1000 Schools Concept Paper

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Concept Paper on

Establishment of an efficient school network ateach education division: developing selectedsecondary schools and primary schools

Ministry of Education


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Policy & Planning BranchMinistry of Education

First draft: July, 2010Second draft:September 6, 2010Final Version: October 1, 2010


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Contents

Contents ..................................................................................................................... 3

1.0 Background .......................................................................................................... 4

2.0 Current issues emerging from irrational school distribution and structures .......6

3.0. Conceptual framework ........................................................................................ 7

3.1 Justification ........................................................................................................ 7

3.2 Vision ................................................................................................................ 8

3.3 Goals ................................................................................................................ 8

3.4 Objectives of the programme ............................................................................ 8

3.5 Anticipated outcomes ........................................................................................ 9

3.6 Process of selection and conditions for development of schools .....................10

4.0 Development components to be rationally considered for inclusion in the

development plans of selected schools .................................................................... 144.1 Quality development component ................................................................... 14

4.2 Physical infrastructure facilities ....................................................................... 15

4.3 Strengthening governance and service delivery ............................................ 16

5.0 Quota for each province .................................................................................... 18

6.0 Programme period and tentative estimated cost .............................................. 18

7.0 Implementation arrangements ........................................................................... 19

7.1 Implementation of programme with the provincial education authorities: ......19

i i f h i


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Establishment of an efficient school network at each

education division: developing selected secondary schools

and primary schools

1.0Background

Providing equitable access for education is a fundamental policy of theeducation system in Sri Lanka. In order to ensure this policy, during past

decades, various programmes have been implemented, e.g. fee-freeeducation, implementation of education subsidy programmes (schooltextbooks, uniforms and mid-morning meals) and establishment of centralcolleges etc. As a result of these initiatives, the participation in education hasincreased substantially. All the subsequent governments that came to powerin Sri Lanka after the independence, adhered to these policies and also as aresult of the investments made, the participation rate and literacy rate haveincreased. Sri Lanka has for ahead in both qualitative and quantitativedevelopment of education compared to the other countries of the SouthAsian region.

Despite such achievements, at present, it can be seen that schools are beingclosed down in the rural areas while some urban schools attract largenumber students. This has resulted in create bi-polarization of school systemwhich has adversely affected education quality and development. In one

end, number of schools with less than 100 students has increased up to2,973 in 2009 and this was a 4.6 per cent increase compared to the year2000. On the other end, number of schools with more than 3,000 studentshas been increased to 89.


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outcomes. Therefore, current ESDFP attempted to facilitate schools withfunds for higher-order processes, to construct infrastructure and

procurement of equipment. The national assessments were regulated tomeasure systems performance. Even though Sri Lanka is not participating inany international assessment, the national assessments conducted byNEREC are expected to play a similar role in assessing studentsperformance over time. King (2009 in Kellaghan et al. 2009: xi), states that:

.......more than years of schooling, it is learning-or theacquisition of cognitive skills that improves individual

productivity and earnings, one standard deviationincrease in student scores on international assessments ofliteracy and mathematics competencies is associated with a2 per cent increase in annual growth rates of GDP percapita.

The gradual improvement of national assessment results in Sri Lanka (e.g.Grade 4 results) indicates the possibilities of earning an increased

productivity in the future. In terms of learning achievements, EFA movementhas been continuously highlighting the need for addressing disparities interms of equity and quality of the system. World Declaration on Education forAll, (1990: Articles 1-4,) emphasizes that:

basic education services of good quality should beexpanded and consistent measures must be taken to reducedisparities. For basic education to be equitable, they[learners] must be given the opportunity to achieve andmaintain an acceptable level of learning. The focus must beon actual learning acquisition and allowing learners to reachtheir fullest potential (NEREC 2007:1-2)


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enroll their children in so-called popular secondary schools in the urbanareas and the demand for such schools for exceed the supply. The raised

demand for urban and sub-urban schools has directly resulted in increasingthe number of smaller schools and gradual closing down of such schoolslocated in the rural peripheral areas. This should be seen as a serious issueconnected to quality of education. Hence, the GoSL should look intoalternative but best solutions which address social demand for equity andquality of education while assuring efficient investment of availableresources.

