&EVDBUJPO - MOE

䔀搀甀挀愀琀椀漀渀倀攀爀猀瀀攀挀琀椀瘀攀猀䔀搀甀挀愀琀椀漀渀倀攀爀猀瀀攀挀琀椀瘀攀猀嘀漀氀㘀一漀䨀愀渀甀愀爀礀　㜀

䔀搀甀挀愀琀椀漀渀倀攀爀猀瀀攀挀琀椀瘀攀猀嘀漀氀㘀一漀䨀愀渀甀愀爀礀　㜀䤀匀匀一

㜀㤀ⴀ㐀㔀　

吀䠀䔀䈀䤀ⴀ䄀一一唀䄀䰀䨀伀唀刀一䄀䰀伀䘀吀䠀䔀刀䔀匀䔀䄀刀䌀䠀䐀䔀嘀䔀䰀伀倀䴀䔀一吀䈀刀䄀一䌀䠀䴀䤀一䤀匀吀刀夀伀䘀䔀䐀唀䌀䄀吀䤀伀一匀刀䤀䰀䄀一䬀䄀

刀攀猀攀愀爀挀栀䐀攀瘀攀氀漀瀀洀攀渀琀䈀爀愀渀挀栀䴀椀渀椀猀琀爀礀漀昀䔀搀甀挀愀琀椀漀渀ᠠᠠ䤀猀甀爀甀瀀愀礀愀䈀愀琀琀愀爀愀洀甀氀氀愀

吀攀氀㨀　ⴀ㜀㠀㐀㤀㔀㜀䔀ⴀ洀愀椀氀㨀爀攀猀攀愀爀挀栀㐀搀洀漀攀䀀最洀愀椀氀挀漀洀圀圀攀戀猀椀琀攀㨀眀眀眀洀漀攀最漀瘀氀欀

匀愀渀欀愀倀爀椀渀琀攀爀猀愀渀搀倀甀戀氀椀猀栀攀爀猀

EducationPerspectives

wOHdmk mfrac34hdfdal

fytp NehfFfs

Vol6No1January2017

ISSN2279-1450

ResearchandDevelopmentBranch

MinistryofEducationSriLanka

ii

Guidance

MrSunilHettiarachchi

SecretaryMinistryofEducation

AdvisoryReviewBoard

ProfUpulSonnadaraSeniorProfessorampChairofPhysicsDepartmentofPhysicsUniversityofColombo

ProfMariePereraDirectorNERECFacultyofEducationUniversityofColombo

ProfSHettigeEmeritusProfofSociologyUniversityofColombo

ProfCWannigamaFacultyofEducationUniversityofColombo

DrBloomeirGIZMinistryofEducation

DrTKalamanySeniorLecturerFacultyofEducationUniversityofJaffnaJaffna

DrGKodituwakkuFmrDeputyDirectorGeneralNationalInstituteofEducation

EducationPerspectivesisabi-annualpublicationandpublisharticlesinEnglishSinhalaamp

Tamil It is published by the Research and Development Branch of the Ministry of

Education Sri Lanka The views expressed by the authors are their own and do not

necessarilyrelectthepoliciesoftheMinistryofEducation

CopyrightMinistryofEducationIsurupayaBattaramulla

ISSN2279-1450

Itisaconditionofpublicationthatresearcharticlessubmittedtothisjournalhavenotbeen

publishedandwillnotbesimultaneouslysubmittedorpublishedelsewhereCopyrightin

individualchaptersbelongstotheirrespectiveauthorsandcopyrightinthevolumeasa

wholebelongstothepublishersExtractfromthispublicationmaybereproducedbyany

methodforresearchandteachingpurposesbutthesourcemustbeacknowledgedThe

ideasandopinionsexpressedinthispublicationarethoseoftheauthors

Bysubmittingamanuscriptauthorsagreethatthecopyrightfortheirarticleistransferred

tothepublishersifandwhenthearticleisacceptedforpublicationThecopyrightcovers

theexclusiverighttoreproduceanddistributethearticleincludingreprintsphotographic

microformsoranyotherreproductionswithoutpermissioninwritingfromthecopyright

holder The feedback on papers published in this journal should be addressed to the

followinge-mailaddress andacopyto jtillakaratnemoegovlk jtillakaratnegmailcom


iii

Researcharticlescannowbesubmitted

TheEducationPerspectivesinvitesresearcharticlesandspecialissuesonspeciictopicsof

interesttonationalaudienceofeducationArticlesofhighqualityeducationalresearchwill

beaccepted

HowarearticlesassessedArticles are subject to a reviewprocess by awell-knownpanel of academicswho are

experts in their relevant ield of education Each manuscript will be reviewed by a

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reviewerswill be fed back to the authors for resubmission of themanuscript after

making necessary amendments Recommendation of the reviewers is a must for

publicationofthearticle

Howshouldarticlesorpapersbesubmitted

All submissions should be made via and a copy tojllakaratnemoegovlkjllakaratnegmailcomorthroughregisteredposttothefollowingaddress



MinistryofEducation

Isurupaya

BattaramullaGuidelinesforauthors

middot Thearticleshouldnotexceed6000words

middot Abstractshouldbeabout150ndash200words Thereshouldbeminorampmajorkey

words

middot Thearticleshouldincludethefollowing

Oslash Introducingtheproblemresearchbackgroundnaturerationale

Oslash Literaturereviewtheoreticalandpracticalbackground

Oslash Abriefdescriptionofmethodology

Oslash Theresultofthestudysupportedbyrelevantdata

Oslash DiscussionofindingsRecommendations

middot Reference should be arranged in alphabetical order and conform to the style

recommendedbytheAmericanPsychologicalAssociation

middot AvoidfootnotesIfthereareanyitshouldbeseparatelynumberedandaddedto

theend

middot Statistical tables should be included at appropriate places Longer statistical

tablesshouldbenumberedandgivenattheendasannexes

middot Fontstobeused

Sinhala-FMMalithi

Tamil-Baamini

English-Cambria

Callingarticlesfornextissue

Thedeadlineforarticlesfornextissue(January2018)willbenotiiedlater

NotesforContributors

iv

Education Perspectives

C o n tents Page No

1 Executive summary

2 Teaching physics at GCE(AL) and problems encountered by science teachers The case of the Jaffna Education Zone

S Ahilan Teacher Jaffna Hindu College Jaffna Dr Seetha Wickramasinghe Fmr Additional Director National Science foundation

Colombo7

3 Activity Based learning an effective approach for self-regulated learning practices

Dr Sasikala Kugamoorthy HeadDepartment of Secondary amp Tertiary Education

Faculty of Education The Open University of Sri Lanka Nawala

4 School curriculum for sustainable peace A case study from northern Uganda Dr J Cunnigham Researcher University of Oxford United Kingdom

5 Time to asses our assessment process RNASilva Overseas School Colombo

6 ModhS =rejrfhl= i= =Kdx

wdfrac34tiaflaflaOfrac34uisrs wOHdmk mSGh fldltU uacuteYajuacuteoHdh

wdpdfrac34h laIauka fjaumllaldrfa fcHIaG lOacuteldpdfrac34h iudc uacuteoHd wxYh wOHdmk

mSGh fldltU uacuteYajuacuteoHdh

7 mdia WmfoaYk =rejrekafa ldfrac34hNdrh msltsn| wOHhkhla

ikas Sdks llafdv wdrEacuteNtilde lOacuteldpdfrac34h udfrac34fdamfoaYk yd WmfoaYk wxYh

cdsl wOHdmk wdhkh uyru

8 Strength of a Teacher and the Global Teacher Prize

1

5

28

42

65

72

91

115

v

1

ExecutiveSummary

This volume contains articles on different themes related to educationEducationisfundamentalforthesocio-economictransformationandfortheupliftmentofthelivelihoodofthegeneralpublicandtheadvancementofacountry

The irst article discusses teaching physics at GCE OL amp problemsencounteredbyscienceteachersintheJaffnazoneArandomsampleof82scienceteachersintheJaffnaeducationzonewereselectedforthestudyThemethodologyusedwerequestionnairesurveysanddirectinterviewsandcomparedpreandpost-testknowledgeonscienceThewritersfoundasigniicantdifferencebetweentheexperimentalandthecontrolgroupofteachersTheteachersoftheexperimentalgroupwerenotabletoteachconceptsofphysicsatGCE(OL)andthisresultedinthestudents lowperformance at the OL examination Writers recommended to updateteachersknowledgeinphysicsthroughperiodicalseminarsampworkshopsOn the other hand theMinistry of Science Technology amp Research hasforwarded a cabinetmemorandumon reforming STEM educationwhileidentifying examples from other developed countries (USA Hong KongAustralia Canada Finland India Malaysia amp Singapore) to popularizesciencetechnologyengineeringampmathematics(STEM)educationinSriLanka Further stated in this memorandum the lack of STEM literateprofessionalsmeansthegovernmentwontbeabletoachievethetargetfora knowledge based economy Thus attracting students towards STEMeducationisadireneedInUSAautomationandartiicialintelligencearestatedasdisruptingthelabormarketandthemarketforrichlyrewardedpositionsrequiringadvancedtechnicalamppersonalskillsNeverthelessonething is clear that the jobs of tomorrow will require creativity andinnovationDanielHPinkquotethatldquoThefuturebelongstoadifferentkindof person with a different kind of mind designers inventors teachersstorytellerscreativeandempathicright-brainthinkerswhoseabilitiesmarkthe fault line between who gets ahead and who doesntrdquoWith thisbackgrounditisatimelyrequirementtoelevatethestudiesofSTEMasanationalprioritytoenhancethequalityofscienceeducationofSriLankanstudents

Thesecondarticledescribedactivitybasedlearningasaneffectiveapproachfor self-regulated learning practices The sample consisted of studentteacherswhohavebeen followedPGDEprogram inTamilmediumat theOpenUniversityofSLin20112012Thestudyrevealedthat96ofstudentteachersprefertosearchformoreinformationfortheirownself-learningandtheactivitiesgivenatthePGDEhaveencouragedthemtodoself-learning

The writer further says that activity based learning methods havedevelopedtheircognitiveskillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthestudentteachers

ThenextinvitedarticleisacasestudyfromnorthernUgandawhichlooksat

theroleoftheschoolcurriculuminpeacebuildingafterthetwentyyearcivil

warTheconceptualframeworkhasbeendevelopedbythewriter(three

concepts for a conlict transformation curriculum truth seeking

reconciliation and inclusive citizenship) with his own experience as a

historyteacherschoolleaderandinallythroughhispreviousresearchon

humanrightsanddemocracyHencethiscouldbeadoptableandcanbe

usedtoinvestigateschoolsinSriLankaforsustainablepeaceandtherebyto

reducetheriskofcivilwareruptionInSriLankabeforeendingthecivilwar

in2014theopportunitycost(forgoneincomeatmicroampmacrolevels)and

the economic impact of thewarwas enormous In the1999 iscal year

486ofGrossDomesticProduct(GDP)wasspentonwarWarreducedthe

development expenditure of the government and also reduced foreign

directinvestment(FDI)byreducinginvestorsconidence(USAID2000)

Thus Sri Lankan education has failed to promote nation building by

fosteringmutualunderstandingtoleranceandrespectforeachother(NEC

Report2003)whichisparamountifaheterogeneoussocietyistoachieve

economicdevelopmentThecountrieslikeSingaporewereabletopromote

meritocracyandequalityofopportunityandcontributetosocialcohesion

through education policies Thus its worthwhile to adopt a conceptual

frameworktoencouragesocialcohesionpoliciesforsustainablepeaceinSri

Lanka

Thefollowinginvitedarticleistitledldquotimetoassessourassessmentprocessrdquo

Itgivesanoverviewofthecriterionbasedassessmentwhichispracticingin

OverseasSchoolinColomboThewriterelaboratesthetwomainassessment

categories known as normative and criterion based In normative

gradingsstudentscompareoneanotherwhilecriterionbasedassessment

model assesses according to speciic learning criteria According to

assessmentexpertGrantWigginsthecriteriabasedassessmentisasuperior

model as it requires greater student involvement with the intention of

developingstudentprocessincriticalthinkingmetacognitionandrelection

The writer says the international baccalaureate (IB) is a recognized

2

educational programwhich follows the criterion referenced assessment

modelItcontainsaprimaryyearsprogram(grade1to5)middleyears

program(grades6-10)andthediplomaprogramfortheinaltwoyearsIn

theinaltwoyears(DP)studentsfollow6subjects3athigherleveland3at

standardlevelInadditionstudentsfollowacourseoftheoryofknowledge

which guide them to relect critically onhow theyknowandwhat they

believetobefactsortruthEachstudentcompletesanextendedessayona

topicofspecialinterestwhichpreparesstudentsforanindependentstudy

Studentsalsorequiredtotakepartinsomeartisticactivitiessportactivities

andacommunityserviceprojectTheassessmentsarecarriedoutthrough

externalampinternalcomponentsIntheIBprogramnumericalgradesare

offeredbasedonthecriterion-referencedescriptors

ThenextarticleldquoThecharacteristicsofaneffectiveteacherrdquoisaboutwhat

makesagreatteacherldquoAgreatteacherisoneastudentrememberampcherishesforeverTeachers

have long lasting impact on the lives of their students and the greatest

teachers inspire students towards greatnessrdquo (Sunday Times

30072017)

TheeffectiveteachingmodelidentiiedbyBarwanietelhasbeenusedto

conductthisresearchbyformulatingtheframeworkrequiredThismodel

inquires personal behavior relevant teachingmethods amp teaching aids

student-teacherrelationshipprofessionalskillstechnicalskillsampdecision

making skillsof a teacherand identiiedpositiveandnegativepoints to

differentiateeffectivecharacteristicsThesampleconsistedof40teachers

fromKurunegalaampPuttalamdistrictsThewritersuggests that teachers

who enters the professions should have a broad knowledge about the

profession and they should develop required characteristics to be an

effectiveteacher

This situation highlighted by the recommendation from the National

CommissiononteachingAmericasfutureThepanelmaderecommendations

for ensuring that every classroom has a qualiied teacher Further

recommendationsinclude

raisingtheprofessionalstandardsofteachers

improvesalariesampworkingconditions

3

reinventingteacherpreparationandprofessionaldevelopment

encourageandrewardteacherknowledgeampskills

InherbookldquoThesmartestkidsintheworldandhowtheygetthatwayrdquo

AmandaRipleysaysothercountriesaremoreseriousabouteducationand

thatseriousnesshas itsroots inbothpolicyampcultureOnthepolicyside

KoreaisseriousaboutdevelopingamprewardinggreatteachersKorearecruit

topcollegegraduatesintoteachingTrainingthemeffectivelyforthejoband

making sure vulnerable students have strong teachers BothUSampKorea

believe that the caliber of the teacher matters tremendously and great

teachersmakeahugedifferenceinchildrenslives

The inal article is a study of the role of school counsellor teacher and

investigatedprofessionalcompetenceofthecounsellorteachertheirmode

of intervention challenges faced by the counsellors and the areas that

should be developed to perform productively The study suggested the

followingThedeinitionofthesubjectcounsellingincompliancewithclear

indicatorsestablishalegalidentityampframeworkforthesubjectgivinga

license to teachers selectedoncoherent criteriamakingcompulsory the

completionofprofessionalqualiicationforteachersandreleaseteachers

fulltimeforcounsellingactivities

TheResearchampDevelopmentBranchoftheMinistryofEducationisvery

gratefultothewritersfortheirvaluableinsightsandcontributionsand

wouldliketothankthemaccordingly

4

TEACHINGPHYSICSATGCE(OL)ANDPROBLEMSENCOUNTEREDBYSCIENCETEACHERSTHECASEOFTHEJAFFNAEDUCATIONZONE

Abstract

Scienceeducationhasundergonemanyreformsinthepastwiththepurpose

ofchanginganddevelopingtheteachingandlearningprocesstoimprove

theknowledgeofstudentsinunderstandingtheprinciplesofscienceItis

theknowledgeandkeennessofteachersthatdeterminehowtheyrespond

toeducationalinnovationTheinnovatorstakeknowledgeofteachersinto

accountwhen implementing educational changes or reforms Therefore

this study was undertaken to identify the status of science teachers

knowledgeattheseniorsecondarylevelandtheproblemsfacedbythemfor

successful implementation of the science education reforms A random

sampleofeighty-two(82)scienceteachersintheJaffnaEducationZonewas

selectedforthisstudyTeachersknowledgeonphysicssubjectmatterwas

investigatedthroughmodesofaquestionnairesurveyanddirectinterviews

based on pre-test and post-test knowledge on science The data were

quantitatively analyzed and interpreted with qualitative inputs which

revealedasigniicantdifferencebetweentheexperimentalgroupandthe

controlledgroupofteachersThestudyresultsshowedthatmostscience

teachersdidnothaveproperunderstandingoftheconceptsofphysicsAs

suchtheteachershavefailedtoteachphysicstostudentseficientlyand

effectivelyandthusstudentsperformpoorlyattheGCEOLexamination

Therefore science teachers should be providedwith proper training to

update their knowledge in physics through periodical seminars and

workshopstoachievethegoalsofScienceEducationinschools

KeywordsCurriculumRevisionEducationReformsGCE(OL)scienceteachersphysicsconcepts

Introduction

InSriLankatheGCEOrdinaryLevel(GCEOL)examinationplaysavital

roleintheschooleducationsystemsinceitisessentialthatstudentspas

5

SAhilan

TeacherJJaffnaHinduCollegeJaffnaamp

DrSeethaIWickremasingheFormerAdditionalDirectorNationalScienceFoundationColombo-07

ThesciencesyllabusofGCEOrdinaryLevel (GCEOL) in schools

comprises threemajorsubjectcomponentsnamelybiologyphysicsand

chemistryIfoneconsidersthemajorareasofthesciencesyllabusandthe

abilityofteachersinteachingthosesubjectcomponentsitisobviousthat

teachersshouldhaveathoroughknowledgeinbasicconceptsofthescience

subject

Thegreat educationistAnagarikaDharmapala observed that the

present and the future life of youth lie in the classroomswhich exactly

meanttheschoolenvironmentTheschoolshavetheresponsibilitytobring

aboutthescientiicandtechnologicalabilityforfuturegenerationtowards

humanresourcedevelopmentIntheGCE (OL)curriculumthesubject

physicsincludesthesectionsofElectronicsLightElectricityandMechanics

andbasedonthesesectionsrelevantquestionsareincludedinthequestion

papergivenattheGCE(OL)examinationIfthestudentsunderstandthe

principlesbehindthesesubjectcomponentsveryclearlyandthoroughly

theywillbeabletoobtainverygoodresultsorgradesinscienceatthesaid

examinationThisfactrequireschangesinteachingandlearningprocessin

physicsthatimprovestheabilitiesoflearningthesubjectcomponentsThe

EducationCurriculumReformsof2007thusaimsatachievingthetargetof

improvingtheteachingandlearningprocessinschoolsThereforeitwillbe

useful to investigate the feasibility of teaching the science subject in

achievingthegoaloftheEducationCurriculumReformsof2007

ReviewofLiterature

Conceptualizationdependsonseveral factorsFrequentexperiencesand

relationships among such experiences lead to create concepts while

hereditary or human development related pattern also inluences

conceptualization(Balachandranetal2010)Thisresearchinvestigation

wasundertakentostudythephysicseducationinschoolandunderstanding

thisexamtopursuetheirhigherstudiesInschooleducationtheimportanceof

studyingsciencehasnowbeenrealizedbecause it improvescritical thinkingof

studentswhilehelpthemlearningthebasicconceptsrelevanttothedaytodaylife

6

1)Whatisinvolvedinunderstandingandusingphysics

Whilethismightseemobviousorevensimpletotheprofessionals

manyofthecomponentsofourunderstandingarenormallyinvisible

tousCarefulobservationandanalysisoftheconceptsofphysicsand

ofthebehaviorofexpertsisrequired

2) Whatdoourstudentsbringtoourphysicsclasses

Howstudentshearandinterpretthematerialpresentedtothemina

physicsclassisheavilydependentontheexperiencestheygetinthe

classEveryonehassomesensethataforceisnecessarytomaintaina

velocitywhenwalkingdrivingorpushingsomethingalongtheloor

NewtonsSecondLawisinconsistentwiththewaythatmanyofour

studentshavemadesenseoftheirexperiencesintheworld

3) Howdostudentsrelectonourphysicsinstructions

Teachersoftenassumethatstudentswouldrespondonbehalfofthe

knowledgeofconceptsofthesubjectphysicsTeacherscouldalso

designeffectiveinstructionsandthenitisuptoteacherstolearnhow

studentsrespond

itsconceptsUnderstandingofconceptsinclassroomspermitsteachersto

createmoreeffectiveinstructionstowardsbetterlearningandimproving

skillssuchascriticalanddivergentthinkingcreativity initializationand

collective responsibility which are products of totality of the education

process(Baskaran2001)ManyteacherswhoteachscienceattheGCE

(OrdinaryLevel)arenotcomfortableinteachingthephysicscomponentof

scienceduetotheproblemofunderstandingtheconceptsofsameandare

less troubledwith how little the students learn Tomake the case even

worsethegrowingimportanceoftechnologicalliteracyintheworkplaces

makes it increasingly important foronetoprovidevalue tomanyofour

studentswithgoodunderstandingofconceptsofphysicsintheclassroom

Intheprocessofteachingandlearningtheteachersneedtounderstanda

fewdistinctbutinterlockingtopicsthataregivenbelow(StephenampRitchie

2007)

7

processesOntheother

handscientiicmodelsareoneofthemainproductsofsciencethatplaya

crucialroleinreducingthecomplexityofphenomenabyallowingamore

visualreproductionofabstracttheoriessothatpredictionsofbehaviorcan

bemadeandtested(Gilbertetal1995)Thissituationassumesimportance

ininvestigatingwhetherteachershaveenoughknowledgeinteachingthe

physicscomponentof thesciencesubjectTherefore the followingmain

objective and the speciic objectives arising out of it are drawn for

investigation

MainObjectiveoftheStudy-

Toinvestigatetheproblemsandconstraintsfacedbytheteachersin

teachingthesubjectphysicstotheGCE(OL)sciencestreamstudents

SpeciicObjectives

Toindouttheviewsofteachersabouttheirknowledgeofphysicsin

relationtotheconceptstaughtintheGCE(OL)syllabus

Toindouttheeffectivenessofthephysicspracticalclassesconductedin

schoolinunderstandingtheconcepts

ResearchMethodology

a)Sampledesign

Agrowingnumberofphysicistsarestudyingtherelevanttopicsbringing

together an analysis of the components and structure of knowledge of

physicswiththeobservationandanalysisofstudentbehaviorduringthe

teachingandlearningprocessInthiscontexttheieldofPhysicsEducation

Research (PER) seems as a growing sub-discipline of physics (Edward

Redish and Richard 2001) Further Mathusuthanan et al (2007) have

pointedoutthatthe(1998ndash1999)reformsoftheeducationalschemeare

nowbeinginprocessinSriLankaSucheducationalreformstakeplacein

everystageofstudiesTheyareattheprimarysecondaryandtertiarylevel

processesTheeducationalreformsandthequalityofeducationshouldbe

checked frequently by conducting research studies to ind out their

successes and failures By research it is possible to ind out that the

secondary level of education system has not brought about the target

achievementswhich has been one objective of theNational Institute of

Education (NIE) The NIE hasmade curriculum changes in 2007 in the

secondary education level On one hand the models of science are

representationsofobjectseventsideassystemsor

8

The Jaffna Educational Zone consists of many resource persons many

scienceteachersandadequatephysicalfacilitieswhencomparedwiththe

otherEducationalZonesinthePeninsularInthepresentstudytheschool

teachersofsciencewererandomlyselectedfromtheJaffnaEducationZone

Forthesamplingdesigneighty-two(82)teachersofsciencerepresenting

the JaffnaZone that has three (03)EducationalDivisionsnamely Jaffna

NallurandKopaywereidentiiedandtheteachersineachstratumwere

selectedbyusingthestratiiedrandomsamplingmethodduetothereason

thatmostofthemwerefemaleteachersTheschoolsrepresentingtheabove

EducationalDivisionshaveadequatephysicalresourceswhilecomprising

thehighestnumberofteachersofscienceThiswasthemainreasontoselect

the Jaffna zone for a representative sample of teachers The following

conceptsofphysicswereconsideredforthestudy

b)PhysicsConceptsselectedfortheStudy

A) The formation of various images from lenses to design optical

instrument(Lenses)

D) Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit(electricity)

E) Whenanobjectexertsforceonanotheritalsoexertsaforceontherd

irstobject(Newtons3 Law)

The questionnaire designed for the pre-test to be done by teachers

comprisedfour(04)broadquestionsrelevanttodifferentconceptsEach

questioncontainedafewpartswhichcovervariousconceptsofphysicsthat

areincludedintheGCEOLSyllabus

B) The phenomena of refraction of light in human activities (lightrefraction)

C) Thefunctionoftransistorsandresisterstofulillthedaytodayneeds(transistor)

c)Formulatinghypotheses

Tomeettheobjectivesidentiiedthefollowinghypothesesweredrawnfor

statisticaltesting

1) H ThereisnodifferencebetweenthemeanoftheExperimental01

groupandthe

9

Controlgroupinthepre-test

H MeanvalueoftheExperimentalgroupisgreaterthanthatofthe11


2)H ThereisnodifferencebetweenthemeanoftheExperimentalgroup02

andtheControlgroupinthepost-test


Controlgroupinthepost-test

3) H Themean difference of the pre-test and the post-test on the03

experimentalgroupiszeroH Themeandifferenceofthepre-testandthepost-testonthe13

experimentalgroupisgreaterthanzero

d)Statisticaltoolsusedinthestudy

The t- test wasused to indout thewhether therewasa signiicant

differenceintheknowledgeofphysicsconceptsbetweentheexperimental

groupandthe controlgroupofscienceteachersForidentiication of

theproblemsfacedbythescienceteachersapre-testwasconducted

Forthepre-testaquestionnaire wasdesignedwhichcovereddifferent

concepts ofphysics in the GC EOL syllabusas mentioned

previouslywhichwereidentiied duringthe teachingand learning

processofphysics Direct interviews werealsoconductedwiththe

stakeholderstobridgethegapsfoundinthequestionnaire surveyAfter

thepre-testtheconceptsbehindthequestionswereexplainedtothe

teachersandapost-testwas againconducted amongtheteacher

sample to see whether they would answer the questions correctly

10

As mentioned previously this study was carried out to investigate the

knowledgeofscienceteachersonthephysicsconceptstaughtfortheGCE

OLexaminationThesamplecomprisedeighty-two(82)scienceteachers

whowereteachingscienceinifty-eight(58)schoolsintheJaffnaEducation

ZonethatrepresentthethreeDivisionsnamelyJaffnaNallurandKopay

Theresearchinstrumentsusedfordatacollectionfromthescienceteachers

were questionnaires interviews and direct observations that were

analyzedalongwiththescoresofthepre-testandthepost-testconducted

withtheexperimentalgroup(GroupE)andthecontrolgroup(GroupC)

The data were analyzed statistically and t-test was conducted to see

ResultsandDiscussion

whetherthereissigniicantknowledgegapinthescienceteachersandthe

resultsarepresentedbelow

i EducationalQualiicationsoftheteachersample

IntheJaffnaEducationZonetherearesixty(60)schoolsthatcomeunder

thetype-IIIandaboveOutoftheteachersampleof82therewereonlysix

(06)sciencegraduateswhoteachsciencesubjectsinGrade10andGrade11

Others were trained at the Colleges of Education or Teacher Training

Colleges who had also obtained different types of training programs

organized by the Ministry of Education and the National Institute of

Education

ii Questionnairesurveyconductedonthephysicsconcepts

Thefollowingweretheresultsof thequestionnairesurveyconductedto

investigate whether science teachers have a sound knowledge on the

conceptsofphysicscomponenttaughtforsciencesubjectattheGCEOL

examinationFiveconceptsABCDandEmentionedpreviouslywereused

forthispurposeandtheresultsarediscussedbelow

a)Concept-wisecomparisonasawhole

Percentage

()

9090

80

70

60

50

40

30

20

10

0

5154

60

50

Variousimages(A)

Refraction oflight(B)

Cange ofbrightness(D)

Newtonrsquos 3rdlaw(E)

Transistorand

resistor cConcept

Fig1Achievementsofteachersonvariousphysicsconcepts

Theconcept-wisecomparisonisshowninFig1FortheConceptA

806 of the teacher sample correctly answered the questions

relatedtofunctionsofthelensesHoweverthesampleteacherscould

answerthe Concepts BCD andEat an averagelevel (50-60)

11

b)Question-wisecomparisonundereachconcept

ConceptA-Theformationofvariousimagesfromlensestodesign

opticalinstrument

Fig2UnderstandingofConceptA

50

120

100

80

60

40

20

0

733

90 90

100

1 2 3 4 5

Questions

Percentage

()

TheConceptAwastestedontheprocessofformationofvariousimagesby

the convex lens As shown in Fig2 only 50 of the teachers correctly

answeredtheirstquestionrelatedtoimageoflensrevealingthatother50

oftheteachersdidnothavethepracticalknowledgeonthelensperformance

Mostoftheteachersansweredsatisfactorilytothequestions234and5

undertheConceptA(70-100)butthisachievementmaynotbeadequate

forteachingphysicssatisfactorilytothestudentsattheGCE(OL)

ConceptB-Thephenomenaofrefractionoflightinhumanactivities

Fig3UnderstandingofConceptB

80

70

60

50

40

30

20

10

0

7333

4333

6333

2333

5333

6 7 8 9 1 0

Questions

Percentage

()

TheConceptBtestedwasthephenomenonofrefractionoflight(Fig3)The

lowest number of teachers correctly answered the question number 9

12

followedbythequestionnumber7Thesequestionswererelatedto the

rainbowandpropertiesoflightforwhichbelow50ofteachersanswered

correctly indicating that the sample teachers have poor knowledge on

refractionrelectionandlightwavemotion

ConceptC-Thefunctionoftransistorsandresisterstofulillthedaytodayneeds

Fig4UnderstandingofConceptC

Questions

100

90

80

70

60

50

40

30

20

10

0

1333

60

3666

7666

8666

Percentage(

)

11 12 13 14 15

13

The Concept C tested was in relation to the process of transistors and

resistersThelowestnumberofteachersansweredthequestionnumber11

followedbythequestionnumber13Thesequestionswererelatedtothe

transistorandLDRactivity Asteachershadapoorunderstandingonthe

functionofNPN transistor and the functionof LDR86of themwere

unabletogivethecorrectanswertothequestion11indicatingthatteachers

didnotunderstandtheactivitiespertainingtothequestionwiththegiven

data

ConceptD-Thereasonsbehindthechangeofbrightnessinbulbsinthecircuit

Fig5indicatestheConceptDtestedontheprocessofchangingbrightnessin

bulbsOnly30ofteachersansweredthequestionnumber16

correctly followed by the question number 18 (50)

ThesequestionsrelatedtoelectricityandpowerandastohowanelectricbulbblinksMany

teacherswerenotawareoftheACcurrentmotionandthereforeabout70ofthemwere

unabletoanswercorrectly

ConceptE-Whenanobjectexertsforceonanotherobjectitalsoexertsaforceontheirst

object

Fig5 understanding of Concept D

Questions

6066 6333

30

90

50

16 17 18 19 20

100

90

80

70

60

50

40

30

20

10

0

Percentage(

)

Fig6 understanding of Concept E

7666

3666

2333

8333

30

Questions21 22 23 24 25

90

80

70

60

50

40

30

20

10

0

Percentage(

)

rdTheConceptEwas testedon the forces related to theNewtons3 Law

(Fig6)Lessthan40ofteachersansweredthequestionsnumbered2223

and 24 correctly One reason could be that the diagram related to this

ConceptgivenintheSciencetextbookwasnotclearThereforethesample

teachers were not familiar to this subject component of physics

14

iiiAnalysisoftheScoreofQuestionnaireatthepre-testconducted

Apre-testwithivequestionswasconductedamongtheteachersofscience

Asperthestratiiedsamplingmethodtheteachersofscienceweregrouped

asfollows

a)ExperimentalgroupndashGroupE

b)Controlledgroup-GroupC

Asperthepre-testthescoresgivenbytheresearcherwerelistedasscore

rangewhicharegivenintheTable4indicatingthatmostoftheteachersgot

very low scores (below 40)for answering the questions given under

variousconceptsofphysics

Table1presentsthepre-testscoreoftheteachersofscienceAmajority

oftheteachersgotverylowmarksMostofthescienceteachers(377)

areunderthescorerangeof21ndash30Noneoftheteachers(0)wereinthe

scorerangeof71ndash8081ndash90and91ndash100Therestscoredmarksin

betweenclassintervals01ndash1011ndash2031ndash4041ndash5051ndash60amp61-70It

isimportanttonotethatcumulativenumberofseventy-ive(75)science

teachersscoredbelowforty-onemarksindicatingaverylowknowledge

Table1Scoreofthepre-test(Questionnaire)

15

ofPhysicsThedescriptivestatistics(meanandstandarddeviation)were

alsoconsideredtoidentifytheknowledgelevelofconceptsinthepre-test

butthevalueswereverylowandapproximatelyequal

Table2summarizestheresponsesgivenbytheteachersampleundereach

concept of physics Accordingly many respondent teachers could not

understand theelectronic concepts ie functionof the transistors Some

respondentshowevercouldnotansweranyofthequestionsandtheyfailed

tocompletethequestionnaire

Table2Numberofteachersandtheirresponsestotheconceptsatthepre-test

Table2also indicates that ingeneral a lownumberof science teachers

understooddifferentconceptsofPhysicswhichareABCDandEThe

conceptsofPhysicsofBCandDarenotunderstoodbyaboutiftypercent

(50)Fifty-fourpointnine(549)percentofthescienceteachersmade

mistakesonconceptERegardingtheconceptsrelevanttoLenses122of

scienceteachersknowledgeofPhysicswasveryweak

iv Analysisofthescoreofquestionnaireatthepost-testconducted

Thepre-testquestionnairewasdiscussedandexplainedonlytothe

experimentalgroupEThepost-testquestionnairewasdesignedwith

the same concepts of physics and tested with the teacher sample

16

Thepost-testmarksrecordedaregiveninTable3

Table3Scoresofthepost-test

Total 41 41

Theresponsesofthetwogroups(experimentalandcontrol)accordingthe

aboveTable3indicatethatthereisanimprovementofknowledgeinthe

experimental group as compared to the control group because the

experimentalgroupwasprovidedwithremediesanddiscussionson the

conceptsABCDandE

Descriptive statistics was performed to identify the effectiveness and

eficiency of remedies and discussion Science teachers in the

experimentalgroupbasedonmeanvalueperformedwellatthepost-test

thanthatofthecontrolgroupStandarddeviationalsorevealedthesame

result Further a t-testwas conducted between the two groups to see

whetherthereisasigniicanteffectinperformanceafterexplainingthe

concepts to the experimental group of teachers Therefore it can be

summarizedthatwhencomparingthescoreofthepre-testwiththepost-

testmarksoftherespondentsitwasobservedthatthepost-testscoresof

therespondentsintheexperimentalgroupwerehigherafterexplaining

the physics concepts to them through workshops and discussions

17

vHypothesesTesting

(1)-Hypothesis(H )-Thereisnodifferencebetweenthemeanofthe01

ExperimentalgroupandtheControlgroupinthepre-test

Where

isthemeanvalueofthepopulationfortheExperimentalgroupinthe

pre-test

isthemeanvalueofthepopulationfortheControlgroupinthepre-test

H 01 =mE mc

H 11 gtmE mc

mE

mc

UnderH thecalculatedvalue=-07201

Butthetablevalueat5signiicancelevel164

Where


post-test

isthemeanvalueofthepopulationfortheControlgroupinthepost-test

H 02 =mE mc

H 12 gtmE mc

mE

mc

UnderH thecalculatedvalue=66202


18

(2)-Hypothesis(H )-ThereisnodifferencebetweenthemeanoftheExperimentalgroup02


SincethecalculatedvalueislessthanthetablevalueH isnotrejectedThis01

meansthe5signiicancelevelthereisnodifferencebetweenthemeanof

theExperimentalgroupandtheControlgroupinthepre-test

SincethecalculatedvaluehigherthetablevalueH isrejectedThismeans02

at 5 signiicance level there is a difference between themean of the

ExperimentalgroupandtheControlgroupinthepost-testThereforethe

meanvalueoftheExperimentalgroupishigherthanthatofthemeanvalue

of the Control group in the post test Thus we could infer that the

ExperimentalgroupperformedsigniicantlybetterthantheControlgroup

intheposttestThereforeitwasclearthattheunderstandingofconceptsof

physicswasverylowinthescienceteachers

013 gt-= prpoDH mmm003 =-= prpoDH mmm

(3)ndashHypothesis(H )-Themeandifferenceofthepre-testandthepost-test03

ontheexperimentalgroupiszero

Where

D m isthemeandifferenceofthepre-testandthepost-testfortheexperimentalGroup



SincethecalculatedvaluegtthetablevalueH isrejected03

Hence at the 5 level of signiicance the post-testmean value of the

Experimental group was higher than the pre-test mean value of the

ExperimentalgroupindicatingthattheperformanceoftheExperimental

groupwasbetterinthepost-testthanthatofthepre-testThissituationalso

provesthatthescienceteachershavepoororverylowunderstandingofthe

physicsconceptstaughtattheGCEOLsciencesyllabus

Directinterviewswithstakeholders

The following observations were made during the direct interviews

conductedwiththestakeholders

AlecturerattachedtoaCollegeofEducationsaid

ldquoNosciencelecturerhasbeenappointedyettothecollegeInsteadlecturersin

othersubjectsareappointedtoteachmathematicsandscienceThereforeitis

doubtfulwhethertraineeteachersaregivenadequateknowledgeonscience

subjectsrdquo (interviewconductedduringthestudy)

