.T.Cooray EX1800RS,ECO230 126/127 45,000.00 $351.56 24-Jan-13 58,120 8 Computer Work Stations-Table and Chair (senior staff) DOL A.T.Cooray EX1800RS,ECO230 128/129 45,000.00 $351.56 24-Jan-13 58,120 8 Computer Work Stations-Table and Chair DOL A.T.Cooray NT1500,ECO250 130/131 1 45,000.00 $351.56 24-Jan-13 34,660

Conference table DOL A.T.Cooray 2100mmL x 1000mmW x 750mmH 132 1 24-Jan-13 23,776 Conference table chair DOL A.T.Cooray Low black chair ECO 230 133 24-Jan-13 11,307 Conference table chair DOL A.T.Cooray Low black chair ECO 230 134 24-Jan-13 11,307 Conference table chair DOL A.T.Cooray Low black chair ECO 230 135 24-Jan-13 11,307 Conference table chair DOL A.T.Cooray Low black chair ECO 230 136 24-Jan-13 11,307 Conference table chair DOL A.T.Cooray Low black chair ECO 230 137 24-Jan-13 11,307 Conference table chair DOL A.T.Cooray Low black chair ECO 230 138 24-Jan-13 11,307 Conference table chair DOL A.T.Cooray Low black chair ECO 230 139 24-Jan-13 11,307 Conference table chair DOL A.T.Cooray Low black chair ECO 230 140 24-Jan-13 11,307

8 Visitor chairs DOL A.T.Cooray Black ECO 190 (without arms) 141 9,500.00 $74.22 24-Jan-13 9,933 8 Visitor chairs DOL A.T.Cooray Black ECO 190 (without arms) 142 9,500.00 $74.22 24-Jan-13 9,933 8 Visitor chairs DOL A.T.Cooray Black ECO 190 (without arms) 143 9,500.00 $74.22 24-Jan-13 9,933 8 Visitor chairs DOL A.T.Cooray Black ECO 190 (without arms) 144 9,500.00 $74.22 24-Jan-13 9,933 8 Visitor chairs DOL A.T.Cooray Black ECO 190 (without arms) 145 9,500.00 $74.22 24-Jan-13 9,933 8 Visitor chairs DOL A.T.Cooray Black ECO 190 (without arms) 146 9,500.00 $74.22 24-Jan-13 9,933 8 Filling cupboards DOL A.T.Cooray 800mmL x 400mmD x 840mmH 147 15,500.00 $121.09 24-Jan-13 14,583 8 Filling cupboards DOL A.T.Cooray 800mmL x 400mmD x 840mmH 148 15,500.00 $121.09 24-Jan-13 14,583 8 Filling cupboards DOL A.T.Cooray 800mmL x 400mmD x 840mmH 149 15,500.00 $121.09 24-Jan-13 14,583

Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6TF 150 3-Jun-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LCD 6CM31125FY 151 20-May-13UPS DOL Informatics (pvt) DCP 650VA 241301310627 72 20-May-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6S6 153 20-May-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LCD 6CM31125G4 154 20-May-13UPS DOL Informatics (pvt) DCP 650VA 241303302508 155 20-May-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6V7 156 20-May-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LCD 6CM31125GB 157 20-May-13UPS DOL Informatics (pvt) DCP 650VA 241301313643 158 3-Jun-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6RM 159 3-Jun-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LCD 6CM31125GL 160 20-May-13UPS DOL Informatics (pvt) DCP 650VA 241303302559 161 3-Jun-13

Personal computers (CPU) in the server unit DOL Informatics (pvt)HP Compaq Pro 6300 MT (with win.server

std.2012) SGH313S6TX 162 20-May-13 262,735 Monitor DOL Informatics (pvt) HP LV1911 18.5 LCD 6CM31125GP 163 20-May-13UPS DOL Informatics (pvt) DCP 650VA 241303302507 75 20-May-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6SD 165 20-May-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LCD 6CM31125GT 166 20-May-13UPS DOL Informatics (pvt) DCP 650VA 241303302506 167 20-May-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6V2 168 20-May-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LCD 6CM31125ND 169 20-May-13UPS DOL Informatics (pvt) DCP 650VA 241301310625 170 20-May-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6SJ 171 20-May-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LCD 6CM31125NR 172 20-May-13UPS DOL Informatics (pvt) DCP 650VA 241301310626 173 20-May-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6TW 174 20-May-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LCD 6CM31125PP 175 20-May-13UPS DOL Informatics (pvt) DCP 650VA 241303302560 81 3-Jun-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6T4 177 3-Jun-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LED 6CM3100PCH 178 3-Jun-13UPS DOL Informatics (pvt) DCP 650VA 241303302505 179 20-May-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6TT 79 20-May-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LED 6CM3100R5N 181 3-Jun-13UPS DOL Informatics (pvt) DCP 650VA 241301310628 84 20-May-13Personal computers (CPU) DOL Informatics (pvt) HP Compaq Pro 6300 MT SGH313S6TG 183 20-May-13 171,436 Monitor DOL Informatics (pvt) HP LV1911 18.5 LED 6CM3100T8X 184 3-Jun-13UPS DOL Informatics (pvt) DCP 650VA 241303301187 185 20-May-13

9

9

9

9

9

9

129

9

9

9

9

9

6

8

3

3

Approval Purchased

110,000.00 $859.388




Record Number

Quantity (A)


(B)

Unit Cost (CAD)

DateCost (incl.

taxes) - LKR

9 Server machine DOL Open System Integrators (pvt) HP Pro DL320e SGH324XA59 186 1 3-Oct-13 1,165,639 9 Server rack DOL Open System Integrators (pvt) M31U 187 1 3-Oct-13 88,343 9 UPS for server DOL Open System Integrators (pvt) Reillo NDG2000 MM20CS40000977 188 1 3-Oct-13 62,640

10 Multi-functional Digital Copier MNLSI-LD John Keells Office Automation Toshiba e-Studio 256 C2JC64220 191 1 431,200.00 $3,623.53 31-Mar-14 478,240 Personal computers (CPU) NILET Informatics (pvt) HP Compaq Pro 6300 core i3 SGH403Q9QC 192 10-Apr-14 147,500 Monitor NILET Informatics (pvt) HP LV1911 18.5 LED 6CM3521645 193 10-Apr-14UPS NILET Informatics (pvt) DCP 650VA 241311316953 194 10-Apr-14Personal computers (CPU) Walapane Informatics (pvt) HP Compaq Pro 6300 core i3 SGH403Q9QB 195 10-Apr-14 147,500 Monitor Walapane Informatics (pvt) HP LV1911 18.5 LED 6CM352164Q 196 10-Apr-14UPS Walapane Informatics (pvt) DCP 650VA 241402330671 197 10-Apr-14

10 Laser jet printer (B/W) Walapane Integrated Solutions HP Laserjet P1102 VNF3C34472 198 1 14-Mar-14 14,500 10 Filing cupboard 110 Book cupboard Reception area State Timber Corporation 40" X 16" X 83" wooden 199 1 7-Feb-14 46,480

PSU SQL server 2005 std edition (20 user) DOL CHC-PSU 6-Aug-13 FOC PSU Personal computer Desktop CP (used) DOL CHC-PSU with mouse, keyboard, LCD monitor 66ZQN1S 189/190 6-Aug-13 FOC

PSU Server (used) NLPDell power edge-with mouse, keyboard, LCD

monitor 200 6-Aug-13 FOC

PSU Desktop publishing software NLPAdobe photoshop, Adobe page maker,

Dream weaver 6-Aug-13 FOC

PSU MS Office Licences NLPOffice 2003 prof. edition -6, Office 2003 std

edition-12 6-Aug-13 FOC PSU Network switch (8 user) (used) NLP 201 6-Aug-13 FOC 2.4 Server machine MNLSI- PRDM unit Open System Integrators (pvt) HP DL320e Gen8 675597-B21 202 1 12-Aug-14 580,822

2.4 Server Installment cost MNLSI- PRDM unit PacificCom Holdings (pvt)Data point using CAT 6 Cable with material

PVC conduits, casing30

19-Dec-14 368,333 2.4 Server rack MNLSI- PRDM unit Future Corporaion (Pvt) 19"31Ux1000 F/S structure 203 1 2-Sep-14 78,333 2.4 Server- UPS MNLSI- PRDM unit Softlogic Computers (pvt) EPI PRO MTN1103 1408260014 204 1 8-Dec-14 84,000

