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1.
The state university system in Sri Lanka is characterised by free tuition, central administration and an affirmative action policy based on geographical region aimed at reducing inequality in access to higher education. Using administrative data on applicants for university admission, we study the effectiveness of the policy in targeting under-privileged regions and students and test for academic mismatch among medical students. We find that the policy ensures representation of disadvantaged regions while effectively targeting disadvantaged students. However, beneficiaries of the policy lag slightly behind the rest and this mismatch cannot be explained away by differences in university quality, though the estimated mismatch is likely to be an upper bound of mismatches occurring across the university system. These results suggest that region-based targeting is a viable alternative to the more common race/caste based affirmative action policies. 相似文献
2.
Sunil Chandrasiri 《Higher Education》2003,45(1):91-108
This paper deals with the financing ofuniversity education in Sri Lanka, which hasadopted pro-market policy reforms over the last22 years. The assessment is based on five maincriteria: adequacy, efficiency, unit costs,systems and procedures of resource allocationand alternative funding sources. The findingsreveal that the universities are faced with anacute shortage of funds and that existingfinancial systems and procedures are controloriented rather than promoting efficiency andquality enhancement. Moreover, the heavilystate dependent university system, particularlyin the area of financing, has failed to keeppace with pro-market policy reforms at nationallevel and, hence, continues to operate within acontrol oriented regulatory framework. In thepresent era of globalization, universities needto be more market oriented in terms ofmanagement, delivery of services and revenuegeneration. 相似文献
3.
Preventing violence against children in schools: Contributions from the Be Safe program in Sri Lanka
Violence against children is a global public health issue with serious social, economic, physical, and emotional impacts. This study evaluates the effectiveness of a school-based program aimed to prevent and respond to physical, sexual, and psychological violence against children in Sri Lanka from the perspective of parents. A cross-sectional retrospective study design was used. A total of 835 parents of children who participated in the program were surveyed across seven districts in Sri Lanka. Dose-response analyses were conducted to assess for correlations between program exposure and perceived prevention of violence against children. Low to moderate correlations were found between exposure to the program and perceived child safety in schools, school policies, and in the community. The findings provide preliminary evidence of program effectiveness; however, more efforts are needed to validate and sustain outcomes. Implications for future violence prevention programming, along with the use of dose-response evaluations, are discussed. 相似文献
4.
In the original Diploma Disease thesis Sri Lanka is presented as a ‘later developing country’. This article explores the validity of the original Sri Lankan case within the more general thesis, changes in the symptoms of the ‘diploma disease’ over the past 20 years and economic and political developments which may have influenced the course of the disease. Despite economic liberalisation and an expansion of the education system, the value attached to educational certificates appears to have increased. Two explanations may be found within the educational system itself. Access to the apex of the system, the university, remains restricted and maintains the pressure of competition in the upper reaches of the secondary school. At the base of system, the Year 5 scholarship exam channels students into schools differentiated by quality. Although access to Year 11 is free and open to all, access to the top grade schools is restricted and highly competitive. A third explanation moves beyond both the education and economic system to the political crisis in Sri Lanka—manifested by the growth of ethnic tension in the late 1970s, the institutionalisation of political criteria for job allocation in the 1980s and the insurgency of Sinhala youth in the 1980s. All three aspects of the political crisis have contributed to a reaffirmation of educational qualifications as the legitimate criterion of access to jobs and resources. 相似文献
5.
K. M. De Silva 《Higher Education》1984,13(5):553-568
University education in Sri Lanka in modern times has a short history of just over six decades. From 1921 to 1959 there was one University College (1921–1942) or University on the island. With the establishment of two other universities in 1959, the need for co-ordination of higher education activity through a University Grants Commission (UGC) or similar body arose.The establishment of the National Council of Higher Education (NCHE) in 1966 was part of a policy of bringing greater government influence to bear on universities and was therefore resented and resisted by the latter. However, the new body, while it lasted, served as a very effective buffer against undue government interference in university affairs. The six year period beginning in 1972 saw a process of centralization of university education under strong government control. The UGC established in 1979 has much the same powers as the NCHE, a wider range in fact than those enjoyed by the British UGC, and much greater influence in university education than the British prototype.Universities in Sri Lanka have always depended on the state for almost all their funds. While this has naturally given government much influence in shaping the structure and expansion of universities, the principle of university autonomy was strongly entrenched between 1942 and 1966. There was a departure from this in 1966, but more particularly between 1972 and 1978. The Universities Act. No. 16 of 1978 re-introduced the concept of autonomous universities. The one area in which state influence has been the predominant factor is university admissions and this influence began in the mid-1950s long before the concept of university autonomy came under systematic attack from the government's Ministry of Education.The author has been a member of the University Grants Commission since its establishment in 1979. The views expressed in this article are his own and do not necessarily reflect those of the University Grants Commission or the University of Peradeniya. 相似文献
6.