19

AlecturerinattachedtoaTeacherTrainingCollegesaid

ldquoTrainee teachers do not have adequate knowledge in basic concepts of

sciencethataretobetaughtintheseniorsecondarygradesThereasonfor

thissituationIthinkisthatthesciencelecturersdonothaveenoughskillsto

teachsciencesubjectseffectivelyrdquo (interviewconductedduringthestudy)ATeacherCenterManagersaid

ldquoI found that most science teachers had studied in the biological science

streamattheGCEALandtheirknowledgeinphysicsispoorThosewhohad

theirtrainingeitherattheCollegesofEducationorattheTeacherTraining

Collegeshadalsonotbeenabletoconductproperpracticalsessionswhichis

thereasonforthesetbackinproducinggoodphysicsresultsrdquo

(interviewconductedduringthestudy) ScienceTeachersOpinion

The information collected from the teachers by direct interviews are

tabulatedinTable4Whentheteachersopiniononthesubjectcomponents

ofsciencewasconsidereditindicatedthat914teachershaveproblems

inteachingphysicsThereasonwasthatmostteachersinthesampledidnot

haveadequateknowledgeonthesubjectcomponentsofphysicstaughtat

theGCEOLsciencesyllabus

20

SubjectcomponentinScience

Percentageofteachers()

Difficult Normal Easy

Physics 914 61 24

Biology 24 12 963

Chemistry 06 634 305

Table4Teachersopinioninteachingsubjectcomponentsinscience

Impactofthequaliicationsofscienceteachersample

Mostoftheteachersinthesamplearenon-graduatesbuthaveGCE(AL)as the educational qualiication and these teachers usually obtain theirprofessionalqualiicationsovertime(Table5)

IntheJaffnaEducationZoneafewsciencegraduateteachersareteaching

at theGCE(OL)classesat the timeof thestudyMostof the trained

teachersfromCollegesofEducationandtheTeacherTrainingColleges

teach science toGCE (OL) students Though theirmain subjectwas

sciencemanyofthemdidnothaveadequateknowledgeinmathematics

tooTheyhaveselectedothersubjectsnamelyEnglishhealthreligion

and Tamil etc as their optional subjects Thus they face many

challengesanddificultiesinteachingthephysicscomponentinScience

21

Table5Informationofnon-graduateteacherqualiications(JaffnaEducationZone)

Discussiononthesecondspeciicobjectivetoindouttheeffectiveness

ofthephysicspracticalclassesconductedinschools

In this regard facilities such as laboratory facilities Internet facilities

libraryFacilitiesandavailabilityofResourcePersonswerecheckedusing

the questionnaire The responses given by the sample teachers in the

questionnairearegivenbelow(Table6)Besidesotherstakeholderssuchas

school principals students technical persons and laboratory assistants

were also inquired about the facilities available for conducting physics

practicalclassesandtheyagreedwiththeobservationoftheteachers

Table6Facilitiesavailableforteachingandpracticalwork

22

Facilitiesavailableinschoolsfortheteachingandpracticalwork

IntheJaffnaeducationzonetheleadingschoolshavemostoftheabove-

mentioned facilitiesButschools inruralareashave less facilitiesWhen

schoolshave less facilitiestheteachersinditdificultto developtheir

ownknowledgeorexplaintheconceptsofphysicstothestudents

Fig 7 indicates the teachers opinion on the physics teaching methods

gatheredfromtheinterviewsandfoundthatexperimentalmethodwasthe

bestToenhancetheknowledgeinthephysicscomponentofscienceitis

essentialthatteachersplantodothelaboratoryexperimentsThiswillhelp

boththeteachersandthestudentstodeveloptheirteachingandlearning

skillsthroughhandsonexperience

Groupdiscussion(P)

Experiment(Q) Any othermathod(S)

Suggestions

80

70

60

50

40

30

20

10

0

71

20

9

Pe

rce

nta

ge

()

Fig7-Bestteachingmethod

P-Presentationbytheteacherfollowedbygroupdiscussionwithstudents

Q-Experimentalactivity(demonstratetheexperimentswhichare

inthetextbook)

S-Anyothermethod(GroupworkindividualworkChalkandtalk)

Interviewsconductedregardingfacilitiesavailability

AninterviewwasconductedwithalecturerofCollegeofEducation

ldquoOurcollegeallowstudentstofollowbothbiologicalscienceandphysicalsciencestreamsButwelacklaboratoryfacilitiesto conduct most of the practical work This is one of theteacherpreparationcentersrdquo

(interviewconductedduringthestudy)

ldquoThe achievement of the success can be obtained with thecoordinationoftheparentsButitwasafailurebecauseofthefaultwiththeteacherprocessWecanseethattheoutputoftheresult(2009OL)isdowninEnglishMathematicsandScience3682inEnglish4263inmath4835inScienceshowedpassesintheabovesubjectsTheresponsibilityforthefailuredependsontheteacheroneoftheimportantfactorAndconducttheexperimentinschoolrdquo


AnotheroficeroftheJaffnaEducationexpressedthefollowingview

23

AnAdditionalDirectorofSciencecommentedasfollows

ldquoIt is essential that all teachers know the fundamentals of

ScienceThenonly they can teachScience Science is a ield

which can elaborate our knowledge This is related to two

important things The irst one is observing an event that

happensinourenvironmentandtheotheroneisconstructing

principles to explain those observances Therefore doing

experiments and research to explain the concepts inPhysics

section will help the teachers to enhance the practical

knowledgeofScienceandgavedetails


During the informal discussions held with Laboratory Assistants the

followingdrawbackswerementionedthatwouldaffecttheteachingand

learningprocess

a) Nofacilitiesfortheexperimentstobeconductedrelevanttoallgrades

b) Manyequipmentrequiredarenotinworkingcondition

c) Nowaterfacilitiesavailableinthelaboratories

d) Teachersarealsoreluctanttodopracticalwork

24

Thisstudy investigated the levelofcomprehension in teaching thebasic

conceptsofthephysicscomponentofthesciencesubjectrelevanttothe

GCEOrdinaryLevelsyllabususingawell-designedopenandclosedended

questionsthatweremainlyfocusedona)refractionoflightb)relectionof

light c) transistor and resister d) changing brightness of bulbs in the

circuitande)NewtonsThirdLawBycombiningthequestionswiththe

focusedfactorsandthescoresachievedbyteachersfortheanswersgiven

for each question it was possible to analyze the data relevant to each

concept It was found that the science teacher sample had a poor

understandingoftheconceptsofphysicstestedThestudyrevealedthatthe

knowledgeofthescienceteachersampleonthecomponentofphysicsinthe

GCEOLSciencesyllabuswasnotadequateandtheyfailedtounderstand

thefactsrelatedtotheseconceptsinphysicsTheanswersgivenbyteachers

showedthatmanyofthemhadwrongperspectivesonthephysicsconcepts

tested due to insuficient experience in doing practical relevant to the

physics component of the OL Science Syllabus (direct interviews with

teachers)Itwasalsorevealedatthedirectinterviewswithteachersthat

morethan50oftheGCE(OL)scienceteacherswhoreceivedtrainingat

the Colleges of Education were from the Biological Science stream and

hence they had insuficient knowledge in the physics concepts

Conclusions

There were only a few science graduate teachers in the Jaffna

EducationZonewhoareteachingScienceattheGCE(OL)classesMany

teacherswhoteachsciencewerefromtheNationalCollegeofEducation

ButattheinterviewwithalecturerintheNationalCollegeofEducationit

wasrevealedthattherewasnolecturerappointedtoteachscienceforthe

last11yearsThismightbeonereasonformanytrainedteachershavingan

insuficientknowledgetoteachscienceattheGCE(OL)classesItwasalso

revealedatthedirectinterviewsthebiologyandchemistrycomponentsof

thesciencesyllabusarecoveredsomehowbutthecomponentrelevantto

physicsarecoveredrarely

Itmustbeemphasizedthatasoundknowledgeinmathematics is

also essential to teach physics eficiently Therewere 292of science

teacherseitherfromtheNationalCollegeofEducationorfromtheTeacher

Training Collegeswho had opted for various other subjects but not for

Mathematics Thissituationingeneralhasalsocausedforhavingapoor

understanding of the physics concepts Inadequacy of resources in the

generalsciencelaboratoriesavailableinschoolsisanotherreasonthathad

obstructed conducting the OL physics practical sessions to the trainee

teachersintheNationalCollegesofEducationJaffna

Manyteachers(707)didnotunderstandtheconceptsofthephysics

component and the interviews conducted with the stakeholders also

revealed the importance of doing proper practical sessions in physics

towards better student performance in science at the G C E (OL)

examinationTheteacherswereoftheviewthatteachingofphysicsthrough

practicalsessionscouldnotbeconductedbecausetheteacherguidanceand

the teaching materials were insuficient Thus the science teachers had

dificultiesinteachingandguidingscienceforstudentstoperformbetterAs

per the direct interviews with the educational authorities principals

teachersandlaboratoryassistantsitwasfurtherrevealedthatsometeachers

werenotcomfortabletoteachscienceduetotheirpoorknowledgeinscience

25

ThereforeitcanbeassumedthatinthecaseoftheJaffnaEducation

Zone the science teachers do not have suficient knowledge in science

especiallyinthephysicscomponenttoteachscienceeffectivelytoschool

26

childrenwhichcouldbethereasonforthepoorperformancebystudentsin

scienceattheGCE(OrdinaryLevel)examinationThissituationwouldhave

beensimilarornotintheothereducationzonesofthecountryHenceitis

suggestedthatasimilarstudybeconductedinalleducationzonesinthe

country to arrive at a irm conclusion and make recommendations to

improveperformanceinthesciencesubjectattheGCE(OL)examination

Recommendations

Oslash Scienceteachersshouldbegivenadequatetrainingtounderstand

theconceptsofthephysicscomponentrelevanttotheGCE(OL)

Sciencesyllabus

Oslash Qualiied lecturers in the relevant ields of science should be

appointedtotheNationalCollegesofEducationtoproduceeficient

andknowledgeablescienceteachers

Oslash Equaldistributionofresourcestosciencelaboratoriesinallrelevant

schoolsandtotheNationalCollegesofEducationshouldbeensured

whilegivingprioritytopracticalassessmentsattheschoollevel

Oslash Detailsoftheconceptsofphysicsshouldbeclearlymadeavailableon

thetextbooksontheschoolswebsitesaswellasintheformofa

compactdiscforeasyreferencebystudentsandteachers

Oslash

Oslash

Oslash

References

Balachandran T (2010) Simple activity luid mechanics easylearningforGCE(AL)studentsMScProjectreportUniversityofPeradeniyaSriLanka

BaskaranT (2001) Identiicationof some learningdificultiesofPhysics concepts in ields MSc Project report University ofPeradeniyaSriLanka

EdwardFRedishandRichardS(2001)TeachingPhysicsFiguringoutwhatworksUniversityofMarylandcollegepark2-3

Oslash

Oslash

Oslash

Gilbert J K (1995) Models and modeling in Science educationDirectionsofResearchinScienceEducationAustralia25173-197

Mathusuthanan S (2007) Ahavili Tamil magazine TorringtonAvenueColombo-73416-19

StephenMandRitchieJL(2007)JournaloftheAustralianScienceEducationResearchAssociation372521-523

27

ACTIVITY BASED LEARNING AN EFFECTIVE APPROACH FOR SELFREGULATEDLEARNINGPRACTICES

DrSasikalaKugamoorthyDepartmentofSecondaryandTertiaryEducationFacultyofEducationThe

OpenUniversityofSriLanka

skugaouaclk skugamoorthygmailcomAbstractThestudyexaminestheeffectivenessoftheactivitybasedlearningapproaches

usedforPostGraduateDiplomainEducation(PGDE)Programmeconducted

by the Faculty of Education of the Open University of Sri Lanka (OUSL)

PopulationofthestudyconsistedthestudentteacherswhofollowedPGDE

programmeinTamilmediumatOUSLin20112012academicyearAmong

them104studentteacherswhofollowedPGDEprogrammeattheColombo

Regional Centrewere purposively sampled for this study A self-developed

questionnaire built up by reviewing related literature was used for data

collection The data obtained were tabulated and analyzed by applying

elementaryquantitativetechniquessuchasfrequenciesandpercentagesThe

responses to the open ended questions were analyzed qualitatively The

indingsofthestudyindicatedthat96ofthestudentteacherslikedtosearch

moreinformationthemselvesfortheirownlearningandtheystatedthatthe

activities given in the PGDE havemotivated them to do self-learning and

searchmorerelevantinformationfortheirlearningFindingsclearlyshowed

thatactivitybased learningsessionshavedevelopedhigher levelcognitive

skillssuchascriticalthinkingevaluationskillsandanalyticalskillsamongthe

student teachers Further some problems that hindered the effective

participationinactivitybasedsessionsincludinglackofpreparationlackof

timelesssupportfrompeersetcwerealsoidentiiedbythestudentteachers

MajorKeywordsActivitybasedlearninggraduateteachersSelf-regulated

learningpractices

INTRODUCTION

Therearemanyteachingstrategiesthatcanbeemployedtoactivelyengage

students in the learning process including group discussions problem

solving case studies role plays journalwriting learning activities and

structuredlearninggroupsThebeneitsofusingsuchactivitiesimprove

criticalthinkingskillsincreaseretentionandtransferofnewinformation

increasemotivationandimproveinterpersonalskillsStudentsshouldbe

28

29

encouragedtodothingsbythemselvesinordertoidentifyproblemstoill

gapsandindsolutionsinacollaborativewayTherewereexpressionsof

optimism that such independent approaches could lead to success and

teacherscouldbesurprisedbystudentsrsquoperformance

Studentsaremorelikelytofeelconidentaboutthemselvesaslearnersif

theycanrelyontheirownresourcesforcompletingassignmentsstudying

for tests and achieving success in school At the core of successful and

lifelonglearningisself-regulationSelf-regulationrequiresastudenttobe

meta-cognitively motivationally and behaviourally active in regulating

hisherownthinkingandlearningItinvolvesawarenessofpersonalgoals

and of strengths weaknesses and interests given instructional goals

environmentalexpectationsandconditionsoflearningandperformance

Inasenseastudentsabilitytoregulatehisherownlearningdemandsthe

ultimate integration of neuro developmental abilities Self-regulated

learners are attentive focused and productive They set goals for

themselvesanduseaplannedapproachtolearningSelf-regulatedlearners

keep track of their understanding and their progress and reward

themselves for their successesTheyuseproblem-solving strategies and

memorytechniqueswhenappropriateTheylearntothinkcriticallyabout

thedemandsofthetaskathandandtheavailabilityoftimeresourcesetcIn

shortself-regulatedlearnersareintentionalactiveandrelective

Pedagogy the science of teaching involves instructional methods

materials and learning activities directed by these Traditionally the

lecturemethodsofteachingwereinuseatallstagesofschoolingwherethe

teacherwasconsideredastheproviderofinformationandstudentsasthe

passiverecipientsofinformationThemajorinstructionalmaterialswere

textbooksthatwerewrittenforspeciiedagegroupsandforparticular

subjectsThemajorlearningactivitywaslisteningandwritingfromthe

textbookorfromtheblackboardThisparadigmhasbeenchangedinthe

newer methodology of activity ndash based learning Here the teacher is

consideredasthefacilitatorandthestudentsareself-learningthroughthe

medium of a detailed array of learning cards (Anandalakshmi 2007)

Othermethodssuchascooperativelearninghavealsobeensuggestedas

alternativestolecturemethod(Sirohi2006)Insightsintothedeveloping

brains learning processes and the growing childs learning needs

provides great potential to create effective pedagogical practices

Theprocessoflearningcomprisesofthreecomponentsndashinformationinput

information processing and expression of information or knowledge In

each of these components students show differences For example in

informationinputwhichalsomeansthewaystudentsreceiveinformation

tobelearntsomestudentscouldbevisuallearnerswhileotherscouldbe

auditoryorkinestheticlearnersIntermsofinformationprocessingsome

students may use top-down processing or bottoms-up processing This

dependsbothonthelearneraswellasthenatureofskillorknowledgetobe

learnedWith respect toexpressionofknowledgeor skill learned some

studentsmaybebetteratwritingsomeatdrawingorverbalizing(Rose

MeyerStrangmanampDalton2002) It is important that the instructional

methodologyproactivelyplansforsuchdifferencestoachievehighquality

educationalexperiencesandlearningoutcomesforallstudents

Inordertomaintainanddeveloptheeffectivenessofclassroomprocesses

theeducationandprofessionaldevelopmentofeveryteacherneedstobe

seenas a lifelong task andbe structuredand resourcedaccordinglyTo

equiptheteachingbodywiththeskillsandcompetencesneededforitsever

changingrolesitisnecessarytohavebothqualityinitialteachereducation

andacoherentprocessof continuousprofessionaldevelopment tokeep

teachersuptodatewiththeskillsrequiredinaknowledgebasedsociety

(BarberandMourshed2007)

30

Lecturers who use activity based learning strategies pause frequently

duringtheperiodonceeveryifteenminutesorsotogivestudentsafew

minutes toworkwith the information theyareprovidingTheymayask

students to respond to a question to summarize important concepts in

writingortocomparenoteswithapartnerForsomelecture-basedclasses

usingactivelearningmaybeabitmorechallengingbecauseofclasssizeor

roomlimitationssuchasixedseatingBreakingstudentsintogroupsunder

these circumstances may not be possible but other strategies such as

individualwritingorbalancingactivitiesarequitepossibleandleadtogood

results

TheOpenUniversityofSriLanka(OUSL) istheonlyrecognizednational

universityinSriLankawherestudentsareabletofollowfurthereducation

byopendistancemode Thestudent-centeredstudysystemisdesignedto

support a distance learner throughmultiplemodes including self-study

printandAudioVisual(AV)materialscontactsessionse-mailandinternet

TheFacultyofEducationof theOUSLrealizes the importanceofquality

teachers for quality education Therefore the faculty has introduced

several teacher education programmes using innovative approaches to

increaseselflearningabilitiesandhigherlevelcognitiveskillsamongthe

studentteachersPostGraduateDiplomainEducation(PGDE)programme

isoneofthemajorteachereducationprogrammeconductedbyOUSLwhich

providesthebasicprofessionalqualiicationforgraduateteachersworking

intheschoolsystem

31

Themainobjectiveofthisstudyistoexaminetheeffectivenessoftheactivity

basedlearningapproachesusedforPostGraduateDiplomainEducation

(PGDE)ProgrammeconductedbytheFacultyofEducationThespeciicobjectivesofthisstudyareasfollows

1 ToexaminetowhatextenttheActivityBasedLearningapproaches

increaseself-learningpracticesamongstudentteachers

2 ToIdentifythehigherordercognitiveskillsachievedbythestudent

teachersthroughtheactivitybasedlearningapproaches

3 Toevaluatetheproblemsandissuesfacedbythestudentteachersto

engageeffectivelyintheactivitybasedlearningsessionsand

4 Tomakeappropriatesuggestionsandrecommendationstoimprove

theeffectivenessoftheactivitybasedlearningapproach

LITERATUREREVIEW

Relatedliteratureonactivitybasedlearningself-regulatedlearningandhigherordercognitiveskillsareanalysedandpresentedinthispart

ActivityBasedLearning

Learningisacquiringnewknowledgebehaviourskillsvaluespreferences

or understanding and may involve synthesizing different types of

information Further it is a process that brings together cognitive

emotional and environmental inluences and experiences for acquiring

enhancingormakingchangestoonesknowledgeskillsandworldview

(Illeris2000) Forlearningtotakeplaceitisnecessarythatthestudent

understands and engages with the information to be learnt It is also

important that the studentprocesses the informationwithhigherorder

thinking such as comprehension analysis synthesis application and

metacognition When this happens the student is able to relate the

informationtoanylifesituationconnectitwithpastlearningbuildhisor

her own knowledge (Garner 1987) and become a knowledgeable and

contributingcitizenasanadultOneimportantmethodoffacilitatingsuch

engagementwithinformationisthroughactivity

32

The dictionary deinition of activity is work that involves direct

experiencebythestudentratherthantextbookstudyThusactivity-based

learningshouldallowstudentstoengagewithandprocessinformationin

suchawaythathesheunderstandsandbuildshisherknowledgeabouta

particular subjectAnoutcomeof successful learningwould be that the

student has acquired the basic literacy skills and is able to apply this

knowledgeorskilllearntinarelevantsituationTheideaofactivity-based

learningfollowstheconstructivisteducationaltheoryandischild-centered

pedagogy Activity-based learning may be deined as a method of

instruction where activities of different types suitable and relevant to

speciic subjects are integratedseamlessly into the regular instructional

materials andmethods to involvestudents in the teachingndash learningor

instructional processes and engage them fruitfully (Suydam amp Higgins

1977) Themain purpose of themethod ismaking the classroommore

student-friendlyandreducetheintimidationanddominationoftheteacher

Activelearningisacrucialelementofthenewthrusttowardwhatisnow

commonly called ldquolearner-centeredrdquo or ldquolearning-centeredrdquo teaching

(Weimer 2002) Most deinitions of active learning focus on two key

componentsldquodoingrdquoandldquorelectingrdquoThemostcommonlyciteddeinition

of active learning comes from Bonwell and Eison (1991) ldquoInvolving

students in doing things and thinking aboutwhat they aredoingrdquo The

overallqualityofteachingandlearningis improvedwhenstudentshave

ample opportunities to clarify question apply and consolidate new

knowledge In this case instructors createopportunities for students to

engagenewmaterialservingasguidestohelpthemunderstandandapply

information

33

High-ordercognitiveskills

Developmentofhigherordercognitiveskill isacomponentofeducation

reforms based on the learning taxonomies of Blooms Taxonomy This

includescriticallogicalrelectivemetacognitiveandcreativethinkingetc

Adominantcomponentincurrentreformsineducationistheefforttotrain

studentstodevelophigherordercognitiveskillsThisrequireschangesin

teaching-learning processes encouraging students to acquire analytical

Self-RegulatedLearning

Self-directedstudy isapurposefulmentalprocessusuallyaccompanied

andsupportedbybehaviouralactivitiesinvolvedinindingandidentifying

informationThe student accepts the responsibilityofmakingdecisions

about thegoals and theeffort tobedonebecoming thereforehisown

change agent for learning (Long 1990) Self-directed study is critical

accordingtoFischerandScharff(1998)whenitbecomesanintegralpartof

peopleslivesbasedonthedesireandneedtounderstandsomethingorto

performsomeactivityButLong(1990)commentsthatitisnotreasonable

to expect that people who have been used to receive ready-made and

formatted information during all their years of school life nowwill be

instantlytransformedintoindependentlearnersIfwewantstudentstobe

empowered teachers need to be empowered aswell (Wehmeyer et al

2000)Asteacherempowermentdoesnotjusthappenschoolswillneedto

deliberately create an environment and structure inwhich teachers are

encouraged to relect on and take responsibility for their learning and

teaching (Butler Lauscher Jarvis-Selinger amp Beckingham 2004 Van

Eekelenetal2005)

34

Thelabourmarketrequiresprofessionalswithhigherordercognitiveskills

whichmeansprofessionalswhoknowhowtothinkinanalyticalcriticaland

relectivewayshowtoaskquestionsmakedecisionssolveproblemsand

knowhowtolearnindependently(ZollerampPushkin2007)Theyarealso

skillsforlifelonglearningInordertomeetthemarketdemandthefocusof

educationshouldtargetthedevelopmentofskillsofcriticalthinkingandof

autonomousandorganizedstudyTheseskillswillbeusefultoindividuals

becausesuccessinuniversitycoursesandinalsomostprofessionsrequire

suchskills(Cottrell2005GarrisonampAnderson2003)Althoughthereis

consensusontheneedtodeveloptheseskillswhatisnotsoclearishow

they can be developed in students in university courses (McLoughlinamp

Luca 2003) and this is much more dificult in the Open and Distance

Learning(ODL)systemoflearningSaba(2003)suggeststhatoneofthe

main characteristics that differentiates distance education from other

forms of education is the central focus on the student and on their

independenceinthelearningprocessHefurtherargueswhetherdistance

learning successfullyhelps todevelopautonomousandorganized study

skillsandotherhigherordercognitiveskillslearningatdistance

RESEARCHMETHODOLOGY

ResearchDesignQuantitativeandqualitativeresearchapproacheswereusedinthisstudywithinaframeworkofasurveyresearchdesign

critical and relective thinking learning how to make decisions solveproblemslearningtolearnindependentlyandtoaskquestionscombatingthenotionthateveryproblemhasauniqueandcorrectsolution(ZollerampPushkin2007)AccordingtoVanLehn(1995)theacquisitionofcognitiveskillsmeanstodeveloptheabilitytosolveproblemsinintellectualtaskswhere success is determined more by knowledge and by knowledgeprocessingthanbythephysicalitnessoftheindividual

PopulationandSampleThe study was conducted on the student teachers who followed PGDE

programmeinTamilmediumattheColomboRegionalCenteroftheOUSLin

the20112012academicyearThetotalnumberofTamilmediumstudent

teachersenrolledfortheprogrammewas1054Amongthem104student

teacherswhofollowedPGDEprogrammeattheColomboRegionalCentre

35

(ii) the higher order cognitive skills achieved by the student teachers

throughactivitybasedlearningapproachesand(iii) the problems and issues faced by the student teachers to engage

effectivelyintheactivitybasedcontactsessionsTherewereelevenmainitemsinthewholequestionnaireandthenumber

ofquestionsineachkeyareawasvariedAlsoundersomeofthemainitems

there were several sub items which were included to get a wider

understanding on the aspects related to the main items Rating scales

selectionofthemostappropriateanswerstructuredtypequestionsaswell

asafewopen-endedquestionswereincludedinthesubitemsThedata

obtainedweretabulatedandanalyzedbyapplyingelementaryquantitative

techniques such as frequencies and percentages Open ended questions

wereanalyzedqualitatively

RESULTSANDDISCUSSION

Increaseself-learningpractices

Alltherespondentswereadultlearnersbetweentheages30to45years

The majority (86) of the student teachers expressed that as adult

learnerstheydidnotexpectalltheinformationneedtobegivenbytheir

lecturersNinetysix(96)percentofthestudentteachersmentionedthat

theylikedtosearchmoreinformationthemselvesfortheirownlearning

Thisclearlyshows that the lecturersshouldnotgiveall the information

relatedtothelessonsbutatthesametimethelecturersshouldgivemore

werepurposivelysampled for thisstudyDataweregatheredonly from

student teacherswhowere physically present at the Colombo Regional

Centre for the activity based contact session on the day of visit by the

researcherOutof104studentteachers56respondedtothequestionnaireInstrumentforDataCollectionThe data were collected using questionnaire The questionnaire was

structuredtypeandfocusedoncollectingdataonthreeidentiiedkeyareas

namely

(I) the extent to which activity based learning approaches facilitate to

increaseself-learningpractices

Table1StudentsRatingonInvolvementofSelfLearningPractices

36

activitiestoencouragestudentteacherstodoself-learningpracticesrelatedtothespeciiclessonsStudentteachersexpressedthattheactivitiesgivenforthemintheirPGDEprogrammesuchasgroupdiscussions(72)groupactivities (87) individual presentations (79) group presentations(69) peer discussions (86) learning activities (91) and researchbased assignments (83) havemotivated them to do self-learning andsearchmorerelevantinformationfortheirlearningGroupactivitiesencouragestudentsinvolvementsinvariousways Thefollowingstatementsweregiventoexaminehowfaractivitybasedlearningapproaches increase student teachers involvement for self learningpractices

AsindicatedinTable1theindingsrevealedthatthemajorityofthestudent

teachershaveacceptedthatactivitybasedlearningcontactsessionshave

increasedtheirinvolvementforselflearningpracticesMorethan90of

theteachersexpressedthatactivitybasedlearningcontactsessionshave

motivated and increased their participation in group learning and

group activities Further they stated these sessions enabled them to

respectthevaluablepresentationsofpeersFromtheindingsitisclearly

shown that activity based learning approaches have improved the self-

learning andpeer learningpracticesamongthePGDEstudentteachers

HigherOrderCognitiveSkills

Thefollowinglistofskillswasgiventothestudentteachersandtheywere

askedtoidentifythehigherordercognitiveskillstheyachievedthroughthe

activitybasedlearningapproaches

Table2-StudentsRatingsonSkillsDevelopment

AccordingtoTable2theindingsrevealedthatactivitybased learning

contactsessionshave facilitatedthestudentteachersto improvetheir

higher order cognitive skills in a positive manner More than twenty

percentage of the teachers expressed that they have achieved higher

order cognitive skills such as critical thinking evaluation skills and

analytical skills to a great extent through the activity based learning

contact sessions They also agreed activity based learning contact

sessions have improved their self-learning presentation skills

leadershipskillsandteamsprit toagreatextent Itclearlyshowsthat

activitybasedlearningsessionshavehelpedtodevelopnotonlythebasic

skillsbutalsothehigherlevelcognitiveskillsamongthestudentteachers


Thefollowinglistofskillswasgiventothestudentteachersandtheywereaskedtoidentifythehigherordercognitiveskillstheyachievedthroughtheactivitybasedlearningapproaches

37

Openendedquestionsinthequestionnaireallowedthestudentteachersto

mentiontheproblemsfacedbythemtoinvolveintheactivitybasedcontact

sessionseffectivelyThefollowingconstrainswereindicatedbysomeofthe

studentteachers

Amongtherespondents36ofthestudentteachersexpressedthatthey

wereunabletoinvolveeffectivelyduetolackofprepreparationand56

indicatedthattimeallocationfortheactivitieswasnotenoughAtthesame

time42ofthempointedoutthattheclassroomfacilitiestoformulatethe

groupsandcarryouttheactivitieswerenotenoughwhereas37saidlarge

numbersinthegroupswasaproblemforthem24ofthestudentteachers

reported that theydidnot receive support fromall thegroupmembers

Majority of the student teachers stated that the time allocated for

instructors feedbackwasnotenough(68)and49ofthemindicated

that the questions raised by the peers after the presentation were not

enoughTheresultsrevealedthereareproblemsthatexistintheplanning

and implementation of activity based learning contact sessions and the

Faculty of Education need to give more attention to address the above

problems

CONCLUSIONSANDRECOMMENDATIONS

Thestudyrevealedthattheactivitybasedlearningcontactsessionshavemotivatedthestudentteacherstoattendthesessionsandhelpedthemtoincrease their involvement in self learning and peer learning practicesActivitybasedlearningcontactsessionshavemadeallthestudentteachersasactivelearnersandatthesametimeithasbeenveryhelpfultoimprovepeer learning environment and team sprit among the student teachersEffectiveness of the contact sessionshas increased and it has helped todevelopbasic andhigherorder cognitive skills suchas critical thinkingevaluationskillsandanalyticalskillsLackoftimeallocationforinstructorsfeedback insuficient timeallocation for theactivities lackofclassroomfacilitiestoformulatethegroupsandtocarryoutthegroupactivitieswerethemainconstrainsfacedbythestudentteachersduringtheactivitybasedcontactsessionsOverall the analysis appears to suggest that to increase the activeparticipationofthestudentteachersinthePGDEprogrammeFacultyof

38

ProblemsandIssuesFacedbytheStudentTeachers

Educationof theOUSLandotherrelevantteachereducation institutions

should adopt activity based learning strategies These activities based

learning strategies help to increase the self-learning practices and to

develophigherordercognitiveskillsamongthestudentteachersFurther

facultyshouldgivemoreattentiontoallocatetheclassroomswithadequate

facilitiesandtoallocateenoughtimefortheactivities

References

AnandalakshmiS(2007)ActivityBasedLearningndashAreportonaninnovativemethodinTamilNaduBarberMandMourshedM(2007)HowtheworldsbestperformingschoolsystemscomeoutontopMcKinseyandCoFromwwwmckinseycomclientservicesocialsectorresourcespdfWorlds_School_systems_finalpdf

BonwellCCandEisonJA(1991)ActiveLearningCreatingExcitementintheClassroomASHE-ERICHigherEducationReportNo1WashingtonDCGeorgeWashingtonUniversity

ButlerDLLauscherHNJarvis-SelingerSampBeckinghamB(2004)Collaborationandself-regulationinteachersprofessionaldevelopmentTeachingandTeacherEducation20(5)435-455

CottrellS(2005)CriticalthinkingskillsdevelopingeffectiveanalysisandargumentsNewYorkPalgraveMacmillan

FischerGandScharffE(1998)LearningTechnologiesinSupportofSelf-DirectedLearningJournalofInteractiveMediainEducation98(4)

GarnerR(1987)MetacognitionandreadingcomprehensionNorwoodNJAblexPublishing

Garrison DR amp Anderson T (2003) E-learning in the 21st century aframeworkforresearchandpracticeLondonRoutledgeFalmer

Illeris K (2000) Adult Education in the Perspective of the LearnersCopenhagenRoskildeUniversityPress

LongHueyB (1990)Changingconceptsofself-direction in learning InHBLong amp Associates Advances in research and practice in self-directedlearning Oklahoma Research Center for Continuing Professional andHigherEducationNormanOK

39

McLoughlinCELucaJ(2003)Canrelectiveandexecutivecontrolskills

be fostered online In GCrispDThiele IScholten SBarker and JBaron

(Eds) Interact Integrate Impact Proceedings of the 20th Annual

Conference of the Australasian Society for Computers in Learning in

TertiaryEducation7-10December2003Adelaide

Murphy J (1993) Restructuring schooling The equity infrastructure

SchoolEffectivenessandSchoolImprovement4(2)111-130

40

PremaPSubbiahSRamnathRampSubramanianS(2009)Instructional

andnurturingeffectsofactivity-based-learning-animpactstudyinselected

districtsinTamilNaduAlagappaUniversityareportsubmittedtotheSPD

SSA-TN

RoseDHAMeyerGRappoltandNMStrangman(2002)TeachingEveryStudentintheDigitalAgeUniversalDesignforLearningAlexandriaVAASCDPresshttpwwwcastorgteachingeverystudent

ScheerensJ(2004)Reviewofschoolandinstructionaleffectiveness

researchPapercommissionedfortheEFAGlobalMonitoringReport

2005TheQualityImperative

httpunesdocunescoorgimages0014001466146695epdf

SirohiV(2006)QualityimprovementsinelementaryeducationthroughpedagogicalinnovationsJournalofIndianEducation32(1)5-17

SuydamMNampHigginsJL(1977)Activityndashbasedlearninginelementary

school mathematics recommendations from research Mathematics

Education Reports ERIC Center for science math and environmental

educationOhioStateUniversityED144840

VanEekelenIMBoshuizenHPAampVermuntJD(2005)Self-regulationinhighereducationteacherlearningHigherEducation50(3)447-471

Wehmeyer M L Agran M amp Hughes C (2000) A national survey of

teacherspromotionofself-determinationandstudent-directedlearning

TheJournalofSpecialEducation34(2)58-68

41

Weimer M E (2002) Learner-centered teaching Five key changes topracticeSanFranciscoJossey-Bass

Zoller U andPushkinD (2007)Matching higher-order cognitive skillspromotion goalswith problem-based laboratory practice in a freshmanorganicchemistrycourseChemistryEducationResearchandPracticev2n8p153-17120