Personal computer (CPU) MNLSI- PRDM unit Informatics (pvt) HP Compaq Pro 6300 MT SGH429SY3Q 205 7-Jan-15 147,500 Monitor MNLSI- PRDM unit Informatics (pvt) HP LV1911 18.5 LED 6CM4252C6C 206 7-Jan-15UPS MNLSI- PRDM unit Informatics (pvt) DCP 650VA 1411101232 207 7-Jan-15Personal computer (CPU) MNLSI- PRDM unit Informatics (pvt) HP Compaq Pro 6300 MT SGH429SY3S 208 7-Jan-15 147,500 Monitor MNLSI- PRDM unit Informatics (pvt) HP LV1911 18.5 LED 6CM4252C6M 209 7-Jan-15UPS MNLSI- PRDM unit Informatics (pvt) DCP 650VA 1411101231 210 7-Jan-15Personal computer (CPU) MNLSI- PRDM unit Informatics (pvt) HP Compaq Pro 6300 MT SGH429SY3Z 211 7-Jan-15 147,500 Monitor MNLSI- PRDM unit Informatics (pvt) HP LV1911 18.5 LED 6CM4252D05 212 7-Jan-15UPS MNLSI- PRDM unit Informatics (pvt) DCP 650VA 1411101230 213 7-Jan-15

2.4 Computer Printer (Color) MNLSI- PRDM unit 12.4 Digital copier Kuruwita PC John Keells Office Automation Toshiba e-Studio 306 CEED16263 214 1 31-Jul-14 414,400 2.4 Scanner machine Kuruwita PC Metropolitan Office (pvt) Canon LIDE110 45SCCICNLIDE110 215 1 1-Jul-14 7,500 2.4 Fax machine Kuruwita PC Metropolitan Office (pvt) Canon E610 45PRIJCNE610 216 1 21-Jul-14 28,000 2.4 Telephone connection/system 22.4 Executive table Kuruwita PC Alpha Industries (pvt) ltd AE-01 217 1 30-Jun-14 27,495 2.4 Executive chair Kuruwita PC Alpha Industries (pvt) ltd GP202H 218 1 30-Jun-14 9,000 2.4 Filing cabinets Kuruwita PC Alpha Industries (pvt) ltd 219-222 4 30-Jun-14 51,120 2.4 Steel cupboards Kuruwita PC Alpha Industries (pvt) ltd 72 X 36 X 18 223-224 2 30-Jun-14 23,040 2.4 Computer Tables Kuruwita PC Alpha Industries (pvt) ltd ACT 04 225-229 5 30-Jun-14 34,313 2.4 Visitor chairs Kuruwita PC Alpha Industries (pvt) ltd GP202VA 230-234 5 30-Jun-14 42,300 2.4 Computer chairs Kuruwita PC Alpha Industries (pvt) ltd CR-121 235-239 5 30-Jun-14 24,750 2.4 Clerical tables Kuruwita PC Alpha Industries (pvt) ltd CT-05 240-243 4 30-Jun-14 37,800 2.4 Chairs Kuruwita PC Alpha Industries (pvt) ltd GP202L 244-247 4 30-Jun-14 34,560 2.4 Stand fans Kuruwita PC State Trading (Gen) Corporation KDK P40U 248-249 2 24-Jun-14 19,200 2.4 Round Tables Kuruwita PC D.R. Industries (pvt) DRT01 250-264 15 26-Sep-14 52,785 2.4 Dining Tables Kuruwita PC D.R. Industries (pvt) DDT02 265-269 5 26-Sep-14 22,568 2.4 Dining Chairs Kuruwita PC D.R. Industries (pvt) DDCH02 270-329 60 26-Sep-14 60,750

Personal computer (CPU) Morawewa Informatics (pvt) HP Compaq Pro 6300 MT SGH429SY42 330 7-Jan-15 147,500 Monitor Morawewa Informatics (pvt) HP LV1911 18.5 LED 6CM4252D0Q 331 7-Jan-15UPS Morawewa Informatics (pvt) DCP 650VA 1411101229 332 7-Jan-15

PSU Jeep- 4WD (used) NLP office CHC-PSU Toyota - Land Cruiser - KE 8450 CH.No.JTEHC05J304046633 1 FOC PSU Fax/color photo copy machine (used) NLP office CHC-PSU Canon AAB02708 1 FOC PSU Multi media projector (used) NLP office CHC-PSU Uchida G81100SH0CCAA1003 1 FOC PSU Iron Safe (used) NLP office CHC-PSU Alpha 1 FOC PSU Laptop computer (used) NLP office CHC-PSU Dell power edge -Vostro 1400 1 FOC PSU Picture Frames (used) NLP office CHC-PSU Lettering 2 FOC PSU Motor Bicycle (used) NLP office CHC-PSU Bajaj - Pulsar 180 Ch.No.MD2DHDJZZNCH55053 1 FOC PSU Refrigerator (used) FM residence CHC-PSU Platinum 1 FOC PSU Washing machine (used) FM residence CHC-PSU LG - Fully automatic 1 FOC

Approval Purchased

2.4

2.4 3

1

10

10

2.4

2.4

2

End of Project Report Agriteam Canada Consulting Ltd. National Languages Project G-1 December 2015

APPENDIX G: LIST OF KNOWLEDGE PRODUCTS

The National Languages Project and its partners produced a number of different knowledge products in relation to language rights and language policy implementation. The products are a direct contribution to the ultimate goal of the project to increase respect for languages diversity and language rights within the public services and among the women, men, and, boys and girls of Sri Lankan Citizens. More than 80 knowledge products have been produced under following categories:

1. Language Planning : Manuals & Guides 2. Roadmap Process: Tools and Documents to support the Roadmap Process 3. Institutional Strengthening: MNLSI 4. Second Language teaching: Teaching Resource Kits 5. Institutional Strengthening of National Institute for Language Education and Training (NILET) 6. Institutional Strengthening of Department of Languages (DOL) 7. Translation and Interpretation 8. Universities and the University Grants Commission (UGC) 9. Institutional Strengthening of Official Languages Commission (OLC) 10. Public education/information materials produced by OLC 11. Public Engagement Fund 12. Product/ materials produced through the PEF 13. Language Clusters 14. Official Languages Policy of Sri Lanka 15. Gender Mainstreaming Documents 16. Canadian Expert Mission Reports

x Hilaire Lemoine, Language Policy Advisor, Official Languages and Bilingualism Institute, UO x Gabriel Huard, Translation Services Specialist x Graham Fraser, Commissioner of Official Languages, Office of the Commissioner of Official Languages

Canada x Luise von Flotow, Full Professor, Director, School of Translation and Interpretation, UO x Marlene Toews Janzen, Second Language Teaching Specialist, Official languages and Bilingualism

Institute, UO x Marc Tremblay, Executive Director, Official Languages Centre of Excellence, within the Office of the

Chief Human Resources Officer at Treasury Board Secretariat x Pierre Coulombe, Director, Performance Measurement Directorate, Office of the Commissioner of

Official Languages x Yvan Dery, Directorof Policy, Analysis and Research – Department of Canadian Heritage x Carole Fournier, Executive Director, Dialogue New Brunswick

Appendix G: List of Knowledge Products


List of Knowledge Products

No Title of the Product Available

Languages Language Planning : Manuals & Guides

1.

Guide Book for the Preparation of Language Plans by Public Institutions (Language Planning Guidebook) – a CD of the Guide Book is attached to hard copies of this report Published July, 2013 - This guide facilitates the language planning process for Public Institutions.

English, Sinhala and Tamil

2.

Official Languages Policy and Related Laws This is a reference book supplementary to Language Planning Guidebook which provides all the necessary legal and administrative provisions relating to Official Languages Policy in Sri Lanka


3. A Guidebook on ‘How to Conduct an Exposure Tour’ English

4.

Self-administered ‘Checklist’ – for public institutions to establish baseline data for language planning. A generic version is included in the Guidebook below and customized checklists were developed for hospitals, police stations and local governments.

English

5. A two-page ‘protocol’ to guide the preparation of the public institute language plans English

6. Fourteen Language Plans and overview papers of the model sites that can serve as examples

English

7. Seven ‘Case Studies’ which detail innovative practices implemented through language planning in selected public institutions


8. Three program Exposure Tour Summaries: sharing stories on implementing language plans at public institutions

English

9. Experience Sharing Workshop Report on implementing language plans English

10. Video on ‘How to Prepare a Language Plan’, prepared by TAF from the experience of developing language plans with the model sites

Edited in English with Sinhala and Tamil

11. Video ‘Winning the Hearts and Minds’ a documentary on the exposure visit to Galle, prepared by TAF

Edited in English with Sinhala and Tamil voice cuts

12. Video: ‘Road not taken’ a documentary on the exposure visit between Nuwara-Eliya and Badulla Municipal Council prepared by TAF


13. Video ‘Language Rights: Lessons from the East and North’: a documentary on the exposure visit between model sites from Trincolmalee, Kantale and Vavuniya prepared by TAF


14.

Modalities for the Establishment of Technical Team at MNLSI This tool provides TORs, Criteria, profiles and roles and responsibilities of the Technical Committee (Language Planning and Implementation) including an inventory of required capacities, assessment tools with detailed modalities.


15. Modalities for the Establishment of Language Planning Help-Desk through the Call Receiving Centre at the MNLSI This tool provides needs/requirements of the MNLSI in establishing the Help-Desk





Languages including identification of the type of material, relevant handouts/brochures, Frequently Asked Questions (FAQs).