The GoSL wishes that he aforementioned issues could be addressed to agreater extent by improving secondary schools quality with adequatephysical infrastructure and enriched teaching and learning processes.Accordingly, 1,000 secondary schools will be selected scattered throughoutthe country, to be developed as fully-pledged secondary schools.When the 54 Central Colleges were established, Dr CWW Kannangaradirected the officers to follow accurate school mapping exercise to select the

locations. Most of such Central Colleges are today functioning as centers todeliver a better service to the surrounding primary schools. Nonetheless, wehave to admit that certain previous school development programmes whichdid not follow proper mapping exercises (Navodya, Isuru schools) have notbeen able to reach up to the desired objectives.

In this context, it is essential to identify schools for the proposed 1,000secondary schools development programme (as proposed in the Mahinda

Chinthana Vision for the Future) based on a careful mapping andrationalization exercise and be the lead project of the general educationsector for next five years. The schools should be developed balancingbetween development of physical infrastructure and improvement of quality


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5. Congested classrooms within which students do not receive individualattention of teachers;

6. Exclusion of students from meaningful learning as most of the schoolsdo not promote inclusive learning1 practices;

7. Absence of conducive learning environment due to low studentpopulation in some schools resulting in low motivation of both studentsand academic staff (principals and teachers), imbalances in social andemotional development, low achievement of students, and waste ofinfrastructure facilities;

8. Inadequacy of quality secondary schools: there has been a serious

concern among parents over continuation of their children's secondaryeducation after completion of primary education in a good qualityschool. This, in turn has created an overemphasis on admissions toGrade 1 of prestigious /popular secondary education. The situation haspeanalised the rights of those who qualify at grade 5 scholarshipexamination to receive a good secondary education due to limitedspaces available at Grade 6 of those schools.

9. The said overemphasis on admission to Grade 1 has resulted incorruptions and mal-practices in admission procedures to so-calledpopular schools;

10.Disciplinary issues also take place due to poor administration ofschools with large number of students;

11.Education officials at national and provincial levels are heavily involvedin matters related to school admissions. This has affected the progressof development programmes of education.

The previous experience with school development projects such as Navodyaand Isuru, shows that the principles and procedures followed to selectschools and implement development activities in those have not been


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cater to the needs of the primary school network in the closer geographicalarea. To ensure that a viable network of quality secondary schools is

available throughout the country, schools should be selected bydivisional/zonal level. This programme should be an innovative programmewhich will bring about a managerial and cultural change within schools andattitudes of parents and school community about the public education.Identified schools will provide rich learning environment for students toacquire higher-order skills which are required to enter and progress in rapidlychanging labour market (world of work). This programme will be identified asthe flagship programme of the general education sector for the next five

years.

3.2 Vision

Produce Sri Lankan citizens with knowledge, attitudes, skills and valuesenabling them to fulfill the requirements of a modern local and globalknowledge economy.

3.3 Goals

Transforming the school system with a view to linking human capitalfoundation to the future knowledge hub in Sri Lanka and thereby tocontribute to the future global knowledge economy;

Improving student learning outcomes: knowledge, attitude, values, skillsand specially soft skills,i.e. teamwork, communication, leadership,

entrepreneurial abilities etc. required in general by society and byemployers at both local and international labour markets; Minimize gaps of procedural and distributional equity and quality of

resource allocation and distribution between and within provinces and


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(v) Citizens with positive attitudes and human qualities;(vi) Minimize corruption and mal-practices in education (sp. In relation to

school admission processes) and improved transparency in schoolmanagement and administration;

(vii)Empower schools and communities with decision-making authorities andschools transformed to deliver timely and better services to thesociety;

(viii)Schools that share educational benefits with other educationalorganizations and the society; and

(ix) Improved contribution by the schools to socio economic development

of the society.

3.6 Process of selection and conditions for development of schools

3.6.1Responsibilities

1. Undertaking the mapping exercise in order to identify the schools forthe programme - Planning Branches of the Provincial Departments of

Education in consultation with the respective provincial education

authorities.

2. Provide advocacy for the mapping process and make

recommendations for selection of schools taking in to account the

conditions given below and the need for minimizing bi-polarizationissue in the future, and the available financial resources and obtaining

concurrence of the provincial education authority. There should be a


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3.6.2Process of selection

1. The Ministry of Education in collaboration with the provincial educationauthorities will conduct a school mapping exercise and will identifymost appropriate secondary schools for further development. Themapping exercise will include following steps:(i) Identification of student flow within each school, by grades and by

GN divisions, during past 3/5 years (Attachment- Example-No.1);(ii) Identify schools with student flow information by GN divisions

(Attachment- Example-No.2);(iii)Identify patterns of student flow by GN divisions and emerging

school groups (i.e. schools with high student flows from particularGN divisions) (Attachment- Example-No.3);

(iv) Identify schools for further development within each selectedschool group and submit structure proposals in respect of eachselected school to the Steering Committee to be established at theMinistry of Education for approval.