SCHOOLCURRICULUMFORSUSTAINABLEPEACEACASESTUDYFROM

NORTHERNUGANDA

Abstract

Littleisknownabouttheroleoftheschoolcurriculuminpeace-building

aftercivilwarAframeworkderivedfromasynthesisofpeaceeducation

humanrightseducationandcitizenshipeducation isproposedand then

examinedthroughaqualitativecasestudyofeighteducationalinstitutions

inadistrictinnorthernUgandaemergingfromatwenty-yearcivilwarThe

schools promote reconciliation values develop problem-solving and

communication skills and reveal some knowledge of human rights

Howeverthereislittleunderstandingofhistoryoroflocalnationaland

international politicallegal systems and minimal development of

discussionandcriticalthinkingskills

Theframeworkcanbeusedtoinvestigateotherschoolsandtoinformthe

designofacurriculumthatcancontributetosustainablepeaceandreduce

theriskofcivilwarre-eruption

KeywordsEducationSchoolCurriculumPeace-buildingCivilWar

Truth-seekingReconciliationInclusiveCitizenship

Civilwarandpeace-building

Civilwars have caused huge economic and social damage and impeded

progress towards the Millennium Development Goals (Collier 2007)

Understanding the root causes of civil wars and preventing their re-

eruption would help meet the new Sustainable Development Goals

Education is implicated in civilwar causation throughdiscrimination in

accessandthroughculturalrepressionconveyedthroughthecurriculum

Improvingeducationalaccessandcurriculumqualitymaycontributetowar

preventionandpeace-building(BushampSaltarelli2000Thyne2006)

JeremyCunninghamMPhilPhD

AssociateresearcherCentreforInternationalStudiesOxfordUniversity

86HamiltonRoadOxfordOX27QA

cunninghamjeremygmailcom

42

The term sustainablepeacerefers tothe absenceof structuralviolencewherelifespansarereducedbecauseofpoliticaloppressionoreconomicexploitation(Galtung1969)Inordertocreatechangeatinter-personal inter-groupandsocialstructural levels people needtounderstandpoliticalprocessesdevelopvaluesof equalrespectandtoleranceand deployco-operativeandcriticalthinkingskillsTheschool

The question How can the school curriculum contribute to sustainablepeace is addressed through the case of northern Uganda which isrecoveringfromatwenty-yearcivilwar

43

curriculum playsanimportant role in imparting such knowledgevaluesandskills

CurriculumforsustainablepeaceThe school curriculum can be understood in three ways the intended

curriculumthatiswhateducationplannersmapouttobetaughtinschool

theimplementedcurriculumthatiswhattheteacherscarryoutandthe

receivedcurriculumnamelythewholeexperienceofthestudentinschool

notjustinprogrammedlessonsbutalsoineverydayschooldailylifeThere

ishiddenlearningthatoccursasaby-productoftheorganizationofthe

schoolandnotnecessarilyintendedbytheplannersThecurriculumisthe

totalityoftheexperiencesthepupilhasasaresultoftheprovisionmade

(Kelly2009p13)Whereawarhasendedinmilitaryvictorythewinners

viewofthecurriculumislikelytoprevailInthehandsofanauthoritarian

governmentitcanbeusedtoindoctrinateandforgeanationalidentitythat

ignoresculturalandethnicdiversity therebysowing theseedsof future

conlictsWherethewarhasendedthroughnegotiationtheremaybean

opportunitytosocializevaluesofequalrespecttoleranceandforgiveness

butalsostrugglesovercurriculumcontentandapproachHoweveracivil

warendsgovernmentsseekingtoreducetheriskofrenewedarmedconlict

needtoconsider the impactof theschoolcurriculumonsocialcohesion

(Cardozo2008Paulson2010)

Threesigniicantapproachesthatmaybeappliedtotheschoolcurriculumafter

civilwarare PeaceEducation(Reardon2000Bajaj2008a) HumanRights

Education(OslerampStarkey2010)andCitizenshipEducation(OslerampStarkey

2005)Peaceeducationislexibleenoughtobeappliedtoavarietyofpost-

conlictcontextsThereisconsensusonnecessaryvaluesandskillsforpeace

butitunderplaysknowledgeandunderstanding(Bajaj2008b)Humanrights

educationdealswithglobalrightsnormsandparticipationskillsforpolitical

activitiesItisbasedlargelyonUNconventionsandinternationallawbutitmay

bedistrustedbystateauthorities(OslerampStarkey2005)Citizenshipeducation

emphasizesparticipationproposingacombinationofknowledgeskills

andvaluescompatiblewithpeace-buildingHoweverwhereitisfocused

onnationalunityandthestatusofcitizenshipratherthanthefeelingof

belongingit maynot adequately recognizetheinterestsofminority

identitygroupsand is likely to relect the agendasofpolitical elites

(Levine amp Bishai 2010) No one approach is suficient for a peace -

buildingcurriculumandnoneincorporateshistory andmemoryof the

recentpastFurthermoretheymaybetreatedasmarginal withlittle

impactonthewholeethosoftheschool

Featuresofeachof theseapproachesarecombined inanewconceptual

frameworkThisisbroadenoughtobeadaptabletoawiderangeofpost-

conlictcontextsbutcapableofbeingpracticallyorganizedforthedayto

daylifeofschoolsDrawingfromtheliteraturemyownexperiencesasa

historyteacherandschoolleaderandonmypreviousresearchonhuman

rightsanddemocracyinschoolsIidentifythreekeyconceptsforaconlict

transformationcurriculum truth-seeking reconciliationand inclusive

citizenship

Truth-seekingaddressestheneedtounderstandtherootcausesofviolent

conlict and ones personal and collective history Buckley-Zistel

(2008p142)saysthatthewaytheviolentpastisrememberediscentralto

everypeace-buildingeffortIfouridentityisalwaysrootedinthepastthe

questionisnotwhetheroneshouldrememberbuthowWhileschoolscannot

deal with forensic truth directed towards accountability they may

contributetounderstandingthecausesofcivilwarandprovideaplatform

fornarrativesessentialforpeoplesdignity(Wilson2001)Reconciliation

isdeinedasendingastateofactivehostilitybyforgoingtheimpulsetotake

revengeandbyengaginginactivitiestorestorerelationshipsbetweenthose

divided by conlict and enmity (Rigby 2006) Schools can promote

reconciliation throughhelpingyoungpeopledevelopa senseofpositive

identityinrelationtoothersandthroughincreasesinunderstandingand

mutualrespectinrelationships(Lederach2003)

Inclusivecitizenshipexpressesboththeinclusionofalldifferentethnicand

identity-basedgroupsandamulti-layeredapproachwhichtranscendsthe

localnationalandinternationalboundariesItisasmuchaboutrecognition

as about access to formal rights The development of knowledge and

understandingofpoliticalandlegalinstitutionsatlocalandnationallevel

44

45

andthefosteringofparticipationskillsandvaluesisanimportantwayfor

schoolstocontributetopeace-building(Dupuy2008)

Methodology

An exploratory visit to Gulu district in northern Uganda which had

sufferedverybadlyinatwenty-yearcivilwarwasfollowedbyextensive

readingofacademicandgreyliteratureandthenathreemonthieldwork

visit to collect empirical data through the following methods (i)

participantobservationinthecommunityandinarepresentativegroupof

eightruralandurbanschools(ii)56in-depthsemi-structuredinterviews

aimed at uncovering the knowledge skills and values of teachers

education oficials and NGO oficers (iii) two student focus group

interviewsineachschool inthelocallanguage(Luo)withthehelpofa

local research assistant aimed at exploring students values and

knowledge(iv)ateacherssurveytoassessknowledgeofhumanrights

(v)documentarystudyoftextbookssyllabischoolandNGOpolicies

Iobservedrelationshipsbetweenteachersandstudentsandamongthe

studentsthemselvesbothinformallessoncontextsandinotherelements

of school life assemblies sports social timemusic performance and

clubs Notices and lists of rules some of them devised by classes

themselvesshowedevidenceofeffortsmadetowardsapeacefulschool

culture and complemented the interviews data Teacher and head

teacherinterviewsformthebulkofthedataandstudentsgovernment

and NGO oficers provided valuable triangulation A Luo-speaking

researchassistantdiscoveredwhatstudentsknewabouthumanrights

historyanddisciplineprocessesintheirschoolsAstudyoftheprescribed

primary curriculum was checked against test questions in Primary

Leaving Examinations and with chapters in textbooks and revision

books The research limitations include the chance that this group of

schoolswasnotreallytypicaloftheareasincetheywerequiteclosetothe

districtcentre

Theframeworkoutlinedbelowwaspartiallycreatedbeforetheieldwork

and modiied in the light of the evidence collected For example the

inclusionof forgiveness asakeyvalue for reconciliationwasderived

directly from the interviews where the termwas used by all parties

46

On the vertical axis are three core sustainable peace concepts On the

horizontalaxisisthemethodofarticulatingtheminthewholecurriculum

TableIAconceptualframeworkforaschoolcurriculumforsustainablepeace

Knowledgeandunderstanding

Skills

Values

TruthSeeking

RecentHistory

Narrativeskills

Criticalthinking

Valueofhistory

Toleranceof

divergent

interpretations

Reconciliation

Contemporaryevents

andissues

Problem-solving

Cooperationand

teamwork

Equalrespect

Sympathy

Forgiveness

Inclusive

Citizenship

Localnationaland

international

politicallegalsystems

Humanrightsarticles

andconventions

Deliberative

discussion

Debate

Sensitization

Procedural

fairness

Humanrights

sensitivity

TheUgandancontextThe 1986-2006 war between the Ugandan government and the Lords

ResistanceArmy (LRA)evolvedoutofearlier civilwars to capture state

power where ethnic and economic factors were intertwined Under

colonialism theAcholipeopleofnorthernUgandawerepoorer than the

ethnic groups of the south They were preponderant in armed forces

implicatedinmajoratrocitiesinthewarwonbyYoweriMuseveniin1986

Joseph Kony and the LRA inluenced by traditional ethnic spirit and

Christianbeliefsledanassaultonthenorthern districtsEarlysupportby

someAcholisdwindledasaresultofLRAatrocitiesPeacetalksin2006led

toaceaseireinUgandawhichcontinuedafterthetalkscollapsedTheLRA

relocated to central Africa where it still carries out abductions and

massacres albeit on a smaller scale (Gersony 1997 Schomerus amp

Tumutegyereize2009)

47

Theimpactofthewarwasdevastatingthereweresome70000deathsand

75000peopleabductedofwhom30000were children (PhamVinckamp

Stover 2008)Most experienced horriic induction trials such as killing

fellowabducteesorfamilymembersAbductedgirlswereforcedintoso-

called bushmarriage(World Vision 2004) 90 of the population was

moved into internally displaced peoples (IDP) camps supposedly to

protect them from the LRA Detachments of the army behaved like an

occupyingforceinhostileterritoryperpetratinghumanrightsviolations

withimpunity(Weeks2002Dolan2009)Overcrowdingandmalnutrition

in the camps led to an estimate of 120000 extra non-violent deaths

(CSOPNU 2006) Traditional communal life was damaged by the

underminingof theauthorityofeldersandawholegenerationsuffered

hugedisruptiontotheirschooling

ThroughoutthewartherewasatensionbetweenPresidentMusevenis

goalofamilitaryvictoryandthelocalpeoplesdesireforanegotiated

peace settlement It was feared that an all-outmilitary assault would

resultinthedeathsofabductedfamilymembersSomeAcholibelieveit

suited the government to keep thenorthweakby allowing thewar to

continue(Dolan2009)KonyandseniorLRAleaderswerereferredtothe

InternationalCriminalcourtbutmanypeopleinUgandastronglysupport

theideaofatruthcommissiontoaddressLRAandgovernmentviolations

Meanwhile schoolshave theopportunity to address some truth issues

through history teaching and the treatment of contemporary events

48

Unlikethekindofcivilwarwhereoneethnicgroupightsanotherinthiswar

victim-perpetratorswerecompelledtocommitatrocitiesonmembersoftheir

owngroup

Reconciliation is needed between the abducted and their families and

communitiesWhereformerlyabductedpeoplearestigmatizedthentheymay

become frustrated and commit violence on themselves or others (Murphy

StarkWessellsBoothbyampAger2011)Drawingonlocalpracticesofdispute

resolutionandhealing(Ryan2007)andsupportedbyChristianandIslamic

valuesschoolsmayfosterreconciliationthroughequalrespectsympathyand

forgivenessbackedupbyproblemsolvingandcooperationskills

Schoolsmaybeabletocontributetoinclusivecitizenshipthroughteachingabout

the legal and political system and the global human rights architecture and

throughimpartingtheskillsofdiscussiondebateandsensitizationandthevalue

ofproceduralfairness

Thefollowingthreesectionsreportontheextenttowhichtheschoolsinthis

studyarecontributingtopeace-buildinginthisverychallengingcontextThe

illustrative remarks from participants in the study were chosen for their

typicality

Truth-Seeking

Thegovernmentand therebelsmustbeheldresponsiblehelliptherearemany

incidentswheretherebels(andthe)thegovernmenthavedonewronghellipbut

hereweareinasituationwherewhenthelionsightthegrasssuffers

Urbanprimaryhead

Scholarlyopinionisdividedoverwhetheraperiodofamnesiaisimportantfor

sustainablepeaceorwhetherrepressionofthetraumaticpastincreasesthe

chances of renewed violence (Hayner 2002) School history teachingwas

suspendedinRwandaafterthegenocidebecausethegovernmentdistrusted

Afteracivilwarwhatislearntinschoolcanchallengefamilyknowledge

questionassumptionsanddeveloptolerance(Tint2010)Thisisrelevant

fornorthernUgandawherethereisastrongperceptionofbeingrepressed

throughthegovernmentsstrategyfordefeatingtheLRAThereispotential

spaceinschoolfortheoralhistoriesofdifferentindividualsandgroupsand

forthestudyofavarietyofinterpretationsandperspectivesHoweverthis

type of history in schools requires amore complex approach than rote

learningofprescribedfacts(Cole2007)

49

the narrative that would be taught (Freedman Weinstein Murphy amp

Longman2008)ForadecadeaftertheendoftheKhmerRegimeresponsible

forthedeathofnearlytwomillionCambodiansschoolhistoryclassesomitted

thatperiodaltogetherperhapsbecausenationalleaderswereformerKhmer

Rougemembers or perhaps because of a psychological need to bury the

trauma for the time being (Kiernan 2004) However victor-governments

effortstocontroltheoficialstoryseldomcompletelysuppressalternative

narrativesandinterpretationsDefeatedormarginalizedgroupsoftenhavea

strong oral memory cultivated through the family rather than through

educationalorreligiousinstitutions

The empirical study sought to discover to what extent participants are

familiarwiththeirownrecenthistoryandtowhatextenttheybelieveitis

importanttostudyitThiswascheckedagainstopportunitiesforsuchstudy

throughtheprescribedcurriculumandtheimportanceattachedtoitfor

example by its position in national tests Some headteachers claimed

knowledgeofrecenthistoryreferringtodetailsIdidnotyetunderstand

Althoughteachershadtheirpainfulmemoriesofthewarmostsaidtheydid

notknowitshistory

ActuallythestoryofthewarIknownotallThewarstartedwhenthe

governmenthellipwasoverthrownandthearmypeopleranawayand

toldpeopleherethatbadpeoplearecomingandwewillhavetoight

soverymanypeoplewereaffectedbypropagandahellip

Specialschoolteacher

Amajoritydeclaredthatthereisaneedforanationaltruthcommissionfor

sustainablerecoveryandpeace Itwasclearthatthememoryofalleged

governmentatrocitiesisverymuchalivealthoughallacceptthattheLRA

violencewasonamuchgreaterscale

We only covered the good side of whatMuseveni did None of thenegativeswerementionedItwillnotbepossibletotalkaboutalleged[nationalarmy]atrocitiesinnorthernUganda

Secondaryteacher

Theskillsassociatedwithtruth-seekinghavebeensuggestedasstory

tellingandcriticalthinkingAnumberofrespondentswereabletomake

aconvincingnarrativeandayouthgroupofformerlyabductedpeople

developedadramaperformancetocommunicatetheirexperiencesand

sufferingstoothersAmajorityofteachersandoficialsinthisstudy

thinkthatteachingUgandanhistoryandtheoriginsandcourseofthe

wararewaysinwhichschoolscancontributetothetruth

50

Myownchildrenwereallbornduringthiswarperiodtheywillneedto

knowhellipourpoliticalhistory[which]hasbeenverybadhellipbadpolitics

hasbeenthebiggestproblemwhatweneedinthecountryisstabilityhellip

MunicipalEducationOficer

Butaminorityofrespondentssaiditwastooriskycouldenlameangerandadesireforrevenge

ItwillawakentheirtraumaIfwetalkaboutKonyandtheLRAthere

are somanywho have been involved in the atrocities itwill really

provokethecommunitySpecialschoolteacher

Allwhocommentedagreedthatsuchhistorycannotbelearnedasalistofreceived

facts or uncontested truth Many teachers are aware of strongly contested

interpretationsofthewarandthegovernmentsapproachtoendingitbutitwasnot

possibletoconcludeanythingabouttheirtoleranceofsuchdivergentperspectives

The impression was that people are wary about expressing their views

51

Urbanprimaryhead

SometimesyoudonthaveavoiceManypeoplelosttheirlifeforsayingwhat they think People learnt to be very careful with theirtongueespeciallyweteachersbecausewearenotpoliticians

Astudyofthenationalcurriculumtextbooksandtestpapersshowedthatlittle

Ugandanhistorysince1962isbeingtaughtinprimaryschoolsSomehistoryis

taught at secondary level currently attended by a small minority of the

populationbut inneitherstage is thereany treatmentof theLRAcivilwar

Perhapsthisisjustaswellforunlessitcanbetaughtwellitmaybebetternotto

teach it at all Several respondents explained that the history was not yet

writtenatanacademiclevelandtheydoubtwhetherthetruthwillbeallowed

to emerge without an oficial truth and reconciliation process So the

conclusionisthatthetruth-searchingandtellingelementintheframeworkis

nothappeningintheschoolsinthisstudy

ReconciliationThe rotten ibres of justice in these two regimes- we are facing the

consequencesnowhellipitisbeginningtobeacircleIdontknowwhereitwillend

thosefellowsinsteadofbeingconciliatorytheycamepayingbackhellipyouknow

whenthingsaredonewithoutreconciliationandpeaceandjusticeitbecomes

aviciouscircleofwarandanarchyRuralsecondaryhead

TheinterestshownbythepeopleofnorthernUgandainbringingthecivil

wartoanendthroughnegotiationwasevidentfromtheearliestyearsIf

reconciliationisanecessarypartfordurablepeacewhoisitbetweenThe

immediate need is reconciliation between the communities of northern

Ugandaandtheformerlyabductedpeoplewhoarethemselvesalsovictims

(Angucia2010)

One view is that the knowledge and understanding necessary for

reconciliationisthatofcontemporaryeventsandissuesThecounter-view

isthatsinceschoolsrelectsocietyschoolscannotbeexpectedtoaddress

current or controversial issues until there is some reconciliation and a

52

PeacebuildinginschoolmeansalothellipItdoesnotmeanthatwecanend

the war when we say peace it means we must begin where we

arehellipWe teach the learner that peace begins within yourself They

shouldhellipknowhowtosettlecasesamongthemselvesbecausenotall

problemscanbesolvedbyighting

SpecialschoolTeacher

Alltheschoolshaveprefectsstudentselectedtopositionsofresponsibility

whoaremostlikelytobeactivelyinvolvedinproblemsolvingAfter-school

clubssuchaspeaceclubsandGirlsEducationMovementclubs(promotedby

UNICEF)arefosteringthedevelopmentofcooperationandteamworkskills

The school-level skills suitable for reconciliation after civil war fall are

relatedtointra-personalandtheinter-personalintelligencesTheformer

refers to self-knowledge and understanding and the latter to peoples

relationships with others (Gardner 1993) Conlict resolution problem-

solvingandcooperationskillscanbedevelopedthroughrepeatedactionand

have applicability beyond the school (Coleman amp Deutsch 2001 Davies

2004b) There is evidence of efforts for skills development related to

reconciliation

degreeoftolerance(Cole2007)Inanycasegiventhepressureontheschool

curriculum and peoples increasing access to broadcast andweb-based

mediaitmaybeunrealistictoexpectschoolstodevotemuchtimetocurrent

eventsNeverthelesssomeschoolsinthisstudyseemtocontributealittleto

the knowledge and understanding of contemporary issues through

occasionalcontributionsofteachersactingundertheirowninitiativeand

throughdebatingwhichhasanafter-schoolslotinsomeschoolsSeveral

debatesatprimaryandsecondarylevelwereobservedinwhichthepeace

process the international criminal court and traditional justice were

discussed Naturally thiswasmore extensive at secondary level than at

primarylevel

53

UrbanPrimaryHead

IncaseofaproblemhellipasaheadprefectItrytosolveissuewithotherprefectsandifwearedefeatedweforwardittothestaffdisciplinarycommittee

lsquoThe JusticeandPeaceCommissionhellipwerecarryingoutpeaceeducation in

schoolWedidanumberofworkshopsand seminarswith themWewere

gearingtowardsgettingwaysofendinganygrievancesinamorepeaceful

wayYouhavetoanalyse[problems]criticallyandthensolvethemhelliprsquo

Amongreconciliationvaluesthatcouldbesocializedinschoolsthatofequal

respect is of crucial importance Equal respectmeans the value inwhich

humansofdifferentoriginscategorieslocationsarethoughtofasfullyhuman

eveniftheydonothaveequalpowerorstatusItisnotaboutmaterialequality

but acknowledgement and recognition There is still considerablemistrust

betweendifferentethnicgroupsandpeopleinotherpartsofUgandatendto

stereotypenorthernersaswarlikeandresponsiblefortheLRAwar

IgotthatdiscriminationwhenIwentforteachertrainingsomeofthemwere callingusKonyndash even theprincipalhimself askedme if IwouldbehavewellifIwoulddestroytheschoolpropertyhellipItisnotyetreadytosay there is mutual understanding between tribes What is bringingproblems is the politicians they divide and they talk differently indifferentareas

SecondaryTeacher

TheinluenceoflocalandinternationalNGOsisevidentinthedevelopment

of skills and values but the training and preparation of school prefects

appearstobequiterudimentarysofar

PrimaryPrefect

Theactivepromotionofequalrespectfordifferentethnicgroupsislittle

evidentintheschoolsstudiedandonlytwoteachersdeclareditimportant

Perhapsbecausethisisalargelymono-ethnicAcholidistricttheissueisnot

intheforefrontofpeoplesmindsorperhapsthesubjectofethnicmistrust

istoosensitivetobeopenlydiscussedorstudiedintheschoolcurriculum

SecondaryTeacher

Ontheotherhandequalrespectforwomenandgirlsisoflivelyinterestto

teachersandolderstudentsandisemerginginprimaryschoolsespecially

where there are Girls Education Movement clubs Although the term

disability is not common there is evidence that schools are promoting

equalrespectforpeoplewhoaredisadvantagedinvariouswayssomeof

themobvioussuchasavisualhandicapbutmorepervasivelythemental

traumaofhavingbeenabductedorhavinglostfamilymembers

IhavestrongfeelingsaboutwomensequalityIcomefromthevillages

andIknowwhatgoesonthereitisjustterriblehellipIalwaysencourage

[thegirls]toworkharderandtobecomeindependentpeoplebecause

withouteducationinUgandathepossibilityofhavingagoodjobisnot

there

Aclosely-relatedvalueforreconciliationeducationissympathySympathy

isthedispositiontoexperiencesorrowattheothersseriousmisfortuneto

bedisturbedby injustice to intrinsically care for another (Yarnall 2001)

Pinker(2011p576)deinesitasaligninganotherentityswell-beingwith

onesownbasedonacognizanceoftheirpleasuresandpainsHumanshave

an innatecapacity forsympathy(Panksepp1998)butnevertheless it isa

learned value from early infancy socialized through child rearing and

education(Goleman1995)Thevalueofsympathyisevidentintheschoolsin

thisstudyTheteachersrevealthisvalueintheirlanguageandactionsand

there is some evidence from the students This sympathy is applied to the

formerlyabductedpeopleandtoothervictimsofthecivilwar

LovingeachotherhelpingreconcilinghellipitwentoninmanyschoolsAtthetimeitstartedthechildrenthattimewereafraidhellipthosebornduringthatperiodfoundthatviolenceandwarwasnormalsotheywouldpickupstonesandthrowthematyouWetargetedthemsotheywouldlovepeaceanddevelopmorefriendlyattitudesandhelpthemrelatewithothers

SecondaryTeacher

54

Thelanguageofreconciliationfrequentlyincludesthetermforgiveness

Tosomeextentthisisarelectionofreligiousbeliefsanditcanexpressa

renunciation of any need for personal revenge This value emerged

stronglyfromtheempiricalinvestigationThetraditionalcultureofthe

districtseemstohavebeencombinedwithreligioustraditionstosupport

this value and schools are playing their part in reinforcing it

SecondaryTeacher

UrbanSecondaryHead

How do we sustain the right to life for a peaceful community co-

existenceforgivenessandreconciliationWehavethoseinourculture

whenthingsgooutofhandsustainitbysittingdowntalkingtoother

peopletoreconcilethetwopartieshellipitisonlyinthatwaythatthebroken

heartscanbemendedandpeoplebeginwalkingonthesamepath

Theremaybeagapbetweenrhetoricandrealityforalthoughthereissomeevidence of integration of formerly abducted people there has beenstigmatizationaswell(EzatiSsempalaampSsenku2011)

InclusiveCitizenship

Whenyoutrainachildhellipyouarenotjusttrainingthemforacademic

theyinallywillcomebacktoliveinoursocietysowearetransforming

themandmakingthemmorepeace-lovinghellipmoreresponsiblecitizens

andwearegraduallytransformingthesociety

Itwasexplainedabovethatoneofthefeaturesofthecivilwarwasthe

perceived marginalization of northern Uganda from the more

prosperousandbetter-educatedsoutherndistrictspopulatedlargely

by different ethnic groups and the history of different attempts to

capturestatepowerSustainablepeacewilldependonthegovernmentrsquos

successinbuildingsocialcohesionandforachievingafairdistribution

oftheresourcesofthestateTheschoolcurriculumhasaparttoplayin

this process Membership of a political community depends on a

knowledgeandunderstandingoflocalandnationallegalsystemsand

humanrightsIfordinarypeopleunderstandtheboundariesandscope

of their own systems they are less easilymanipulated by dominant

groupsandbetterabletoachievetheirobjectiveswithoutrecourseto

armedviolence

55

Headteachers and secondary teachers are more knowledgeable than

primary teachers This is hardly surprising as the former have higher

educationalqualiicationsSomesecondarystudentsparticularlythosein

theUgandaNationalStudentsAssociationshowlocalandnationalpolitical

awarenessDocumentarystudyoftextsandsyllabusesrevealedthatthereis

averysmallplaceinthecurriculumforciviceducationaimedatdeveloping

some basic understanding of local and national institutions The term

In1998wehadatrainingworkshopatourformerschoolThetopic

washumanrightsinschoolsItwasorganizedbytheschoolBefore

thatdayIhadnotlearntabouthumanrightsSecondaryTeacher

FewpeopleknowabouthumanrightslegalfoundationsintheUNorinthe

national system and those best known are economic and social rights -

especiallytherightsofwomenandchildrenTherighttoeducationwasthe

mostfrequentlyreferredtoTheso-calledcivilandpoliticalrights-including

democraticrights-are far lessprominentThereareproblemsaboutthe

understandingofhumanrightsinthatthetranslationinthelocallanguage

suggestspowerandhaslittlesenseofentitlementorreciprocity

lsquoIcansaythattheissueofrightsifyouuseitinLuoiscausingproblems

especially[theword]tweroissostronglikehavingacertainkindof

power and authority that is not lexible and if you need peace

somethingshouldbe lexible that is liable tochange if there isany

mutualunderstandingrsquo PrimaryTeacher

Scholarsandpractitionersagreeontheimportanceofcommunicationskills

forsustainablepeaceaninabilitytoarticulateneedsanddemandscanresult

infrustrationandviolenceIexploredthreegroupsofcommunicationskills

lsquoDeliberative discussionrsquo which means open-minded efforts to achieve

consensus requires concentrated listening clear speaking and logical

thinking (Giddens 1996) lsquoDebatersquo is a common approach to addressing

controversial issues using adversarial argument and decision by simple

majorityItiswellestablishedinnearlyallpoliticalsystemsbutcanleadto

frustration on the part of the minority lsquoSensitizationrsquo means publicizing

issuestoaudiencesofdifferentlevelsofreceptivenessandencouragingthem

to think or act differently Groups seeking to achieve their purposes

peacefullyinthesocialandpoliticalworldneedsensitizationskillsinorderto

gainsupportfromneutralgroupsandtobuildsolidarityandself-conidence

(Halpern2005)

56

humanrightsisverywellknownpartlyasaresultofactivitiesbylocaland

internationalNGOs

Thereisnodeliberativediscussioninthemainstreamcurriculumbutsome

maybe takingplace inclubswhich tend to involve theyoungpeople in

lsquoTheneveryFridaywemakethemholddebatesontopics theyhave

chosenWefeelthatthroughthatwecanpromotehumanrightsWe

are trying to make this a democratic society where the rights of

individuals are respected and the views of individuals are also

respectedrsquoUrbanPrimaryHead

Youngpeoplearedevelopingsensitizationskillsthroughafter-schoolclubs

Theartsareusedtoconveysocialmessagesaboutpeaceforgivenessand

girlsrightstoeducationNGOsupporthasbeensigniicantinthisarea

ThepeaceclubhellipwasusedtopassmessagesofpeaceAdvocateforpeaceandhellipitwaseasilytakenupbytheadminattheschoolbecauseithelpedtoholduptheschoolrulesbecauseiftheyaremorepeacefulthentherewillbefewerstrikeshellipwereachedouttostudentsthroughsongsdramaanddebatehellip

SecondaryTeacher

As it is dificult to assess values through answers to direct questions the

indings here are derived from responses to indirect questions about life

choices and dilemmas and from participant observation of behaviour The

development of procedural fairness through simpliied versions of legal

processesmaycontributetosustainablepeaceItiscontrastedwitharbitrary

authorityandisacommonfactorindifferentlegaltraditionsfromaroundthe

worldThereisevidencethatschoolsareusingfairprocedureinestablishing

rulesandincarryingoutdisciplinaryactions

SecondaryTeacher

Wegiveaveryclearhearinghellipwhena studenthasdone something

wrongwedontjustsubjectthemtopunishmentbeforeweheartheir

sideofthestory

57

planningandactivitiesundertheguidanceofateacherpatronormatron

Secondary schoolsprovideameans for students to contribute to school

improvement through the Uganda National Students Union which may

fosterdiscussionskillsHoweveronlyoneprimaryschoolinthestudyhas

any such form of representative student involvement Debating is well

established in thedistrictbut theadversarialandcompetitiveapproach

appearstofavoursupericialconclusionsandaconcentrationontheforms

ratherthanontherealityofissues

Corporalpunishmentisoficiallybannedandisgenerallyindeclinethough

not entirely disappeared Students have strong notions of procedural

fairnessanddonotacceptarbitraryauthorityasthenaturalorderofthings

Someteachersbelieveinprefectswithoutdoingthoroughinvestigation SchoolClubMember

There is evidence too of some democratic process in prefect selection

althoughteachersretainaveto

After thecampaignall the teacherswillbe there tohelpcounting

controllingthelineandoneteacherrecordsthevotesTheelections

arereallyfreetheycanelectadisturbedchildtobeaprefectAfterthe

electionwehaveastaffmeetingandwhenweseethatachildisnotit

weputhiminanotherpostPrimaryTeacher

Thereisnowacommonhabitwhentheycatchathieftheytrytolynch

himmobrulebecausetheysaythatwhenyouarrestathief inthe

evening you see the fellowwalking on the streets and so they take

actionintotheirhandshellipsoherewasayoungmanhewascaughtwith

somestolenpropertyandtheywerebeatinghimIsaidldquoWhydonrsquot[hellip]

youtakethistothepoliceandtheywillhelpyousortoutthisissuethe

truth will come out[hellip] He may be innocent let it be proved

elsewhererdquorsquoSecondaryTeacher

Generalsupportforhumanrightsisimportantforinclusivecitizenship

as it indicates a belief in their applicability to different groups and

contexts It isquitepossible toknowagreatdealabouthumanrights

without subscribing to their underpinning values Most heads and

teachersthinkitisimportanttoteachandlearnabouthumanrightsboth

for creating a better learning atmosphere in school and for personal

conidence about job security and relationships with superiors

58

Thisisnottosuggestthattheschoolsaremodelsoffairprocessthereis

evidenceofinfractionsandunfairnessbyprefectsandteachersTeachers

reportsof interventions in thecommunity topreventmob-justiceshows

theirownvalueoffairprocessandtheirsenseoftheteacherasanexample

tothecommunity

Thevaluesofreciprocityinhumanrightshavenotbeenwellconveyedas

NGOshaveconcentratedonchildrensrightswithoutputtingthemintoa

universalcontextThereisawidespreadconcernthatthelanguagehasbeen

allaboutrightsandlittleaboutresponsibilities

lsquoChild labour rightshellipwhen you tell them to help you doing small

workhellipinthecompoundtheysayldquoYouareviolatingmyrightsrdquoThey

donrsquot know enoughhellipthey mix up responsibilities with the

rightshellipchildren have a little knowledge and they need a better

knowledgersquoPrimaryTeacher

ItisbroadlyacceptedthateducationisimportantforpeaceThisisnotasimplematterofattendance inschool since thecurriculumcanactuallypromotedivisionhatredandwarTheschoolcurriculumcancontributetosustainablepeaceIhaveproposedthatitmaydosothroughaframeworkoftruth-seekingreconciliationandinclusivecitizenshiparticulatedthroughastructureofknowledgeskillsandvaluesTheframeworkhasbeenusedtoexaminetheworkofschoolsinawar-affecteddistrictofnorthernUgandaTheindingsservetoillustratetheframeworkatadetailedcurricularleveland suggest the extent to how elements of the schools work may becontributingtosustainablepeace

Conclusion

ThepictureismixedAlthoughmostteachersthinkthatitisimportantto

teachthehistoryofthewarasyettheschoolsarenoteventeachingthe

historyofUgandaleadinguptothewarThereisnocoverageofpolitical

and legalsystemsorcontemporary issuesThere issomeknowledgeof

humanrightsbutitisconcentratedonanarrowrangeandisnotbasedon

UNconventionsThereislittlecriticalthinkingordeliberativediscussion

asmostoftheteachingistop-downtransmissionofinformationusuallyby

rote However the schools are fostering problem solving teamwork

debate and sensitization thereby supporting reconciliation and

inclusive citizenship skills They are making positive efforts to foster

valuesof equal respect sympathy forgivenessandprocedural fairness

59

lsquoIamresponsibleformanythingsandImustprotecttherightsofallthe

teachersherehellipandprotecttherightsofall(participantrsquosemphasis)

thechildrenandalltheparentsandalsomakesuretheyimplement

theirrolesandresponsibilitiesrsquoUrbanPrimaryHead

ReferencesAnguciaM(2010)BrokenCitizenshipFormerlyabductedchildrenandtheirsocialreintegrationinnorthernUgandaPhDdissGroningenUniversityBajaj M (ed) (2008a) Encyclopedia of Peace Education Charlotte NCInformationAgePublishingBajajM(2008b)CriticalPeaceEducationinMBajaj(Ed)EncyclopediaofPeaceEducationCharlotteNCInformationAgePublishing

Buckley-Zistel S (2008) Conlict Transformation and Social Change inUgandaBasingstokePalgraveMacmillan

Bush K amp Saltarelli D (2000) The Two Faces of Education in EthnicConlictTowardsaPeacebuildingEducationforChildrenFlorenceInnocentiResearchCentre

CivilSocietyOrganizationsforPeaceinNorthernUganda(CSOPNU)(2006)CountingtheCostTwentyYearsofWarinNorthernUgandaGuluUganda

Cole E (2007) Teaching the Violent Past history education andreconciliationLanhamMDRowmanampLittleield

Coleman P amp Deutsch M (2001) Introducing Cooperation and ConlictResolutionintoSchoolsASystemsApproachinDJChristieRWagnerampDWinter (Eds) Peace Conlict and Violence Peace Psychology for the 21stCenturyUpperSaddleRiverNJPrentice-HallBooks

CollierP(2007)TheBottomBillionWhythePoorestCountriesAreFailingandWhatCanBeDoneAboutItOxfordOxfordUniversityPress

60

Oneof theparticipants said Bad thingsareanagent of transformation

destructioncanbeacatalystfordevelopmentWherecivilwarhaserupted

from conditions of structural violence the development of an equitable

society requires a transformational process Through its contribution to

truth-seeking reconciliation and inclusive citizenship the school

curriculum can help heal oldwounds and provide the foundations of a

collectiveeffort forabetter future assisting in theglobal challengeof a

decent quality of life for all humans as expressed in the Sustainable

DevelopmentGoals

Ezati B A SsempalaC amp SsenkusuP (2011) Teachers Perceptions of the

Effects of Young Peoples War Experiences on Teaching and Learning in

Northern Uganda in JPaulson (Ed) Education Conlict and Development

OxfordSymposiumBooks

FountainS(1999)PeaceEducationinUNICEFNewYorkUNICEFWorkingPaperSeries

FreedmanSWWeinsteinHMMurphyKampLongmanT(2008)Teachinghistory after identity-based conlictsTheRwanda experienceComparativeEducationReview52(4)81-92