16.

Modalities for the Establishment of Language Planning Help-Desk through the Call Receiving Centre at the MNLSI This tool provides needs/requirements of the MNLSI in establishing the Help-Desk including identification of the type of material, relevant handouts/brochures, Frequently Asked Questions (FAQs).


17.

User-Guide on “How to Use the Guide Book on Language Planning” This provides detailed instructions/guidelines on each of steps of the Language Planning and Implementation process by developing a User-Guide, including Flow-Chart and guide on Frequently Asked Questions on the Guidebook.


18. Inventory of Resource Pools at the Divisional Level for the MNLSI This is a detailed inventory on the composition of the Resource Pools at the Institutional Level of those partner institutions (PIs) (Model Sites).


19.

Training Modules: 1. Training Module for MNLSI Staff based on the Language Planning Guidebook 2. Training Module for NIPAs based on the Language Planning Guidebook 3. Training Module for Institutional Focal-Points based on the Language Planning

Guidebook.


Roadmap Process: Tools and Documents to support the Roadmap Process

20.

Concept Paper: A Strategy to Implement the Official Languages Policy in Sri Lanka, by Hilaire Lemoine: This paper sets out the concept and rationale for a government wide Roadmap to implement Official Languages Policy: April 2012.

English

21.

Roadmap for OLP Implementation, Canvas for developing Action Plan, by Hilaire Lemoine This document describes how to prepare an Action Plan to feed into the larger Roadmap: April 14, 2013.

English

22. Note to Cabinet - A Strategy for the Implementation of OLP: October 19, 2013 This is a draft note written to explain the Roadmap and its contribution to implementation of the Official Languages Policy to the Cabinet: June 2013.

English

23.

The Roadmap Initiative for OLP Implementation, Note to Secretary/MNLSI, by Hilaire Lemoine This document gives a specific focus to why there should be a phased approach of involvement of different ministries for the Roadmap; drafted with a view to modify the pervious Cabinet note: October 19, 2013.

English

24.

Roadmap for OLP Implementation, Template for developing Action Plan for the MNLSI and Institutions (DOL, OLC, NILET), by Hilaire Lemoine This provides a detailed approach for preparing an action plan to feed into the Roadmap process: November, 2013.

English

25. The Roadmap – A Strategy for the implementation of Official Languages Policy by Asoka S. Gunawardena - May 2015 This is a comprehensive strategic document addressing the theoretical and practical





Languages approach for the effective implementation of OLP in Sri Lanka by the Ministry mandated for its implementation. This document deals with: Towards Resetting the OLP Framework; The Constitutional and Legal Context and Policy Initiatives; Issues of Making Language Available to People; Issues of Implementation and Establishing Responsibility for OLP; Issues of Governance and Establishing Accountability for Making and Language Available to Citizens. This also explains What is “THE ROADMAP”; The Change, The Outcomes and the Results; Language Planning; Accessing Language; Facilitating implementation; Financing the Roadmap; Framework for Governance and Accountability; Key Results of OLP targeted by the Roadmap; The Measurement of Performance; The Evaluation of Performance and the Reporting on Performance.

26. DOL Action Plans Five-year action (2015 – 2019) plan describing the activities of the DOL in relation to the implementation of Official languages Policy

English

Institutional Strengthening: MNLSI

27.

Report on Strengthening Planning, Research and Policy Capacity, by Yvan Déry, Policy Research Specialist, March 2013 This report study and analyses the current structure and programs of the existing Planning and Research Unit of the Ministry and provide proposals for the effective Strengthening of a Planning, Research and Policy Unit at the Ministry in giving specific effects to the mandate of the National Languages and Social Integration.

English

28.

Capacity Assessment Report of MNLSI National Languages Division Staff, This study conducted in 2012 assessed the capacity of the staff LD of the MNLSI in respect of language, ethnic composition, gender dimension, IT knowledge and their commitment to their responsibilities.

English

29. Capacity Assessment Questionnaire A simple questionnaire used to for above task

Sinhala and English

30. IT Training out line for the MNLSI language Division staff This is a three course outline of Excel, word and power point conducted for the ministry staff.

English

31. TOT Manual including Training Materials This is a tool which provides technics, ways and means of enhancing training skills of the MNLSI officials in delivering effective training.


32.

Management Plan for the Establishment of Provincial Centres by Asoka S. Gunawardena - May 2015 This document presents a Management Plan for the Provincial Centres, which have been proposed to address the LLRC recommendations to make the Ministry Services more accessible to the Public in the regions. This document includes details for the purpose of establishing Provincial Centres, role and responsibility of Provincial Centres, Core Program Functions performed by Provincial Centres, Work Plan, Design for the Organization of the Provincial Centre and Accountability for Performance.

English




Languages Second Language teaching: Teaching Resource Kits

33.

Resource Kit for Language Societies – Books 1, 2 and 3 – Teachers’ Guide Book This curriculum was prepared for the General public interested in learning Tamil language and designed for Tamil language classes conducted by members of language associations. It contains a teacher’s guide book and activity kit for use to deliver an effective session with practical applications as well as student text book which includes learning activities.

Tamil and Sinhala

34.

Let’s Learn Sinhala and Tamil – Book Final 2012 This is a basic language (Tamil, Sinhala and English) learning book which sets out the fundamentals for spoken language through a Sri Lankan multi-cultural community approach. It was initially published in Tamil and Sinhala in 2012 than in 2013 in English

Sinhala, Tamil and English

Institutional Strengthening of National Institute for Language Education and Training (NILET)

35.

NILET: Assessment and Impact Evaluation of the Teaching/ Learning Process of Second Language Courses taught by NILET This is a research conducted by the Green Tech Human Resources Development Ltd studied NILET’s language training programs for public servants to determine to what extent they are effective in generating bilingual public officers capable of carrying out their duties in their second language, , especially in oral communication and to recommend ways in which the NILET language training program can be made for more effective.

English

36. Amendments to the NILET Act, No. 26 of 2007 This provides the required Amendments to the NILET Act to be effective and efficient functions of the NILET as a Second Language Education National Institute of Sri Lanka.

English

37.

Standard Curriculum for “Diploma in Translation” and “Basic Translation Skills” This is revised syllabi/curriculum for Diploma in Translation and Basic Translation Skills conducted by NILET aiming at providing a sound curriculum to teach translation. This report also includes standard criteria for enrollment of Candidates; Program delivery and conduct; and Criteria for evaluation and testing.

English

Institutional Strengthening of Department of Languages (DOL)

38. Report of a study on the Establishment of a Translation Centre for the Government of Sri Lanka, Gabriel Huard, Translation Services Specialist, April 2012 by NLP Translation Services Expert, Gabriel Huard

English

39.

Translation center organization chart This a proposed structural change for the newly developed Translation Centre at the DOL. This chart gives a comprehensive structural view of the translation center’s staff arrangement.

English

40. DOL Roadmap action plan This is a comprehensive report that brings whole work of DOL to suite the MNLSI Roadmap process.

41. DOL Roadmap schematic This detailed work plan developed in support of Roadmap action plan, this also gives a five year work plan of DOL in relation to the official languages policy

English




Languages implementation.

42. Translation center work flow (proposed) – May 2013 This is a detailed work strategy of the translation center which gives the working flow and duties in a snapshot view.

English

43.

Needs Assessment Survey on Translation and interpretation Services in Sri Lanka for the period from July 2013 to December 2017 This survey report is a collection and analysis of data on government translators and the current (2007 – 2013) status of translation and interpretation services within government institutions in Sri Lanka and it gives findings and recommendations for the government to make more informed decisions to improve the standards and quality of translation and interpretation services in Sri Lanka. This report is an outcome of the brainstorming session held with key stakeholders in the translation and interpretation services in Sri Lanka. The report identifies existing issues in the field of Government translation industry and provides recommendation for the government stakeholders.


English

Translation and Interpretation

44. Revised and newly developed Glossaries for DOL There are two new glossaries developed. One is Communication and the other is Economic. Each of them respectively contains 4289 and 6972 words.

Sinhala, Tamil and English (one Trilingual Doc)

Universities and UGC

45. Model Curriculum for BA in Translation Universities of Jaffna, Kelaniya and Sabaragamuwa developed the model curriculum for BA in Translation Degree Program.

English

46.

Study Report on Translation and Interpretation Training and Services, by Professor Luise von Flotow This report brings information on a need analysis carried out by the Prof. Luise von Flotow to determine the need for an undergraduate degree program, or other university program, in translation studies and to identify an appropriate university or universities that the NLP project can assist to develop such a program.

English

47.

Translation Training by Prof. Luise von Flotow Translation Studies Specialist, December 2012 This report provides the inside of the capacities of translator training programs at the selected three universities (Sabaragamuwa, Jaffna and Kelaniya), DoL and also discussions with officials of UGC, Ministry of Public Administration and Home Affairs.