2. Selection procedures should strictly be conducted associating available

school data, geographical information system data, student flow

analyses and zone and divisional level officials' own professional

experience. School mapping techniques should be used to ensure more

rationalized distribution of schools with secured access to all children.

Education division should be considered as the unit of analysis, and

student flow analyses will inform about the schools that are more

feasible for further development. Projected student flow for at least

next 05-10 years should be studied in this exercise


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l. Leadership capacity of the principal.m. Maximum size per school.

3. Every selected school need to cater at least three primary schools

located in the surrounding geographical area, creating a viable and

inter-linked school network, hence the mapping exercise should be

extended to identify most appropriate primary schools for

development through a supplementary component.

4. In line with this programme, the provincial education authorities maysuggest for a comprehensive supplementary plan for the development

of small schools with less than 50 students. Where ever possible, some

of such schools could be included in the selected networks while others

located in isolated areas may remain to be developed as they are.

3.6.3Conditions for development of schools

1. Selected schools should demonstrate viability for development in the

future as a promising institution that will provide better service to a

wider community;

2. Selected schools may be belong to any existing type of schools (i.e.

1AB, 1C, Type 2, Type 3/ National, Provincial/ Central schools,Navodya, Isuru etc.);

3 Under unavoidable circumstances certain primary schools could be


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network and any new primary schools to be established should also

have medium-term development plans for 2012-2016.

6. The medium-term school development plan may include following

components.

a. Strategies to improve access and participation while adhering to

the stipulated national norms regarding class sizes

b. Quality development: processes

c. Capacity development: teachers, senior management staff,

principals and communities. Add to this, the capacity

development of divisional and zonal officials.

d. Procurement of basic and higher-order capital equipment.

e. Infrastructure development: continuations and constructions of

school buildings, other infrastructure.

f. Maintenance of capital assets (buildings and equipment)

- This plan should include cost estimates by

components and by activities.

- Implementation should be phased out and prioritizedconsidering the costs.

- Requirements should be computed based on the


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4.0 Development components to be rationally considered forinclusion in the development plans of selected schools

The programme may comprise of three major components.

4.1 Quality development component processes4.2 Physical infrastructure facilities4.3 Strengthening governance and service delivery including capacitydevelopment

4.1 Quality development component

This component will have to be developed in order to facilitate students toacquire learning experience in an inclusive environment. Therefore attentionshould be brought about to include higher order learning processes,acquisition of basic and higher-order /minor capital items or assets andservices as well as capacity building requirements of managerial, teachingand non academic staff in the school development plans. Some of theexamples are: Student camps; extra- curricular activities:aesthetic/sports/entrepreneurship; special seminars for remedial teaching;school-based teacher development; community-based activities; healthpromotion environment with safety and security; etc.


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4.2 Physical infrastructure facilities

This component will be aimed at provision of essential physical infrastructurefacilities, basic and higher-order capital assets, basic and higher-orderspaces, completion of renovation and rehabilitation requirements.

(i) Enrich school environmentGreen schools with different eco systemsSmart classes (define: IT-based)Prepared for any emergency situationSafe environment (e.g. Fence & a gate)

(ii) Basic assets

Classroom furniture Office furniture

Library furniture

(iii) Higher-order physical assets

Laboratory equipment Library books

ICT facilities

Technical workshop equipment

(iv) Co-curricular and extra-curricular activities based assets

Sports equipment

Aesthetic instruments

Any other subject related

(v) Basic physical infrastructure


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o Library facilities

o Home science rooms, agriculture rooms, activity rooms

All selected schools may not be required all kinds of physical assets andbuildings. The programme should not merely be concentrated onconstruction of buildings and purchase of expensive equipment. Programmeshould be carefully planned with a better understanding of possiblebudgetary implications but taking into consideration the prime need ofhaving established well-functioning group of schools. Hence, the ingredientsfor each school should be identified based on location specific feasibility

assessment. Physical infrastructure with expensive buildings should not beover-emphasised. Multi-purpose buildings may be promoted. If land space isthere, single storied school buildings with attractive designs could bepromoted. School communities should not be looking forward to receiveexpensive buildings. However, the school plant should be modified withminimum -affordable- cost.