FreemanM(2006)TruthCommissionsandProceduralFairnessCambridgeCambridgeUniversityPress

Galtung J (1969) Violence Peace and Peace Research Journal of PeaceResearch6167-191

GardnerH(1993)FramesofMindLondonFontana

GersonyR(1997)TheAnguishofNorthernUgandaresultsofa ield-basedassessmentofthecivilconlictsinNorthernUgandaKampalaUSAIDGiddensA(1996)THMarshall theStateandDemocracyinMBulmerandAMRees(Eds)CitizenshipTodaythecontemporaryrelevanceofTHMarshallLondonUCLPressGolemanD (1995)Emotional Intelligencewhy itcanmattermorethanIQLondonBloomsbury

DaviesL (2004b)EducationandConlictComplexityandchaosLondonRoutledgeDeGruchyJ(2002)ReconciliationRestoringJusticeLondonSCMPress

DolanC(2009)SocialTorturetheCaseofNorthernUganda1986-2006NewYorkBerghahnBooksDupuyK (2008)Education forPeace BuildingPeaceandTransformingArmedConlictThroughEducationSystemsOsloSavetheChildrenNorwayandInternationalPeaceResearchInstitute

61

Davies L (2004a) Schools and war urgent agendas for comparative and

internationaleducationPresidentialaddressinBritishAssociationforInternational

andComparativeEducationConferenceEducationinthe21stCenturyConlict

ReconciliationandReconstructionBrightonUniversityofSussex

Kiernan B (2004) Recovering History and Justice in Cambodia Yale

UniversityComparativeEducationElectronicresourcehttpscholargoogleusercontentcomscholarq=cacheAKdQn6HpISAJsch

olargooglecom+cambodia+education+historyamphl=enampas_sdt=15accessed

13913KymlickaW(2004)ForewordinJABanks(Ed)DiversityandCitizenshipEducationGlobalPerspectivesSanFranciscoJossey-BassLederach J P (1995)Preparing for Peace conlict transformationacrossculturesSyracuseNYSyracuseUniversityPress

LederachJP(2003)ConlictTransformationinGBurgessampHBurgess(Eds)BeyondIntractabilityBoulderCOConlictInformationConsortiumUniversity of Colorado httpwwwbeyondintracability-orgbi-essaytransformation

LercheCampHJeong(2002)ReconciliationContextsandConsequencesinHJeong(Ed)ApproachestoPeacebuildingBasingstokeMacmillan

LevineDHampBishaiL(2010)CivicEducationandPeacebuildingexamplesfromIraqandSudanWashingtonDCUnitedStatesInstituteofPeace

62

HarberC(2004)SchoolingasviolencehowschoolsharmpupilsandsocietiesLondonRoutledge

Hayner P B (2002) Unspeakable Truths Confronting State Terror andAtrocitiesNewYorkRoutledge

HaynerPB(2011)UnspeakableTruthsMakingPeaceandDoingJusticeafterCivilConlictWashingtonDCGeorgetownUniversityPress

Heater D (1990) Citizenship The Civic Ideal inWorld History Politics andEducationHarlowLongmanKabeer N (2005) The Search for Inclusive Citizenship in N Kabeer (Ed)InclusiveCitizenshipmeaningsandexpressionsLondonZedBooksKellyA (2009)TheCurriculumTheoryandpractice 6th ed LondonPaulChapman

GoodhandJ(2006)AidingPeaceTheRoleofNGOsinArmedConlictBoulderCOLynneRienner

HalpernD(2005)SocialCapitalCambridgePolity

PinkerS(2011)TheBetterAngelsofourNatureThedeclineofviolencein

historyanditscausesLondonAllenLane

ReardonBA (2000)PeaceEducationA reviewandaprojection inB

MoonMBen-PeretzampSABrown(Eds)RoutledgeInternationalCompanion

toEducationLondonRoutledge

Richmond O P amp Franks J (2009) Liberal Peace Transitions between

statebuildingandpeacebuildingEdinburghEdinburghUniversityPress

RigbyA(2001)JusticeandReconciliationAftertheViolenceBoulderCo

LynneRienner

RigbyA(2006)CivilSocietyReconciliationandConlictTransformationin

Post-warAfricainOFurleyampRMay(Eds)EndingAfricasWarsAldershot

Ashgate

63

MurphyMStarkLWessellsMBoothbyNampAgerA(2011)FortifyingBarrierssexual violence as an obstacle to girls school participation inNorthernUganda inPaulson J(Ed)EducationConlictandDevelopmentDicotSymposium

OslerAampStarkeyH(2005)ChangingcitizenshipdemocracyandinclusionineducationBuckinghamOpenUniversityPress

OslerAampStarkeyH(2010)TeachersandHumanRightsEducationStokeonTrentTrentham

PankseppJ(1998)AffectiveNeurosciencetheFoundationsofHumanandAnimalEmotionsOxfordOxfordUniversityPress

ParisR(2004)AtWarsEndBuildingPeaceafterCivilConlictCambridgeCambridgeUniversityPress

PaulsonJ(2010)HistoryandHysteriaPerusTruthandReconciliationCommission and conlict in the national curriculum The InternationalJournalforEducationLawandPolicySpecialissue132-146

PhamPVinckPampStoverE(2008)TheLordsResistanceArmyandForcedConscriptioninNorthernUgandaHumanRightsQuarterly30404-411

LopesCardozonM(2008)ACriticalApproachtoPeaceEducationinSriLankaResearchinComparativeandInternationalEducation3(1)19-35

Santa-Barbara J (2007) Reconciliation in CWebel amp J Galtung (Eds)HandbookofPeaceandConlictStudiesLondonRoutledge

Schomerus M amp KTumutegyereize (2009) After Operation LightningThunderLondonConciliationResources

Smith A amp T Vaux (2003) Education Conlict and InternationalDevelopmentLondonDFID

Tawil S amp Harley A (2004) Education and Identity-Based ConlictAssessingcurriculumpolicyforsocialandcivicreconstructioninSTawilAHarleyampCBraslavsky(Eds)EducationconlictandsocialcohesionGenevaUNESCOThyneCL(2006)ABCs123sandtheGoldenRulethepacifyingeffectofeducationoncivilwar1980-1999InternationalStudiesQuarterly50733-754

Tint B (2010) History memory and conlict resolution research andapplicationConlictResolutionQuarterly27(4)369-399WeeksW(2002)PushingtheEnvelopemovingbeyondProtectedVillagesinNorthernUgandaNewYorkONOCHA

WilsonR(2001)ThePoliticsofTruthandReconciliationinSouthAfricaLegitimising the post-apartheid state Cambridge Cambridge UniversityPressWorld Vision (2004) Pawns of Politics Children conlict and peace inNorthernUgandaLondonWorldVisionYarnallPH(2001)TheIntrinsicGoodnessofPainAnguishandtheLossofPleasureTheJournalofValueInquiry35449-454

64

Ryan S (2007) The Transformation of Violent Intercommunal Conlict

AldershotAshgate

Timetoassessourassessmentprocess

RNAdeSilva

OverseasSchoolofColombo

ndesilvaosclk01128208690777834523

Abstract

AssessmenthasalwaysbeenanintegralpartofeducationButwhilemost

aspects of education have undergone change over time assessment

practiceshaveremainedmuchthesameNewdevelopmentsineducation

havemadeitcompellingthatwegiveseriousattentiontowardstheissueof

assessmenttoenableallstudentstolearnwellandtherebygainthemany

positivebeneitsofthatsuccess

Asgradingisanexerciseinprofessionaljudgementitisimportanttousethe

mostappropriateandrecognizedtoolsinitsmeasurementThetwomain

assessmentcategoriesareknownas normativeandcriterionbasedIn

normativegradingstudentsarecomparedandrankedinrelationtoone

anotherInthecriterionbasedassessmentmodelstudentsareassessed

accordingtospeciiclearningcriteriaThisgivesthestudentsteachersand

parents the opportunity to identify strengths and weaknesses and act

accordingly

International Baccalaureate is an educational programme that has

successfully implemented the criterion based assessment model in the

delivery of their curriculum Grade descriptors are identiied for each

subjectandthegradingisalignedtoapre-determinedachievementlevel

This system is better suited tomeasure learning progress and it offers

helpfulinformationforfuturedevelopmentofeachchild

Assessmentprocess

ldquoExaminationsareformidableeventothebestpreparedforthegreatest

foolmayaskmore than thewisestmancananswerrdquo saidCharlesCaleb

ColtonMoststudentsdreadthewordexaminationandmanyareofthe

view that examinations are a necessary evil However summative

65

assessment has become an integral part of instructional education

Summative assessments are generally used to assign students a course

gradewiththeideaofsummarizingwhatthestudentshavelearntandto

knowwhetherthematerialhasbeenunderstoodwellInshortitismeant

to determine whether or not the goals of education are being met

In Sri Lanka the secondary education culminates with the General

CertiicateofEducation(OrdinaryLevelandAdvancedLevel)examinations

InIndiatheAllIndiaSecondarySchoolExamination(AISSE)isconducted

afterclass10whichdeterminesthepursuingofhighereducationInChina

theNationalHigherEducationEntranceExaminationcommonlyknownas

GAOKAO is a prerequisite for entrance into most higher education

institutionsAgoodproportionofsuchexaminationsindifferentcountries

in the world are standardized tests which are norm referenced Norm

referenced tests are designed to compare and rank the candidates in

relationtooneanotherAnaverageisdeterminedthroughstatisticalmeans

andeachcandidatesperformanceiscomparedwiththisaveragethereby

awardinga lettergradesuchasABCDampEaccordingtothesetgrade

boundaries

Gradingcanbedividedintotwobroadcategoriesnamedasnormativeand

criterionbasedNormativegradingcomesfromthebeliefthatintelligence

tooitsthenormalcurveInotherwordsmoststudentswillbeofaverage

intelligence and there will be a few who are below or above what is

considered average In criterion based grading students are assessed

accordingtospeciiclearningcriteriaThemaindifferencebetweenthemis

thatthestudentachievementismeasuredagainststandardsundercriterion

basedgradingratherthanagainstotherwhoarebeingassessedAccording

toSirWalterRaleighldquoNoinstrumentsmallerthantheworldisittomeasure

menandwomenExaminationsmeasureexamineesrdquoGradingisanexercise

inprofessionaljudgementandthereforeisasubjectiveprocessTherefore

itisimportanttousethemostrecognizedandappropriatetoolstocollect

evaluate and communicate students achievement or performance As

VauvenarguesaptlystatedldquoPeoplearenottobejudgedbywhattheydonot

knowbutbywhattheydoknowandthemannerinwhichtheyknowitrdquo

The modern educational trend is to move away from norm-referenced

66

assessment and to introduce criteria-based assessment models where

assessment is based upon pre-established learning objectives In a

criterion-referenced test the purpose is not to rank each student with

respecttotheachievementofothersbuttodeterminewhethereachstudent

hasachievedspeciicskillsandconceptsItoffersqualitativedescriptors

indicating the level of achievement in meeting the learning objectives

withoutdiscriminatingbetweenthehighandlowachieversAccordingto

theassessmentexpertGrantWiggins thecriteria-basedassessment isa

superior model as it requires greater student involvement with the

intention of developing student processes in critical thinking

metacognitionandrelection

The International Baccalaureate (IB) is an example of a recognized

educationalprogrammewhichfollowsthecriterion-referencedassessment

modelIthasthe PrimaryYearsProgramme(Grades1to5)MiddleYears

Programme(Grades6to10)andtheDiplomaProgramme(DP)intheinal

twoyearsofsecondaryeducationRightthroughthestudentresultsare

determinedbyperformanceagainstsetstandardsnotbyeachstudents

positionintheoverallrankorderIntheDPstudentsfollow6subjects3at

higherleveland3atstandardlevelThisallowsstudentstogointomore

depthintheirpreferredsubjectareaswhilerequiringthemtocontinueto

studyinotherareasprovidinglexibilityiftheyaretochangetheirviewson

futureareasofstudyInadditionthestudentsalsofollowacourseoftheory

ofknowledgewhichguidesthemtorelectcriticallyonhowtheyknowand

what they believe to be facts or truth Each student also completes an

extendedessaywhichoffersthemanopportunitytoconductanin-depth

studyofatopicofspecialinterestThisprovidesexcellentpreparationfor

independentstudyatuniversitylevelAllDPstudentsarealsorequiredto

takepartinsomeartisticactivitysportactivityandacommunityservice

project

Theassessmentiscarriedoutthroughexternalandinternalcomponents

ExaminationsformthebasisofexternalassessmentInternalassessment

consists of in-school assessment tasks marked by their teachers and

moderatedbyIBexaminersThemainprinciplesgoverningthiscriterion

basedmodelareasfollows

middot Assessmentisholisticandlexibletakingintoaccountdifferent

67

IntheIBprogrammenumericalgradesareofferedaccordingtocriterion-

referenceddescriptors Students receive grades for each subject ranging

from 1 to 7 with 7 being the highest The highest score for 6 subjects

therefore is 42 Theory of knowledge and extended essay components

contribute3 additionalpoints bringing the total to45A students inal

Diplomaresultismadeofthecombinedscoresanditisawardedtostudents

whogainatleast24pointsAsanexamplethetopgradeachievableinGrade

12formathematicshasthefollowingdescriptors

68

learningstylesabilitiesandaptitudes

middot Assessmentiscomprehensiveusingabalancedrangeofstrategiesand

methodsandformativeandsummativeapproaches

middot Assessmentisfairandreliableindrawingconclusionsbasedupona

rangeofevidencefromawiderangeoftasksandactivities

middot Assessmentistransparentbaseduponobjectivecriteriawhichare

madecleartostudentsinadvance

- Demonstratesathoroughknowledgeandunderstandingofthesyllabus

- Successfullyappliesmathematicalprinciplesatasophisticatedlevelin

awidevarietyofcontexts

- Successfullyusesproblem-solvingtechniquesinchallenging

situations

- Recognizespatternsandstructuresmakesgeneralizationsand

justiiesconclusions

- Understandsandexplainsthesigniicanceandreasonablenessof

resultsanddrawsfullandrelevantconclusions

- Communicatesmathematicsinacleareffectiveandconcisemanner

usingcorrecttechniquesnotationandterminology

- Demonstratestheabilitytointegrateknowledgeunderstandingand

skillsfromdifferentareasofthecourse

- Usestechnologyproiciently

Assessment formathematics courses in all years of the programme is

criterion-related based on four equally weighted assessment criteria

HowitisappliedwithGrade10mathematicsisshownbelow

69

AssessmentiscloselyalignedwiththewrittenandtaughtcurriculumEach

strandfromthemathematicscurriculumhasacorrespondingstrandinthe

assessment criteria Figure below illustrates this alignment and the

increasingly complex demands for student performance at higher

Achievement level Level descriptor

The student does not reach a standard described byany of the descriptorsbelow

The student is able to




select appropriate mathematics when solvingsimple problems in familiar situations

select appropriate mathematics when solvingmore complex problems in familiar situations

select appropriate mathematics when solvingchallenging problems in familiar situations

select appropriate mathematics when solvingchallenging problems in both familiar andunfamiliar situations

apply the selected mathematics successfullywhen solving these problems




generally solve these problems correctly in avariety of contexts




select appropriatemathematics when solvingproblems in both familiar andunfamiliar situations

apply the selectedmathematics successfullywhen solving problems

solve these problems correctly in avariety of contexts

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

0

1-2

3-4

5-6

7-8

A Knowing andunderstanding

At the end of year 5students should be able to

70

achievementlevelsconsideringGrade10mathematicsasanexampleFor

each criterion the descriptors are identiied that matches with the

achievablegradelevel

More than4000schools in theworldhavechosen to teach International

Baccalaureate programmes with their unique academic rigor excellent

preparationforuniversitystudiesandtheemphasisonstudentspersonal

developmentInSriLankatheonlyschoolthatoffersthisprogrammeisthe


Ifeelthatthetimeisripetograduallyintroducecriterionbasedassessment

inourlocalschoolsasthesearebettersuitedtomeasuringlearningprogress

thannorm-referencedexams Furthertheycanprovideinformationthat

canbeusedtoimproveteachingandschoolperformanceTheyarefairerto

students too as relative performances are not considered and the

achievement is evaluated against an established set of criteria Albert

EinsteinwroteldquoEverybodyisageniusbutifyoujudgeaishbyitsabilityto

climbatreeitwillliveitswholelifebelievingthatitisstupidrdquo

Bibliography

1 GuskeyTRampBaileyJM(2001)DevelopingGradingand

ReportingSystemsforStudentLearningCorwinPressInc2 MiddleYearsProgrammeMathematicsGuide(2014)International

BaccalaureateOrganization3 Gradedescriptors(2014)InternationalBaccalaureate

Organization

AbouttheAuthor

HavingworkedattheUnitedWorldCollegeofHongKongforalongperiodof

timetheauthorisnowemployedattheOverseasSchoolofColomboasthe

Head of the Mathematics Department He is a senior examiner of the

InternationalBaccalaureateOrganizationandhasabout40yearsofteaching

experience He is also a co-author of two books on IBmathematics Sri

Lankas irst mathematics laboratory was inaugurated in 1974 in Kandy

underhisdirection

71

CharacteristicsofanEffectiveTeacherLakshmanWedikkarage

SeniorLecturerSocialScienceDepartmentFacultyofEducationUniversityofColombo

0718-052612RSKKDharmasiri

MPhilProgrammeFacultyofEducationUniversityofColombo0719-766028

kumaridharmasirigmailcom

Abstract

The teacher plays a major role in theeducationsystemTheobjectiveofthisstudywastoexaminethecharacteristicsofteachersandtothemakethemmoreeffectivebyusingpropermethods of teaching The effective teachingmodel identiied by Barwani et al (2012) hasbeen used for the conduct of this research byformula t ing the f ramework requ i red KuliyapitiyaNikaweratiyaMahoandPuttalameducationdivisionsinKurunegalaandPuttalamdistrictshavebeenselectedtocollectthedataThe sample for thequalitative approach studyconsists of forty teachers and these teacherswere observed while they were engaged inteaching to ind out the characteristics of aneffectiveteacherThedataanalysiswascarriedout according to the established qualitativeresearch methodologies According to theresults of the observations those who enterteaching say that they need to have a broadknowledge about the profession and that thedevelopmentofrequiredcharacteristicstobeaneffective teachers is the responsibility of theprofessionestablished

KeywordsEffectiveteacherCharacteristics

72

ModhS r= ejrfhl= i= uacuteh hq = K= dxlIa ua ka fjaumllla drfa

fcHIGa lOacuteldpdfrac34h iudchS uacuteoHd wOHhk wxYhwOHdmk mGS h fldltU uacuteYja uacuteoHdh

wdfrac34 tia fla fla Ofrac34uirs swOHdmk ofrac34Ykms mdGuddj ^2012MPhil05amp

wOHdmk mGS h fldltU uacuteYja uacuteoHdh

ixlaIsmah

rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd iqrlaIs lsIacuteug

wfmalaIs ltud mrmqfrys jlSu =rejreka fj mjsk neuacuteka iuia wOHdmk

moaOsfha ldfrac34hNdrh bgq lrkafka tys jeoa u N+ntildeldj Wiqk =rejrhd h ta wkqj

wOHdmkfhka wfmalaIs wjika Mh ieliSfuys jlSu r|d mjskafka =rejrhd

fj h fiuml ksid =rejreka yqfola kdntildelj fkdj lemS fmfkk iquacutefYaIS =Kdxjska

hqlaugraveu bd jeoah wOHhkfha wNsudfrac34h jQ ModhS =rejrfhl= i= uacuteh hq=

=Kdx ydividekd ekSug nfrac34jdkS we=`M msszligi(Barwanietal2012) ydividekajd yumlka ModhS

bekaugraveiuml wdlDsh Nduacute lrk os jhU mltdfa l=reKE yd mqau hk osiaslal

folg wha l=shdmsaacuteh ksljeraacuteh uyj yd mqau hk wOHdmk ldm wOHhkfha

oa ia lsIacuteu iòyd fdard kakd oS =Kdaul mfotildeYh wkqukh llt

mfrac34fhaIKfha ksheosh =rejreka 40 fofkl=fka yd uacuteyumlyamsjreka 08 fofkl=fka

iukauacute uacuteh ksheosfha =rejreka 40 fokd bfkqiuml bekaugraveiuml lshdjsfha fhoS isaacuteh oS

ksIacutelaIKhg la uacuteh oa uacuteYafaIKh lrkq enqfotilde =Kdaul mfrac34fhaIK

lufotildeojg wkqjhs ModhS =rejrfhl= i= uacuteh hq= =Kdx fi ukd =re

fmreIh ldreKsl nj ksrjqa ikaksfotildeokh hk ldrKd ydividekd kakd os =rejreka

uacuteiska jua kj bekaugraveiuml lujska yumlria idiumlmodhsl yd ukaodoacute bekaugraveiuml lu mkas

ldur =lt Nduacute lrk nja mkas ldurh =lt yd mkas ldurfhka msg

lshdldrliumlj oS =rejreka yd isiqka wr hyma mcd inòd mjsk nj fuka u

hyma mcd inòd bfkqiuml bekaugraveiuml lshdjsh idfrac34l lr ekSug yelshdj mjS

fiuml wkqj kjl =rejreka ma lsIacutefiumloS ta iòyd jDaSh iqyumliqliuml yd =re mqyqKqj iys

bekaugravefiuml iquacutefYaIS yelshdfjka hqa uacutefYaI msszligila ma lsIacuteug foaYmdhska

msmas iiumlmdolhska wudHdxY $ mltda $ fldUumlGdi uUumlgntildeka lghq= lrk wOHdmk

ksOdIacuteka =re wOHdmhska wdoS wOHdmkh iiumlnkaO bylt Skayuml SrK kakd msszligia

uacuteiska msmas iiumlmdokh lsIacuteug fhdackd llt yels h tfia u kjl =rejreka u

jDaSh fi =re jDaSh fdard ekSfiumloS =re N+ntildeldj msltsnò mqiquesta oelaulska hq= j

tu jDashg msuacuteish hq= njga iEu =rejrfhl= uacuteiska u ModhS yd ldfrac34hlaIu

=Kdxjska hq= =rejrhl= ugraveug wjYH iqyumliqliuml imqrd ekSug Wmszligu jYfhka

Wkkayuml ugraveu yd ta fjkqfjka lghq= llt hq= njga fhdackd llt yels h

73

ye|skaugraveu

fdalh jvd hyma iadkhla njg ma lsIacuteu i|yd jk wHjYH idOlh

jkqfha wOHdmkhhs wOHdmkh Educationhkq bEgraveszlighg fhduq lsIacuteula u fmkaugraveula

hk wfrac34h fokakls mqoahl=fa iyc yelshdj mQfrac34K ixjfrac34Okhla lrd ksjerEgrave j

fhduq lsIacutefiuml yelshdj wOHdmkh i= fuacute pkaoslashChandra2010)

=rejreka YsIHhkafa Ocircuacutej iiumlNjk jfrac34Ij sect Tjqkag plusmnkqu nd fokakka o

Tjqkafa mOdk iudcdkqfhda ldrlhka o nj cdsl wOHdmk fldntildeIka iNdj 2003amp

olajd we ta wkqj rgl wkdh wNsjDoaecirch hymejeau iadms lsIacuteug yd

iqrlaIs lsIacuteug wfmalaIs ltud mrmqfrys jlSu =rejreka u mjsk neuacuteka iuia

wOHdmk moaOsfha ukd ldfrac34hNdrh bgq lrkafka tys jeoau N+ntildeldj Wiqk

=rejrhd h

=re hkq wdivider mltjd yrskakd wdfdalh nd fokakd hk wfrac34h fohs fiuml ksid

isiqka =lt keK myk oajd Tyq =lt wes wkaOldrfha sntilder mghka brd oeoacuteu

=rejrhdfa wes mru ldfrac34hh nj w=fldardlt 199644amp fmkajd oS we

frdfIkaIhska yd frac34iaUuml (Roshenshineamp Furst1973)YsIH idOkhg nmdk

=re slaIK 05la fi Wkkayumlj ^=re iyNdSajfha oS WfoHdahampldfrac34hlaIu

fhduq lrugraveu ^ldfrac34h osYdksnjamp =re ldfrac34hfha meyeossnj ^ldh uacuteYajikShnjamp

bekaugravefiuml luj uacuteuacuteOajh yd iiumlmQfrac34K uacuteIhuddj bekaugraveu i|yd =rejrhd uacuteiska

YsIHhdg wjiadj imhkq eicircu hk ldrKd fmkajd oS we

u jDash uekuacuteka bgq lsrSfiuml oS u fufyjr (Mission)lrd hdu jeoa nja

=rejrhl= mkas ldurh =lt ModhS nuacuteka hq= ugraveu mdiska msg iudcfha oS mjd Tyq

fyda weh bd Ylasua ntildeksil= (Well-adjustedhumanbeing)njg ma lrk nja

bekaugraveu jDashlg jvd jeauml fohla fyja udkqIShajh uacuteYd jYfhka okjkakla

(humandimensionofteaching)uacuteh hq= nja =rejrhl= fi YsIH cSuacuteh yryd

uka lrntildeka okakd foa Nduacute lrk llt yels foa fareiuml ekSu mkas ldurh bosrsfha

isg fk isaacutekjdg jvd jaacutekd nja iafyiuml yd fldUumlfrac34 (ZhemandKottler199315)

fmkajd fos

Wla Wmqgd ekSiuml jska meyeoss jkafka =rejrehd hkq iuia wOHdmk

moaOsfha jeoa u N+ntildeldjla orkakd nj h ldfrac34hlaIu =rejrhl= kiuml iuiah

msltsn| plusmnkqjaNdjhlska hqla ugraveu wHjYHh Tyq wdofrac34Yhg ksntildeka YsIH mcdj Tyq

miqmiska mentildefKa fiuml ksid udfa ldfrac34hlaIuNdjh mofrac34Ykhg bv efnk acutekE u

wjiadjl th mofrac34Ykh llt hq= h ta i|yd iQodkiuml ugrave isaacuteh hq= h idudkH ajfha

isg uacutefYaI ajhka fuka u mkas ldurfha isg fdalh =lt fodakh jk isha

msltsn| Wiia idudkH plusmnkqula Tyq i= ugraveu fuys sect iquacutefYaIS fldg plusmnlauacuteh yels h

74

uqLH mo ( ModhS =rejrhd =Kdx

fda a (Faull2012) ModhS r= ejrfhl= kfrac34s udKhg fya = jk ldrKd fi

Quality Teaching Model yd Dispositional Cluster Model wdYfhka ModhS

r= ejrfhlf= a jDa uS h yd jDa uS h fkdjk K= dx wkdjrKh lr fk we

r= ejrekfa a oekuq li= d yd kms Kq d jDa uS h eguml mjks nja YIs H idOkh yd

K= dua lNdjh mlts ns | j nedivideKq wNfs hda dua l eguml nja ks ukh lr weModhS

r= ejrfhl= kfrac34s udKhg fya = jkfa ka lu= k ldrKd o hkka jua ka mfrac34fhIa Kfhka o

wkdjrKh lr fk we

uefaishdj wdYs j woajdfa (Aewale2013) jvd fhdaH yd ModhS

r= ejrfhl= kfrac34s udKfha oS yd ixjfrac34Okfha oS ModhS bekugravea ulg WNtilde lIa Khla

fi r= e fmreIh iiumlnkOa j 1000l khs eohs la iys j mY ka djS iiumluLq idlEacutePd yd

Arings jdfrac34d Tifa ia iyumls lrkq enQ mfrac34fhIa Khl oS uacuteIh oekuq pfrac34hdj yd

ikka fs otildeokh jk ldrKd mka s ldurfha ModhS bekugravea ula i|yd jvd fhda H nj

cfrac34k wOHdmk iOtilderd miq a ld wka frac34cdh yd uacuteoHq a bekugravea iuml Tifa ia oekuq

hdjaldSk lr ekSfiuml yelshdj =rejreka i= jk nj o =rejrfhl=

udfrac34fdma foYa lfhl= fouotildemfs hl= fi Rcq yd jl nmEula r= ejrhd fj mjks

nj o fyd| yd fhda H fdrr= e yd wfrac34dkuacutea fdrr= e YIs Hhks a fj yjq udre lrs fS iuml

jeola ua ta wkjq uacuteia rdua l ixLHdkh Tifa ia ModhS bekugravea ula i|yd

khs eofs hka 45]la ikka fs otildeokh wjYH njga 30]la pfrac34hdj jeoa njga 25]la uacuteIh

oekuq jeoa njga tlOtilde jQ nja wkdjrKh lr fk we wOHhkfhka

r= ejrhdfa pfrac34hdj r= ejrhd oerhs hq = uacuteuacuteO Nntilde+ ld fuka u r= ejrhdfa uacuteIh

oekuq jfrac34Okhg kugravek dlIa Kh Nduacutefha jeola u mlts ns | j wkdjrK bors ms a lr

we fuu ldrKd jauka mfrac34fhaIKfha wOHhk rdu qj yd inef| a

75

yelaiauacuteUumlia (Haskvitz 2005)=rejrhl=fa slaIK 11 la (Top Eleven

Traitsofagoodteacher)iEySulg ma fkdugraveu ^ksr u wumla foa bfkSug wes

leueaamp Wiia wfmalaIK iys nj ksoyi ksfrac34udKh lsrSu oekqu iys nj

udkqISh nj SlaIK nqoaecirch kuHYSS nj mshukdm nj fotildeIKfhka fdr j tlOtilde

fkdugraveu mrslaIdYSSnj iy ukd ikaksfotildeokh fi tu slaIK olajd we

yelaiauacuteUumlia (Haskvitz 2005) fmkajd yumlka ldrKd 11 =lt =rejrfhl=fa iuia

N+ntildeldj ksrEmKh flffrac34 kj okqu fidhd hEug ksrkar leuea =rejrhd i= uacuteh

hq= h =rejrfhl=g mejsh hqafa fiajd ldh sectfrac34gt ugravefuka jeauml jk jegqma jfrac34Olh

msltsn| wfmalaIdjla fkdfotilde idudkH mqoafhl=g jvd Wiia wfmalaId =rejrfhl=

i=j mejSu wHjYHh thg fya=j isiqka ish Ocircuacuteh yeviajd kafka ilia lr

kafka udg wOHdmkh nd fok =rejrekafa Ocircuacute foi nd h =re Ocircuacuteh =ltska

udkqIShNdjh uacuteoyd plusmnlaugraveu wHjYH h wjYH uacutefgl kuHYSS ugraveug yels ugraveu o

=rejrhl= i= j sigraveh hq= laIKhls fotildeIKYSS yd uacutepdrYSS nqoaecirch

mszliglaIdYSSNdjh fuka u mshukdmNdjh o =rejrfhl= flfrys uacuteh hq= nj

yelaiauacuteUumlia fmkajdsect we jauka wOHhkfha o uQsl wNsudfrac34h =rejrekafa

=Kdx fidhd neSu h

76

mqoahl= i= =Kdx hkq Tyqfa fyda wehfa iuia Ocircuacutehhs =rejrhl=

fi nyq N+ntildeldjka yd mqiquesta ldfrac34hNdrhka bgq lsIacutefiuml sect =rejrhd ldhsl j fukau

udkisl j o Dmasua ugravefiuml mudKfhys jvd jeauml jdish yd jrmidoh ysntilde jkafka YsIH

mcdjgh =rejrfhl= i= uacuteh hq= =Kdx Ylasua yd Okdaulj sicircfiuml ajh

bylt sfnk rug wkd oyila Ocircuacute M ekafjkq we =rejreka mdia

wOHdmkfha =KdaulNdjh yd bylt idOkh lt`d lr sectfiuml jlSfiuml ksr muqL

mqoa odhlajh olajkafkda fjs Tjqkafa bekaugraveiuml lshdjsh muKla fkdj iuia

=re Ocircuacutefha =Kdx laIK Rcq j fyda jl j nmdkq nkafka YsIH Ocircuacuteh flfrys

h iuldSk mfrac34fhaIK jdfrac34d yd isoaeumlka wkqj =re N+ntildeldfotilde plusmnauml yd lemS fmfkk

miqnEula plusmnlsh yelsh tksid ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu

msltsnòj wOHhkfha flakaoslashSh wjOdkh fhduq lrkq efiacute

fdaShlrKh ksid cdHkar iudch fj jvda uacutejD fjntildeka isaacutek

jljdkqjl wOHdmkfha ldfrac34hNdrh foaYSh wjYHd msltsn| j muKla ild nd

fkdj cdHkar wjYHd imqrdsh yels wkaofiuml mqoahska ksfrac34udKh lsrSu bd

jeoa lghqals Yu fjflt| fmdfltys wkd baumlu imqrdSu rgl ckdj

nqoaecircua msrsila njg ma lsrSu fuka u fjkia jk fdalfha wjYHd wkqj

yeveiSuga wOHdmkh bjya fotilde fuu ishuml ldrKd =re ldfrac34hNdrh yd r|d

mjsk neuacuteka fuu ajh =lt =rejrhdfaa N+ntildeldj yd nedivideKq ldfrac34hNdrh iqiquestmgq

fkdfotilde =rejrhd lghq= lrk wdldrh mrsirh wdYs lshdldrliuml Wafackh

lsrSu fyda ksfYaOkh lsrSu hk isha =rejrhdfa =Kdx flfrys ne|S mjsk yd

n mjajk ldrKd fotilde ta wkqj lsishiuml mqoafhl=fa iquacutefYaI laIK pszligdhkh

(characterization)i|yd idudkH plusmnkqfuka jgyd fkdyels pfrac34hd yd yeisIacuteiuml rgd

ydividekd ekSuga msltshiuml fhsectuga ModhS =rejrfhl= i= uacuteh hq= =Kdx ydividekd

ekSuga fuu mfrac34fhaIKh bjya fuacute

lufotildeoh

iH wkdjrKfha sect wfrac34 uacuteydaul wdlDsh (Interpritavisim)Tiafia

fdvke`=Kq =Kdaul mfotildeYh wodlt lr fk mfrac34fhaIK wruqK bgq lr ekSug

ieiqiuml lrk os udkj jfrac34hd iajNdjfhka uacuteIhdkqnoaO j yd iuacutedksl j mjsk

nja udkj pfrac34hdj Tjqkafa in|d fdalfha plusmnkqu uacuteiska fjkia lsIacuteiumljg lajk

nja wfrac34 uacuteydauljdofha uacuteiar flfrk nj uacuteialfrac34 (Wisker200869)olajhs

wOHhkfha wruqK

Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu

=Kdaul mfrac34fhaIK udkj yeisIacuteiuml iiumlnkaOj jda uacuteiarhka yd mldY

meyeoss lrkq nk wr bka ksfhdackh lrkq nk ksheosh iu` oeauml j ild

neSug yelshdjla mjsk nja jvd jeauml iudc Nduacutehka (Social Practices)

iiumlnkaOfhka keUqredfjka yd iuacuteiardaul uacuteiar imhk wr iyNds jkakkafa

waplusmnlSiuml yd fdalh iiumlnkaO j Tjqkafa plusmnlau bEgraveszligma lsIacuteu i|yd fhdod kakd nj

celaika (Jackson 199517) fmkajd oS wes woyia o mfrac34fhaIKh =Kdaul

mfotildeYfhka lsrSug ufmkajk os

mfrac34fhaIKfhys wruqK jQfha =rejrekafa =Kdx ydividekd ekSuhs tys oS

=rejrekafa yeisrSiuml mldY wdlam mofrac34Ykhugraveiuml fuka u mspdr oelaugraveiuml uska

=re =Kdx ydividekd ekSug wjiadj enqKs fuys oS wOHhkfha ixlam rduqj i|yd

nfrac34jdkS we=`M msszligi (Barwanietal2012)ydividekajd yumlka ModhS bekaugraveiuml wdlDsh