English

Institutional Strengthening of Official Languages Commission

48. OLC Corporate Plan 2014-2019 by Mr. S. Manamperi The Corporate Plan developed for the OLC for the period of 2014-2018, Action Plans for 2014-2015 and Financial Projections for 2014-2018.

English

49. Amendments to the Official Languages Commission Act, No. 18 of 1991 This provides the required Amendments to the OLC Act to be effective and efficient functions of the Commission and give effect to the LLRC Recommendations.


50. Report on the visit of Graham Fraser Official Languages Commissioner of Canada to English




Languages Sri Lanka 2013 This report is a collection of data on the dialogue and shared and explored lessons from private meetings with the Minister; the Secretary of the MNLSI and the Chairman of the OLC, and the Commissioner exchange of views together with larger workshops and symposium which exposed the Commissioner to gather information from a larger group of officials and actors with the Canadian experience of implementing and monitoring the Canadian bilingual language policy in comparison to Sri Lankan policy implementation.

51. Official Languages Commission Award Evaluation Form, February 21, 2013 This is a questionnaire that developed to conduct OLP implementation audit survey at the Government of Sri Lanka’s National Exhibition of Deyata Kirula in 2013.


52. Dayata Kirula Language Audit Questionnaire This is the modified and developed the version of the 2013 Award Evaluation Form for the audit of the Dayata Kirula National Exhibition 2014.

Sinhala, Tamil and English (Trilingual)

Public education/information materials produced by OLC

53.

Official Languages Commission – Docudrama, May 17, 2013 This is a video clip of 12 minutes and 35 seconds which gives a historical perspective of the importance of language tolerance in Sri Lanka. It is also a express the Language policy implementations in Sri Lanka.

Sinhala and Tamil

54.

Official Languages Commission – Radio jingle, August 17, 2013 This is Voice cut (used as Radio jingle developed for air at the Dayata Kirula Exhibition2013). This is a message to citizen that they government service should be able to provide the service in citizen’s preferred language.

Sinhala and Tamil

55.

Official Languages Commission – Street drama, March 27, 2013 This includes photos and a script used for the street drama developed for the Dayata Kirula National Exhibition in 2013. The drama reflected the use of Sinhala and Tamil languages in correct way.

Sinhala with Tamil

56.

Evaluation Report on Assessment of the Implementation of Official Languages Policy At Deyata Kirula – 2014 This is the assessment report on how different Public Institutions used and implemented the official languages (Sinhala and Tamil) in their ‘exhibition stalls’ during the Deyata Kirula program of 2014.

English

57.

Official Languages Commission Award Evaluation Report – 2013 This report discuss about the finding results of the best three stalls at the Dayata Kirula Exhibition for the implementation of OLP and some information on the other stalls stands on OLP implementation level.

English

58. Language Resource Needs Assessment Survey 2014 This is a re-survey of OLC Survey in 2007/2008, which captures the development through 2008/2009 – 2014 in relation to implementation of the OLP in Sri Lanka.

English

59.

Brochures on the Mandates, Functions and Duties of OLC with regard to the OLP implementation in Sri Lanka This is a public education tool to be used by OLC to make the Public Officials and General Public on the Language Rights that are enshrined in the Constitution to





Languages protect and promote Language Rights of the People.

60. Official Languages Commission Resource Guidebook This is detailed Guidebook for the OLC Officials to work on their mandates especially conduct Language Audit at the Public Institutions.


Public Engagement Fund

61. Public Engagement Fund (PEF) : Management Strategy This document describes the management strategy of the PEF including criteria for proposals and a template application form.


62. Proposal evaluation grid This is a form used to screen the proposal in-house at NLP, this sets out the basic requirement of a proposal to be eligible to apply for the NLP PEF fund.

English

63. 2012/2013 Approved PEF proposals This contains 6 proposals that were approved in 2012. Each of them have a unique activity carried out in various part of the country.

English and some of them in Sinhala and Tamil

64. 2013/2014 Approved PEF Proposals This set of proposal includes 4 proposals approved and funded covering different geographic areas of the country with innovative projects.


65.

Final Reports of PEF Partners These are the report submitted by the above approved proposals from the 2012/2013 set. These reports are prepared in a very simple format to capture their achievements at the end of the project.


Product/ materials produced through the PEF

66.

Let’s sing songs CD and the hand book This is a set of songs in Tamil and Sinhala. The Sinhala songs are prepared with the popular Tamil tune (melody) and new lyrics. The same way Tamil songs are prepared with the popular Sinhala Tune (melody) and new lyrics. This was a very popular among many people including politicians during the release.

Sinhala and Tamil

Language Clusters

67.

Draft constitution of the language cluster This is comprehensive constitution drafted for the language clusters in September 2013 at the establishment of the Eheliyagoda Language cluster with the support of the NIPA, Centre Manager and NIPC of Eheliyagoda. This sets out the functions and powers of the language cluster members and its organizational arrangements.

Sinhala

68.

Training Manual and Handouts Produced by the SLCDF for language cluster capacity building (proposal writing) This is a detail training manual with the handouts of different topics that enable a trainer to conduct training on capacity building specially focused on proposal writing in a simplified manner for a grass hood level community.

English

69.

Materials used in the Experience sharing workshop between Dialogue new Brunswick , Canada and Language Clusters in Sri Lanka These are few materials that were used in above discussion to explore information sharing among both the Dialogue New Brunswick consultant as well as the community members of the language clusters.





Languages Official Languages Policy of Sri Lanka

70.

Presentation on Official Language Policy and practice in Sri Lanka This presentation captures the legal provisions that to be said as existing Language policy of Sri Lanka. The presentation also brings information on the implementation mechanisms.

English

71.

Official Languages Policy of Sri Lanka (an overview of Legislative, Administrative and Institutional Frame work) This is an comprehensive document that explains about the Language policy of Sri Lanka and its implementing institutional mechanism.

English

72.

Sri Lanka OLP presentation during the TEM May 28 – June 8, 2012 This is a presentation on Official Languages Policy of Sri Lanka that was presented to the Canadian officials in Canada. This briefly brings the overall picture of the LP of Sri Lanka.

English

73.

Presentation on the History and Culture of Sri Lanka This presentation hives a brief history of Sri Lanka which also gives an administrative development of the country. The presentation gives and over view of the Sri Lankan culture and the community.

English

74.

Brochures produced by the SLCDF on the Implementation of Official Languages Policy of Sri Lanka This brochure gives a brief overview on the OLP and the complaints mechanisms on a violation of Language Rights.

Sinhala and Tamil

75.

Good Practices of Official Languages Policy Implementation in Sri Lanka’ Trilingual publication: This is a study conducted by NLP, documenting good practices found in 10 institutions in respect of implementing Official Language Policy across the island.


Gender Mainstreaming Documents

76.

Gender working strategy of NLP This document gives and overall over view of the Gender Equality working model of the National Languages Project. It sets out a five year work plan including the measuring strategy of the gender mainstreaming in to the project and its partners work.

English

77. Gender Mainstreaming Presentation This is a general explanation of the gender mainstreaming in to a project, this was prepared to present to the higher level officials in the MNLSI.

English

78. Gender analysis Presentation This is a general explanation of the gender analysis in to a project, this was prepared to present to the higher level officials in the MNLSI.

English

79. Gender Rapid assessment Report of the Pre Training Gender Assessment, Ramani Jayasundere, Gender Specialist, August 22, 2013 This report examined the Gender perception of the MNLSI, DOL, NILET and OLC staff.

English

80. Gender Rapid Assessment Questionnaire A basic questionnaire used to assess gender awareness.

Sinhala, Tamil and English (one Trilingual Doc)




Languages

81.

Gender training report This is a comprehensive report that describes the outcome of the 6 workshops conducted by the NLP to the MNLSI staff. The report also gives an overall view of the NLP’s strategy to mainstream gender in the MNLSI activities.

English

82.

Presentation on Gender awareness workshop for MNLSI staff This presentation carries all lot of information on the overall capacity of the (MNLSI) Ministries’ staff through the assessment carried out the NLP. It is also give possible recommendation to overcome those existing issues and to strength the available skills.

English

Canadian Expert Mission Reports Hilaire Lemoine, Language Policy Advisor, Official languages and Bilingualism Institute, UO

83.

Mission Report, September 2012 This mission report highlights the progress made by the MNLSI, DOL, NILET and OLC on the Roadmap during July to September 2012. It reports on the MNLSI’s progress on drafting the Guidebook for Language Planning and the policy advisors contribution to the planning for AWP 2013 by all the above mentioned institutions.

English

84.

Mission Report, March 2013 Provides a status report on the progress the MNLSI has made on the roadmap during October, 2012 to March 2013. It also provides brief information on the visit of Mr. Graham Fraser, Canadian Official Languages Commissioner (2013) and the Canadian expert Yvan Déry in developing a Planning, Research and Policy Unit at the MNLSI.

English

85.