Suggestions for identification for priorities of infrastructurerequirements

Selected schools may be classified on the availability of physical

infrastructure facilities [Ref: 4.2, (v) & (vi)] in preparation of the medium-

term development plans.

(i) Schools which satisfy 100% of suggested building infrastructure

facilities and require maintenance and improvements;

(ii) Schools which satisfy 75%-100% of suggested infrastructure facilities

d i t i t ti i t d i t


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o Supportive staff

o School community

o Relevant divisional and zonal officials


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5.0Quota for each provinceOption 1: based on the proportion between existing secondary and primary

schools (as proposed below)

Ser.No.

Province When a secondary schoolis identified for a

network of minimum ofthree primary schools

Number of secondaryschools to be selectedfor the development

1 Western 13.40 1342 Central 15.30 1533 Southern 11.00 1104 Northern 9.00 905 Eastern 10.30 1036 North

Western12.70 127

7 NorthCentral 8. 20 82

8 Uva 8.80 889 Sabaragam

uwa11.30 113

10 Total 100.00 1,000

The above option was agreed by the Hon. Minister of Education and the Hon.

Provincial Chief Ministers at the meeting held on September 20, 2010.

[Option 2: 111 schools for each province (1000 schools divided by nine

i


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worth more than Rs 10mn may be incurred bythe authorities beyond the school].

7.0Implementation arrangementsFollowing arrangements will be made in order to undertake the implantation

arrangements of the programme

1. Establishment of National-Level Steering Committee (Chair/

Secretary/Ministry of Education).

2. Establishment of a Consultative Committee (Chair/ Additional

Secretary/PPRD).

3. Establishment of Technical Committee (Chair: DE/Planning)

4. Provincial level monitoring by ESDFP theme coordinators

7.1 Implementation of programme with the provincial education

authorities:

This is the lead programme in the education sector for next medium-termphase and will be implemented jointly by the Ministry of Education, ProvincialMinistries of Education, and Provincial Departments of Education. As per theinstructions of the MFP, the provincial education authorities will undertakethe responsibility of provincial component while the MoE will undertakeselected national schools.

7.2 Composition of the committees:

Two committees will be established for monitoring, supervision, directions


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The Additional Secretary of the Policy, Planning and Performance ReviewDivision of the Ministry of Education is the convener of the meeting.

Consultative Committee- Chair: Addl. Sec./PPRD- Chief Accountant- Development partners who support the prog- Secretary/FC- PDDE- Academics/researchers/principals/trade

unions/teachers/private sectoreducation providers/public and private sector employers ProvDeputy Chief Sec/Planning

Technical Committee:The National-level Technical Committee will coordinate provincial activitiesand report to the National-level Steering Committee. Following members ofthe national and provincial levels are included in this committee:

- Chair: Director of Education, Policy and Planning Branch,Ministry of Education- All relevant Subject Heads- Provincial planning officers- provincial ESDFP Chief Coordinator- Director, School Works, Ministry of Education- Relevant other officers


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Example 01Student flow by student information (need to fill according to separate grades)

Grama Niladari DivisionName of the

student OtherG..FEDCBA1

2

3

.

.

12

13

Total

22


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Example02

Student flow by Grades

Grama Niladari DivisionGradeOtherG..FEDCBA

1

2

3

.

.

12

13Total

23


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Example 03Student flow by Schools (summarized by division)

Grama Niladari DivisionSchool

OtherG..FEDCBA1

2

3

.

.

12

13

Total

24


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Student flow Information (By Division) (Example for format 03)

Grama Niladari DivisionSchool

OtherKJIHGFEDCBA

02------312248915L06----123----56107M

03------126420182516N

0623--142103025108O

071--235430251742P

061817212019251512Q

03

06161412106324----R

010706201817751263S

02040312161511876----T

010620181114633421U

25


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Grama Niladari DivisionSchools of a selected Group

OtherGFEDCBA

CycleSchool5-1 GrL

11-6 Gr

13-12 Gr

5-1 GrM

11-6 Gr

13-12 Gr

5-1 GrN

11-6 Gr

13-12 Gr

5-1 Gr.

11-6 Gr

13-12 Gr

5-1 Gr.

11-6 Gr

13-12 Gr

5-1 Gr.

11-6 Gr13-12 Gr

5-1 GrU

11-6 Gr

13-12 Gr

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1000 Schools Concept Paper

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