Nduacute lrk os ModhS bekaugraveiuml wdlDsfhka uacuteuid nefkafka mqoa slaIK

bekaugravefiuml lu mcd in|d jDaSh =Kdx YdiaSh =Kdx yd SrK ekSfiuml

l=id hk ldrKd 06 msltsn|j hs fiumljd jauka wOHhkfha =lt ModhS =rejrfhl=

i= uacuteh hq= =Kdx fi ilk os ta wkqj by ldrKd 06 iiumlnkaOfhka ksheosfha

=rejreka 40 fokd tla wfhl= fojr neska mkas ldurfhaoS bfkqntilde bekaugraveiuml

lshdjsfhys ksr wjiadjka 80l oS mfrac34fhaIlhd uacuteiska ksrSlaIKhg la lrk os

=rejreka ksrSlaIKh lsrSfiuml oS fldltU uacuteYajuacuteoHdfha mYapda Wmdecirc wOHdmk

aumlmafdaud mdGuddj mdfhdasl bekaugraveu weumllaIKh yd wehSu i|yd Nduacute lrkq

nk wehSiuml mh o WmfhdaS lr kakd os fuu wehSiuml mhg wur j

ksrSlaIKfha oS mofrac34Ykh jQ =re =Kdx =Kdaul oa uacuteYafaIKfha oS Nduacute

lsrSug yels uacuteh tu oa wOHhkfha faud fdv kd ekSuga ModhS

=rejrfhl= i= uacuteh hq= =Kdx fi kiuml lsrSuga bjya uacuteh

wOHhkfha ksheosh fi YS xldfotilde rcfha mdia 9905l fiajfha fhfok =re

Nj=ka wszligka ifya=l ksheoslrKh =ltska fdard a uacuteyumlya 08l =rejreka 40

fofkl= odhl lr kakd os 1 jk j=jamp

ksheEgraveh

ldmh mdia ixLHdj =rejreka ixLHdj

1AB 1C 1AB 1Cmqau

l=shdmsaacuteh

ksljeraacuteh

uyj

01

01

01

01

01

01

01

01

05

05

05

05

05

05

05

05 tl=j 04 04 20 20

1 jk j=j ( ksheosh

77

wOHhkfha iSud

YS xldfotilde mdia =rejre ishuml fokd u wOHhkhg yiq lsIacuteu wiSre neuacuteka

jhU mltdfa mqau yd l=reKE hk Egraveiaslal 02 ys wOHdmk ldm 04 la muKla

ksheEgravehg we=lta lr ekSua fdard kakd o ldmjska 1AByd 1Cmdia 08la

muKla ksheEgravehg we=lta lr ekSua YS xldfotilde iadms isxy foult cdHkar

^bxSis udOH muqLamp mdiajska rcfha isxy NdId udOH mdia muKla fdard ekSua

uacuteYajuacuteoHd wdpdfrac34h uydpdfrac34hjreka foaYlhka fmoasl mkas mjajkakka fmr

mdia =rejreka wdsect iuia =rejreka wszligka ifya=l j fdard kakd o rcfha ntildeY

mdia =rejreka 40 fofkl= ksheEgraveh i|yd fdard ekSua wOHhkfha iSud h

oa ia lsrSug mufhka ldm wOHdmk wOHlaIljreka yuq ugrave mdiajska oa

ia lsrSug wjir nd ekSfuka wk=re j ksheos mdia 08ys uacuteyumlyamsjreka oekqja

lsrSu yd mfrac34fhaIK ldfrac34hhg wjir nd kakd os uacuteyumlyams wjirh u wkOHhk

ldfrac34h uKavh fjska ksheosfha =rejreka iiumlnkaO mdntildel fdr=re ^=re

fdr=re faLk uOtildeskaamp nd fk tu =rejreka uqK eiS wOHhk wruqKq meyeoss

lr oa ia lsrSug wjYH in|d fdv kOtilded kakd os oa ia lsrSu mkas

ldur ksrSlaIKh =ltska wdriumlN uacuteh ksrSlaIKfhka oa ia lsrSfiuml fujula fi

fhdod ekSfiuml oS mfrac34fhaIlhd tu mrsirfha fldgialrefjl= fi fmkS isaacutekafkl=

njg ma fotilde ta wkqj tu mrsirfha mjakd aajh mjakd wdldrhg fmkajd oSug

ksrSlaIKh jvd fyd| fujula fotilde ksrSlaIKhg la llt =rejreka yd ModhS

=rejreka wr wes =Kdx msltsn| j eUqre =Kdaul fdr=re nd ekSfiuml

wjYHdj bgq lr ekSug ntildeka wfmalaId lrk os

oa ialsrSu yd uacuteYafaIKh

11 jk fYKA fs ha ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih bekugravea iuml

lghq = lrk r= eNjk= a 40 fokd krs lS Ia Kh lrk os r= e khs eohs fdra d ekfS iuml oS ia S

mrq eINdjh mlts ns | j fkdilk os r= ejreka fdra d ekfS iuml oS khs eohs g wha mdia

05ys ixs y NdIdj bxiS s Ks h uacuteoHdj yd bys dih uacuteIh Wkja k r= ejreka 05 fokd

wkjs frac34hfhka u fuu khs eohs g welt= a lr kka d os mltufq jka tla tla mdia wkjq oa

lu dklq + j fmltija d kka d os fuys oS krs lS Ia Khg la jQ r= ejreka ye|ks ugravea ug

fla Nduacute lrk os krs lS Ia Kfhka mo frac34Ykh jQ K= dx ta ta r= ejrekga wod fla

welt= a jj= g welt= a lrk os j= lr a K= dx jfrac34 lr kntildes ka fua d

fdv kOtilded kka d os tfia fdv kOtilded a fua d wkjq oa bors ms a lrk os

ksrSlaIKfhka Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu

78

bfkqiuml bekaugraveiuml lshdjsfhys ksr j isaacutek wjiadj oS ksrSlaIKh jQ

=rejrekafa jeauml ModhSajfhka hqa mqoa =Kdx Okdaul laIK fia wvq

ModhSajfhka hqa mqoa =Kdx RKdaul laIK fia uacutejrKh lrk os

Okdaul =re =Kdx jvd hyma yd Wiia fuka u ModhS =rejrfhl= i= uacuteh hq=

=Kdxhla fi olajk os tfia u ModhS =rejrfhl= ugraveu flfrys ndOd fi

mjsk =Kdx RKdaul =re =Kdx fi olajk os 2 jk j=jamp

79

=re pfrac34hd laIK

2 jk j=j( =re pfrac34hd

Okdaul laIK RKdaul laIK

middot ukd =re fmreIh middot mshukdm nj

middot ldreKslnj middot ye`Siuml mldY fkdugraveu îskdj flakash fyda fjka wdldrhl ye`Siumlamp

middot meyeEgraves ksrjqa ikaksfotildeokh ^lg y`v WEacutepdrKhamp

middot wecircldIacuteuh iajrEmh

middot iqyoYSS nj ntildeYSS nj middot jpk Nduacutefha yumlfrac34jd

middot mshukdm nj middot ndysr fmkqfiuml yumlfrac34jd

middot msltsfjlt luja nj middot ikaksfotildeok yumlfrac34jd

middot wdfotilde mdkfha yelshdj middot YsIH wjYHd fyda wmyiqd msltsn| j

middot udkqIShnj middot fyd| ksIacutelaIlfhl= fkdugraveu

middot mugraveKajh mofrac34Ykh ugraveu middot =re fmreIfha yumlfrac34jd fmkSug sicircu

middot Nduacute NdIdfotilde Wiia nj

middot mkas ldur lltukdlrKfha yumlfrac34jd

middot Rcq nj middot ir nj middot ukd ksIacutelaIKYSS iajNdjh

middot iskduqiq nj

middot wdofrac34Yja nj

middot =Kdaul nj middot fmr iQodkiuml iys nj

mshukdm fkdjknj

=rejrhdfa ndysr pfrac34hd laIK YsIH Ocircuacuteh flfrys Rcq j nmEiuml lrk

wjiad fndfyda mjS =rejrhdfa fmoasl iliaugraveu yd nepound mjsk fuu pfrac34hd

laIK =rejrhdfka =rejrhdg fjkia ajhka orhs =rejrhd Ocircjajk mfoaYh

jhi waplusmnlSiuml mltmqreoao iqyumliqliuml wdsect uacuteuacuteO ajhka u tfia isyuml uacuteh yels h

ksheEgravehg wha =rejrekafka jeauml fofkl= ^36amp flfrka Okdaul =re pfrac34hd

laIK mofrac34Ykh uacuteh ta =lt ukd =re fmreIh ldreKsl nj meyeEgraves ksrjqa

ikaksfotildeokh iqyoYSS nj mshukdm nj luja nj hk =rejrfhl=g wHjYH

slaIK ksIacutelaIKfhka ydividekd ekSug wjiadj enqKs

ksIacutelaIKfhkaa ydividekda RKdaul =re pfrac34hd laIK =rejrhl= fjska

neyer uacuteh hq= pfrac34hd laaIK fi yecentkauacuteh yels h =rejrhl= mshukdm fkdugraveu

hkak =lt u Tyqfa fyda wehfa pfrac34hd laIKj igrave|jeagraveula plusmnlsh yels h ta =lt ud

=rejrhl= hehs ieflk ye`Su wyer oud sfnk nj mldY llt yels h

mshukdmnj wes ugraveu flfrys mhak plusmnszligh hq= fkdfotilde tfya tla iskdjlska th wes

lr yels nj weeiuml =rejrekag wul jQjd fia h mkas ldurhg mentildeK

bfkqiuml-bekaugraveiuml lshdjsfha ksr jk uacuteg fujeks =rejreka uacuteiska isiqka udg

lrorhla hehs ilk njla fmfkkakg snqKs weeiuml uacuteg =rejrhd fjska lsisyuml

wdldrhl tkiuml iskdj flakash fyda fjka wdldrhl ye`Siuml mldY fkdugraveu o

=rejrhdfa mshukdm njla fkdues nj flfrys nepound wes nj plusmnlauacuteh yels h

=rejrhdfa wecircldIacuteuh iajrEmh =lt YsIHhka rul igravefhka miqjk nj

ksIacutelaIKhg la jQ ja ldrKhls fuh =rejrhl= flfrka mofrac34Ykh jQ RKdaul

=re pfrac34hd laIKhls =rejreka jpk Nduacute llt hqafa bd mfotildeYfuks Nduacute

flfrk tla jpkhla fyda kqiqyumliqkiuml bka YsIHhdfa ukig johla fk fokafka kiuml

th fojrla issh hq= ajhls tfia u WNtilde fkdjk uacutedisd fuka u u wedivideu

meltdivideu yd ndysr fmkqu flfrys ksis ielsala fkdplusmnlaugraveu o RKdaul =re

pfrac34hd laIKhla fi mofrac34Ykh uacuteh =rejrhdfa lgy`v meyeEgraves fkdugraveu ishuml

isiqkag ikaksfotildeokh fkdugraveu =rejrhd mjik foa tljr yKh lr ekSug

YsIHhkag fkdyels ugraveu o =re ikaksfotildeokfha mjsk yumlfrac34jd fi ydividekd yels

uacuteh

tfia u YIs H wjYHd fyda wmyiq d mlts ns | j iels a la fkdplusmnlugravea u o

kIacutes lIa Khg la jQ RKdua l r= e pfrac34hd lIa Khls kos ikq a fi khs eEgravehg wha uacuteoHdj

Wkja kq enQ r= ejszlighl uacuteiks a ihs uacuteoHd mdvu wdjrKhg uacuteoHddrh Nduacute lrkq eicirch

mka fs ha iis kq a 40lks a uacuteoHddrh mIacutes ns Kq s fotildedj oyja 1210 igs 1250 jk ld

mszligEacutefthornohg wha ldhhs ta jkr= ea uacuteoHddrfha ihs umlu cfka jid ns Kq s r= ejszligh

mIacutelIa Khla weiszligq ka wdOdrl Nduacutefhka ihs mdvu wdjrKhg Wia dy plusmnrejd h ihs uml

u iis kq a uacuteoHddrh lt= jQ plusmnauml WKiq iumlq ldIacute jddjrKfhka mvS djg ma j mjka intildeka

iaacutes kq plusmnlhs yels uacuteh tfya uacuteoHd r= ejszlighg ta mlts ns | j lis yumls plusmnkuS la fyda yeùS la ns Q

80

njla plusmnlsh fkdyels uacuteh uacuteoHddrh =lt uacuteyumls iqltx ma o lshdaul lr fkdsnqKsamp

=rejrhd fyd| ksIacutelaIlfhl= fkdugraveu u mkas ldurfha isyuml jk fndfyda

isoaecirc =rejrhdg u yeffrac34 ta =lt wvq YsIH wjOdkh yumlfrac34j yd mdvu wdjrKh

lsIacuteug Waidy fkdkakd isiqka ssyS hdu jeks ajhka bfiacute u ksfrac34udKh fotilde

=re fmreIh =rejrfhl= uacuteiska ilid hq= uQsl u wxhls ta u isha ksfrac34udKh fotilde =re N+ntildeldj lrd msuacutefikakka mufhka llt hqafa u =re fmreIh WNtilde mszligEgrave ilia lr ekSuhs tfia fkdjk uacuteg u ldfrac34hNdrfha uacuteuacuteO yumlfrac34jd isyumlugraveu jeltelauacuteh fkdyels h

WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh

wOHhkfha Modhs =rejrfhl= i= uacuteh hq= =Kdx ydividekd ekSu keues

mfrac34fhaIK wruqK bgq lr ekSu msKsi Modhs =rejrfhl= i= uacuteh hq= =Kdxhla

fi Nduacute lrkq nk WNtilde bekaugraveiuml lu yd wdOdrl Nduacuteh msltsn| j o uacuteuid

nk os 3 jk j=jamp

3 jk j=j ( WNtilde bekaugraveiuml lu

middot iyNds lKavdhiuml luh

middot foaYk idlEacutePd luh

middot bfkqiuml wdOdrl Nduacuteh

middot mYaklrKh

middot idrdxYlrKh

middot ir fohska ixlSfrac34Kajh lrd fhduq lsIacuteu

middot jvd WNtilde ksoiqka Nduacuteh

middot mdvu mshjfrka mshjr bEgraveszlighg fkhdu

middot fmr plusmnkqu yd fmr bfkqiuml wjiad ula lr sectu

middot mejreiuml nd sectu

middot lafiarelrKh

middot kugravek dlaIKh Nduacuteh

middot =re flakaoslashSh iajNdjh

middot yqKq mqjrej yd foaYk muKla =ltska mdvu wdjrKh lsIacuteu (Chalk amp Talk Method)middot iiumlmodhsl bekaugraveiuml rgd

middot ukaodoacute bekaugraveiuml ffYSka

middot mdvug wHjYH bfkqiuml wdOdrlja

Nduacute fkdlsIacuteu


81

YIs Hhks a fndfyda uacuteg mhs djla olja kfa ka lhs dldrliuml wdYs bfkiumlq

lhs djhs l krs ugraveug h tys sect lKva dhiuml lhs dldrliuml bfkiumlq wdOdrl Nduacutefhka

mdviuml myiq lIacutes fiuml lu fj Tjyq q jeaumlmrq keUrq e fjs foYa k lu h idfrac34l lr

ekuS g ta wrg iis kq a iu` idlEacutePd ixjdo jeks ja hka odhl lr ekuS g

r= ejrhd iua uacuteh hq = h tfia fkdjk uacuteg YIs Hhdg mdvu ja tla mdvula muKla

jkq we tfia u mY ka lrKh flfrkfa ka kiuml YIs H wjOdkh bd fydcentka nd ekuS g

r= ejrhdg yels fotilde YIs Hhd mdvu flfrys krs ka r wjEgravefhka iagraves ua mdvu wul

ugravefiuml wjia d uyeIacuteua ta uks a iyumls fotilde mdvu idrdxYlrKh lIacutes fiumlsecto r= ejrhdg

mY ka lrKh Nduacute lIacutes fiuml yelhs dj mjS mdvu wjika lIacutes fiuml sect idrdxYlrKh

wHjYH u fotilde

82

jvd WNtilde ksoiqka wdYs meyeEgraves lsIacuteiuml o =rejrfhl=g bfkqiuml-bekaugraveiuml

lshdjsh idfrac34l lr ekSu Wfoid Nduacute llt yels Okdaul laIKhls

uacutefYaIfhka bsydih isxy jeks uacuteIh bekaugravefiuml sect fuu ajh jeaumlfhka mofrac34Ykh

jQ ldrKhls tfia u fmr plusmnkqu yd fmr bfkqiuml wjiad mdvug iiumlnkaO lr

mshjfrka mshjr mdvu bEgraveszlighg fk hdu Okdaul laIK iys bekaugraveiuml luhla

nj ksIacutelaIKh llt yels uacuteh

tlajr u mdvug mfotildeY jkjdg jvd mshjfrka mshjr fmr ulhka wjEgrave

lsIacutefuka th isyuml lsIacuteug =rejrfhl=g yelshdj sicircu bd u jeoa h mdvu

wdYfhka mejreiuml nd sectu YsIHhdg kej mdvu ula lr sectug fya=jls mdvu

wjidkfha lafiarelrKh Modhs =rejreka uacuteiska Nduacute lrkq nk bfkqiuml

luhla fi wOHhkfhka wkdjrKh uacuteh tfya weeiuml uacuteg =rejreka uacuteiska

ysdudu fyda bfiacuteu Nduacute lrkq nk bekaugraveiuml luj RKdaul laIK sigraveh

yels h fndfyda uacuteg fuh isyumljkafka =rejreka mdvug ksis fi iQodkiuml fkdugrave isagraveu

u h tfya uekuacuteka iQodkiuml ugrave mdvug mfotildeY ugraveu =rejrfhl= uacuteiska wHjYHfhka

u llt hq= jeoa ldfrac34hhls

r= e flka oslasha hS lu h lt= YIs Hhks fa a ukoa doacute ija rEmha mdvug kis s fi

wjOdkh fhduq fkdlr iagraves fiuml ja hla plusmnlhs yels uacuteh tfia u miq fmlt iis kq a r= e

wjOdkh ukfa ka s ys S hk fla nd igs fjka jevj krs jQ wjia d o

kIacutes lIa Kh llt yels jQ ja hla uacuteh r= ejrhd YIs Hhdg o wjia dj nd sect YIs H

flka oslasha hS jk whszligq ka mdvu wdjrKhg Wia dy plusmnrefotilde kiuml idfrac34l bfkiumlq -bekugravea iuml

lhs djhs la mka s ldurfhka kIacutes lIa Kh jkq we ja wjia dj yKq q mjq rej yd

foYa kh jeks idiumlmo dhls bekugravea iuml rgd kIacutes lIa Kh llt yels uacuteh tjeks ja hla

mlts ns | YIs H yeiIacutes u iiumlnkOa fhka o ig= oq dhl ja hla plusmnlhs fkdyels uacuteh ukoa doacute

bekugravea iuml ffYhS kIacutes lIa Kfhka ydividekd yels jQ ja RKdua l lIa Khls

mdvug wHjYHu jQ bfkqiuml wdOdrl bfkqiuml-bekaugraveiuml lshdjsh

83

i|yd Nduacute fkdlIacutes u o Modhs r= ejrfhl= i= fkduacuteh hq = RKdua l lIa Khla

fi kIacutes lIa Khg la uacuteh tfya 11 fYKa hs hkq tfia wya er plusmnntildeh hq = fYKa hs la

fkdfotilde wHjYH bfkiumlq wdOdrlja Nduacute fkdlrkfa ka kiuml th r= ejrhdfa

yumlfrac34jdjls r= ejszlighl YIs Hfhlf= ka lv= d ljlgjq la ba d fk Ea iy fs ldKa

kfrac34s udKh lIacutes ug fldfla Wia dy llt o th widfrac34l mh ka hla ugraveu WodyrK fuacutersquo

r= e iis q wka frac34 in|d

Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect jeaumlfhka u

Okdua l lIa K kIacutes lIa Khg yels jfQ ha r= e iis q wka frac34 in|d mlts ns | K= dxh

iiumlnkOa fhks

r= ejreka yd r= ejszlighka 40 fokd wszligka nyq rhla flfrka r= e iis q wka frac34

in|d mlts ns | Okdua l lIa K fmkka iumlq flszligK YIs Hhdfa kntildeka wduka K h lIacutes fiuml

igs YIs Hhdfa wjYHd jgyd ekuS iyfhda h plusmnlugravea u wdsect hk lIa Kjks a ta nj

krs EmKh uacuteh 4 jk jj= amp

84

middot hyma =re-isiq iiumlnkaOd

middot YsIHhdfa kntildeka wdukaKh lsIacuteu

middot miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla plusmnlaugraveu

middot ishuml isiqka mdvug odhl lr ekSu

middot YsIHhskafa wjYHd fareiuml ekSu yd myiqliuml iemhSu

middot isiqka iu weia in|d (Eye Cotacts) mjajd ekSu

middot jerEgrave pfrac34hd flfrka YsIHhska u yrjd ekSu

middot Waidyfhka fdr ukd mkas ldur lltukdlrKh

middot wikSm isiqka flfrys wkqliumlmd iy nj yd Wootilde lsIacuteu

middot fkdmentildeKs isiqka flfrys o wjOdkh

middot Wiia udkqIsl iajrEmh mofrac34Yk lsIacuteu

middot YsIH woyia uacuteuid isagraveu

middot YsIHhd i=gq lsIacuteug iskd ekaugraveug =rejrhdg yels ugraveu

middot YsIHhd fj fdia fmdm ksIacutelaIKh lsIacuteu

middot isiqkag bEgraveszligma ugraveug wjiad nd sectu

middot isiqkag ioacutem ugrave eguml uacuteipoundug Wootilde ugraveu

middot isiqkag wdorfhkafka=lntildeka wdukaKh lsIacuteu

middot =re-YsIH in|dfjys yumlria nj mofrac34Ykh ugraveu

middot iqyoYSS fyda ntildeYSS njlaplusmnlsh fkdyels ugraveu

middot YsIH wjYHd =rejrhd fareiuml fkdekSu

middot isiqka flfrka ukaodoacute iajrEmhla plusmnlsh yels ugraveu

middot YsIHhd =rejrhd fj plusmnauml

igravehuqiq mlaImdSajhla plusmnlaugraveu

middot mkas ldurfha ksrkar fgtdaId lsIacuteiuml

middot =rejrhd mjik foa isiqka uacuteiska jeoa fldg fkdielSu

middot olaI yd mltuq fmlt isiq msszligi

fj muKla wjOdkh fhduq lsIacuteu



4 jk j=j (=re-isiq iiumlnkaOd

85

weeiuml =rejre ^=rejszlighka o we=iquestjamp miq fmlt yd yumlfrac34j isiqkag jeauml iyfhdahla nd sectug lshd llty ksoiqka fi uacuteoHd =rejszlighl uacuteiska zzmqdg fmdla sfhkjdo acutefkkiuml uf fmd ayelsZZ hehs mjid yumlfrac34j isiqkag ish iyfhdah nd sectug lshd lr isaacutek sect fydcentka YsIHhd iu` in|d mjajd ekSug yels jQ =rejrekag mkas ldur lltukdlrKh msltsn| wur mhakhka plusmnIacuteug isyuml fkdugrave h mdvfiuml fmlteiau isiqkag jvda leus fi lrfk hdug YsIH woyia uacuteuid isagraveu o Okdaul laIKhla fi ksIacutelaIKfha sect ydividekd yels uacuteh

uacutefYaIfhka Wiia =re isiq wkafrac34 in|d mjajd ekSug yels jQ =rejreka yg mkas ldurh wfrac34fhka yd iskdfjka msreKq iadkhla njg ma lsIacuteug yelshdj enqKs isiqka fj fdia fmdm ksIacutelaIK lsIacuteu o =rejreka mcd in|d fydcentka mjajd kakd njg ksoiqkls tys sect YsIHhd fjg keUqre ugrave eguml sfiacute kiuml weyqiumllka sectu o ksoiqka fi plusmnlauacuteh yels uacuteh tjeks wjiadjl YsIHhdfa igyka fmdl yumlgq wvqmdvq zzwmafma fiuml fudllao fiumljd uqx lejqiuml folla jfafkaZZ jeks uacuteysiquest joka o YjKh lr yels uacuteh

tfia u isiqkag ohdnszligj iafkaydkauacute j wdukaKh lsIacuteu mcd in|d Ylasua ugraveu flfrys Rcq j nmdk nj ksIacutelaIKfha sect ydividekd yels uacuteh orejfka mqfa jeks jokajska wdukaKh lsIacuteu YsIHhdfa ysi wdorfhka msszliguesectu ldEacutefthornoh wjidkfha fomd wad jcentk uacuteg =rejreka flfrka mofrac34Ykh jQ lreKdnr oiqka =ltska ta nj yjqre lr ekSug yels uacuteh

tfya by ajhkag ydamiskau fjkia =re isiq wkafrac34 in|d msltsn| RKdaul laIK o fuys oS ydividekd yels uacuteh tys sect =rejrhd iqyoYSS fyda ntildeYSS njlska fdr jQ uacuteg YsIHhd yd =rejrhd wr plusmnauml yumlria njla mofrac34Ykh uacuteh fujeks wjiadj sect YsIHhd =rejrhd flfrys plusmnauml igravehuqiq mlaImdS iajNdjhla olajk sect tfia u YsIHhdfa wjYHd =rejrhd uacuteiska fareiuml fkdkakd uacuteg YsIHhska flfrka ukaodoacute iajrEmhla mofrac34Ykh ugraveu o ksIacutelaIKh llt yels jQ ajhls fujeks ajhla u =rejrhd mjik foa isiqka uacuteiska o jeoa hehs fkdild isaacutekq plusmnlsh yels uacuteh

jDaSh l=id mofrac34Ykh

Modhs r= ejrfhl= i= uacuteh hq = K= dx ydividekd ekfS iuml sect tlja ru fyda Rcq j u kIacutes lIa Kfhka jDa hS li= d yd K= dx mo frac34Ykh iiumlnkOa fhka miquestq a m Ms hla nd fkdyels uacuteh fuu wOHhkfhka jDa uS h K= dxhka fi ild iaacutes kfa ka jDa hs la fi r= e jDa fs ha krs ugravefiuml sect r= ejrhd uacuteiks a wdjrKh lr kka d o imrq d kka d o jDa hS iyumlq ilq iuml fyja jDa uS h wjYHd mrQ Kh lr ekuS hs fuh kIacutes lIa Kfhka yjrq e lr kka jdg jvd iiumluLq idlEacutePdjks a bd uekuacuteka y Kh lr yels jQ nj i|yka llt hq h=

tfya bfkqiuml-bekaugraveiuml lshdjsfha sect jDaSh jDaSh l=id yd =Kdx

mofrac34Ykh fkdugraveu jDaSh ixjfrac34Ok wjiad mkas ldur Nduacutefha sect wju ajhl

mejSu ksoiqka fi Wiia wOHdmk wdhk ldm wOHdmk ldfrac34hd yryd mjajk

ieisrdquoiiumlukaK fyda jevuqiquest uska nd kakd plusmnkquamp o RKdaul jDasuh =Kdx

fi ksIacutelaIKh uacuteh 5 jk j=jamp

middot jDaSh mugraveKajh mofrac34Ykh ugraveu

middot waplusmnlSiuml mltmqreoao mofrac34Ykh ugraveu

middot WNtilde wjiadj sect idudkH yd uacutefYaI bekaugravefiuml lu Nduacute lsIacuteu

middot YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh uddjka nd sectug lghq= lsIacuteu

middot lemS fmfkk jDaSh =Kdx mofrac34Ykh fkdugraveu

middot jDaSh ixjfrac34Ok wjiadjka mkasldur Nduacutefha sect wju ajhl mejSu


mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq= =Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd RKdaul laIK iiumlnkaOj mudKja fdr=re nd yels uacuteh 6 jk j=jamp

5 jk j=j (jDaSh l=id

YdiaSh oekqu Nduacuteh

86

ldhla siafia =re jDasfha ksr ugraveu u ksheEgravefha waplusmnlSiuml jeauml =rejreka flfrka jDaSh mugraveKajh mofrac34Ykh waplusmnlSiuml yd mltmqreoao mofrac34Ykh uacuteh tfia u ud nd a jDaSh plusmnkqu ^cdsl wOHdmk wdhkh uacuteYajuacuteoHd jeks wdhk uskaamp WNtilde wjiadj sect mkas ldurh =lt mofrac34Ykh ugraveu o jDaSh =Kdx iiumlnkaOfhka Okdaul laIK fi i|yka llt yels h ufkda uacuteoHdaul ldrKd ild nntildeka YsIHhdfa jhig yd nqoaecirchg eltfmk uacuteIh mudKhla nd sectug lghq= lsIacuteu ud nd a uacuteIh plusmnkqu u idudkH yd uacutefYaI bekaugravefiuml lu Nduacuteh o Okdaul jDaSh =Kdxhla fi i|yka llt yels h


middot mqiquesta uacuteIh plusmnkqu mofrac34Ykh ugraveu

middot kj plusmnkqu wjiadkql+ j Nduacute lsIacuteu

middot jdr igyka Egravek igyka ludkql+j mjajdfk hdu

middot myiq bfkqiuml wjiadjka nd sectu

middot kj mfotildeYhka yryd plusmnkqu mdfhdasl Ocircuacutehg iiumlnkaO lsIacuteu

middot u plusmnkqu wjiadkql+ j Nduacutehg ekSu

middot mdfhdasl ksoiqka fkyer olajntildeka mdvu ukdj fdvkeSu

middot =re uacuteNjHd mofrac34Ykh ugraveu

middot mdvu myiq lr ekSug dlaIKsl fujiuml Nduacutehg ekSu

middot mkas ldurh =lt kj plusmnkqu wvqfjka Nduacute ugraveu

middot uacuteIhuddfotilde plusmnkqu muKla nd sectug fhduq ugraveu

middot dlaIKh Nduacute fkdugraveu

middot jdr igyka Egravek igyka ludkql+ fkdugraveu yd mjajd fk fkdhdu

middot mqiquesta fi uacuteIh plusmnkqu mofrac34Ykh fkdugraveu

middot mdvfuys wkafrac34hka muKla bekaugraveu

6 jk j=j (YdiaSh l=id

mfrac34fhaIK wruqK bgq lr ekSu Wfoid Modhs =rejrfhl= i= uacuteh hq=

=Kdxhla fi YdiaSh =Kdx ilk sect ksIacutelaIKh =ltska tys Okdaul yd

RKdaul laIK iiumlnkaO j mudKja fdr=re nd yels uacuteh

ta wkqj ud Wkajkq nk uacuteIh iiumlnkaOfhka mqiquesta plusmnkqula mofrac34Ykh ugraveu yd

tu plusmnkqu wjiadkql+ j Nduacutehg ekSu Okdaul YdiaSh oekqu Nduacuteh

iiumlnkaOfhka jk =Kdxhla fi ksIacutelaIKfhka ydividekd yels uacuteh ksoiqka fi

zzxd huqkd irnq wNtilderjS hk isjq uyd xd uqyqog jeagrave tlu jK rihla jkakdla

fukaZZ jeks Wmud wdYs WodyrK mds fnoaO fmdm wdYfhka isxy mdviuml

wdjrKfha sect Nduacute ugraveu i|yka llt yels h tfia u cdsl uUumlgntildeka yd cdHkar

uUumlgntildeka hdjaldSk jk kj plusmnkqu mkas ldurfha bfkqiuml-bekaugraveiuml lshdjsh =lt

mofrac34Ykh ugraveu jeoa fldg ielsh yels h

mdfhdasl ksoiqka olajntildeka mdvu bd uekuacuteka fdvkeSug Waidy

plusmnIacuteu o Okdaul Ydia Sh =Kdxhla fi i|yka llt yels h ksoiqka fi

zorejfka yskak wms bkafka Wia ldivide uqyumlkl lshd Wv b|ka nk wmg xd

weltfodlt d nisk yeaacute fmfkkjd ksa mdgg eksd Egravesfikjd wEska

mdrja uxudja fmfkkjd mes mesj mdg mdg ua jjd sfhkjd

tajdfa wes ofrac34YkSh nj mdGlhdg ta lshkafka kjldjla flaacuteldjla

87

tfia u =re uacuteNjHd mofrac34Ykh ugraveu Okdaul YdiaSh oekqu Nduacute llt

wjiadjla fi i|yka llt yels h fuh jeaumlmqru mofrac34Ykh jQfha isxy uacuteIhh

iiumlnkaOfhks

l=fa wes uy hlefa hk nj ksh hnfa fyd| isszlig hEgravefa i| fi fofdj iem h

ksoiqkla fi

jeks ksoiqka imhntildeka dhk l=id iys j mdvu wdriumlN lsIacutefiuml oS YsIHhd

mfndaOja j mdvu wdriumlN lsIacuteug fmfUkq plusmnlsh yels uacuteh tfya mkas ldurh =lt

=rejreka uacuteiska kj plusmnkqu wvqfjka Nduacute ugraveu plusmnlsh yels jQ wr uacuteIhuddfotilde plusmnkqu

muKla tkiuml mdvfiuml wkafrac34fhka muKla bekaugraveug =rejreka uacuteiska Waidy

plusmnIacuteu YdiaSh oekqu msltsn| j RKdaul =Kdxhla fi ksIacutelaIKfhka ydividekd

yels uacuteh tfiau weeiuml =rejreka ûacutefYaIfhka msszligntilde =rejrekafka nyqrhlaamp jdr

igyka fyda Egravek igyka Nduacute llt nja mofrac34Ykh fkdjqKs Tjqka mkas ldurhg

mentildeKsfha ysia oEa muKla fk h tfia u mdvu wdriumlN lsIacuteug muzzwms Bfh

kejea=fotilde fldkoZZ hehs mYak lsIacuteu tjka =re Nj=ka mkashg mentildeK weiQ mltuq

mekh uacuteh ta =ltska u kshntilde Egravekhg iQodkiuml ugrave fkdmentildeKSu Tjqka flfrka uacuteoHudk uacuteh

tfya th =rejrfhl=g fhdaH fkdjk ajhls ksIacutelaIKh lrk o =rejreka 40

fokd wszligka kugravek dlaIKsl plusmnkqu Nduacute lflta fofofkl= ^02amp muKs Tjqyq bd

leueafka dlaIKh Nduacutefhka kj plusmnkqu isiqkag nd sectug lghq= llty

luacutehla Shla riuacutecentk wmg plusmnfkk whqszligka ueugraveug ksfrac34udKlre iua fjkjd wms

fiumllg lshkjd mqfa NtildearEm ujkjd lshd tfyu keskiuml fiuml foaja isfys

NtildeKh lrkakg ksfrac34udKlre iuafjd sfhkjd lshZZ hkak plusmnlauacuteh yels h fuh

zisfys rEm ueugraveuZ fi plusmnlajQfha kiuml th jgyd ekSug YsIHhdg wes wjiadj ssyS

hkq we tfya =rejszligh ish olaIdjh u iqyumliq fi jvd fhdaH ksoiqkla iys j

th meyeEgraves lr sectug iua jQjd h

SrK ekSfiuml l=id

SrK ekSfiuml l=id iys Modhs =rejrfhl= kiuml bekaugraveug kshntilde

uacuteIh mh uacuteIh fldgi msltsn| j lska ieiqiuml fldg SrKh lr eicircu llt hq=

h ta nj ksIacutelaIKfhka yjqre lr ekSug yels uacuteh kshntilde Egravekfha sect wodlt

ldEacutefthornoh =lt wdjrKhg wfmalaIs uacuteIh fldgi fmr isg u SrKh lr ekSu

bd jeoa fldg ielsh yels =Kdxhls

88

plusmnauml iaOacuteridrNdjhlska ukafa mldYkhka bEgraveszligma lr isagraveu YsIHhd =lt