Mission Report, June 2013 Reports on the progress the MNLSI has made on the Roadmap during April to June, 2013. It also discusses the proposed TEM to Canada from September 28 to October 10, 2013 and the work done by the Yvan Déry in developing a Planning, Research and Policy Unit at the MNLSI. The report also includes brief note on two surveys one on ‘translations services and needs’, and the other is on “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses conducted By NILET.

English

86.

Mission Report, October 2013 This report provides the update of the progress made by MNLSI on the Roadmap and the consultant’s contribution for NLP’s AWP2014 preparation work. This report also talks about two presentations one on the gender assessment done by the NLP for MNLSI and its Institutions, and the other is a presentation done by the University of Colombo for DOL and other stake holders on the survey done by them for DOL on translation services and needs.

English

87.

Mission Report, May 2014 This report provides update and progress of Roadmap by MNLSI and Institutions and in finalizing their Action Plans for the OL Roadmap Process. This also reviews and provides feedback on the Report for the Preparation of the Five Year Corporate Plan 2014 - 2018 and Institutional Strengthening of the Official Languages Commission and to initiate discussions on the implementation process of the Regional Centre/Provincial Centre in Kilinochchi.

English




Languages

88.

Mission Report, November 2014 This report provides the updates and review and finalize the Roadmap document and Action Plans by the Institutions. This is also review AWP 2014 and to prepare AWP 2015. The preliminary work on Management Plan for the Provincial Centres is discussed and guided and finally deals with the Plan to conduct a Language Conference in conjunction OLBI -University of Colombo – Fall 2015.

English

89.

Mission Report, April 2015 This final Mission Report provides review and comment on the final version of the Roadmap document and Action Plans. It is also discussed the preparation of the program and workshop of the Closing Event of NLP. Solicit the participation of OLC in the Conference of the IALC is discussed and it also discusses the Report of Brainstorming Session and Action Plan on existing issues of the Government’s Translation Services. The report also includes a series of recommendations to the Government of Sri Lanka regarding initiatives to be undertaken to sustain current progress and further enhance OLP implementation.

English

Gabriel Huard, Translation Services Specialist

90.

Mission Report, November 2012 This is the second mission report of Mr. Gabriel Huard which mostly focus on the development of translation Centre and the establishment of a committee on translation services in Sri Lanka

English

91.

Mission Report, May 2013 This report gives a comprehensive outline of the translation center initial operations. It is also provides some ideas of DOL’s roadmap process and action plan preparation, and Translation survey process updates.

English

92.

Mission Report, June 2014 This report provides information on the TA provided to DOL in managing the start-up phase of the functions and operations of the new Translation Center, including training for newly recruited translators, technical inputs in the operation of the Translation Center and the development of new glossaries, and contributing to the preparation of manuals for translators.

English

Marlene Toews Janzen, Second Language Teaching Specialist, Official languages and Bilingualism Institute, UO

93.

Mission Report, December 2012 Marlene Toews Janzen provided TA to NILET and the research team (GreenTech Human Resource Development) as they designed a study/ evaluation of the effectiveness of NILET”s second language training programs for public officers. Also this report includes the recommendations made by Ms. Marlene regarding the support that NLP should provide to NILET to develop a new course in English as a second or third language for public officers.

English

Ms. Carole Fournier , Executive Director, Dialogue New Brunswick

94.

Mission Report October 2013 This report gives and overview of the discussions that were held between Carole Fournier and the Language Cluster members through a 1½ day workshop to empower Language Clusters, Language Societies, CBOs and NGOs to develop, plan and

English




Languages implement new initiatives that promote bilingualism and appreciation of linguistic diversity.

Marc Tremblay, Executive Director, Official Languages Centre of Excellence, within the Office of the Chief Human Resources Officer at Treasury Board Secretariat

95.

Mission Report - November/December 2014 This report provides TA and support to the MNLSI as it finalizes the Roadmap Action Plans to implement the OLP in Sri Lanka including Guidance and Support to address a range of issues surrounding the Roadmap process; Assisting and supporting the preparation of an Accountability Framework for the Roadmap. This report also share experiences on the OLCE’s and TBS’s management of the Canadian OLP, including Coordination of the Canadian OLP’s implementation across ministries; Canadian experience on service delivery, signage, active offer, designation and staffing of bilingual positions, the role of Official Languages Champions. It also deals with technical experience sharing with the Ministry of Justice and the Faculty of Law of the University of Colombo and Faculty of Arts of the University of Peradeniya on issues surrounding language rights in Canada, including sharing of experience of the language of the courts and administration of justice in Canada; Facilitating and conducting a workshop for Senior Officials of the Ministry of Justice, Legal Drafting Department and Attorney General’s Department; Lectures on the Canadian experience with language rights in the university setting, to promote the involvement of academics in Official Languages issues and policy-making.

English

Pierre Coulombe, Director, Performance Measurement Directorate, Office of the Commissioner of Official Languages

96.

Mission Report, November 2014 This report provides TA and support to OLC by sharing the Canadian experience in the governance of the Office of the Commissioner of Official Languages of Canada; providing TA and support for the preparation of tools and resources including updating the Language Audit Guide; and also provides TA and support to the OLC to conduct monitoring and evaluation on the Official Languages Policy.

English

TEM Reports

97.

Report on the TEM to Canada, May 28 - June 8, 2012 This Report provides the expanded knowledge; capacity developed and enhanced specific strategies and priority action plans of Sri Lankan Delegates from their counterparts in relevant Canadian institutions through the exchange of ideas and resources with Canadian officials and experts. These are which the both parties of Sri Lankan Delegates and their counterpart in Canada have been engaged in their day to day official activities. The report separately discuss about the knowledge that were imparted to each of the MNLSI, LD, Social Integration Division (SID) and Minister’s Office, the DOL and the Official Languages Commission (OLC).

English

98. Report on the TEM to Canada, Sept 27 – Oct 11, 2013 This report brings the information that gained through the sharing of ideas and resources with Canadian officials and experts, to support the MNLSI in order to expand

English




Languages its knowledge and expertise in coordination, planning, research and policy development in the area of Official Languages Policy 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 delegations of this mission comprised from the MNLSI, the National Institute of Language Education and Training (NILET), the UGC, and academics from 3 universities namely Jaffna, Kelaniya and Sabaragamuwa designated to establish a BA Translation Program.

Other Reports

99. NLP EVALUATION REPORT (MAY 2014) Susan Duska, DADA International Inc.

100. CELEBRATING SUCCESS AND THE WAY FORWARD This covers the entire program activities carried out by NLP through 2011 – 2015 and detail the results and achievements by the project.

English

End of Project Report Agriteam Canada Consulting Ltd. National Languages Project H-1 December 2015

APPENDIX H: NLP CLOSE-OUT EVENT

“Celebrating Successes and the Way Forward” the close out event for NLP was held on 30th April, 2015 in Colombo, Sri Lanka. It was a well-attended event, the audience included project partners, government officials, donors, beneficiaries, experts, academics and others who have had an interest in the evolution of language rights and the implementation of official languages policy in Sri Lanka. The day was divided into two parts: The morning was a working session with our project partners to reflect on what has been achieved, share success stories and develop strategies for moving forward in order to develop a record of the project work including the knowledge products created. As our partners took stock of the project accomplishments, they also focused on the future -to explore what support is necessary to ensure that the work started through NLP continues to flourish. The afternoon session was an opportunity for our project partners to share their main conclusions from those discussions. Mr. Gundawardena, who has led the development of the Roadmap, provided a brief on the Language Roadmap’s progress and future directions. The project gender specialist shared the strides that our project partners made to institute gender mainstreaming in the work of the LD and its Institutions. Mr. Hilaire Lemoine and Dinesha de Silva shared their observation from their perspective of providing TA to the project. On behalf of the ministry and government of Sri Lanka Honourable C. B. Ratnayake, State Minister of Public Administration, Local Government and Democratic Governance spoke together with Mr. Hewage, Additional Secretary from the MOPA, responsible for implementing official Languages. The event closed with a key note address by Her Excellency Shelly Whiting, the High Commissioner of Canada. Below are the texts from selected speeches delivered:

1. Opening address by Karen Gainer QC, Project Director, National Languages Project 2. Keynote Address High Commissioner, Her Excellency Shelley Whiting 3. Observations and Reflections of Hilaire Lemoine, Language Policy Advisor, Official Languages and

Bilingualism Institute at the UO 4. Observations by Dinesha de Silva, Country Representative: The Asia Foundation

1. Welcome and opening address by Karen Gainer QC, Project Director, National Languages Project Good Afternoon Salutations:

x Honourable C. B. Ratnayake, State Minister of Public Administration, Local Government and Democratic Governance

x Your Excellency High Commissioner of Canada, Shelley Whiting x Mr. Hewage Additional Secretary, MOPA x Dinesha De Silva, Resident Representative for The Asia Foundation x Hilaire Lemoine , Official Languages and Bilingual Institute UO x Don Country Manager NLP