Student attrition continues to be a significant and costly challenge for higher education institutions across the globe. In Australia, universities cite the importance of addressing student attrition through strategic statements and policy documents, and expend time and resources on the problem. Despite vast expenditures, they have made little impact on student attrition, which continues to negatively impact reputation and revenue. Using a regional Australian university as a case study, this paper analyses a student exit survey to identify the complex and inter-related array of factors that contribute to student attrition. It was found that attrition would be better conceptualised as a wicked problem, which is one that cannot be strategically addressed using traditional approaches to problem-solving. The practical implications of these findings reinforce that current approaches to attrition are likely to fail. Therefore, the wicked nature of the attrition problem needs to be taken into account when developing strategies or policies within higher education. 相似文献
7.
Lakshman Wedikkarage 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(6):779-801
This article analyses four narratives told by four teachers teaching science subjects in four different public secondary schools in the district of Gampaha in Sri Lanka. Gampaha is the second most populous district in Sri Lanka, and is known for excellent results in General Certificate of Education (Advanced Level) exams which school leavers sit at the end of the secondary school cycle. The teachers’ narratives focus on the policy and practice of teaching science subjects through English at secondary level, which was reintroduced in a small number of selected government schools in Sri Lanka in 2002. After using the two local languages, Sinhala and Tamil, for nearly half a century, the Sri Lankan education authorities decided to bring back the English medium to the teaching of science subjects at secondary level as a third language option. One of the policymakers’ reasons was an apparent decline in the English-language fluency of students at this level. To implement the new policy, science teachers (who had themselves been taught in Sinhala or Tamil) were asked to teach in English. More than a decade into the English-medium option, the author interviewed four of them. Their testimonies about their experiences in teaching science subjects offer valuable insights into the difficulties experienced by both teachers and students when teaching and learning in a foreign language such as English. The author’s analysis of his respondents’ statements reveals hidden realities which challenge the benefits of reintroducing English as a medium of instruction (MOI) for science subjects. Thus, the lived experiences of the teachers may help to inform language policy in education in Sri Lanka, and perhaps also in other countries. 相似文献
8.
中国高等教育招生民族优惠政策和印度高等教育招生预留政策,体现了两国政府在追求高等教育民族公平方面所做出的积极努力。本文分析了两者所基于的不同历史传统和现实国情,论述和比较了它们的发展演变、主要特征以及当前面临的问题,着重指出中国高等教育招生民族优惠政策面临的核心问题是促进经济社会和教育发展的地区平衡,而印度高等教育招生预留政策面临的核心问题则是处理好不同利益集团之间的政治平衡。 相似文献
9.
In this article, we discuss the results of qualitative research carried out at an Italian university for shedding light on the transition students undergo on entry to university, and for understanding associated difficulties that lead to student drop out. We use Vincent Tinto's and Pierre Bourdieu's theoretical apparatuses for analysing drop out in higher education as a process in which inequalities are expressed and reproduced. The intertwined social and institutional mechanisms, and flawed decision-making processes, that precede entry to university are explored. Particular attention is given to student perceptions of their experiences at university and the factors leading to progressive disengagement and drop out. The empirical material analysed shows that, although access to university is relatively easy within the Italian context, hurdles to the pursuit of a university education are largely hidden. Students who withdraw are those who are unable to embody the codes, rules and functioning of higher education: those who do not manage to internalise the type of disciplined autonomy needed for responding to academic demands. Personal characteristics and background resources are key for enabling students to fit in the academic environment. The ways in which higher education institutions regulate access and structure university life contribute to drop out processes and unequal pathways based on the social background of students. Following Coulon, we conclude by arguing that higher education institutions should develop systemic approaches that commit their structure and personnel to the goal of developing a “pedagogy of affiliation” aimed at fostering—particularly among students from underprivileged backgrounds—the cognitive, social and practical skills needed to prosper in higher education. 相似文献
10.