=rejrhd flfrys yd =rejrhd nd fok plusmnkqu iiumlnkaOfhka uacuteYajdihla wes lsIacuteu

flfrys nmdkq efiacute th weeiuml uacuteg YsIHhka nd fok mslts=re yjqre lsIacutefiuml isg

isyuml uacuteh yels h jerEgrave pfrac34hd mofrac34Ykh lrk isiqkafa pfrac34hdjka WNtilde yd YsIHhdg

ydkshla fkdjk wdldrfhka uacutelrKh lsIacuteu o SrK ekSfiuml l=id iys =rejreka

flfrka mofrac34Ykh uacuteh fydcentka SrK ekSug yels =rejreka mlaIdyS nj yd wju

mqoa noaOdjhlska lghq= lrk wdldrh o mofrac34Ykh ugraveu iquacutefYaIS uacuteh

7 jk j=j ( SrK ekSiuml


middot iaOacuter Ndjhlska hq= woyia mldYkh

middot bekaugraveug kshntilde uacuteIh mh msltsn| SrKh lr isagraveu

middot ksjerEgrave mslts=re yjqre lsIacuteu

middot YsIHhd ksjerEgravej wiqka lsIacuteu

middot YsIH jerEgrave pfrac34hd uacutelrKh

middot mlaIdyS nj yd mqoanoaO nj wju ugraveu

middot mlaIdyS nj

middot u plusmnkqu msltsn| wuacuteYajdih

middot bekaugraveu i|yd iQodkula fkdugraveu

middot wjiadkql+ j SrK ekSfiuml fkdyelshdj

middot isiqka ksis mszligEgrave wiqka fkdlsIacuteu

tfya =rejreka weeiuml uacuteg mlaIdyS nuacuteka lghq= lsIacuteu isiqka ksis mszligEgrave

wiqka fkdlsIacuteu jeks ajh =rejrekafa SrK ekSfiuml l=id rys nj

mofrac34Ykh ugraveu flfrys mufhka lemS fmkqk laIK uacuteh olaI isiqkayg bEgraveszlig fmlt

nd sectu YjH yd oDIH wdndO iys orejka miq fmlt wiqka lr isagraveu jeks mdntildel

uUumlgfiuml yumlfrac34jd o weeiuml =rejreka flfrka mofrac34Ykh uacuteh fuu ajh

wjiadkql+ j SrK ekSfiuml fkdyelshdj u wes jk ajhls bekaugraveu i|yd

iQodkiuml njla mofrac34Ykh fkdugraveu o SrK ekSfiuml wvq l=id iys =rejreka flfrka

mofrac34Ykh uacuteh isiqka wik mYakjg ksYaNtilde mslts=re nd fkdsectu =ltska =rejreka

flfrka mofrac34Ykh jQfha Tjqka i= plusmnkqu wuacuteYajdifhka msszlig tlla njhs ud i=j uacuteIh

lafIah yd idudkH plusmnkqu iiumlnkaOfhka mjsk wvq plusmnkqu thg fya=jla fi i|yka

llt yels h

wdYs ka

w=fldardlt atildewdfrac34 ^1996amp wOHdmk ufkdauacuteoHdj yd wOHdmk jHjydr msltsn| rpkdmdkyumlr( YslaId ukaosr mldYlfhda

cdsl wOHdmk fldntildeIka iNdj 2003amp YS xldfotilde idudkH wOHdmkh msltsn| cdsl msmas rduqjla i|yd fhdackd fldltU

89

90

AdewaleOS(2013)TeachingpersonalityasanecessaryfortheeffectivenessofteachingandlearningJournalofEducationampHumanDevelopmentVol2N02December2013

Barwanietal(2012)AneffectiveteachingmodelforpublicschoolteachersintheSultanofOmanndashStudentsstanceMuscutSultanQaboosUniversity

ChandraR (2010) Education amp Futurology New Delhi Shree publishers anddistributors

FaullA(2012)Highly effective teachers Journal of Education amp HumanDevelopmentVol2N02December2013

HaskvitzA(2005)TopleveltraitsofagoodteachersColumnisteducationnewsorghttpeducationnewsorgarticlestop-eleven-traits-of-a-good-teacher-html

JacksonW(1995)DoingsocialresearchmethodsCanadaPrenticeHall

RoshenshineBampFurstAF(1973)(Eds)Theuseofdirectobservationtostudyndteaching in travers(2 ed) Second hand book of Research on

TeachingChicagoMcNally

ndWisker G (2008) (Eds) The post graduate research handbook (2 Ed)SucceedwithyourMAMPhilEdPandPHDLondonPalgraveMacmillan

Zehm S J amp Kott ler J A (1993) On being a teacher the humandimensionCaliforniaCrowinPressInc

ASTUDYOFTHEROLEOFSCHOOLCOUNSELLORTEACHERS

LasanthiGeethaniKakgodaarachchiLecturerGuidanceampCounsellingUnit

NationalInstituteofEducationMaharagama

Abstract

SupersedingallthepreviouscircularstheCircular201306hasstrongly

emphasizedtheneedofGuidanceandCounselingfortheschoolsystem

ThishaspavedwaytoofferthepostsofCounselorteachertogivethem

professional acceptance The speciic objectives of the study were to

investigate theprofessionalcompetenceoftheteacherCounselorstheir

modeofinterventionforCounselingtheproblemsandchallengestheyface

in schoolandtheareasthatshouldbefurtherdevelopedtoperpetuate

effectivelytheroleofateacherCounselorproductivelyForthestudy138

teachers from several provinces were purposively selected and

quantitativedatagleanedbyquestionnaireswereanalyzedTheanalysis

revealedthatdeinitionofthesubjectCounselingincompliancewithclear

indicatorsistheestablishmentofthelegalidentityandframeworkofthe

subjectgivingalicensetoteachersselectedoncoherentcriteriamaking

compulsory the completion of professional qualiication of Counselor

Teachers and releasing them full-time for Counseling activities are the

perceivedsolutionsfortheproblemsinthisield

MajorKeyWordsroleofcounsellorprofessionalcompetenceintervention

91

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ksid udkisl wdsh lauh yd ta wdYs Ntildeafotildes mSvkjg ndivideka jk isiqka

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tneuacuteka wOHdmk wNsudfrac34 fj hdu yumlIalr ugrave wes njg o mdifka miq iudc

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93

tuska fufla mejes egumljg uacuteidivideiuml nd fontildeka WmfoaYk =rejrhdg

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k=re nd sectug o lghq= lr we ta wkqj mdifa Rcq iyh fiajdjla jYfhka

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we tys iòyka jk wdldrhg

94

iiumlmdolhka uacuteiska plusmnauml j wjOdrKh fldg we ^reKhka msltsnò ckdecircms

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fldg we

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^wdampi yldr YsIH WmfoaYl

WmfoaYk fiajdj iòyd meh 60lg jeauml msltsa wdhkhlska flaacute fyda

Egrave=ldSk mqyqKqjla nd wes =rejreka

^weamp YsIH WmfoaYl

msltsa wdhkhlska meh 200lg jvd mqyqKqjla fyda aumlmafdaudjla a

=rejreka

^wEamp fcHIaG YsIH WmfoaYl

WmfoaYkh msltsnò meh 80lg jvd mdfhdasl mqyqKqj iys mYapda Wmdecirc

uUumlgfiuml iqyumliqliuml enqjka fyda by iqyumliqlu iys j WmfoaYkh fyda

ufkdauacuteoHdj we=lta Ydiams Wmdecirch fyda bka bylt iqyumliqliuml enq

95

ta wkqj 2013$06 plfaLh =rejreka ma lr ekSu iòyd meyeEgraves ffksl

miqigraveula bEgraveszligma fldg we fujeks ffksl miqigraveula mej=k o iuia wOHdmk

moaOsh =lt meyeEgraves Ntildehla mdia WmfoaYkh fyda WmfoaYk =rejreka

iiumlnkaOfhka fufla ysntilde ugrave fkdues wr WmfoaYk N+ntildeldj iiumlnkaOfhka

iudcfhka o uacuteuacuteO uacutefotildepk ta fjntildeka mjSs p=szligld 2015brvbar msrK 2015brvbar msrK

2016amp

mdia WmfoaYk ldfrac34hfhys ksr =rejrekafa ldfrac34hNdrh iiumlnkaOfhka

fufla YS xldfotilde lrk o iDcq mfrac34fhaIK iSntilde wr cdsl wOHdmk wdhkh

2011amp fuu wOHhk jqj o jeauml wjOdkhg lafldg weafa mdia isiqka uqyqKmdk

eguml yd jDaSh udfrac34fdamfoaYh iiumlnkaOfhks chisxy 1994amp ueKsfla 2004amp YS

xldfotilde kj fhdjqka uacutefha mdia orejka iòyd WmfoaYkhl wjYHdj o fyajfa

^1999amp kj fhdjqkauacutefha orejka mdia iudch =lt uqyqK fok eguml msltsnò j o

wjOdkh fhduq fldg we uacutelurak ^1998amp YS xldfotilde mdia moaOsh weiqfrka

WmfoaYkfha ueEgraveyaugraveu wOHhkh lr we fotildeyea 1996amp mdia isiqka uqyqK fok

eguml wju lr ekSu iòyd mdia WmfoaYkh i= j uacuteYd ldfrac34hNdrhla mjsk

nj fmkajd fok wr u tjlg mdia moaOshg wes uacutefotildepk wr wOHdmkh

uska isiq wjYHd Dma fkdugraveu wdau Ylash fyda fmreI ixjfrac34Okh flfrys

wju wjOdkh hk lreKq fmkajd foa fuu lreK u iurisxy ^1981amp fhdjqkauacutefha

orejkafa eguml wNsfhda mdi uska uacuteiòkjd fjkqjg wOHdmk yumlIalrd o tl=

96

fujeks jq miqigraveul mdia udfrac34fdamfoaYh yd WmfoaYk ldfrac34hNdrh jvd

uacuteecircua yd wHjYH fiajdjla lsIacutefiuml wruqKska wOHdmk wudHdxY 2013$6

plfaLh uska udfrac34fdamfoaY yd WmfoaYk =re ldfrac34hNdrh iquacutefYaI j wfrac34 olajd

ffksl miqigraveula nd oSug ea fldg we fun`yuml ffksl yd uacutefotildepkdaul

jgmsgdjl mdia WmfoaYk =rejrekafa N+ntildeldj uska isyumllrkq nk ldfrac34hNdrh

msltsnò meyeEgraves wjfndaOhla nd hq= ugraveu jeoa jkafka jfrac34udk mdia YsIH

mcdj iòyd mdia WmfoaYkh plusmnauml j wjYH j mejSu u h ûacutelurak 2010brvbar

msrK 2016amp msrK 2016 fmkajd fok mszligEgrave u mdig udfrac34fdamfoaYh yd

WmfoaYkfha wjYHdj rug u th mdia moaOsh =lt iaOacuteridr j iadms

lrSug kiuml tys plusmnkg ksr j isaacutek =rejrekafa ldfrac34hNdrh msltsnò j uacutemriuml

lsIacuteu wjYH lreKla j mjs tneuacuteka ta iòyd miqigraveula fi WmfoAYk =re

N+ntildeldfotilde jfrac34udk miqigraveu wOHhkh iòyd mfrac34fhaIKhl wjYHdj mjS

ugrave th j yumlrga yumlIalr jljdkqjla njg ma fldg wes nj mjihs ueKsfla 2004amp

fmkajd fokqfha mdia udfrac34fdamfoaY yd WmfoaYk N+ntildeldj msltsnò meyeEgraves Ntildehla

fkdues nj yd mdia udfrac34fdamfoaY yd WmfoaYk jev igyka jvda mltodhs whqszligka

lshdaul lsIacutefiuml wNsfhdahg mdi uqyqK Egraveh hq= j wes njhs

msrK ^2015amp mdia WmfoaYk =rejrekafa uacuteNjHd fidhd neSu

iiumlnkaOfhka wes wOHhkfhka wkdjrKh fldg weafa WmfoaYk uacuteIhh

iiumlnkaOfhka WmfoaYk =rejreka iiumlnkaOfhka wes wju plusmnkqjaNdjh fya=fjka

WmfoaYk ldfrac34hfhka ndfmdfrda= jk wruqKq bgq ugrave fkdues njhs tfya fuu

wOHhk mdia WmfoaYk =re ldfrac34hNdrh iiumlnkaOfhka Rcq wOHhk fkdfotilde p=szligld

^2015amp mdia WmfoaYkh msltsnò isiqka olajk wdlam wOHhkh fldg we tuska

wkjrKh jkafka mdia isiqka =lt mdia WmfoaYk ldfrac34hNdrh fyda tys ksr

=rejreka iiumlnkaOfhka Okdaul wdlam fkdues njhs msrK ^2016amp YS xldfotilde

mdia moaOsfha WmfoaYkfha iajNdjh keues wOHhkfhka fylts lrkqfha 2012 jir

jk uacuteg YS xldfotilde mdia ixLHdj 9905la yd YsIH ixLHdj 4004086la nja Bg

idfmalI j udfrac34fdamfoaY yd WmfoaYk =rejrekafa ixLHdj 1086l mudKhla nja

h ta wkqj udfrac34fdamfoaY yd WmfoaYk =re yd YsIH mcd wkqmdh 1(3687 jeks

wsuacuteYd mudKhlska hqla jk njhs fuu miqigraveu u mdia WmfoaYk wNsudfrac34

ÂmericanSchoolCounselorAssociation 2008amp fj hdu bd yumlIalr lghqala j

wes nj jeaumlyumlrga fmkajd foa tfia jQ udfrac34damfoaY yd WmfoaYk =rejreka fi ma

lrk o =rejreka iòyd luja jev msltsfjltla mdi =lt fdvkd fkdues ugraveu

yd Tjqkafa udfrac34fdamfoaYh yd WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml bd

wju ugraveu fya=fjka uacuteecircua j mdi =lt fuu ldfrac34hfhys kshelts fkdues nja

jeaumlyumlrga fmkajd foa

20 wNsudfrac34h iy iquacutefYaIS wruqKq

wOHhkfha wNsudfrac34h mdia WmfoaYk lafIafha ksr ugrave isaacutek =rejrekafa

mdia WmfoaYk ldfrac34hNdrh yd Tjqka ta i|yd ueEgraveya jk wdldrh fidhd neSuhs

iquacutefYaIS wruqKq jQfha

wamp jfrac34udk mdia WmfoaYkfhys ksr =rejrekafa WmfoaYkh i|yd

wes jDaSuh fhdaHdj fidhd neSu

wdamp WmfoaYk =rejreka WmfoaYk lshdjsh i|yd ueEgraveya jk

wdldrh uacuteufrac34Ykh lsIacuteu

weamp mdifa WmfoaYk ldfrac34hfha kshelts WmfoaYk =rejreka uqyqK mdk

eguml iy wNsfhda ydividekd ekSu

wEamp WmfoaYk =re N=ntildeldj Modhs fi mjajd fk hdu i|yd

ixjfrac34Okh llt hq= lafIa ksfrac34Kh lsIacuteu

97

30 lufotildeoh

mudKdaul mfrac34fhaIK mfotildeYfha ioacutelaIK mfrac34fhaIK lufotildeoh fhdod kakd

oS WmfoaYk =rejrekafa lshdldIacuteajhg wodlt msmash ksrEmKh lrk

plfaL lshd llt iajNdjh wOHhkh lrk ksid msmas mfrac34fhaIK laIK o Nduacute

lrk sect ioacutelaIK mfrac34fhaIK Khg wha mYakdjshla uska WmfoaYk

=rejrekafa oa ia lrk sect mYakdjsh ilia lsIacutefiuml sect iyNdslhkafa

wOHdmk yd WmfoaYkh i|yd wes iqyumliqliuml mdia WmfoaYk fiajd ldh hk uQsl

fdr=re nd ekSuga fojkqj WmfoaYk =rejrhl= jYfhka oekg mdifa lrkq

nk ldfrac34h isiqka ta i|yd fhduq lr kakd lufotildeo WmfoaYkfha isyuml lsIacutefiuml sect

uqyqKmdk eguml yd tajd wju lsIacuteug a lshdudfrac34 o fjkqj jyumlrga WmfoaYk

=re N=ntildeldj =lt iadjr ugraveug Tjqkafa uQsl wjYHd fudkjd o hkak wjOdrKh

flrsKs

YS xldfotilde wOHdmk ldm 94ka mltda 07lska ^niakdysr jhU uOHu

kefkysr Wj inruqj yd ol=Kamp tla mltdl ldmjska WmfoaYk

=rejreka 25]la ksfhdackh jk mszligEgrave ldm 13l ^ntildeuqj ntildekqjkafdv leKsh

ksljeraacuteh l=shdmsaacuteh uykqjr kqjrtltsh wiumlmdr jesuv nxfdv lEa

yiumlnkafdg Egravelajeaamp WmfoaYkfha kshelts =rejreka 138la ishuml u mdia jfrac34

^1AB1C 2 iy 3 jfrac34hamp ksfhdackh jk mszligEgrave wdriumluk j Purposivelyamp fdard

kakd sect ^1 jk j=jamp =rejrekafka mYakdjshg o mspdr mudKdaul j

msYjska uacuteYafaIKh lr j= iy miadrjska ksrEmKh lrk sect

1 jk j=j ( =re ksheEgraveh mltda wkqj d lt m

sr y d ak i n

U h j

u H O u

k

sr y k f e

j W

qj u r n i

=K l o

h m d l

qj u oacute

v d af k qj k ntilde

sh K e l

h aacute r e j ssl k

h saacute m d sh == l

r qj k y u

sh lt t r qj k

r d m iuml w

v su e j

v d f x n

a e l

g d af k n iuml y

a e aj l Egrave

h K d u m

10 10 10 10 20 10 10 10 10 06 12 10 10

wOHhk iuS d jfQ ha mdia WmfoYa kfhys khs elts iuia r= ejreka kfs hdca kh

iòyd fhdod kka d ofa oa ldm wOHhk 13la muKla ugraveua ixs y udOH

udfrac34fdma foYa yd WmfoYa k r= ejreka muKla wOHhkhg la lIacutes ua udfrac34fdma foYa

yd WmfoYa k flIa f hka WmfoYa k wxYfha r= e ldfrac34hNdrh muKla wOHhkh

lIacutes ua h

40 oa uacuteyh iy idlEacutePdj

41 WmfoaYkfhys ksheltsug WmfoaYk =rejreka i= fhdaHdj

411 wOHdmksl iy jDaSh iqyumliqliuml

wOHdmksl jYfhka nd snQ bylt u iqyumliqlu Ydiams Wmdecirch ksheEgravefhka

5]la imqrd sigraveK Tjqka niakdysr jhU iy ol=Kq mltdajg wha jQy ^1 jk

rEmhamp iuia mYapda WmdecircOdszligka ixLHdj 28]la jQ wr bka jeauml u mudKhla jQ

29]la jhU mltdg wha uacuteh16]la niakdysr yd uOHu o ol=K 15]la jQ wr

kefkysr mltdfa 3]la =rejre fuu jDaSh iqyumliqlu imqrd sigraveKs iuia

Ydiafotildesect WmdecircOdszligka 12]la jQ wr bka 35] fokl= u wha jQfha niakdysrg h uOHu

yd ol=Kq mltda =lt WmdecircOdIacuteka 18] neska uacuteh wju odhlajhla olajk mltda jQfha

jhU Wj yd kefkysr h

iuia wOHdmkfotildesect WmdecircOdIacuteka uq`M Kk 9]la jQ wr jhU uOHu yd

ol=Kq mltdaj bka 23]la jQy WmdecircOdIacuteka wr uacuteYajuacuteoHdhlska mu Wmdecirc

jYfhka wNHkar WmdecircOdIacuteka isaacutefha fofokl= muKla jQ wr fiuml fofokd u wha

jqfha ol=Kq mltdfa yiumlnkafdg ldm wOHdmk ldfrac34hdfha ugraveu o uacutefYaIajhls

bsszlig ishuml fokd mqyqKq =rejreka fi iqyumliqlu nd fojkqj cdsl

98

454035302520151050

wfm

diW

fmlt

aumlmaf

daud

mqyqKq

=re

cdY

suacute

wOHdmk

fotildesect

Ydiafotilde

sect

Ydiam

s

mYa W

mdecirc

1 jk rEmh ( iyNds ksheEgravefha wOHdmksl yd jDaSh iqyumliqliuml

WmfoaYk =rejrekafa 31 ]la mqyqKq =rejreka jQ wr th bylt u iqyumliqlu ugrave snqKs

mqyqKq =rejreka wffrac34 jeaumlu mudKhla bxSis mqyqKq =rejre jQy aumlmafdaudOdIacuteka

sfofkla jQy Tjqka bxSis lDIs uacuteoHd yd uacuteoHd aumlmafdaud u bylt u iqyumliqlu fi

yodrd snq wr fudjqka ydividekd yels jqfha jhU uOHu yd Wj mltda weiqszligks wju

iqyumliqlu iys jQfha wfmdi ^W fmltamp iua jqjka h fuu wju iqyumliqliuml en =re

lafIafha isaacutek =rejreka 5]ls fuu iuia ksheEgravefhka 58]la niakdysrg iy jhUg

o uOHu inruqj yd ol=fKka 14]la neska o yyumlkd kq eicirch

412 WmfoaYkh iiumlnkaO iqyumliqliuml

WmfoaYkh uacuteIhh hkq Wmfoia sectfuka fdr jqa uacuteoHdaul jQa ofrac34Yksl jQa hiuml

yumlrlg ffjoH uacuteoHdj yd ienecenthd jQ jyumlrga mq`Ma fjntildeka bEgraveszlighg uka lrk uacuteIh

lafIahls

WmfoaYk ldfrac34hfhys ksr jQ acutekEu jDaslhl=g WmfoaYkhg iquacutefYaI jQ

kHdhdaul yd mdfhdasl ksmqKd wHjYH h Âmerican School Counselor

wOHdmk wdhkfhka wOHdmkfotildesect Wmdecirc iqyumliqliuml imqrd snqKs cdsl wOHdmk

uacuteoHdmSG weiqszligka YslaIK uacuteoHd aumlmafdaud iqyumliqlu imqrk oaoka 9]la jQ wr bka jeauml

u mudKhla niakdysr yd jhU mltd ksfhdackh llty uOHu yd ol=K yereK uacuteg

wfkla mltda weiqszligka fuu jDaSh iqyumliqlu imqrk o =rejre fkdjQy

99

Association 2008 msrK 2015brvbar msrK 2016amp wOHdmk wudHdxYh fuys wes

jeoalu uE ldfha j yumlrga yjqre lsIacuteug mhak ord weafa mdia uUumlgntildeka

WmfoaYkfhys kshelts =rejrekag Tjqkafa WmfoaYk jDaSh ksmqKajh lafIah =lt

cent isaacuteug wHjYH yd uQsl iqyumliqlu fi wjOdrKh lrntildeks

=rejreka wszligka WmfoaYkfhys ksr ugraveu i|yd jDaSh jYfhka nd wes

iqyumliqliuml fi WmfoaYkh msltsn| mYapda Wmdecirc aumlmafdaud ufkdauacuteoHdj Wmdecirch

ufkdauacuteoHdj yd fudayk uacuteoHdj msltsn| Wiia aumlmafdaudj ufkda msldr msltsn| Wiia

aumlmafdaudj udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj yd WmfoaYk ufkdauacuteoHdj

aumlmafdaud jQy 2 jk rEmhamp

2 jk rEmh( WmfoaYkh iiumlnkaO jDaSh iqyumliqliuml

01 WmfoaYkh msltsnò mYapda Wmdecirc aumlmafdaudj

02 ufkdauacuteoHdj Wmdecirch

0 3 udfrac34fdamfoaYh yd WmfoaYk aumlmafdaudj

0 4 WmfoaYk ufkdauacuteoHdj aumlmafdaudj

0 5 ufkda msldrh msltsnò Wiia aumlmafdaudj

0 6 ufkdauacuteoHdj yd fudayk uacuteoHdj msltsnò Wiia aumlmafdaudj

=re ksheEgravefhka 14]la WmfoaYkh msltsn| jDaSuh jYfhka iqyumliqliuml imqrd

snqKs fuhska o 20]la udfrac34fdamfoaYh yd WmfoaYkh msltsn| mYapda Wmdecirc

aumlmafdaudj o 40]la WmfoaYk ufkdauacuteoHdj aumlmafdaudj o yodrd snqKs u mu

Wmdecirch iòyd ufkdauacuteoHdj uacuteIhh yodrd isaacutefha iuia ksheEgravefhka tla whl= muKla

jQ wr yiumlnkafdg ldmfhka tu =rejrhd yyumlkd yels uacuteh tfia u mdfhdasl

WmfoaYkfha sect jeoa ufkda msldr msltsnò yodrd isaacutefha tla whl= muKs fudjqka

fuu iqyumliqliuml imqrd snqfKa fmardfoKsh uacuteYajuacuteoHdh fldltU uacuteYajuacuteoHdh

100

reyqKq uacuteYajuacuteoHdh cdsl wOHdmk wdhkh ufkda uacuteoHd wdhkh udkisl

fiLH moku uki ixjfrac34Ok wdhkh hsishiuml cdHkar mdi wdEgrave uacuteuacuteO wdhk

uUumlgfuks ksheEgravefhka inruqj Wj yd kefkysr mltdaj lsisjl= jDaSh

jYfhka msltsa iqyumliqlula imqrd fkdsigraveKs

413 WmfoaYkh iiumlnkaO fjka iqyumliqliuml

=rejrekafka 14]la jDash mszligKNdjh yd hdjaldSk ugraveu Wfoid

mltda$ldm fiajdia ieisjg iyNds ugrave snqKs 19]la rdcH yd rdcH fkdjk

ixuacuteOdkjska fufyhjk o ^GIZ Plan Sri Lanka fiLH wudHdxYh cdsl

ltudrlaIl wecircldszligh ckdecircms faliuml ldfrac34hdhamp WmfoaYk jev igykajg fhduq ugrave

snqKs tfia u WmfoaYk =rejrhl=g wHjYH WmfoaYk idhksl mqyqKqj nd

snqfKa tla whl= muKs uqiquest =re ksheosfhka 4]la fufla lsisyuml mqyqKqjlg iyNds

ugrave fkdsigraveKs ja 39]la fiuml iòyd mslts=re sect fkdsigraveK

414 mdia WmfoaYk fiajd ldh

flIa a h mlts ns ò mltmrq eooa yd ldfrac34hNdrfha jeola u WmfoYa k fija d ldh wkjq

yjrq e fotilde 2 jk jf= jka plusmnlfa jkfa ka iyNdls hkfa a mdia WmfoYa k fija d

ldhhs 9]la jir 16g jvd Wmszligu fija d ldhla jdfrac34d fldg ns q wr fuu

r= ejreka nika dyrs g yd jhU mltdg wha uacuteh 23]la iaacutes fha jir 1-3 wr ld

mrdihl WmfoYa kfhys krs r= ejreka h fiuml wr fija d ldh iòyka fkdllt 9]la

o uacuteh

2 jk jj= ( mdia WmfoYa k fiajd ldh

jir Kk mudKh ^]amp

16 g jeauml

9

13 -

15

2

10 -

12

7

7

-

9

9

4 -

6

17

1 -

3

26

jir 1 g wvq

20

iòyka kes

9

101

42 WmfoaYk =rejreka WmfoaYkh i|yd ueEgraveya jk whqre

jevigyka ieiqiumllrejl= fi ( WmfoaYk =re ldfrac34hNdrfha tla wxYhla jkafka

plusmnkqja lsIacuteuhs fiuml hgfa =re fo=reka oekqja lsIacutefiuml ieis yd foudmshka uqKeis

oekqja lsIacuteiumljg 26]la fhduq jk nj wkdjrKh uacuteh fojkqj jevigyka

ieiqiumllrejl= hgfa =re fo=reka isiqkafka yd uacuteuacuteO iudOcirch lKavdhiuml iòyd

uacuteuacuteO jevigyka ixuacuteOdkhg 33]la fhduq ugrave weta wr isiq pfrac34hd yeveiaugraveu

mszligir kshduk uaoslashjH ksjdrK mudOdr fmdaIK fiLHh foaYk idrOfrac34u

Ndjkd$ixhu wdsect jevigyka uacuteh jevigyka ieiqiumllrejl= fi fhduq lsIacuteiuml

ldfrac34hhg 5]la odhl ugrave we ltud mszligjdi wdhkj ufkda ffjoHjrekg jDASh

udfrac34fdamfoaYh fj fhduq lrk nj wkafrac34 uacuteh

WmfoaYlfhl= fi ( lKavdhiuml yd fmoasl WmfoaYkfhys ksr ugraveu

fmoasl$mjqa mszligir fdr=re fiugraveu bfkqiuml yumlIalrd yd wvq idOk uUumlgiuml

iys ltuhskg msldfrac34h jevigyka lshdaul lrk nj 56]la iòyka fldg we

lafiare lrejl= fi ( lafiarelrejl= jYfhka s laIK yelshd lteEgravehd

mIacutelaIK Nduacutefhka ioacutelaIK mejeaugravefuys 10]l mudKhla ksr jk nj

wkdjrKh uacuteh

421 isiqka WmfoaYkh i|yd fhduq lr kakd wdldrhmdia udfrac34fdma foYa iy WmfoYa k ldfrac34hfhys sect md ntildel mka s i|yd ufmkugravea fiuml

ldfrac34hha ouacutea hs ls fYKa s i|yd Bg wur j WmfoYa kh o jeoa fotilde iis kq a

WmfoYa k r= ejrhd fj Rcq j u mentildefKk wjia djkga jvd fjka mdfrac34Yj uks a

WmfoYa kh fj fhduq lrkq nk jdr Kk jeauml uacuteh yels h tfia u WmfoYa k

r= ejrhd iis kq a iiumlnkOa fhka fydò kIacutes lIa lhl= yd mfrac34fhIa lhl= kiuml iis q egumlj sect

Rcq j ueEgraveyugravea fiuml wjia dj mjs

fuu wOHhkfha sect WmfoYa k r= ejrhd egumljg Rcq j ueEgraveyugravea u uks a 39]la o

fjka mdfrac34Yj ^r= ejre foudmhs ka yd uacuteuacuteO iudOcirch lKva dhiumlamp uks a 42]la o uacuteuacuteO

jevigyka wrr= Egrave 15]la o ija leuefa ka 9]la o fhduq lr kka d nj fylts uacuteh

422 isiq egumlj iajNdjh

isiq egumlj iajNdjh wkqj ishuml eguml mOdk faud yrla Tiafia fmlt iajk sect

mqoa noaO eguml ( isiqka mdifa sect uqyqKmdk mqoa noaO eguml whsu 17la

wkdjrKh uacuteh tajd kiuml udkisl wdsh ixfotildeEgravedj wvqugraveu$lyldIacute yqoldj

msh lsIacuteu wjOdkh wjuugraveu uaoslashjH Nduacuteh fmau in|d iusxsl eguml sxsl

eguml wi nj uacuteYdoh fidrliuml lsIacuteu fhdjqkauacuteh msltsn| fkdoekSu oafotildeY

iyugraveu fmreI eguml fmdaIK eguml miqdoacute$fintildeka bfk ekSu iy uacuteuacuteO

ldhsl wdndO uacutefYaIfhka iòyka fkdjqamp uacuteh isiqkafka 20]la uaoslashjH Nduacuteh 18]la

fmau iiumlnkaOd 17]la lyldIacute yd ixfotildesectdj wvqugraveu fya=fjka mdi =lt

egumlldIacute fi yeisfrk nj =rejreka uacuteiska wjOdrKh fldg sigraveK

102

mjq wdYs eguml ( isiqka Ocircja jk mjqa wdYs mszligirh Tjqkafa wOHdmkhg fuka u

fmreI ixjfrac34Okhg tl fia nmdhs ^msrK 2015amp isiqkg mdi =lt mek ksk

fndfyduhla eguml ksji yd noaO j mjss wOHhkhg la jQ WmfoaYk

=rejrekafka a oa wkqj mdia isiqka oszligoslashdj egumllIacute mjqa mszligirh

foudmsh oeauml o~qjiuml mshd uaoslashjH Nduacuteh foudmsh wiNH jpk Nduacutehuj$mshd

orejka iu fkdisagraveu fjkaj Ocircjaugraveu uj uacutefoaYugraveu foudmsh fifkyi

fkdeicircu foudmshka wysntildeugraveu foudmshka wdfotildeYSSugraveu msltsfkdekSu fjka

dSka iu ^wdEacuteNtilde iShdamp Ocircjaugraveu foudmsh kQalu mshdfa nyaldrliuml

ksjiska bfkSug iyhla fkdeicircu foudmsh wecircl ndfmdfrda= ksjfia fgtdaIdldIacute

yd wjqa iy ugraveu fya=fjka egumljg la ugrave wes nj fmkajd fok sect

=re oa wkqj 54]la isiqka foudmshka lt` fkdisagraveu $ uacuteiqreKq mjqa $

foudmshka wysntildeugraveu $ dSka iu` isagraveu fya=fjka uqyqKmdk eguml uacuteh Bg

wur j oszligoslashdj yd kqalu u 15] la egumljg la ugrave we 4]la mshd

uaoslashjH Nduacute lsIacuteu ksid o ja 4]la mshdfa nyaldrliuml ksid o egqjg

la ugraveu fya=fjka mdi wdYfhka bfkqiuml bekaugraveiuml lshdjsfha sect eguml u=

j we

103

mdi yd uacuteIhuddj wdYs eguml ( mdifa iuia uacuteIhuddj wdYfhka isiqkg

uacuteuacuteO eguml u=uacuteh yels h fuu eguml uacutegl YsIHhkafa bfkqiuml eguml uacuteh yels

wr bka Tiacuteng hkafka kiuml th wOHdmksl egumljla jYfhka ydividekd ekSu fhdaHh

^wfiacutemd 2010amp fotilde

ksheEgravehg wha mdia isiqka =lt olakg efnk mdi yd uacuteIhuddj

wdYfhka ydividekda mOdk eguml wr lshugraveu sugraveu yd wjfndaOh msltsn|

eguml$bfkqiuml yumlIalrd bfkSug Wkkayumljla fkdueslu$wOHdmk wfmalaIK

fkdues ugraveu$jaacutekdlula fkdugraveu mdig fkdmentildeKSu$wluesugraveu bfkSug iqodkiuml

fkdugraveu mdvu flfrys wjOdkh wju ugraveu uacuteIh lreKq blaukska wulugraveu

bEacutePdNxajh$RKdaul woyia =rejrekg bekaugraveug ndOd lsIacuteu uacuteNd NSsld

mdi wyerhdu mdig wkq fkdugraveu =re wdorh fkdeicircu =rejreka

wehSug la fkdlsIacuteu iy mdig fkdeltfmk fudaiarldIacute nj mOdk fotilde

=re oa wkqj isiqkafka 37]l mudKhlg wes uqsl egumljla jkafka

lshugraveu$sugraveu yd wjfndaOh msltsn| eguml fotilde ta i|yd ixlam yjqre fkdugraveu

ksjiska u=jk eguml mdia wdYs eguml fya= jk nj wkdjrKh uacuteh wOHhkhg

iyNds jQ =rejrekafka 85]la oauacuteshsl fYaKs ksfhdackh llty fuu egumlj 75]la

olakg enqfKa mdntildel fYaKsNdr WmfoaYk =rejreka wdYfhks tfiau 34]

bfkSfiuml jaacutekdlu yd tys jeoalu fuka u wkd wdfmalaIdjska fdr uacuteh =re

fdr=re wkqj jeaumlysaacute iudch wdYh iujhia lKavdhiumlj nmEu uacuteuacuteO udOH

Nduacuteh =rejreka msltsn| wes wdlam ksjfia mszligirh thg fya= ugrave snqKs

iudch wdYs eguml ( isiq wdruh idOl blaujd mszligirfha nmEfukaa pfrac34hdj

wjmudKh fyda wecircmudKh lsIacuteug fmreI wlud yumliaiudys ndmpdr iudc

uacutefrdaeuml ugraveug iudOcirch idOl bjya uacuteh yels h wfiacutemd2010amp wOHdmk lshdjsfhka

ndfmdfrda= jkafka isiq ufkda iudOcirch hymejeau ^Psychosociol interventionamp

kxjdSuhs fuu wOHhkfha sect =re oa wkqj isiqka uqyqK mdk iudcdYs eguml

lsysmhla uacuteh isiqka yecent jefvk jgmsgdj yd fkdeltfmk mszligirjska uqojd ekSfiuml

eguml jeaumlysaacute weiqr mdiska miq fyda mdia ldh =lt uqoa bmhSug fhduqj uacuteuacuteO

sxsl lshdldrliumljg fhduqj ikaksfotildeok udOH wiNH foa iòyd Nduacutehg ekSu

=re fkdukd lshdldrliuml iujhia lKavdhiuml nmeiuml iudc fNao $eguml ta wr uacuteh

104

=re oa wkqj oszligoslashdj foudmsh kQalu foudmshka yerhdu fya=fjka dska

iu ethjaugraveu iy ksjfia egumlldIacute mszligirh hk mOdk idOl fya=fjka 19]la

mdig mentildeKsfiuml yumlIalrdjg uqyqKmds

bka 30]lg ns q egumlj kiuml iis kq a yecent jefvk fkdeltfmk mszligirjks a uoq jd ekfS iuml

eguml fotilde iyNdls hka fmkja d yumlka lreKq jfQ ha eumljr igraveiuml ltud kjs dij igs mentildeKus

lfrac34udka Ydd wdYs yd uoslasha jH ula v= q nyq j ejfik kdszligl uvq lq la = wdYf hka

mdia fj ltuhs mentildeKus fya f= jka mdi wdYf hka o eguml u= ugrave wes njhs fojk

egumlj jfQ ha weieigrave Ntildem gjg fhduq ugraveuhs tu mu dKh 14]ls tfia fhduq ugraveug nmE

wfkla idOl ugrave ns fq Ka Tjkq a mdiks a miq uoq a bmhuS g fhduq ugraveuhs ta i|yd mjfq a

oszligoslashdj fuka u th blua jd Tjkq a Ocircja jk mszligirfhys ta i|yd iudc jgmgs djka

fdvkeS icircs u fya = ugrave we uacutefYIa fhka kjq rtlths ldmh jeus v ldmh wdYf hka

tltj`M jdjg fhduq ugraveu wiumlmdr wdYf hka fyka a jdj oacuteujq ntildekjq kfa dv wdEgrave

nika dyrs mltd wdYf hka we`ùmliuml lfrac34udka Ydd eumljr lfrac34udka h ixpdrl

lfrac34udka h jeks uoq a bmhfS iuml udOH mejuS fuu a ja hg fya = ugrave ns Kq s fuu

miigraveq u u jeaumlyaacutes iudc weirq weieigrave Ntildem g neuS uoslasha jH Nduacuteh xs ls

wmpdrjg fhduq jQ mszligs i ydividekd yels uacuteh r= e oa wkjq 9]la mdia r= ejreka

uacuteiks a iis kq g xs ls nyla drliuml lIacutes ug fhduugraveq u weieigrave ofrac34Yk fmkugravea u iuxs ls

lhs djg fhduq lr ekuS g Wia dy plusmnIacuteu ntildeka neyer j olka g ns q egumljla uacuteh

fuu wxY fjka fjka j idlEacutePd llt o tajd tlsfklg wkafrac34 iiumlnkaO fotilde

fuu wxY iuiahla jYfhka nk uacuteg mdia isiqkg uacuteYd eguml mudKhla wes

jkafka iudcdYs yd bfkSu wdYs egumljg idfmalaI j ksji wdYfhks

423 wehSiuml jdfrac34d nd ekSu

jdfrac34d nd ekSu yd tajd kva=j WmfoaYkfha sect wHjYH h AmericanSchool

CounselorAssociation 2008amp =rejrhdfka =rejrhdg oa ia lr kakd lu

uacuteuacuteO uacuteh yels h wOHhkh lrk o =rejreka weiqfrka jdfrac34d nd kakd wdldrh

whsu lsysmhla Tiafia fla lrk sect

jdfrac34d nd kakd wdldrh mudKh ^]amp

1 fmdl igyka lIacutes u$fjka fjka sms fdkq fi$mfHl jdfrac34d$ryiH jdfrac34d fi 64