Special Guests, Colleagues, Ladies and Gentlemen: On behalf of the National Languages Project, I would like to welcome you to the close out ceremony for NLP. Notwithstanding NLP’s short four year tenure, there is much to celebrate. Today we recognize the project’s

Appendix H: Project Close-Out Event


achievements; celebrate the work and commitments of our partners. I joined NLP as Project Director 2 years ago taking over from Alix Yule-who did a great job in designing and establishing the project. Alix sends her best wishes to everyone. NLP was a responsive TA project-we worked in collaboration with the Ministry and now Division to support its work and that of its institutions: Official Languages Commission; Department of Languages and the National Institute for Language Education and Training to share the Canadian experience in developing bilingualism and to provide support to Sri Lanka partners as they implemented their official languages policy-it was never a stand-alone project -off to one corner-but the work done thorough the project was integral and part and parcel of the work of the division and it institutions. That has been the secret to the success of NLP. A key aspect of NLP’s work was the technical support for the development of a Language Roadmap. This is a government wide planning exercise; a practical mechanism to ensure that official languages are integrated into the work of ministries and government institutions. The completion of the first phase of the roadmap initiative is a significant achievement. The project closes with this roadmap ready for submission to Cabinet – the now work begins now for the LD to collaborate and coordinate with other key ministries as they identify their bilingual capacities and develop action plans to ensure that citizens can access services across government in the language of their choice. Although we are celebrating the success of NLP, I want to point out the dichotomy between the results achieved by the project and the work that the Government of Sri Lanka has yet to do in order to fully implement its official languages policy. In other words, within NLP many results were achieved: the project enabled the National Languages and Social Integration Division and its institutions to start to develop systematic approaches to implement the official languages policy. However this is just the start of the work. Implementing the Official Languages Policy – is an enormous task –it includes the development of a function bilingual public service-where citizens can freely and actively choose to demand services in their language and the public service can efficiently and cheerfully respond to citizens in the language they use. In a final follow up survey that OLC commissioned through NLP reveals that since 2007 there has been a significant increase in the knowledge and awareness of official languages policy both by government officials at the divisional level and by citizens themselves. However, minority language speakers-ie Tamil language speakers continue to seek services in Sinhala-because it is easier-they have developed strategies –such as having a neighbour or a friend or hiring someone to help them fill out the forms in Sinhala because if they ask for services in Tamil-it creates unnecessary and long delays. The problem is twofold: the lack of capacity of the public service to provide services combined with a lack of confidence of minority language speakers to seek services in their language. The project worked to increase awareness and identify strategies to improve language proficiencies –needless to say-much more needs to be done.



This is why, in part, we invited the donor community today-it is because we believe that the story and success and future of the work of NLP is one that to share with you. Understanding the work that the Sri Lankan government has undertaken in language is key as you, as donors as you develop your respective assistance plans. NLP has been a forum to bring together and foster connections between experts and academics that are passionately committed to language rights. This project has sought to build institutional linkages between the Canadian and Sri Lankan Institutions: for example:

x Between the Office of the Commissioner for Official Languages of Canada and Official Language Commission;

x between Treasury Board of Canada and Canadian Heritage –responsible for implementation of Official Languages of Canada within the government and society and the Languages Division within the MOPA

x the Translation Bureau of Canada has served as a model for the Department of Languages The School of Translation at the UO has collaborated with Universities of Jaffna; Kelaniya and Sabaragamuwa to develop a common program in translation-which will produce a new professional class of translators. The sharing of experience between Canada and Sri Lanka on languages has been an enriching experience for both countries. Our NLP team has worked to model trilingual practices throughout the work of the project-from trilingual invitations; agendas and materials to effective approaches for bilingual co-chairs of events and workshops. This morning was a working session with our partners to reflect on what has been achieved, share success stories and develop strategies for moving forward in order to develop a record of the project work including the knowledge products created. As we took stock of the project accomplishments, we also focused on the future -to explore what support is necessary to ensure that the work started through NLP continues to flourish. This afternoon we will hear from NLP project managers Niyas and Thiru who will briefly share with you the main conclusions from those discussions. Mr. Gundawardena, who has led the development of the Roadmap, will brief you on the Language Roadmap’s progress and future directions. Ramani our gender specialist will share with you the strides that our project partners have made to institute gender mainstreaming in the work of the LD and its Institutions. NLP has had the privilege to work with two key institutions: from Canada the OLBI at the UO- who has provided Hilarie Lemoine-who has worked with great enthusiasm and commitment on the project from the beginning. From Sri Lanka, NLP has worked closely with TAF-they led the project component to develop innovative model sites -working at the local level with police stations, hospitals, local government to implement language planning and from this experience they contributed to and tested the approaches laid out in the “Guidebook for the Preparation of Language Plans by Public Institutions”.



Over the last year, TAF has provided TA to the National Languages Division in developing a core of trainers to support language planning at the Divisional level. We have asked Dinesha de Silva Country Director of TAF and Hilaire Lemoine to provide some observations and reflections gained from working on NLP. Finally we will hear from Mr. Hewage, Additional Secretary from the MOPA responsible for implementing official languages. As well as the Honourable C. B. Ratnayake, State MOPA. The High Commissioner of Canada, Shelley Whiting, will provide the final remarks. So we have a full afternoon ahead of us. Thank you for coming and for your interest in National Languages of Sri Lanka. Welcome you to our celebration. I turn the forum back to our trilingual co-chairs 2. Keynote Address: Shelly Whiting, Canadian High Commissioner to Sri Lanka Good Afternoon,

x Mr. H. Hewage, Additional Secretary – Development, National Languages and Social Integration Division (NLSID)

x Officials from the DOL, the OLC, the National Institute for Language Education and Training (NILET) and the University Grants Commission

x Ms. Dinesha de Silva Wickramanayake, Country Representative, The Asia Foundation x Ms. Karen Gainer, Project Director at Agriteam Canada for the National Languages Project. x Mr. Don Brownell, Country Program Manager for the National Languages Project x Staff and consultants of the National Languages Project, x Distinguished Invitees,

Ladies and Gentlemen… I would first like to thank the MOPA and the NLP for the invitation to join this important occasion and distinguished gathering. Today marks another milestone in the implementation of the National Languages Project. It is an opportunity to take stock of accomplishments and lessons learned, reflect on how to build upon the successful foundations laid and celebrate a project that has successfully met the objectives it set out to attain over the past four years. As many of you know, Canada has a longstanding commitment to supporting the advancement of language rights in Sri Lanka. Our support in this began in the late 1990s, with the Governance Institutions Strengthening Project and small initiatives aimed at developing a bilingual civil service. The launch of the National Languages Project (NLP) in 2011 led to a more comprehensive program aimed at working together with the Government of Sri Lanka in the implementation of its official language policy. Through it, the friendship between our two countries has deepened. Canada’s experience in nurturing language diversity as a source of national unity and pride as well as ensuring Canada has a bilingual public service that meets the needs of all citizens is internationally recognized. The path to building an inclusive Canadian nation has not always been an easy one and, in fact, remains a lifelong process. The development of our bilingual public service has been decades in the making and, even today, we continue to work actively to maintain and improve the provision of bilingual services. In the interest of our mutual prosperity and democratic development, Canada has been keenly interested in sharing its experiences in furthering its own nation building task with the people of Sri Lanka. The National Languages Project and its predecessor projects funded by DFATD were borne out of that interest. With the NLP,



moreover, we were able to contribute to the Government of Sri Lanka’s implementation of the language rights based recommendations made by the Lessons Learnt and Reconciliation Committee. Ably implemented by Agriteam Canada and the (former) MNLSI, the National Languages Project was able to foster social cohesion by bringing greater recognition of the multilingual and multicultural nature of Sri Lankan society and by promoting inclusiveness. By working to promote and protect language rights, the project has helped to expand access to government services by citizens in the language of their choice. Over the last 2 years, I have been very pleased to witness the close collaborative relationship between Agriteam Canada, the National Languages Project staff, the many Canadian consultants who have shared their technical expertise and their counterparts in the Ministry and its component institutions such as the OLC, the Official Languages Department (OLD), and the NILET. The interest, enthusiasm and dedication shown by all sides has been admirable and inspiring. I am confident that the momentum created over the years can be carried forward through the continued dedication and personal commitment by those who have been involved to what is truly a key element for Sri Lanka’s reconciliation and lasting peace. It is clear to me that this project was able to lay foundations that will continue to serve Sri Lanka well in its quest to become an inclusive society. These foundational pieces are reflected in the project results, each of which help advance the Official Languages Policy in Sri Lanka. Several interventions were highlighted already in the earlier presentations and so I do not want to go into too much detail. However, a few notable accomplishments include:

x the development of the road-map and language plans to help guide the Ministry in implementing the Official Languages Policy in the public sector

x a new translation centre to help strengthen access to Government services in Tamil, Sinhala and English

x the establishment of language societies engaging civil society to promote language rights, bilingualism and linguistic diversity

x Piloting appropriate and innovative models of local service delivery in language of choice in important geographic areas, and at the same time promoting gender equality, good governance and social cohesion

x a new university level program in translation in three universities that is receiving its first cohorts of students.