11.
Peter Colenso 《Compare》2005,35(4):411-428
There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework. 相似文献
12.
We estimate the impact of increases in Federal student aid and higher education funding, such as the recently proposed American Graduation Initiative (AGI), on the outcomes of community colleges, including enrollments, list and average tuitions, and educational quality. We develop a reduced form model of state-level education policy in which state policy makers, who have objectives that differ from those of Federal policy makers, respond to changes in Federal policies. Our empirical specification treats state and institutional variables as endogenous; we interpret the coefficients as measuring the responses of state and institution officials to changes in Federal policies. We simulate the effects of AGI and find little evidence that states recapture Federal education resources. AGI would have a significant effect on educational quality but a limited effect on enrollments. An equivalent increase in Federal student aid would have greater impact on access and enrollments, but decrease educational quality. 相似文献
13.
多源流理论在中外公共政策的研究中有广泛应用,利用该理论分析新高考改革政策议程设置具有适切性。基于多源流框架,学生应试压力与高考录取公平等问题形成了新高考改革的问题源流,政策内外部参与者的辩论与探索形成了新高考改革的政策源流,舆论丛林下的国民情绪与顶层设计下的全面深化改革形成了新高考改革的政治源流。2014年“政治之窗”开启,“三流”汇聚产生耦合效应,新高考政策议程得以设置。基于对模型的修正,新高考改革的动力分为问题、政策、政治、外部环境四类因素。 相似文献
14.
S. T. Hettige 《Assessment in Education: Principles, Policy & Practice》2000,7(3):325-333
Sri Lanka experienced a rapid expansion of population in the first few decades following Independence in 1948. Population growth far outstripped the rate of growth of the economy which remained mostly dependent on primary production for export and domestic consumption. Introduction of universal free education pre-dated political independence and led to rapid school enrolments. In a slow-growth economy, dominated by state enterprises, education became the main avenue of upward social mobility for many underprivileged young people. Increasing competition for education and white-collar employment in the then dominant state sector in the 1960s and the 1970s necessitated policy interventions that were not necessarily fair to all competing social and ethnic groups. In the late 1970s, the policy focus shifted from education to liberal economic reforms aimed at generating economic growth and employment creation. Early gains in terms of economic expansion were slowed down by the ethnic conflict that erupted in 1983 and continues to retard economic development in the country. While the affluent strata continue to gain from the open economic and liberal educational environment in terms of income and lucrative employment opportunities, many young people from lower social strata who possess conventional paper qualifications live in despair looking for scarce white-collar jobs. Those who have resources to invest in overseas training and/or foreign qualifications are in an advantaged position in the competition for private and transnational sector employment. 相似文献
15.
Although considerable resources have been invested in programs for the improvement of college and university teaching, there is little data available on the effectiveness of these programs. The present study assessed the value of speech and drama training as a method of improving lecturing skills in university teachers. It was found that teachers who received speech and drama training showed significant improvement in student ratings of classroom teaching relative to control teachers. Rival hypotheses involving greater motivation to improve in experimental teachers and generalized placebo and self-help effects were ruled out on the basis of student rating data from previous courses and differential findings for target and nontarget rating scales. It is concluded that speech and drama training can make a small but significant contribution to the improvement of university teaching. 相似文献
16.
