Children with disabilities are often excluded from educational opportunities, and are overlooked when it comes to school completion and learning outcomes. Sri Lanka’s latest Population Census indicates that around 2% of children between the ages 5-14 have some form of disability, of which around only three-fourths attend school, compared to the near universal enrollment of other children. The author argues that, despite Sri Lanka’s well-established legislation promoting disability-inclusive education, there are large gaps between policy and practice.
In today’s globalised environment, English proficiency is a must-have skill, especially when it comes to the highly-competitive job market. Unfortunately, only 22% of the age 15 and above population in Sri Lanka is literate in English. What are the reasons for this lack of English language skills? Are the government policies directed towards addressing these issues? Ashani Abayasekara explores.
Generating a high share of tertiary educated university graduates, especially in STEM subjects, is a policy priority for Sri Lanka, given the country’s goal of becoming a knowledge based economy, driving competition through innovation. Properly qualified and trained teachers are the key to achieving this target. However, Sri Lanka sorely lacks subject-qualified teachers in science and mathematics. This blog takes a closer look at the problem.
In order to identify gaps in policymaking, and pinpoint priority areas for educational reforms, IPS recently held a Policy Engagement Forum on ‘Education and Skills for Prosperity: Building Networks for Bridging Knowledge Gaps’. This blog summarizes the insights, concerns, and recommendations shared by experts in the education sector.
Sri Lanka’s Budget 2018 has proposed to allocate Rs. 50 million to establish a center dedicated to training teachers in the English Language. Highly qualified teachers in all classrooms are necessary for implementing education reforms aimed at modernizing and improving education in the country; as such proposals for improving teacher training are welcome. This analysis argues that there is no shortage of teachers for English language, science, and mathematics at the national level. However, there is a shortage of qualified and experienced teachers to teach these subjects.