2 fda igyka 12

3 ffokls jdfrac34d 3

4 mentildeKsfiuml faLk 2

5 fkdkS$ j u ke 1

6 ms s fdkq mjajd fk hdu iqrlaIs fkdues neuacuteka ke 9

WmfoaYk wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka jdfrac34d nd kakd

mudKh 64] ls 17] l mudKhla isiq wkkHdj iqflk mszligEgrave jdfrac34d nd ekSula

lrkafka o hkak eguml iy h tfia u =re msszligfika 10]la mldY lr weafa fuu

ldfrac34hh fkdlrk njls iuia ksheEgravefhka 11]la mslts=re nd sect fkdsnqKs

3 jk j=j ( wehSiuml jdfrac34d mjajdfk hdu

105

424 jdfrac34d mokiuml fldg lrkq nk ldfrac34hhka

eguml wes mqoahdg ud ek wjfndaOhla ndekSu bEgraveszligfha wes mYak

ydividekd ekSug yd hq= lshdudfrac34h msltsn| jegySula WmfoaYkh uska nd fohs

WmfoaYk lshdjsfha mOdk mrudfrac34 foi neSfiuml sect th mOdk wxY 3ls jeltelaugraveu

^Preventionamp msldrh Theraphyamp ixjfrac34Okh Developmentamp fi h WmfoaYkh

hkq egumljl sect ueEgraveyaugravefiuml lshdjshla muKla u fkdjk wr mqoahd wkdfha

uqyqK Egraveh yels eguml msltsn| lafotilded wesj ydividekdfk ueEgraveyaugraveu jeltelaugraveug kq

nk Egrave= ldSk lshdjshls tys sect WmfoaYk =rejrhd jYfhka mdi uska isiq bEgraveszlig

wfmalaId tys sect u= uacuteh yels eguml msltsn| ksjerEgrave j oelaulska hqla j lghq= llt

hq= h

wOHhkfha sect jeltelaugraveu hgfa 50]la mldY fldg weafa Tjqka uacuteiska uacuteuacuteO

mdfrac34Yj Rcqj oekqja lrk njls 41]la uacuteuacuteO mdfrac34Yj iiumlnkaO fldg ksntildeka jevuq`M

mejeaugraveu o wfkla =re iyh wesj WmfoaYk ldfrac34hfhys ksheltSu 8]la o uacuteh

msldfrac34h ^Theraphyamp iòyd fhduq lrk mudKh jeltelaugraveug yd

ixjfrac34Okhg idfmalaI j bylt uUumlgul mejsk 24]la WmfoaYk =rejreka Tjqka

fj mentildefKk eguml frday fmdsish =re WmfoaYlg WmfoaYlfhla jeks wodlt

iadk fj fhduq lrs eguml uacuteYafaIKh iy ksrdlrKhg Rcq ueEgraveyaugraveula

lrk mudKh 17]ls jfrac34udk fdr=re fidhd neSu foudmsh$=rejreka iòyd

lKavdhiuml WmfoaYkh fmoasl WmfoaYkh 2] fhduq fjs

ltud ixjfrac34Okh iuia r= e Nntilde+ ldfjys mO dk u uacutepH fotilde iuia ltud ixjfrac34Ok

ldfrac34hg u WmfoYa k r= ejrhdg ueEgraveyugravea ug iyumls fotilde Âmerican School Counselor

Association2008) th wfkla mdfrac34Yj iydh wes j iyumls jk ueoyugravea fiuml lhs djhs ls

flfia jqj o =re ksheEgravefhka jeltlaugravefiuml msldfrac34h yd ixjfrac34Okhg fhduq lrk

mudKh 44]la jQ wr 56]la fuu mYakhg mslts=re sect fkdsigraveK

425 WmfoaYk =re WmfoaYljrhdfka efnk iydh

WmfoaYk N+ntildeldj idfrac34l j lrfk hdug WmfoaYk =re WmfoaYlhdfka bylt

odhlajhla ysntilde uacuteh hq= h

106

wOHhkfhka fylts jQfha 51]la WmfoaYk =rejreka WmfoaYk lshdjsh =lt isiq

ksIacutelaIKh yd miq uacutemriuml ldfrac34hfhys o ksr fotilde 16]l mudKhla isiq fmreI

ixjfrac34Okh wdau uacuteYajdih fdvkeSu wNsfhdadaul jev mejIacuteu fuka u uacuteuacuteO

mkas ldur lshdldrliuml uska WmfoaYk ldfrac34hfhys fhfok nj fylts uacuteh

ksheEgravefha jQ =rejreka 29]la efnk iydh msltsnò ieySulg ma uacuteh fkdyels nj

mjihs mslts=re sect fkdsnQ ixLHdj 50]ls WmfoaYl =re WmfoaYk iyfhdah msltsnò

ieySulg ma jk mudKh 21]ls

mdifa WmfoaYk ldfrac34hfhys ksr ugraveu wfkla uacuteIhh lafIa yd ild nk uacuteg hiuml

rulg wNsfhdadaul lshdjshls =rejreka Tjqka uqyqKmdk nk eguml yd

wNsfhda msltsn| oelajQ woyia mOdk wxY 4la Tiafia uacuteYafaIKh lrk sect

isiqka iiumlnkaOfhka isiqka mYak uacutei|d ekSug uesugraveu isiq udkislajh wOHdmk

wfmalaIK fkduesugraveu mdia fkdmentildeKSu wOHdmk uUumlgu wju ugraveu mpKavldIacute

fi yeisfrk eguml iys isiqka uacuteYd ixLHdjla isagraveu WmfoaYk =rejrhd

uqyqKmdk eguml fotilde bka 42]la iòyka fldg snqfka isiqka mdig fkdmentildeKSu iy

Tjqka i=j bfkqiuml wfmalaId fkduesugraveu =lt WmfoaYk =rejrhd egumljg

uqyqKmdk njls

4 jk j=j ( WmfoaYk =re WmfoYa l iyfhdah

bd hyma ig= qodhl uOHu mudKja ke bd yumlfrac34j i|yka ke

01]

06]

14]

28]

01]

50]

fojk eguml flaIh kiuml wfkl=a =rejre iy mdia mszligmdkh iiumlnkaOfhka

WmfoaYk =rejrhd uqyqK mdk eguml h mdia mszligmdkh iiumlnkaOfhka WmfoaYk

=rejrhd uqyqKmdk mOdk eguml lafIa12 ls tajd kiuml mszligmdk yd wka =rejrekafa

u=jk eguml jYfhka WmfoaYk uacuteIh iiumlnkaOfhka wfkla =re wdlam$=re iydh

43 WmfoaYk N=ntildeldfotilde sect uqyqK mdkq nk eguml yd wNsfhda

107

fkdeicircu iudc wdlam WmfoaYkh msltsnò wkjfndaOh iadkhla fkduesugraveu

ldh mudKja fkdugraveu mkas Ndr =rejrhd$wfkl=a =rejre eguml ksrdlrKhg

ueEgraveyaugraveu uacuteyumlyams WmfoaYkh msltsn| fkdoekqjaugraveu$mszligmdk eguml$bylt

ksOdszligkafa fkdoekqjalu uacutekh uKav SrK mriamrugraveu$uacutekh uKavh

ueEgraveyaugraveu uacuteyumlyams fjkia jk uacuteg WmfoaYk =rejrhd o fjkia lsIacuteu

foudmshka$=rejreka WmfoaYkfhys jeoalu wjfndaO fldg fkdekSu

foudmshka$=rejreka yuqfotilde isiqka oeaumlugraveu wOHdmk wudHdxYfha plfaLjska jk

ndOd jevigykajg iiumlma imhd ekSfiuml yumlIalrd h ksheEgravefhka 47]la wjOdrKh

lrkqfha wfkla =rejrekafa wdlamRKdaul woyia uacuteIh msltsn|

fkdoekqjaNdjh fya=fjka egumljg la jk njhs th iuia =rejreka WmfoaYk

ldfrac34hfhys ksheltSfiuml sect uqyqKmdk wNsfhdahla j mjs WmfoaYk N+ntildeldj tys

wdpdrOfrac34ujg relrntildeka ryiHNdjh iqrlsntildeka iquacutefYaIS j llt hqals American

School Counselor Association 2008 msrK 2016amp ta i|yd hiumllsis iadkhla WmfoaYk =rejrhd i= uacuteh hq= h wOHhkfhka fylts jQfha 34]la mdiaj

WmfoaYkh iòyd fjka jQ iadkhla fkdues njhs isiqka WmfoaYk =rejrhd fj

fkdmentildeKsug fuh o fya=jls

tfia u uacuteyumlyams udreugraveiuml iu WmfoaYk =rejrhdfa N+ntildeldj o fjkia uacuteh yels

neuacuteka WmfoaYk k=r msltsnò j 50]la =lt weafa wuacuteksYaNtilde njls ksheEgravefhka

48]la fmkajd fokafka mkasNdr =rejrhd mdia uacutekh uKavh we=`M wfkl=a

=rejreka eguml uacuteipoundug ueEgraveyaugraveu ksid WmfoaYk =re wkkHdjg egumljla

njhs mszligmdkh WmfoaYk N+ntildeldj yd tys wjYHdj meyeEgraves j wfrac34 ksrEmKh

fkdlsIacuteu ksid WmfoaYkfhys kshelts =rejrhd egumljg la jk njls

fjk eguml lfa Ih foudmhs ka yd iudch iiumlnkOa fhks fiuml iiumlnkOa fhka

36]la WmfoYa k r= ejreka fmkja d sect ns fq Ka foudmhs ka mdig fkja d ekuS wdlma

fjkia lIacutes ug fkdyels ugraveu iis q eguml mlts fs kdekuS kis d WmfoYa k ldfrac34hfha sect

egumljg uyq Kq mdk njls fuu egumljg wur j yr jk eguml lfa Ih kiuml

khs eEgravefhka 37]la fmkja d fok mszligEgrave WmfoYa k r= ejrhd iiumlnkOa fhka jDa hS

kms Kq dj fkdueugraves u fya f= jka WmfoYa k lhs djhs lt= sect uacutefYIa fhka iis q eguml

uacuteiEgraveug hdu lt= mekkefk eguml yd wNfs hda h

WmfoaYk =rejreka uqyqK fok ja mOdk egumljla jkqfha WmfoaYk ldfrac34hh

lrfk hdug mudKja ldhla fkdicircu yd ldigyfkka ksoyia fkdlsIacuteuhs

mltda 7 weiqszligka yiumlnkafdg ntildekqjkafdv uykqjr wdYfhka WmfoaYkh iòyd u

ma lrk o =rejreka yr fofkla jQy tfya Tjqka fylts lrkq enqfotilde tfia ma

llt o uacuteecircua j WmfoaYk ldfrac34hh lrfk hdug riuml miqigraveula mdifa fkdues

njls wfkla wNsfhdah kiuml WmfoaYk =rejrekafka 78]la mjik mszligos

uacuteyumlyams$mszligmdkh fiuml iiumlnkaOfhka wes fkdoekqjaNdjhhs

431 eguml wNsfhda wju lr ekSug a lshdudfrac34

WmfoaYk ldfrac34hNdrh iadms ugraveug kiuml fuu wNsfhdajg uqyqK sectfiuml YlHdj

WmfoaYk =rejrhd i= uacuteh hq= h Tjqka fuu eguml yd wNsfhda wju lr ekSug

a lshdudfrac34 wxY lsysmhlska uacuteiar llt yelsh

mdia moaOsh =lt uacuteuacuteO jevigyka ixuacuteOdkh ^fiLHh mcd oekqja lsIacuteu mdia

ixjfrac34Ok lntildegq uaoslashjH fmdaIKamp yryd mdia mszligmdkh uacutekh uKavh =rejreka

yd mcdj plusmnkqja lIacutefiuml jevigyka lshdaul lsIacuteu =re WmfoaYl uska =re wdlam

fjkia lsIacuteu foudmshka iiumlnkaOfhka foudmsh oekqja jevigyka ksfjiaj

fdr=re ia lsIacuteu mjqa mYakjg uacuteidivideiuml fiugraveu iudc wdYh fldgfk uacuteuacuteO

wdhk iiumlnkaO lr ekSu ^ldm wOHdmk ldfrac34hdh du ksOdIacute

fmdsishmdfoaYSh faliuml ldfrac34hdhamp uacuteuacuteO wdhkjg orejka fhduqj WmfoaYk

=re Rcq ueEgraveyaugraveu uska mdia ldfhka neyer j eguml ksrdlrKh$iyk

ldEacutefthorno ueEgraveyaugraveiuml idlEacutePd ufmkaugraveiuml jska eguml ksrdlrKh ksjerEgrave j

N+ntildeldj ydividekdfk wNsfhdajg uqyqKsectu uacuteuacuteO iadk WmfoaYkh i|yd fhdod

ekSu ûacuteoHddrh lsvd msUumlgksh Dy uacuteoHddrhamp l=vd ldurhla ilia lr ekSu

mkasldur oekqja lsIacuteu isiqkg jvd ioacutem ugraveu ryiH fi fdr=re nd ekSu

wjiadkql+ j myiqliuml ilid ekSu eguml wju fldg u ldfrac34hNdrh idfrac34l j

lr fk hdug =rejreka oeauml lem ugraveul fhfok wr yels muK Okdaul fi

uacuteidivideiuml fj hdug Waidy ork nja ydividekd yels uacuteh

wOHhkhg iyNds jQ WmfoaYk =rejreka uacuteiska mdifa WmfoaYk lshdjsh i|yd

wjYHfhka plusmnkqja llt hq= lafI jYfhka WmfoaYkfha kHdhdaul yd uacuteoHdaul

miqigraveu hgfa ltud ufkdauacuteoHdj o WmfoaYkfha mdfhdasl Nduacuteh hgfa Nduacute

lufotildeo isoaecirc wOHhk idhksl mqyqKqj o WmfoaYkfha uacuteuacuteO lafI hgfa sxsl

wOHhkh jDaSh udfrac34fdamfoaYh mjqa WmfoaYkh wOHdmk WmfoaYkh kj

fhdjqkauacuteh Okdaul Ntildekakh udkisl frda uacutefYaI wjYHd iys isiqka =rejreka

uacuteiska wjOdrKh lr snqKs

108

middot 2013$6 plfaLh uska mdia WmfoaYkh iòyd ksYaNtildej u kiuml llt

=rejrfhl= ma llt hq= nj wjOdrKh llt o wOHhkfhka wkdjrKh

jQfha tfia kiuml fldg weafa 2] l mudKhla muKla nja Tjqka tfia

ma jQj o mdi =lt WmfoaYkh lshdaul lsIacuteu fyda u fmkaugraveug

miqigraveula fdvkes fkdues nja h

middot 2013$6 plfaLh uska WmfoaYkh iiumlnkaOfhka jQ jDaSh iqyumliqliuml u

mdi iòyd WmfoaYk =rejreka nòjd kakd fi wjOdrKh llt o

ksheEgravefha jQ =rejrekafka WmfoaYk uacuteIhh iòyd jDaSh iqyumliqliuml nd

weafa 14]l mudKhls

50 ksuk

109

middot mdifa WmfoaYk ldfrac34hhg ueEgraveyaugravefiuml sect WmfoaYk jev igyka

ixuacuteOdkhg yd plusmnkqja lsIacutefiuml ldfrac34hhg muqLdjla nd sect we

middot mqoa noaO mdi wdYs iudch wdYs eguml wr mdifa isiq

egumljg uacuteYd mszligudKfhka foudmshka orejka lt` fkdisagraveu ksid

isiqka uqyqK fok eguml mOdk uacuteh

middot WmfoaYk jDasfha kHdhdaul uacuteoHdaul yd mdfhdasl Nduacuteh msltsn|

wju oekqu fya=fjka WmfoaYk =rejre wehSiuml jdfrac34d uacuteecircua lufotildeo

u nd fkd ks

middot wehSiuml jdfrac34d mokiuml fldg fk isiq ixjfrac34Okh jeltelaugraveug idfmalaI

j msldfrac34h iòyd jeauml fhduq ugraveula wkdjrKh uacuteh

middot WmfoaYk =rejrhdfa ioacutemu iiumlma odhlhd jYfhka WmfoaYk =re

WmfoaYlfka mudKja odhlajhla WmfoaYk ldfrac34hh lrfk hdu

iòyd fkd efnhs

middot mdia mszligmdkhg udfrac34fdamfoaYh iy WmfoaYkh msltsn| wes

wkjfndaOh fya=fjka mdifa WmfoaYk N+ntildeldj ksishdldr j lrfk

hug fkdyels ugrave we

middot fiuml fya=fjka WmfoaYk =rejrhd eguml yd wNsfhda rdYshlg uqyqK sect

we WmfoaYk N+ntildeldj lr fk hdug riuml ldfotildedjla fkduesugraveu

mdi =lt WmfoaYk ldfrac34hh lrfk hdug riuml iqyumliq iadkhla

fkduesugraveu udfrac34fdamfoaYh iy WmfoaYkh msltsn| wfkla =rejreka

wr wes fkdoekqjaNdjh yd RK wdlam fya=fjka WmfoaYk

=rejrhd meyeEgraves j egumljg la ugraveu udfrac34fdamfoaY yd WmfoaYk

uacuteIhh iòyd meyeEgraves ks Ndjhla fkdues ugraveu fya=fjka WmfoaYk

=rejreka miqng ugraveu WmfoaYk =rejrekafa oekqu uacuteecircua wdldrhlg

jDaSh iqyumliqlula fi hdjaldSk ugrave fkdsigraveu iy WmfoaYkh

msltsn| uacuteoHdaul yd mdfhdasl Nduacuteh msltsn| oekqu =rejrekag wju

ugraveu ta wr mOdk fotilde

middot WmfoaYkh i|yd mdia isiqka Kk wkqj WmfoaYk =rejreka

iiumlmqfrac34Kfhka ksoyia uacuteh hq= njg 2013$6 plfaL uska oekqiuml yumlkak o

fiuml i|yd fhduq lr weafa wju jYfhka uacuteIhhka follg jvd

Wkajkq nk iy WmfoaYkhg fhduq ugraveug riuml ld fotildedjla fjka

lr fkdyels =rejreka hmiddot wudHdxY uUumlgntildeka uacuteaacuteka uacuteg plfaL mdiajg tjkq enqj o tys

lshdldszligajh msltsn| iEySulg mauacuteh fkdyels h

middot wOHdmk wudHdxYh uacuteiska ksl=a lrk o 2013$6 plfaLh mdi =lt

uacuteecircua j lshdaul fkdfotilde fiuml iiumlnkaOfhka mdiajg WmfoaYk

=rejreka ma lsIacutefiuml sect fyda mdi =lt WmfoaYkh lshdaul lsIacutefiuml sect

mdia mszligmdkh uacuteiska plfaLfha wes lreKq iiumlnkaOfhka lsisyuml

60 fhdca kd

middot iuia mdia moOa hs g WmfoYa k uacuteIhh yyumlkja d sectug m u mdi lt=

WmfoYa k r= e Nntilde+ ldj meyeEgraves kfrac34s Kdhl hgfa wfrac34lkh lr hq =

h tuacuteg WmfoYa k r= ejrhdg fukua m ms a s iiumlmdokhg o fuu

uacuteIfhys wes eTrq jgyd fk lghq = llt yels h

middot WmfoYa k r= e Nntilde+ ldj wfrac34lkh lIacutes fuka wkr= e j WmfoYa k

r= ejrhdg mdia moOa hs wdYf hka mek kks egumljg uacuteidivideula

jYfhka WmfoYa k r= e ldfrac34hNdrfhys ffkls wkkHdj yjrq e llt

hq = fotilde WmfoYa kh iiumlnkOa fhka jQ jDaa hS iyumlq ilq iuml yd idhkls Nduacuteh

hk kfrac34s Kdhl moku u WmfoYa k r= ejrekga WmfoYa k ldfrac34hfhys

khs eltus g mlts s a nmh la wOHdmk wudHdxYfhys ueEgraveya ugravefuka kls = a

llt hq = h wOHdmk wudHdxYfha 2013$6 plf La fhka ihs uml mdija g

Arings j fiuml iiumlnkOa fhka jliumlS mejrej o th j yumlrga mdia moOa hs

lt= ia dms uacuteh hq = h

middot WmfoYa k r= ejrekfa a WmfoYa kh iiumlnkOa fhka jQ iyumlq ilq iuml wju neuacuteka

WmfoYa k r= ejreka fi nmh la kls = a lIacutes ug m u fuu uacuteIhh

iiumlnkOa fhka jQ Tjkq a i= kms Kq d fdkq llt hq = h nmh nd Egraveh hq =

j wefa a fiuml iòyd bEgraveszligma jk r= ejrekfa a ldfrac34h idOkh mokiuml fldg

a uacuteecircua wehiumlS uks s WmfoYa k md fhda ls li= d welt= a plusmnkuq

mlts ns ò j uacuteecircua uacuteNdhla yd iiumluLq mIacutelIa Khlks a wkr= ej fuu

nmh nd Egraveh hq = h

middot kls = a lrkq nk nmf ha jDa hS fhda Hdj yd tys jaacutekdliuml mlts s a

ld mrdihla welt= hdjla dkS llt hq = h

middot wOHdmk wudHdxYfha 2013$6 plf La h meyeEgraves j WmfoYa k r= e

Nntilde+ ldfotilde lhs dldIacuteja h fmkja d sect ns Kq o th mdifa lhs dua l ugraveu

yumlfrac34j ja hl wes neuacuteka tu plf La h wNns jd ks HdklQ + j mlts s a

plf La hla m ms a s iiumlmdolhka uks a bEgraveszligma llt hq = h

110

middot wOHdmkfhys lltukdlrK jHQyh iy mszligmdk jHQyh uacuteecircua mdia

WmfoaYk fiajhla i|yd fhduq fkdugraveu iy OqrdjS wr weumllaIKh

ksishdldr j isyuml fkdugraveu ksid WmfoaYk =rejrhd i= ldfrac34hNdrh fuka u

eigraveh hq= ksis ek o egumljg la j we

wjOdkhla fhduq fldg ke

middot tfiau WmfoaYk =rejrekafa ldfrac34hNdrh msltsnò j uacuteuiSfiuml sect fmkS sfha

Tjqka uacuteiska isyuml lrk ldfrac34hNdrh lsisyuml jlsjhq= mdfrac34Yjhla uacuteiska

weumllaIKhlg Ndckh fkdlrk njls ta =lt WmfoaYk =rejrhd fuka u

mdia mszligmdkh o fuys wes jeoalu fkdild we

111

middot uacuteYajuacuteoHd uUumlgntildeka wdhksl uUumlgntildeka yd fmoasl wxYh

uska flaacute ldSk yd Egrave= ldSk j WmfoaYkh iiumlnkaO lrfk

hkq nk mdGudd yd plusmnkqja lsIacuteiuml jevigykaj nd fokakd jQ

WmfoaYkfha idhksl Nduacuteh ksYaNtilde j msltsa meh mudKhlg

iSud llt hq= h wOHdmk wudHdxYfha 2013$6 plfaLfha fiuml

msltsnò lreKq bEgraveszligma lr snqK o mfhdasl h Bg ydamiska

u fjkia wdldrhlg ksfrac34udKh ugrave wes neuacuteka WmfoaYk =rejreka

nòjd ekSfiuml sect fiuml iiumlnkaOfhka plusmnauml msltsfjla wkqukh llt

hq= hmiddot uacuteYaj uacuteoHd cdsl wOHdmk wdhkh yd fjka msltsa wdhk

weiqfrka WmfoaYk =rejreka fi kiuml lrk o =rejrekg

jDaSh iqyumliqliuml imqrdSug wjYH flaacute yd Egrave= ldSk WmfoaYk

mdGudd ilia llt hq= h middot cdsl wOHdmk uacuteoHdmSG wOHdmkfotildesect aumlmafdaud mYapda Wmdecirc

wOHdmk aumlmafdaud =re uOHiadkj mdGuddjg j yumlrga

mdia udfrac34fdamfoaYh iy WmfoaYkh msltsn| lreKq we=lta lr

mdia moaOshg wjSfrac34K jk =rejreka oekqja llt hq=h tu

mdGuddj sect ltud ixjfrac34Okh iiumlnkaOfhka jQ jeoa ldiSud

^WodyrK fi fmr mdia kjfhdjqkauacutehamp ksji mdi yd

iudcdYs j mdia isiqka uqyqK mdk eguml yd wNsfhda

iiumlnkaOfhka WmfoaYkhg iiumlnkaO mfrac34fhaIK lufotildeo yd

WmfoaYkhg iiumlnkaO uacutefYaI mdfrac34Yj iu iiumlnkaO ugraveu

wjOdkh llt hq= h

middot WmfoaYk =re ldfrac34hNdrh mokiuml fldg a msltsa wpdrOfrac34u

moaOshla yyumlkajd sectu wHjYH j mjS fuu y`yumlkajdfok

wdpdrOfrac34u moaOsh WmfoaYk =rejre nòjd ekSug wodlt

plfaLh =ltska meyeEgraves j bEgraveszligma llt hq=h tuska mdia

WmfoaYk lshdjsh iiumlnkaOfhka jQ eguml rdYshla wju lsIacuteuga

WmfoaYk uacuteIfhys ffksl moku iudc lsIacuteuga yelsjkq

wemiddot mdia lltukdlrKh uacuteiska WmfoaYk =rejrhd mQfrac34KldSk j

ksoyia llt hq= h 2013$6 plfaLh mszligEgrave WmfoaYk =rejrhd

lsisuacutegla wkqmdmaslhl=fka fdr j udre fkdlsIacuteu iòyd

uacuteecircua ksHdkql+ jev msltsfjltla wkqukh llt hq= hmiddot WmfoaYk N=ntildeldj ltud ntilde=re ieiqulska hqla j lr fk hdug

mdi =lt ksis fNsl iadkhla wju myiqliuml hgfa fyda nd Egraveh

hq= h

middot WmfoaYk =rejreka fi mdi uacuteiska kiuml llt o ma lrk o =rejrhdg

fuu uacuteIh lafIa msltsn| weafa mltda yd ldm uUumlgug iSud jQ oekquls

tneuacuteka WmfoaYk =rejreka i|yd jevigyka lshdaul lrkq nk

wOHdmk wudHdxYh iy cdsl wOHdmk wdhkh WmfoaYkfha jeoa u

wxYh jk bEgraveszligfha mentildeKsh yels eguml msltsn| mqfrdalkh fldg ta i|yd

wHjYH miqigraveu ilia lsIacuteug wodlt mqoahka oekqja lr ldSk

jevigyka jevuq`M iiumlukaK lshdaul llt hq= h WmfoaYk =rejrhd

2013$6 plfaLh uska fmkajd sect wes mszligEgrave u ta iiumlnkaOfhka jDaSh

iqyumliqliuml imqrdSu wksjdfrac34h llt hq= wr wLKav mqyqKqj uska oekqu

hdjaldSk llt hq= h Bg wodlt wafmda udfrac34fdamfoaY uacuteaumlfhda mg

wOHhk fdkq nd Egraveh hq= h middot WmfoaYkh msltsn|ja tys iadjrajh msltsn|ja ldSk jeoalu

ldfrac34hNdrh iy lshdjsh msltsn|ja mdia lltukdlrKh =rejreka

foudmshka we=iquest iuia mcdj ksishdldr j oekqja llt hq= h

middot 2013$6 plfaLh uska hiuml yumlrlg ma lrkq nk WmfoaYk =rejrekg

WmfoaYk iyldr isg fcHIaG YsIHh WmfoaYl olajd jDaSh uka ula

fmkajd sect snqK o th shuacutealg muKla iSud ugrave we tneuacuteka WmfoaYk

ldfrac34hfhys ksr =rejreka WmfoaYk uacuteIfhys iaOacuterj kshltSu iiumlnkaO j hiuml

wlueala olajk njg wkdjrKh uacuteh tneuacuteka msltsa lufotildeohla wkqj

fdardma lr kakd WmfoaYk =rejrekg meyeEgraves jDaSh uka ula

lshdjg kexuacuteh hq=h thg wur j WmfoaYk =rejrhd Egraveszligkajkq jia

wOHdmk wudHdxYh uacuteiska hiuml Egraveszlig ekaugraveiuml jevmsltsfjltla ilia llt hq=h

middot jfrac34udkh jk uacuteg mdia WmfoaYkh yumlfrac34j uUumlgul mejsug fya= ugrave

weafa plfaL ksl=a llt o tys lshdldIacuteajh msltsnò lshdldIacute ksis

weumllaIKhla fkduesugraveu fya=fjks tneuacuteka ksYaNtilde blal msysgqjd uacuteecircua

wdldrhg mdia WmfoaYkh mdi =lt iadms llt hq= wr ta yd iudoacutej

u WmfoaYk =rejrhd we=iquest fuhg iiumlnkaO mdfrac34Yj uacuteecircua ksfrac34kdhl

Tiafia wecirclaIKh llt hq=h

112

middot WmfoaYk =rejrhd iiumlnkaOfhka jlSiuml mejIacutefiuml sect ksYaNtilde jdfrac34Isl jev

ieeiaula Tjqka i= uacuteh hq= wr WmfoaYk =re WmfoaYl uacuteIhNdr

ldmh ksfhd ackh lrk ksOdIacutehd fiuml iiumlnkaOfhka meyeEgraves

plusmnkqjaNdhlska hqla j mdia WmfoaYk =rejrhdg ksis ufmkaugraveula yd

ksis weumllaIKhla o isyuml llt hq=h

middot iEu =rejrfhl=g u uacuteyumlyamsjrhl=g u WmfoaYkh yd udfrac34fdamfoaY

msltsn| mqyqKqjla eigraveh hq= h u mkas ldurfha eguml iy ltuhska

ydividekd ekSuga fiuml egumljg uacuteidivideiuml nd ekSuga fuh bd wHjYHh

113

wdYs ka- AmericanSchoolCounselorAssociation (2008)The roleof theprofessional

s c h o o l c o u n s e l o r

httpwwwschoolcounselororgascahomerolestatementpdfth

-AryDJacobsampSorecenLC(2008)Introduotiontoresearchineducation(8

ed)BelmontCAThomsonWadsworth

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introductiontotheoryandmethods(2 ed)BostonAllymandBacon

- ChathurikaPRD (2015)Studentperceptiononcurrentschoolcounseling

service in Sri Lanka (with reference to Anuradapura Zone)

httpnecgovlkwp-contentuploards20160408pdf

- De SilvaD (2004)Do schools promote violence in Sri LankaCeylon

MedicalJournal49(1)21-23

- DeZoysaPRajapakseLampNewcombePA(2004)Apersonalityproileofth

Sinhala speaking school childern in Sri Lanka The 60 Annual

conferenceintheSriLankaAssociatefortheAdvancementofScience

ColomboSriLanka

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Guidance and Counselling Unit National Institute of Education

Maharagama

- PathiranaBDD(2015)MappingoutthepotentialroleforSriLankanschool

An counselor explratary study International Journal of Advanced

Research3(5)609-618

- PathiranaBDD(2016)SchoolcounselinginSriLankaAnalysisofthepast

recomending a way forward International Journal of Advanced

Research4(6)30-38

- WickramarathneV(1998)Counsellinginterventionsintheschoolsettingin

SriLankaItsneedsSriLankaJournalofScience11(1amp2)29-45

114

- wfiacutemdwdfrac34 iy wfiacutemd wdfrac34 2010ampwOHdmk udfrac34fdamfoaYh iy WmfoaYkh fldUumlgdj( idr mldYk

- l=iqudjsfla^1994ampfldltT Egraveiaslalfha mdia myla weiqszligka mdia YsIH WmfoaYkh yd udfrac34fdamfoaY jHjydrhka msltsnò wOHhkhlawOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh ^wmldYsamp

- chisxytEacuteagravetiatiuml^1994ampmdil fhdjqkauacutefha isiqka iòyd kHdhdaul WmfoaYk kHdhla mjajd fkhdu wfkl=a bfkqiuml ldfrac34hhka wr jvda jeoa fkdjkafka o wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh^wmldYsamp

- ckdecircms ldfrac34h idOk nldh ^1997amp idudkH wOHdmkfha msixialrK jdfrac34dj YS xldj

- cdsl wOHdmk wdhkh 2011amp wOHdmk mfrac34fhaIK ka kdudjsh mfrac34fhaIK iy ixjfrac34Ok fomdfrac34fiumlka=j cdsl wOHdmk wdhkh uyru

- cdsl wOHdmk fldntildeika iNdj 1992amp cdsl wOHdmk fldntildeika iNd jfrac34dj Ys xld rcfha uqoslashKdh


- reKhka msltsnò ckdecircms fldntildeika iNdj ^1990amp reKhka msltsnò ckdecircms fldntildeika iNd jdfrac34dj YS xld rcfha uqoslashKdh

- ueKsflaiStiumlwdfrac34^2004ampYs xldfotilde kj fhdjqkA mdia YsIHhd uqyqKmdk eguml iy plusmnkg lshdaul jk udfrac34fdamfoaY yd WmfoaYk jev msltsfjlt msltsnò j uacuteufrac34Ykdaul wOHhkhla wOHdmk lltuKdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp

- uacutelurak ugrave 2010amp WmfoaYkfha uQsl ixlam lD mldYkhls- uacuteluisxyviacuteOcirc^1990ampmdia jdaSh udfrac34fdamfoaYh msltsnò uacuteufrac34Ykdaul

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- iurisxytia^1981ampfhdjqka uacuteh yd wOHdmksl guml wOHdmk lltukdlrK mYapda Wmdecirc aumlmafdaudj cdsl wOHdmk wdhkh wmldYsamp

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- fyajfa ta icirc 1999ampYs xldfotilde wOHdmk wfrac34nqo iy kj wOHdmk msixialrK uykqjr( rxs mskAUumlia

jordosh

Senior Fellow Joan Ganz Cooney Center at Sesame Workshop United States

For further details visit wwwvarkeyfoundaonorg

Strength of a Teacher amp the Global Teacher Prize

Im privileged to have had an education that

taught me to approach the world with openness

curiosity and flexibility I was surrounded by

great teachers that modeled the rigorous

intellectual discipline needed to disrupt

culturally constructed ways of knowing to

bypass static habitual perspectives and to greet

the world with empathy authenticity and a

playful sense of humor The Global Teacher Prize

is exciting because it acknowledges the

importance o f teachers and the enormous

impact they have The future is in the hands of

our children the spirit they encounter in todays

classrooms will provide the foundation for

tomorrows world Jordan Shapiro

115

2017 Coverpdf (p1)

cover2pdf (p2-6)

newpdf (p1-4)

Untitled1pdf (p5)

8-1Executive summary (61)pdf (p7-10)

