2013年-世界发展银行全球_Transforming_Primary_Education_in_Sri_Lanka___From_a_Subject_of_Education_to_a_Stage_of_Education_47页_844kb

Summary of Report No. 61: Transforming Primary Education in Sri Lanka

Core Content

This report examines the structure, challenges, and potential transformation of primary education in Sri Lanka, emphasizing the need to treat primary education as a distinct stage rather than a subject within the broader education system. It provides an overview of the historical evolution, current characteristics, curriculum design, student performance, and teacher training systems in primary education.

Main Points

1. Current Context

• Sri Lanka is a lower-middle-income country with a population of about 20 million and a high literacy rate of 93%.
• The country has approximately 4 million children of school age, 215,000 teachers, and around 10,000 schools.
• The education system is structured in a 5 + 4 + 2 + 2 format, with primary education covering Grades 1-5.
• About 93% of students are enrolled in government schools, with the majority following primary education in Sinhala or Tamil.

2. Legacy of Overgrown Elementary Schools

• The current system is rooted in historical practices, where schools were often described by their exit grade rather than their entry grade.
• By the early 20th century, many schools had expanded beyond primary grades, leading to the term "overgrown" elementary schools.
• In 1929, schools were classified into primary, junior secondary, and senior secondary, but this classification did not prevent schools from offering both primary and secondary education.
• Today, nearly all schools offer primary education, and many are "all through" schools covering Grades 1-13.

3. Characteristics of Primary Education Schools

• School Types:
  • Type 1AB: Senior Secondary Schools (Grades 1-13)
  • Type 1C: Senior Secondary Schools (Grades 1-13, Arts and Commerce streams)
  • Type 2: Secondary schools (Grades 11)
  • Type 3: Primary schools (Grades 1-5)
• Control:
  • 96.4% of schools are under provincial control.
  • 3.6% are under the National Ministry of Education.
• Enrolment Distribution:
  • Type 3 schools are the most numerous, especially in rural provinces.
  • There is a wide variation in school size, with 322 schools (3.3%) enrolling over 2000 students.
  • Over 53% of schools with Grade 1 provision have fewer than 20 students, indicating significant disparities in student-teacher ratios.

4. Primary Education Curriculum

• The curriculum is divided into three key stages:
  • Key Stage 1: Grades 1 and 2
  • Key Stage 2: Grades 3 and 4
  • Key Stage 3: Grade 5
• Six subjects are taught: first language, second language (introduced from Grade 3), English (from Grade 3), mathematics, religion, and environment-related activities.
• English is introduced orally from Grade 1 and as a subject from Grade 3.
• Teaching methods combine play, activities, and desk work, with the proportion of play decreasing over time.
• Competencies are defined as "essential" and "desirable" and are meant to prepare students for progression to higher grades.

5. Student Achievement

• National assessments (NEREC) show an increase in the proportion of students achieving at least 50% in key subjects over time.
• However, the National Institute of Education defines "mastery" as achieving 80% of competencies, which leads to significantly lower performance rates.
• In 2009, only 48% of students achieved mastery in First Language, 53% in Mathematics, and 19% in English.
• Performance varies across provinces, with the Western Province showing the highest achievement rates and the Northern Province the lowest.

6. Primary Education Teachers

• Teacher training includes initial training for serving teachers, pre-service training, and continuous professional development.
• The majority of teachers in government schools are trained to teach the primary stage, but there are concerns about the quality and consistency of training.
• Teacher qualifications vary, with some having higher professional qualifications than others.

7. Professional Support for Curriculum, Pedagogy, and Assessment

• In-service advisors (ISAs) supervise assessments and support teachers in evaluating key stage competencies.
• Tests are administered after each curriculum unit and at the end of the term.
• The Grade 5 scholarship exam is used for admission to national and provincial schools, with financial bursaries for low-income students.

8. Challenges in Primary Education

• Pedagogy and Curriculum: There is a lack of consistency in teaching methods and curriculum implementation.
• Teacher Training: Pre-service and in-service training programs are not always aligned with current educational needs.
• Principals: There is a need for better leadership and management in primary schools.
• School Infrastructure: Many schools, especially in rural areas, lack adequate facilities.
• Planning, Management, Finance, and Administration: There are systemic issues in resource allocation and accountability.

9. Benefits of Treating Primary Education as a Separate Stage

• A distinct stage can lead to better focus on early childhood education and improved learning outcomes.
• It can help in developing a more coherent and effective curriculum tailored specifically for primary students.
• It can enhance the quality of teaching and learning by providing dedicated support and resources.

10. How Other Countries Organize Primary Education

• The report compares Sri Lanka's system with others, highlighting the need for a more structured and specialized approach to primary education.
• Many countries have a clear separation between primary and secondary education, which can improve educational outcomes.

11. Implications

• Current National Plan for Primary Education: The plan needs to be restructured to focus on the primary stage.
• Teacher Education: There is a need for improved pre-service and in-service training.
• Separate Primary Schools: Establishing standalone primary schools could improve the quality of education.
• Resource Allocation and Accountability Systems: Better resource distribution and accountability mechanisms are essential.
• Reviews and Research: Ongoing research and reviews are necessary to improve the system and ensure it meets the needs of all students.

Conclusion

The report concludes that treating primary education as a separate stage can lead to more effective educational outcomes and a more equitable system. It calls for reforms in curriculum design, teacher training, school infrastructure, and resource allocation to ensure that all students receive a high-quality education during the primary stage.

Key Tables and Figures

• Table 1: Student enrolment by stage of education (2010)
• Table 2: Government schools by grade span (1997, 2007, 2010)
• Table 3: Distribution of schools by type, control, province, students, and teachers
• Table 4: Distribution of schools by type and student population
• Table 5: National assessments of learning outcomes, Grade 4, by province
• Figure 1: Primary Curriculum Framework
• Figure 2: Primary Education Systems Compared
• Figure 3: The National Strategic Plan for Education, 2012-2016

Key Boxes

• Box 1: The Historical Legacy of Overgrown Elementary Schools

This report provides a comprehensive analysis of the current state of primary education in Sri Lanka and outlines a path for transformation, emphasizing the importance of a dedicated and coherent primary education stage.