Harsha Dulari Wijesekera Jennifer Alford Michael Guanglun Mu 《International Journal of Inclusive Education》2019,23(1):23-41
ABSTRACTThis paper offers a perspective on bilingual education (BE) as inclusive education. Ethnolinguistically-separated schools and classrooms in Sri Lanka resulted from an enduring, mother tongue instruction policy which abetted a deeply ethnically-divided nation. More recently, Sri Lanka has experimented with a BE programme in pursuit of enriching the perceived value of the local mother tongues as well as building students’ knowledge of English as a global language. This article presents analysis of the inclusive practice of two Sri Lankan BE teachers in their attempts to advance social cohesion through bilingual education. We demonstrate the logic of practice focussing on four features of the teachers’ work: promoting interethnic relations through regular change of seating arrangements; equal delegation of responsibilities and absence of favouritism; cooperative group work in ethnically heterogeneous groups; and, promoting heteroglossic language practices or translanguaging. The positive, inclusive consequences of these practices are corroborated by focus group data gathered from students in the school. We argue that teachers have a significant role in changing the logic of practice in the classroom, and that the implicit rules teachers encode in their pedagogy can reorient exclusionary, ethnocentric identity positioning towards more inclusive, supraethnic identities. 相似文献
17.
Anita Louise Wheeldon Stephen Jonathan Whitty Bronte van der Hoorn 《Higher Education Quarterly》2023,77(2):342-355
Academics report feeling unable to cope in the managerialised university. To confirm these feelings are symptoms of managerialism's tightening grip, we use Bourdieusian concepts of field and capital to compare academics and professional staff experiential statements in an Australian university. We compare their field conditions and examine how their differences enable or hinder the accumulation of capital that defines their field. Findings show that managerialism requires professional staff to share work tasks and be on-campus, which enables them to accumulate the capital they require. Managerialism also permits and resources academics to working out-of-office to accumulate their required capital. Consequentially though, university operational knowledge becomes informal and only accessible to professional staff who accumulate the required social capital to access it. Professional staff are thus fish-in-water; easily accumulating social capital through day-to-day activities. But academics become fish-out-of-water (office); they flounder to access operational knowledge, which leads to feelings of not coping. 相似文献
18.
Lakshman Punchi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(3-4):361-378
This paper relates the contemporary educational reforms in Sri Lanka to the processes of globalisation. The international monetary organisations such as the IMF and the World Bank and the regional organisations like the Asian Development Bank (ADB) play a dominant role in influencing the debt-receiving countries when it comes to their educational practice. The intensity of the influence of these organisations can vary depending on the existing educational policy of the aid receiving countries. This paper, after a brief introduction on globalisation, examines its effects on the education policy in Sri Lanka with a special emphasis on the current language policy. Equity in education is usually advocated at primary level based on the universal primary education concept so highly upheld by the World Bank. However, the present high human development indicators are undoubtedly due to Sri Lanka's free education policy in native languages. The paper concludes stressing the importance to retain the national education policy as a means of empowerment and liberation of its masses and creating stronger ethnic harmony. 相似文献
19.
Jung-Sook Lee 《Higher Education》2014,68(3):449-469
I used data from the 1995 cohort of the Longitudinal Surveys of Australian Youth to investigate the factors associated with the attainment of Australian university degrees and estimate their domestic labour market benefits. I considered vertical and horizontal stratification in education and examined monetary and non-monetary benefits. The probabilities of attaining a university degree differed significantly by individual and family background. Individual’s family backgrounds significantly predicted the prestige of their universities, but not their fields of study. University graduates enjoyed higher income and occupational prestige relative to non-graduates. Among university graduates, income and occupational benefits differed significantly by fields of study but less by the prestige of universities. These findings indicate that vertical stratification in education plays an important role in the intergenerational transmission of social status in Australia. My findings suggest that policies should ensure equal access to higher education for young people from disadvantaged backgrounds. Strategies to reduce inequality in higher education are discussed. 相似文献
20.
This case study aims to contribute some understanding as to why a research oriented university with many thousands of full-fee paying international students was believed not to provide adequate funds for international student support services. Drawing on Bourdieu’s notions of fields of power and disciplinary hierarchy, we suggest that the University must allocate resources amongst competing claimants. In the associated internal contest for resources, international student support divisions and disciplines with little intellectual capital but great capacity to attract international students have relatively little bargaining power. This study indicates that the need to build and sustain research reputation led to inadequate funding of support services in an Australian institution heavily reliant on international student income. Ironically, this can mean students who choose a highly ranked university may not receive the support services they require. 相似文献