During the past two years I was able to witness some of these accomplishments first hand. For example, I had the opportunity to visit model sites implemented by TAF such as the Trincomalee Hospital, join in the inauguration of the provincial language centre in Sabaragamuwa province and attend several Colombo-based events such as the opening of the Translation centre. On each occasion, I was impressed by the high quality of the interventions and the strong commitment shown by those involved. Through my engagement what I found the most remarkable was the keen interest and the commitment shown by every single partner; including the Ministry, its component institutions, TAF, the Universities and the partners from the field. Much of the work undertaken through the project has been reinforced through TEMs between Canada and Sri Lanka. These exchanges have enabled the establishment of strong bonds between key Sri Lankan and Canadian officials from institutions such as the Official Languages Commission, Heritage Canada, the Treasury Board and the



academic institutions such as the Official Languages Bilingual Institute of UO. I hope these links will be continued in to the future with both sides feeling comfortable to contact each other whether via telephone or email to continue the dialogue and share experiences. The TEMs and capacity building training have been utilized to the maximum, creating resource pools of master trainers, interpreters, language planners and policy researchers. I am confident that these improved resource capacities will continue to yield benefits to the public for years to come. Distinguished guests and participants, let me express on behalf of the High Commission of Canada, our most sincere appreciation and gratitude to all the stakeholders who contributed wholeheartedly to make this project a success. It is heartening to note that the project is coming to an end after achieving the anticipated results well in advance of initial expectations. It is a strong testimony to the commitment and capacity of the Institutions under the Ministry and its officials to make progress in language policy implementation. I have no doubt that the Officials and Institutions of the Government of Sri Lanka will make the best use possible from the facilities and capacities developed and the firm foundations laid with Canada’s assistance. I sincerely hope the Government of Sri Lanka will take this initiative ahead by following through the forward plans in order to further strengthen the implementation of the official languages policy of Sri Lanka. I would like to end by expressing my best wishes on the successful conclusion of the project and in wishing success to the officials and the Government of Sri Lanka, as they continue to promote national reconciliation through enhanced recognition for language diversity and the rights of all linguistic communities in Sri Lanka. Thank you. 3. Observations and Reflections: Hilaire Lemoine, Language Policy Advisor, Official Languages and Bilingualism

Institute at the UO Thank you for inviting me to share some observations on the achievements of the National Languages Project and to reflect with you on initiatives to be undertaken as we move forward in order to build on the successes of the current project and further enhance Official Languages Policy implementation in Sri Lanka. The OLBI of the UO which I represent has been actively involved in the joint Canada-Sri Lanka National Languages Project since its inception in 2010, and it has been an honor and a privilege for me to have been associated with this project. 1) Some general comments: Implementing an Official Languages Policy in any country is an ambitious, complex and long term initiative: it is a process of societal change; it goes far beyond the provision of government services in both official languages. It is the manifestation of the Government’s commitment to promote the constitutional language rights of all citizens, and of the willingness on the part of citizens to understand, respect and appreciate the language and culture of the other community, with the objective of building a cohesive and integrated society. In Canada, although language rights were included as early as 1867 in Section 133 of our Constitution Act creating the Dominion of Canada, the Canadian government undertook a similar journey of active OL implementation in 1963 with the establishment of the Royal Commission on Bilingualism and Biculturalism, which provided the blueprint for our Official Languages Act of 1968. Canada has therefore been quite active in OL implementation for more than 45 years now and has invested much resource. Today, I must admit, there are still constant challenges and room for improvements.



I feel it is important to make reference to the Canadian experience to illustrate the magnitude of such an undertaking, and to better appreciate the need for future support and TA on the part of Canada and of other members of the international community in accompanying the people of Sri Lanka on this ambitious and long journey towards societal change. 2) The contribution of the NLP project to OLP implementation: I will not attempt to comment the list of NLP accomplishments my colleagues have so eloquently presented. I will rather limit my observations to two strategic areas where I feel the NLP project has made an important contribution to OLP implementation in Sri Lanka in enhancing the government’s capacity to undertake more effective medium and long-term planning for OLP implementation. This was achieved through: Knowledge-based information:

x Survey on translators needs and resources x Study on Translation and Interpretation Training and Services x Evaluation of NILET’s Language Programs for Public Officers x Report on Institutional Strengthening of the Official Languages Commission x Language Resources Needs Assessment Survey, 2014

Comprehensive planning process and tools for OLP implementation

x Roadmap for government-wide action plans; x Guide for developing language plans for public institution; x Guide for conducting audits by OLC);

Establishing sustained working relations between Canadian and Sri Lankan institutions. This was achieved through:

x Technical Education Missions (TEM) in Canada for senior public officials and university faculty members in the areas of translation services and training, planning and program delivery, language training, audit and evaluation.

x Missions of senior level Canadian officials and academics in Sri Lanka: Commissioner for Official Languages, Graham Fraser and Pierre Coulombe, Director of Audits to work with Official languages Commission ; Gabriel Huard, former Director from Translation Services Canada to work with Department of Languages; Yvan Déry, Director of Policy, Planning and Research from Canadian Heritage to work with Policy, Planning and Evaluation Branch of Ministry; Marc Tremblay, Executive Director of Official Languages Programs at Treasury Board Canada to work with the former MNLSI and with the Ministry of Justice; Carole Fournier, Director of Dialogue New Brunswick to work with Language Societies; Luise von Flotow, Director of the School of Translation and Interpretation at the UO to work with UGC and Universities; and Marlene Toews-Jenzen, Professor at the Official Languages and Bilingualism Institute, UO, to work with NILET in assessing its programs.

The Way Forward – Next steps: Although much progress has been accomplished over the life of the NLP project, official languages policy implementation needs to be nurtured for it to be sustained and further developed. This requires vision and



leadership on the part of Parliamentarians and senior management. But it also requires good planning, priority setting and an efficient accountability mechanism. In order to sustain existing progress and to further official languages policy implementation, priority should be given to the following initiatives:

x the Roadmap process must proceed with the new MOPA, followed by key ministries with direct service delivery mandates (Justice, Health and Indigenous Medicine, Education, Social Services and Welfare, Child, Youth and Cultural Affairs); as well, the Roadmap process should include a good accountability framework for effective reporting to Parliament and to the public

x for delivery of bilingual services, priority should be given to the key ministries under the Roadmap and their institutions, in central office and designated bilingual divisions

x a mechanism should be put in place to identify positions requiring bilingual capacity, and incumbents given priority to language training

x NILET should concentrate its resources on the provision of language training to public officers of bilingual positions; it should review its existing programs and curriculum to better respond to the training needs of public officers, and it should develop on-line language training materials; NILET should also act as a resource for institutions to develop language learning plans

x consideration should be given to transfer all translation activities (staffing, training, resource development, monitoring, quality control) to DOL

x amendments to the Official Languages Commission Act should proceed to strengthen governance and enable regionalization of services, as recommended in the LLRC report, and referred to in the 2014 Report on Institutional Strengthening of OLC

x a Regional Centre for OL services should be established in each Province and a management plan should be developed by participating institutions, in close cooperation with Provincial Councils and Local Government representatives

x a task force within the Ministry of Education should be created to develop an action plan for successful language learning in all the schools, including the review of existing curriculum

x a student exchange program, including home-stays, should be developed through the public school system for students studying the other official language to experience the language and culture of their peers

x initiatives to encourage post-secondary students’ mobility should be considered to provide opportunities to students to do a semester or a full year of their program of studies in a university in a different part of the country, thereby enhancing language learning and cultural awareness – a made in Sri Lanka Erasmus program

x a consortium of university faculty members interested in the area of language policy and planning should

be established to better coordinate much required research in this area and play an advisory role to Government on official languages policy implementation.

Concluding comments: To maintain the momentum created by the NLP project and fully implement the OLP in Sri Lanka will require partnerships and resources. Keeping in mind some of the proposed initiatives as a Way Forward, it is my hope that the Government of Canada will renew its commitment to support the Government of Sri Lanka on its journey to full OLP implementation. As well, I would hope that other members of the international community will see



opportunities to partner with Sri Lanka on initiatives where their resources and expertise would be much appreciated. On a more personal note, I have been extremely fortunate to be associated with this important initiative. This gave me the opportunity to share my experience as a long time senior public officer with the Government of Canada in the areas of language policy and planning, language teaching and community development, and more recently as an executive member of the OLBI of the UO. It also allowed me to witness and appreciate the commitment, dedication and hard work of my colleagues at NLP and of fellow public officers within government institutions of Sri Lanka in order to bring about social cohesion and integration through a successful OLP implementation. Thank you for your warm hospitality and your friendship which I will cherish for a very long time. 4. Observations by Dinesha de Silva, Country Representative: The Asia Foundation Good Afternoon. My thanks to Karen, Don and the staff of the National Language Project for providing an opportunity for The Asia Foundation to speak this afternoon. For those of you who don’t know us, The Asia Foundation, is a non-profit, international development organization that has been working in Sri Lanka since 1954. We are headquartered in San Francisco and have 18 offices across Asia. Our work broadly focuses on issues of democratic governance but over the years we have supported local organizations to work on numerous critical issues of concern to Sri Lanka. Our current programs seek to support Sri Lanka in its efforts to achieve long-term peace and prosperity – we work with local authorities strengthening their capacity to raise revenue, deliver services and encourage citizen participation; we support access to justice through community based alternative dispute resolution; promote security through community policing programs; foster national reconciliation and support mental health and psychosocial services that help individuals recover from trauma. Amidst this wide range of government and civil society engagement in Sri Lanka, The Asia Foundation has had the privilege of being associated with the National Languages Project since its inception in 2012. In fact, even before the project was formally initiated, the Foundation provided substantive input into the conceptualization of ideas that today, encompass some of the broad contours of this important project. We, along with the UO, have functioned as the primary implementing partners of the NLP project and I think we have an interesting experience to relate to those present today as we close-out this important project. Within the framework of the design of the National Language Project, The Asia Foundation’s role was to support innovative models of local service delivery. Our objective was to work with a set of selected model sites to enable “service delivery in the language of choice”. The Asia Foundation systematically identified 14 partner government institutions from a variety of multi-ethnic locations around the country. These carefully selected Model Sites spanned across 6 provinces - including three tiers of local government (4 Municipal Councils, 2 Urban Councils and 1 Pradeshiya Sabah), a divisional secretariat, 3 teaching hospitals and 3 police stations. These 14 model sites have demonstrated that with very simple innovations, direct, customized engagement, technical support and facilitation, the official languages policy can be effectively implemented within the existing government structures. The language planning processes that the Foundation meticulously facilitated in these model sites also provided a basis on which to develop a replicable blueprint that can easily be used for similar efforts at other institutions across the country.



Let me elaborate on this a little further – supported by The Asia Foundation, each partner Model Site embarked on a facilitated language planning process. Informal visits, interactions and consultative discussions built relationships, helped create greater understanding and awareness on the Official Languages Policy, identified the most appropriate people to serve on planning teams and culminated in the administration of a self-assessment checklist to ascertain their level of implementation. The checklist, conceived, designed and prepared by our staff, became the golden innovation that transformed the planning process into a practical, informative and productive exercise. Thereafter, comprehensive, individualized Language Plans were formulated for each site and an action plan developed with identified priorities. The Asia Foundation has captured this entire experience process in a Language Planning Guidebook, published by the project, and it is available to any government entity interested in embarking on a similar path. The facilitated Language Planning Process provided opportunities for partner model site staff to bring their individual, personal and professional values and civic consciousness to bear and gain a sense of ownership of the process, supported by hands-on backstopping, coaching and on-site support by Foundation staff. The Foundation designed self-assessment checklist enabled each model site to identify gaps within their own institutions, focusing on the three key checklist criteria areas;

x visibility of language policy implementation; x evidence of institutional commitment towards implementation and x performance of language policy support mechanisms

Once identified, certain key priorities included in the short-term language plans of each institution were selected for further financial and technical support under the NLP. Small grants were provided to enable model sites to implement these identified priority activities – activities that included improvement of trilingual signage, translation and preparation of trilingual forms and guidelines and staff training for improved respect for language rights. As a result of this support, Trincomalee General Hospital introduced tri-lingual signage and prescription medicine packets with easily read tri-lingual instructions for patients; the Nuwara Eliya Police Station established a tri-lingual complaint receiving system; Nuwara Eliya Municipal Council made its local pre-school tri-lingual; the Bandarawela Divisional Secretariat established a tri-lingual Front-Office where the public could gain access to services. Several model sites used information technology, including tele-prompters and public address systems to communicate more effectively with the public in all three languages. The Foundation also organized several guided study tours taking key staff from partner model sites to visit other locations, fostering links between these institutions and exhibiting best practices. A National-Level Experience-Sharing Workshop showcased lessons learned and the best of the model sites and set the stage for the final year of replication and ensuring that the learning and experience developing the Model Sites remained within key government implementing agencies for sustainability. This year, Asia Foundation’s support has involved efforts to ensure that the National Languages and Social Integration Division – now falling under the purview of the MOPA – is equipped and capacitated to replicate the successful language planning process, which emerged as a key feature of our work with the Model-Sites. Towards this end, a core Working Committee was established comprising of representatives of the language related government key stakeholders; the NLSID, the OLC, the DOL and the NILET. This Working Committee, along with the District-based NIPAs, were then invited to attend a capacity assessment session, where existing skills and gaps in



knowledge were recorded and calibrated. These lacunae were utilized to inform the drafting of three comprehensive training modules covering the replication of the language planning process, with each module customized for the Working Committee, the NIPAs and the Institutional Focal Points. Simultaneously, the Foundation also took the initiative to coalesce a detailed, explanatory list of Frequently Asked Questions (FAQs), based on the existing Language Planning Guidebook, anticipating that this will support replication efforts by strengthening the capacity of the NLSID to respond to queries from interested parties. In addition, we prepared a complete set of brochures and handouts detailing the various components of the language planning process, which NLSID can share with institutions requiring specific guidance. The National Language Project has, through the Model Sites work, provided us with the opportunity to successfully support the improvement of the status of official languages policy implementation at each of these institutions and put in place a blueprint for replication. We are proud of this achievement and our association with the advancement of language rights in Sri Lanka through the NLP. As has been described by earlier speakers, the National Languages Project (NLP) was designed to respond to Sri Lanka’s need to increase respect for language rights, facilitate linguistic diversity, and foster social cohesion. Consistent with the country’s Official Languages Policy, the project worked to ensure that the citizens of Sri Lanka have access to public information and public services in the national language of their choice, and that both Sinhala and Tamil are respected as the national and official languages of the country. Language is one of the most important social and cultural markers of identity. Language also enables the citizens of a county to become active participants in their communities and proactive members of their local and national economies by simply facilitating communication. Language is integral to identity, and, more importantly, to a sense of belonging, dignity, equal citizenship and equal opportunity. Although relations between language communities can be a source of tension, within and between nations, and it can be seen in that politicized context in Sri Lanka, I think five years after the end of the war, and following a historic change of government in January, it is time we saw language rights as a fundamental basis for Democratic Citizenship. The achievement of equality of citizenship in multilingual communities is a demonstration of the success of democracy and may be considered exemplary of the very essence of democracy. Diverse language communities should be able to live together harmoniously as long as the State recognizes their equal right as citizens to access services and information. Recognition of the right to attention in one's own language from government bodies can transform the country by promoting peace and harmony; strengthen on-going efforts for national integration and laying the groundwork for economic development in the years ahead. While we may all yearn for a Sri Lanka where every citizen is bi-lingual or tri-lingual, at the current moment, the highest priority must be given to ensuring that the citizens of Sri Lanka are able to communicate, document and receive services from the Government (both national and local) in the language of their choice. This achievable goal is one that will contribute greatly to uniting the country and enable all communities in Sri Lanka to benefit from the peaceful and prosperous nation that Sri Lanka is poised to become. The National Language Project enabled selected government institutions to see the potential for implementing the national language policy effectively and to establish model sites of local service delivery that can be replicated



around the country. Self-assessment check lists enabled them to review and monitor their own progress. Last week, in this final stage of NLP support, the Foundation was able to consolidate efforts to transfer capacity to replicate the language planning process by hosting a final three-day training workshop for key representative of NLSID, OLC, DOL and NILET. We are deeply encouraged by the enthusiasm and commitment evident at this workshop and the Foundation is confident that the NLSID and its supporting institutions are fully equipped to realize the aspirations of all of us associated with the NLP who are gathered here today. Ultimately, the Foundation’s success in implementing the model sites project was largely a result of our ability to inspire the right attitudes, spirit and drive of the staff of the model sites and support them in exercising their own civic consciousness. Over many years now, the Foundation has developed significant experience of working on the multifaceted features of language rights in Sri Lanka; be it the intensive residential Tamil language Training Programs with the Sri Lanka Police, in the context of Access to Justice, the distribution of English-reading material through our hallmark Books for Asia Program and now, most recently, our work with the National Languages Project in the context of Access to Services. I would like to express our thanks to the Ministry of National Languages and the Canadian International Development Agency for their support in making this program a success. Canada, with its own internal experience in forging a bi-lingual nation, was, I believe, well placed to support Sri Lanka’s efforts to implement its language policy. We believe that the model sites initiative of the National Languages Project will support the creation of a group of community level government institutions that are able to clearly demonstrate the success of implementing the national language policy across the country. As this important project comes to a close and we take stock of what we have achieved in partnership with all of you present here today, The Asia Foundation is proud to have been a part of this initiative and remain confident that we can continue to build on this very successful experience on advancing language rights in Sri Lanka. Thank you.