1 Teaching physicspdf (p11-33)

2 Activity based (61)pdf (p34-47)

3 School curriculum for sustainable peace(JC)doc(61)pdf (p48-70)

4 Assessment article(61)pdf (p71-77)

5 Characteristics of an ET(61)pdf (p78-96)

6 Guidance 2-2-3(61)pdf (p97-120)

7 Strength of a Teacherpdf (p121)


wOHdmk mfrac34hdfdal

fytp NehfFfs

Vol6No1January2017

ISSN2279-1450


MinistryofEducationSriLanka

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problems



38








References










39








40




SSA-TN















41




NORTHERNUGANDA

Abstract





























42



43













































citizenship




















44

45



Methodology



























districtcentre





46





Skills

Values

TruthSeeking

RecentHistory

Narrativeskills

Criticalthinking

Valueofhistory

Toleranceof

divergent

interpretations

Reconciliation

Contemporaryevents

andissues

Problem-solving

Cooperationand

teamwork

Equalrespect

Sympathy

Forgiveness

Inclusive

Citizenship

Localnationaland

international


Humanrightsarticles

andconventions

Deliberative

discussion

Debate

Sensitization

Procedural

fairness

Humanrights

sensitivity













Tumutegyereize2009)

47
























48



owngroup















typicality

Truth-Seeking




Urbanprimaryhead













49


















notknowitshistory











Secondaryteacher








50














51

Urbanprimaryhead






















(Angucia2010)





52


















reconciliation











primarylevel

53

UrbanPrimaryHead














SecondaryTeacher




PrimaryPrefect






SecondaryTeacher












there













SecondaryTeacher

54







SecondaryTeacher

UrbanSecondaryHead
























armedviolence

55




































(Halpern2005)

56


internationalNGOs












SecondaryTeacher









SecondaryTeacher



sideofthestory

57



































58





tothecommunity











Conclusion












59












60









DevelopmentGoals













61












62















LynneRienner



Ashgate

63















64


AldershotAshgate


RNAdeSilva


ndesilvaosclk01128208690777834523

Abstract














accordingly







Assessmentprocess





65


















boundaries

















66





























project







67









68












situations


justiiesconclusions











69


























i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

0

1-2

3-4

5-6

7-8



70

















Bibliography




Organization

AbouttheAuthor







underhisdirection

71






Abstract



72





ixlaIsmah





























73

ye|skaugraveu










=rejrhd h
















fmkajd fos








74








wkdjrKh lr fk we
















75
















=Kdx fidhd neSu h

76

























lufotildeoh






wOHhkfha wruqK




























ksheEgraveh


1AB 1C 1AB 1Cmqau

l=shdmsaacuteh

ksljeraacuteh

uyj

01

01

01

01

01

01

01

01

05

05

05

05

05

05

05

05 tl=j 04 04 20 20

1 jk j=j ( ksheosh

77

wOHhkfha iSud
































78







79

=re pfrac34hd laIK
















middot iskduqiq nj



mshukdm fkdjknj




























uacuteh









80










nk os 3 jk j=jamp





middot mYaklrKh

middot idrdxYlrKh






middot lafiarelrKh








81










wHjYH u fotilde

82


























83









iiumlnkOa fhks





84































85






















86




































87



iiumlnkaOfhks


ksoiqkla fi




















SrK ekSfiuml l=id






88
















middot mlaIdyS nj















llt yels h

wdYs ka



89

90














Abstract


















91


idrdxYh


















92

























fjntildeka mjs










2006amp


93






94































fldg we



=rejreka iòyd h




^weamp YsIH WmfoaYl


=rejreka





95






2016amp














96
















































97

30 lufotildeoh











flrsKs










sr y d ak i n

U h j

u H O u

k

sr y k f e

j W

qj u r n i

=K l o

h m d l

qj u oacute


sh K e l



r qj k y u

sh lt t r qj k

r d m iuml w

v su e j

v d f x n

a e l

g d af k n iuml y

a e aj l Egrave

h K d u m

10 10 10 10 20 10 10 10 10 06 12 10 10





lIacutes ua h











jhU Wj yd kefkysr h






98

454035302520151050

wfm

diW

fmlt

aumlmaf

daud

mqyqKq

=re

cdY

suacute

wOHdmk

fotildesect

Ydiafotilde

sect

Ydiam

s

mYa W

mdecirc












lafIahls







99
























100



















o uacuteh


jir Kk mudKh ^]amp

16 g jeauml

9

13 -

15

2

10 -

12

7

7

-

9

9

4 -

6

17

1 -

3

26

jir 1 g wvq

20

iòyka kes

9

101
















wkdjrKh uacuteh




















102
















j we

103






























104





























2 fda igyka 12



5 fkdkS$ j u ke 1







105










hq= h


















106
















uqyqKmdk njls



01]

06]

14]

28]

01]

50]






107






























































108









weafa 14]l mudKhls

50 ksuk

109








u nd fkd ks





iòyd fkd efnhs

























60 fhdca kd



























110










111





















wjOdkh llt hq= h












hq= h




























112









113
















ColomboSriLanka



Maharagama



Research3(5)609-618



Research4(6)30-38



114



















jordosh



















115

2017 Coverpdf (p1)

cover2pdf (p2-6)

newpdf (p1-4)

Untitled1pdf (p5)







6 Guidance 2-2-3(61)pdf (p97-120)


ii

Guidance



AdvisoryReviewBoard













ISSN2279-1450














iii




beaccepted












MinistryofEducation

Isurupaya




words










theend




Sinhala-FMMalithi

Tamil-Baamini

English-Cambria




iv


C o n tents Page No

1 Executive summary



Colombo7














1

5

28

42

65

72

91

115

v

1

ExecutiveSummary


























Lanka











2

















30072017)










effectiveteacher







3























4


Abstract
























Introduction



5

SAhilan








subject

















ReviewofLiterature









6

















studentsrespond














2007)

7

processesOntheother








investigation




SpeciicObjectives





ResearchMethodology

a)Sampledesign


















8
















instrument(Lenses)












statisticaltesting


groupandthe

9
























10





















Education








Percentage

()

9090

80

70

60

50

40

30

20

10

0

5154

60

50

Variousimages(A)




Transistorand

resistor cConcept






11



opticalinstrument


50

120

100

80

60

40

20

0

733

90 90

100

1 2 3 4 5

Questions

Percentage

()










80

70

60

50

40

30

20

10

0

7333

4333

6333

2333

5333

6 7 8 9 1 0

Questions

Percentage

()



12







Questions

100

90

80

70

60

50

40

30

20

10

0

1333

60

3666

7666

8666

Percentage(

)

11 12 13 14 15

13








data









object


Questions

6066 6333

30

90

50

16 17 18 19 20

100

90

80

70

60

50

40

30

20

10

0

Percentage(

)


7666

3666

2333

8333

30

Questions21 22 23 24 25

90

80

70

60

50

40

30

20

10

0

Percentage(

)






14




asfollows















15




















16



Total 41 41





conceptsABCDandE












17

vHypothesesTesting



Where


pre-test


H 01 =mE mc

H 11 gtmE mc

mE

mc



Where


post-test


H 02 =mE mc

H 12 gtmE mc

mE

mc



18

















Where



















19


















20




Physics 914 61 24

Biology 24 12 963













21












22












Groupdiscussion(P)


Suggestions

80

70

60

50

40

30

20

10

0

71

20

9

Pe

rce

nta

ge

()




inthetextbook)









23














learningprocess





24





















Conclusions































25




26







Recommendations



Sciencesyllabus










Oslash

Oslash

Oslash

References




Oslash

Oslash

Oslash




27

























learningpractices

INTRODUCTION







28

29


























































30










results













intheschoolsystem

31












LITERATUREREVIEW

















32


























information

33

























Eekelenetal2005)

34



















RESEARCHMETHODOLOGY








35


























namely




36





























37




studentteachers














problems



38








References










39








40




SSA-TN















41




NORTHERNUGANDA

Abstract





























42



43













































citizenship




















44

45



Methodology



























districtcentre





46





Skills

Values

TruthSeeking

RecentHistory

Narrativeskills

Criticalthinking

Valueofhistory

Toleranceof

divergent

interpretations

Reconciliation

Contemporaryevents

andissues

Problem-solving

Cooperationand

teamwork

Equalrespect

Sympathy

Forgiveness

Inclusive

Citizenship

Localnationaland

international


Humanrightsarticles

andconventions

Deliberative

discussion

Debate

Sensitization

Procedural

fairness

Humanrights

sensitivity













Tumutegyereize2009)

47
























48



owngroup















typicality

Truth-Seeking




Urbanprimaryhead













49


















notknowitshistory











Secondaryteacher








50














51

Urbanprimaryhead






















(Angucia2010)





52


















reconciliation











primarylevel

53

UrbanPrimaryHead














SecondaryTeacher




PrimaryPrefect






SecondaryTeacher












there













SecondaryTeacher

54







SecondaryTeacher

UrbanSecondaryHead
























armedviolence

55




































(Halpern2005)

56


internationalNGOs












SecondaryTeacher









SecondaryTeacher



sideofthestory

57



































58





tothecommunity











Conclusion












59












60









DevelopmentGoals













61












62















LynneRienner



Ashgate

63















64


AldershotAshgate


RNAdeSilva


ndesilvaosclk01128208690777834523

Abstract














accordingly







Assessmentprocess





65


















boundaries

















66





























project







67









68












situations


justiiesconclusions











69


























i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

0

1-2

3-4

5-6

7-8



70

















Bibliography




Organization

AbouttheAuthor







underhisdirection

71






Abstract



72





ixlaIsmah





























73

ye|skaugraveu










=rejrhd h
















fmkajd fos








74








wkdjrKh lr fk we
















75
















=Kdx fidhd neSu h

76

























lufotildeoh






wOHhkfha wruqK




























ksheEgraveh


1AB 1C 1AB 1Cmqau

l=shdmsaacuteh

ksljeraacuteh

uyj

01

01

01

01

01

01

01

01

05

05

05

05

05

05

05

05 tl=j 04 04 20 20

1 jk j=j ( ksheosh

77

wOHhkfha iSud
































78







79

=re pfrac34hd laIK
















middot iskduqiq nj



mshukdm fkdjknj




























uacuteh









80










nk os 3 jk j=jamp





middot mYaklrKh

middot idrdxYlrKh






middot lafiarelrKh








81










wHjYH u fotilde

82


























83









iiumlnkOa fhks





84































85






















86




































87



iiumlnkaOfhks


ksoiqkla fi




















SrK ekSfiuml l=id






88
















middot mlaIdyS nj















llt yels h

wdYs ka



89

90














Abstract


















91


idrdxYh


















92

























fjntildeka mjs










2006amp


93






94































fldg we



=rejreka iòyd h




^weamp YsIH WmfoaYl


=rejreka





95






2016amp














96
















































97

30 lufotildeoh











flrsKs










sr y d ak i n

U h j

u H O u

k

sr y k f e

j W

qj u r n i

=K l o

h m d l

qj u oacute


sh K e l



r qj k y u

sh lt t r qj k

r d m iuml w

v su e j

v d f x n

a e l

g d af k n iuml y

a e aj l Egrave

h K d u m

10 10 10 10 20 10 10 10 10 06 12 10 10





lIacutes ua h











jhU Wj yd kefkysr h






98

454035302520151050

wfm

diW

fmlt

aumlmaf

daud

mqyqKq

=re

cdY

suacute

wOHdmk

fotildesect

Ydiafotilde

sect

Ydiam

s

mYa W

mdecirc












lafIahls







99
























100



















o uacuteh


jir Kk mudKh ^]amp

16 g jeauml

9

13 -

15

2

10 -

12

7

7

-

9

9

4 -

6

17

1 -

3

26

jir 1 g wvq

20

iòyka kes

9

101
















wkdjrKh uacuteh




















102
















j we

103






























104





























2 fda igyka 12



5 fkdkS$ j u ke 1







105










hq= h


















106
















uqyqKmdk njls



01]

06]

14]

28]

01]

50]






107






























































108









weafa 14]l mudKhls

50 ksuk

109








u nd fkd ks





iòyd fkd efnhs

























60 fhdca kd



























110










111





















wjOdkh llt hq= h












hq= h




























112









113
















ColomboSriLanka



Maharagama



Research3(5)609-618



Research4(6)30-38



114



















jordosh



















115

2017 Coverpdf (p1)

cover2pdf (p2-6)

newpdf (p1-4)

Untitled1pdf (p5)







6 Guidance 2-2-3(61)pdf (p97-120)


Guidance



AdvisoryReviewBoard













ISSN2279-1450














iii




beaccepted












MinistryofEducation

Isurupaya




words










theend




Sinhala-FMMalithi

Tamil-Baamini

English-Cambria




iv


C o n tents Page No

1 Executive summary



Colombo7














1

5

28

42

65

72

91

115

v

1

ExecutiveSummary


























Lanka











2

















30072017)










effectiveteacher







3























4


Abstract
























Introduction



5

SAhilan








subject

















ReviewofLiterature









6

















studentsrespond














2007)

7

processesOntheother








investigation




SpeciicObjectives





ResearchMethodology

a)Sampledesign


















8
















instrument(Lenses)












statisticaltesting


groupandthe

9
























10





















Education








Percentage

()

9090

80

70

60

50

40

30

20

10

0

5154

60

50

Variousimages(A)




Transistorand

resistor cConcept






11



opticalinstrument


50

120

100

80

60

40

20

0

733

90 90

100

1 2 3 4 5

Questions

Percentage

()










80

70

60

50

40

30

20

10

0

7333

4333

6333

2333

5333

6 7 8 9 1 0

Questions

Percentage

()



12







Questions

100

90

80

70

60

50

40

30

20

10

0

1333

60

3666

7666

8666

Percentage(

)

11 12 13 14 15

13








data









object


Questions

6066 6333

30

90

50

16 17 18 19 20

100

90

80

70

60

50

40

30

20

10

0

Percentage(

)


7666

3666

2333

8333

30

Questions21 22 23 24 25

90

80

70

60

50

40

30

20

10

0

Percentage(

)






14




asfollows















15




















16



Total 41 41





conceptsABCDandE












17

vHypothesesTesting



Where


pre-test


H 01 =mE mc

H 11 gtmE mc

mE

mc



Where


post-test


H 02 =mE mc

H 12 gtmE mc

mE

mc



18

















Where



















19


















20




Physics 914 61 24

Biology 24 12 963













21












22












Groupdiscussion(P)


Suggestions

80

70

60

50

40

30

20

10

0

71

20

9

Pe

rce

nta

ge

()




inthetextbook)









23














learningprocess





24





















Conclusions































25




26







Recommendations



Sciencesyllabus










Oslash

Oslash

Oslash

References




Oslash

Oslash

Oslash




27

























learningpractices

INTRODUCTION







28

29


























































30










results













intheschoolsystem

31












LITERATUREREVIEW

















32


























information

33

























Eekelenetal2005)

34



















RESEARCHMETHODOLOGY








35


























namely




36





























37




studentteachers














problems



38








References










39








40




SSA-TN















41




NORTHERNUGANDA

Abstract





























42



43













































citizenship




















44

45



Methodology



























districtcentre





46





Skills

Values

TruthSeeking

RecentHistory

Narrativeskills

Criticalthinking

Valueofhistory

Toleranceof

divergent

interpretations

Reconciliation

Contemporaryevents

andissues

Problem-solving

Cooperationand

teamwork

Equalrespect

Sympathy

Forgiveness

Inclusive

Citizenship

Localnationaland

international


Humanrightsarticles

andconventions

Deliberative

discussion

Debate

Sensitization

Procedural

fairness

Humanrights

sensitivity













Tumutegyereize2009)

47
























48



owngroup















typicality

Truth-Seeking




Urbanprimaryhead













49


















notknowitshistory











Secondaryteacher








50














51

Urbanprimaryhead






















(Angucia2010)





52


















reconciliation











primarylevel

53

UrbanPrimaryHead














SecondaryTeacher




PrimaryPrefect






SecondaryTeacher












there













SecondaryTeacher

54







SecondaryTeacher

UrbanSecondaryHead
























armedviolence

55




































(Halpern2005)

56


internationalNGOs












SecondaryTeacher









SecondaryTeacher



sideofthestory

57



































58





tothecommunity











Conclusion












59












60









DevelopmentGoals













61












62















LynneRienner



Ashgate

63















64


AldershotAshgate


RNAdeSilva


ndesilvaosclk01128208690777834523

Abstract














accordingly







Assessmentprocess





65


















boundaries

















66





























project







67









68












situations


justiiesconclusions











69


























i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

0

1-2

3-4

5-6

7-8



70

















Bibliography




Organization

AbouttheAuthor







underhisdirection

71






Abstract



72





ixlaIsmah





























73

ye|skaugraveu










=rejrhd h
















fmkajd fos








74








wkdjrKh lr fk we
















75
















=Kdx fidhd neSu h

76

























lufotildeoh






wOHhkfha wruqK




























ksheEgraveh


1AB 1C 1AB 1Cmqau

l=shdmsaacuteh

ksljeraacuteh

uyj

01

01

01

01

01

01

01

01

05

05

05

05

05

05

05

05 tl=j 04 04 20 20

1 jk j=j ( ksheosh

77

wOHhkfha iSud
































78







79

=re pfrac34hd laIK
















middot iskduqiq nj



mshukdm fkdjknj




























uacuteh









80










nk os 3 jk j=jamp





middot mYaklrKh

middot idrdxYlrKh






middot lafiarelrKh








81










wHjYH u fotilde

82


























83









iiumlnkOa fhks





84































85






















86




































87



iiumlnkaOfhks


ksoiqkla fi




















SrK ekSfiuml l=id






88
















middot mlaIdyS nj















llt yels h

wdYs ka



89

90














Abstract


















91


idrdxYh


















92

























fjntildeka mjs










2006amp


93






94































fldg we



=rejreka iòyd h




^weamp YsIH WmfoaYl


=rejreka





95






2016amp














96
















































97

30 lufotildeoh











flrsKs










sr y d ak i n

U h j

u H O u

k

sr y k f e

j W

qj u r n i

=K l o

h m d l

qj u oacute


sh K e l



r qj k y u

sh lt t r qj k

r d m iuml w

v su e j

v d f x n

a e l

g d af k n iuml y

a e aj l Egrave

h K d u m

10 10 10 10 20 10 10 10 10 06 12 10 10





lIacutes ua h











jhU Wj yd kefkysr h






98

454035302520151050

wfm

diW

fmlt

aumlmaf

daud

mqyqKq

=re

cdY

suacute

wOHdmk

fotildesect

Ydiafotilde

sect

Ydiam

s

mYa W

mdecirc












lafIahls







99
























100



















o uacuteh


jir Kk mudKh ^]amp

16 g jeauml

9

13 -

15

2

10 -

12

7

7

-

9

9

4 -

6

17

1 -

3

26

jir 1 g wvq

20

iòyka kes

9

101
















wkdjrKh uacuteh




















102
















j we

103






























104





























2 fda igyka 12



5 fkdkS$ j u ke 1







105










hq= h


















106
















uqyqKmdk njls



01]

06]

14]

28]

01]

50]






107






























































108









weafa 14]l mudKhls

50 ksuk

109








u nd fkd ks





iòyd fkd efnhs

























60 fhdca kd



























110










111





















wjOdkh llt hq= h












hq= h




























112









113
















ColomboSriLanka



Maharagama



Research3(5)609-618



Research4(6)30-38



114



















jordosh



















115

2017 Coverpdf (p1)

cover2pdf (p2-6)

newpdf (p1-4)

Untitled1pdf (p5)







6 Guidance 2-2-3(61)pdf (p97-120)





beaccepted












MinistryofEducation

Isurupaya




words










theend




Sinhala-FMMalithi

Tamil-Baamini

English-Cambria




iv


C o n tents Page No

1 Executive summary



Colombo7














1

5

28

42

65

72

91

115

v

1

ExecutiveSummary


























Lanka











2

















30072017)










effectiveteacher







3























4


Abstract
























Introduction



5

SAhilan








subject

















ReviewofLiterature









6

















studentsrespond














2007)

7

processesOntheother








investigation




SpeciicObjectives





ResearchMethodology

a)Sampledesign


















8
















instrument(Lenses)












statisticaltesting


groupandthe

9
























10





















Education








Percentage

()

9090

80

70

60

50

40

30

20

10

0

5154

60

50

Variousimages(A)




Transistorand

resistor cConcept






11



opticalinstrument


50

120

100

80

60

40

20

0

733

90 90

100

1 2 3 4 5

Questions

Percentage

()










80

70

60

50

40

30

20

10

0

7333

4333

6333

2333

5333

6 7 8 9 1 0

Questions

Percentage

()



12







Questions

100

90

80

70

60

50

40

30

20

10

0

1333

60

3666

7666

8666

Percentage(

)

11 12 13 14 15

13








data









object


Questions

6066 6333

30

90

50

16 17 18 19 20

100

90

80

70

60

50

40

30

20

10

0

Percentage(

)


7666

3666

2333

8333

30

Questions21 22 23 24 25

90

80

70

60

50

40

30

20

10

0

Percentage(

)






14




asfollows















15




















16



Total 41 41





conceptsABCDandE












17

vHypothesesTesting



Where


pre-test


H 01 =mE mc

H 11 gtmE mc

mE

mc



Where


post-test


H 02 =mE mc

H 12 gtmE mc

mE

mc



18

















Where



















19


















20




Physics 914 61 24

Biology 24 12 963













21












22












Groupdiscussion(P)


Suggestions

80

70

60

50

40

30

20

10

0

71

20

9

Pe

rce

nta

ge

()




inthetextbook)









23














learningprocess





24





















Conclusions































25




26







Recommendations



Sciencesyllabus










Oslash

Oslash

Oslash

References




Oslash

Oslash

Oslash




27

























learningpractices

INTRODUCTION







28

29


























































30










results













intheschoolsystem

31












LITERATUREREVIEW

















32


























information

33

























Eekelenetal2005)

34



















RESEARCHMETHODOLOGY








35


























namely




36





























37




studentteachers














problems



38








References










39








40




SSA-TN















41




NORTHERNUGANDA

Abstract





























42



43













































citizenship




















44

45



Methodology



























districtcentre





46





Skills

Values

TruthSeeking

RecentHistory

Narrativeskills

Criticalthinking

Valueofhistory

Toleranceof

divergent

interpretations

Reconciliation

Contemporaryevents

andissues

Problem-solving

Cooperationand

teamwork

Equalrespect

Sympathy

Forgiveness

Inclusive

Citizenship

Localnationaland

international


Humanrightsarticles

andconventions

Deliberative

discussion

Debate

Sensitization

Procedural

fairness

Humanrights

sensitivity













Tumutegyereize2009)

47
























48



owngroup















typicality

Truth-Seeking




Urbanprimaryhead













49


















notknowitshistory











Secondaryteacher








50














51

Urbanprimaryhead






















(Angucia2010)





52


















reconciliation











primarylevel

53

UrbanPrimaryHead














SecondaryTeacher




PrimaryPrefect






SecondaryTeacher












there













SecondaryTeacher

54







SecondaryTeacher

UrbanSecondaryHead
























armedviolence

55




































(Halpern2005)

56


internationalNGOs












SecondaryTeacher









SecondaryTeacher



sideofthestory

57



































58





tothecommunity











Conclusion












59












60









DevelopmentGoals













61












62















LynneRienner



Ashgate

63















64


AldershotAshgate


RNAdeSilva


ndesilvaosclk01128208690777834523

Abstract














accordingly







Assessmentprocess





65


















boundaries

















66





























project







67









68












situations


justiiesconclusions











69


























i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

0

1-2

3-4

5-6

7-8



70

















Bibliography




Organization

AbouttheAuthor







underhisdirection

71






Abstract



72





ixlaIsmah





























73

ye|skaugraveu










=rejrhd h
















fmkajd fos








74








wkdjrKh lr fk we
















75
















=Kdx fidhd neSu h

76

























lufotildeoh






wOHhkfha wruqK




























ksheEgraveh


1AB 1C 1AB 1Cmqau

l=shdmsaacuteh

ksljeraacuteh

uyj

01

01

01

01

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05

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1 jk j=j ( ksheosh

77

wOHhkfha iSud
































78







79

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uacuteh









80










nk os 3 jk j=jamp





middot mYaklrKh

middot idrdxYlrKh






middot lafiarelrKh








81










wHjYH u fotilde

82


























83









iiumlnkOa fhks





84































85






















86




































87



iiumlnkaOfhks


ksoiqkla fi




















SrK ekSfiuml l=id






88
















middot mlaIdyS nj















llt yels h

wdYs ka



89

90














Abstract


















91


idrdxYh


















92

























fjntildeka mjs










2006amp


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94































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107






























































108









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111





















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hq= h




























112









113
















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Maharagama



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Research4(6)30-38



114



















jordosh



















115

2017 Coverpdf (p1)

cover2pdf (p2-6)

newpdf (p1-4)

Untitled1pdf (p5)







6 Guidance 2-2-3(61)pdf (p97-120)



C o n tents Page No

1 Executive summary



Colombo7














1

5

28

42

65

72

91

115

v

1

ExecutiveSummary


























Lanka











2

















30072017)










effectiveteacher







3























4


Abstract
























Introduction



5

SAhilan








subject

















ReviewofLiterature









6

















studentsrespond














2007)

7

processesOntheother








investigation




SpeciicObjectives





ResearchMethodology

a)Sampledesign


















8
















instrument(Lenses)












statisticaltesting


groupandthe

9
























10





















Education








Percentage

()

9090

80

70

60

50

40

30

20

10

0

5154

60

50

Variousimages(A)




Transistorand

resistor cConcept






11



opticalinstrument


50

120

100

80

60

40

20

0

733

90 90

100

1 2 3 4 5

Questions

Percentage

()










80

70

60

50

40

30

20

10

0

7333

4333

6333

2333

5333

6 7 8 9 1 0

Questions

Percentage

()



12







Questions

100

90

80

70

60

50

40

30

20

10

0

1333

60

3666

7666

8666

Percentage(

)

11 12 13 14 15

13








data









object


Questions

6066 6333

30

90

50

16 17 18 19 20

100

90

80

70

60

50

40

30

20

10

0

Percentage(

)


7666

3666

2333

8333

30

Questions21 22 23 24 25

90

80

70

60

50

40

30

20

10

0

Percentage(

)






14




asfollows















15




















16



Total 41 41





conceptsABCDandE












17

vHypothesesTesting



Where


pre-test


H 01 =mE mc

H 11 gtmE mc

mE

mc



Where


post-test


H 02 =mE mc

H 12 gtmE mc

mE

mc



18

















Where



















19


















20




Physics 914 61 24

Biology 24 12 963













21












22












Groupdiscussion(P)


Suggestions

80

70

60

50

40

30

20

10

0

71

20

9

Pe

rce

nta

ge

()




inthetextbook)









23














learningprocess





24





















Conclusions































25




26







Recommendations



Sciencesyllabus










Oslash

Oslash

Oslash

References




Oslash

Oslash

Oslash




27

























learningpractices

INTRODUCTION







28

29


























































30










results













intheschoolsystem

31












LITERATUREREVIEW

















32


























information

33

























Eekelenetal2005)

34



















RESEARCHMETHODOLOGY








35


























namely




36





























37




studentteachers














problems



38








References










39








40




SSA-TN















41




NORTHERNUGANDA

Abstract





























42



43













































citizenship




















44

45



Methodology



























districtcentre





46





Skills

Values

TruthSeeking

RecentHistory

Narrativeskills

Criticalthinking

Valueofhistory

Toleranceof

divergent

interpretations

Reconciliation

Contemporaryevents

andissues

Problem-solving

Cooperationand

teamwork

Equalrespect

Sympathy

Forgiveness

Inclusive

Citizenship

Localnationaland

international


Humanrightsarticles

andconventions

Deliberative

discussion

Debate

Sensitization

Procedural

fairness

Humanrights

sensitivity













Tumutegyereize2009)

47
























48



owngroup















typicality

Truth-Seeking




Urbanprimaryhead













49


















notknowitshistory











Secondaryteacher








50














51

Urbanprimaryhead






















(Angucia2010)





52


















reconciliation











primarylevel

53

UrbanPrimaryHead














SecondaryTeacher




PrimaryPrefect






SecondaryTeacher












there













SecondaryTeacher

54







SecondaryTeacher

UrbanSecondaryHead
























armedviolence

55




































(Halpern2005)

56


internationalNGOs












SecondaryTeacher









SecondaryTeacher



sideofthestory

57



































58





tothecommunity











Conclusion












59












60









DevelopmentGoals













61












62















LynneRienner



Ashgate

63















64


AldershotAshgate


RNAdeSilva


ndesilvaosclk01128208690777834523

Abstract














accordingly







Assessmentprocess





65


















boundaries

















66





























project







67









68












situations


justiiesconclusions











69


























i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

0

1-2

3-4

5-6

7-8



70

















Bibliography




Organization

AbouttheAuthor







underhisdirection

71






Abstract



72





ixlaIsmah





























73

ye|skaugraveu










=rejrhd h
















fmkajd fos








74








wkdjrKh lr fk we
















75
















=Kdx fidhd neSu h

76

























lufotildeoh






wOHhkfha wruqK




























ksheEgraveh


1AB 1C 1AB 1Cmqau

l=shdmsaacuteh

ksljeraacuteh

uyj

01

01

01

01

01

01

01

01

05

05

05

05

05

05

05

05 tl=j 04 04 20 20

1 jk j=j ( ksheosh

77

wOHhkfha iSud
































78







79

=re pfrac34hd laIK
















middot iskduqiq nj



mshukdm fkdjknj




























uacuteh









80










nk os 3 jk j=jamp





middot mYaklrKh

middot idrdxYlrKh






middot lafiarelrKh








81










wHjYH u fotilde

82


























83









iiumlnkOa fhks





84































85






















86




































87



iiumlnkaOfhks


ksoiqkla fi




















SrK ekSfiuml l=id






88
















middot mlaIdyS nj















llt yels h

wdYs ka



89

90














Abstract


















91


idrdxYh


















92

























fjntildeka mjs










2006amp


93






94































fldg we



=rejreka iòyd h




^weamp YsIH WmfoaYl


=rejreka





95






2016amp














96
















































97

30 lufotildeoh











flrsKs










sr y d ak i n

U h j

u H O u

k

sr y k f e

j W

qj u r n i

=K l o

h m d l

qj u oacute


sh K e l



r qj k y u

sh lt t r qj k

r d m iuml w

v su e j

v d f x n

a e l

g d af k n iuml y

a e aj l Egrave

h K d u m

10 10 10 10 20 10 10 10 10 06 12 10 10





lIacutes ua h











jhU Wj yd kefkysr h






98

454035302520151050

wfm

diW

fmlt

aumlmaf

daud

mqyqKq

=re

cdY

suacute

wOHdmk

fotildesect

Ydiafotilde

sect

Ydiam

s

mYa W

mdecirc












lafIahls







99
























100



















o uacuteh


jir Kk mudKh ^]amp

16 g jeauml

9

13 -

15

2

10 -

12

7

7

-

9

9

4 -

6

17

1 -

3

26

jir 1 g wvq

20

iòyka kes

9

101
















wkdjrKh uacuteh




















102
















j we

103






























104





























2 fda igyka 12



5 fkdkS$ j u ke 1







105










hq= h


















106
















uqyqKmdk njls



01]

06]

14]

28]

01]

50]






107






























































108









weafa 14]l mudKhls

50 ksuk

109








u nd fkd ks





iòyd fkd efnhs

























60 fhdca kd



























110










111





















wjOdkh llt hq= h












hq= h




























112









113
















ColomboSriLanka



Maharagama



Research3(5)609-618



Research4(6)30-38



114



















jordosh



















115

2017 Coverpdf (p1)

cover2pdf (p2-6)

newpdf (p1-4)

Untitled1pdf (p5)







6 Guidance 2-2-3(61)pdf (p97-120)


1

ExecutiveSummary


























Lanka











2

















30072017)










effectiveteacher







3























4


Abstract
























Introduction



5

SAhilan








subject

















ReviewofLiterature









6

















studentsrespond














2007)

7

processesOntheother








investigation




SpeciicObjectives





ResearchMethodology

a)Sampledesign


















8
















instrument(Lenses)












statisticaltesting


groupandthe

9
























10





















Education








Percentage

()

9090

80

70

60

50

40

30

20

10

0

5154

60

50

Variousimages(A)




Transistorand

resistor cConcept






11



opticalinstrument


50

120

100

80

60

40

20

0

733

90 90

100

1 2 3 4 5

Questions

Percentage

()










80

70

60

50

40

30

20

10

0

7333

4333

6333

2333

5333

6 7 8 9 1 0

Questions

Percentage

()



12







Questions

100

90

80

70

60

50

40

30

20

10

0

1333

60

3666

7666

8666

Percentage(

)

11 12 13 14 15

13








data









object


Questions

6066 6333

30

90

50

16 17 18 19 20

100

90

80

70

60

50

40

30

20

10

0

Percentage(

)


7666

3666

2333

8333

30

Questions21 22 23 24 25

90

80

70

60

50

40

30

20

10

0

Percentage(

)






14




asfollows















15




















16



Total 41 41





conceptsABCDandE












17

vHypothesesTesting



Where


pre-test


H 01 =mE mc

H 11 gtmE mc

mE

mc



Where


post-test


H 02 =mE mc

H 12 gtmE mc

mE

mc



18

















Where



















19


















20




Physics 914 61 24

Biology 24 12 963













21












22












Groupdiscussion(P)


Suggestions

80

70

60

50

40

30

20

10

0

71

20

9

Pe

rce

nta

ge

()




inthetextbook)









23














learningprocess





24





















Conclusions































25




26







Recommendations



Sciencesyllabus










Oslash

Oslash

Oslash

References




Oslash

Oslash

Oslash




27

























learningpractices

INTRODUCTION







28

29


























































30










results













intheschoolsystem

31












LITERATUREREVIEW

















32


























information

33

























Eekelenetal2005)

34



















RESEARCHMETHODOLOGY








35


























namely




36





























37




studentteachers














problems



38








References










39








40




SSA-TN















41




NORTHERNUGANDA

Abstract





























42



43













































citizenship




















44

45



Methodology



























districtcentre





46





Skills

Values

TruthSeeking

RecentHistory

Narrativeskills

Criticalthinking

Valueofhistory

Toleranceof

divergent

interpretations

Reconciliation

Contemporaryevents

andissues

Problem-solving

Cooperationand

teamwork

Equalrespect

Sympathy

Forgiveness

Inclusive

Citizenship

Localnationaland

international


Humanrightsarticles

andconventions

Deliberative

discussion

Debate

Sensitization

Procedural

fairness

Humanrights

sensitivity













Tumutegyereize2009)

47
























48



owngroup















typicality

Truth-Seeking




Urbanprimaryhead













49


















notknowitshistory











Secondaryteacher








50














51

Urbanprimaryhead






















(Angucia2010)





52


















reconciliation











primarylevel

53

UrbanPrimaryHead














SecondaryTeacher




PrimaryPrefect






SecondaryTeacher












there













SecondaryTeacher

54







SecondaryTeacher

UrbanSecondaryHead
























armedviolence

55




































(Halpern2005)

56


internationalNGOs












SecondaryTeacher









SecondaryTeacher



sideofthestory

57



































58





tothecommunity











Conclusion












59












60









DevelopmentGoals













61












62















LynneRienner



Ashgate

63















64


AldershotAshgate


RNAdeSilva


ndesilvaosclk01128208690777834523

Abstract














accordingly







Assessmentprocess





65


















boundaries

















66





























project







67









68












situations


justiiesconclusions











69


























i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

0

1-2

3-4

5-6

7-8



70

















Bibliography




Organization

AbouttheAuthor







underhisdirection

71






Abstract



72





ixlaIsmah





























73

ye|skaugraveu










=rejrhd h
















fmkajd fos








74








wkdjrKh lr fk we
















75
















=Kdx fidhd neSu h

76

























lufotildeoh






wOHhkfha wruqK




























ksheEgraveh


1AB 1C 1AB 1Cmqau

l=shdmsaacuteh

ksljeraacuteh

uyj

01

01

01

01

01

01

01

01

05

05

05

05

05

05

05

05 tl=j 04 04 20 20

1 jk j=j ( ksheosh

77

wOHhkfha iSud
































78







79

=re pfrac34hd laIK
















middot iskduqiq nj



mshukdm fkdjknj




























uacuteh









80










nk os 3 jk j=jamp





middot mYaklrKh

middot idrdxYlrKh






middot lafiarelrKh








81










wHjYH u fotilde

82


























83









iiumlnkOa fhks





84































85






















86




































87



iiumlnkaOfhks


ksoiqkla fi




















SrK ekSfiuml l=id






88
















middot mlaIdyS nj















llt yels h

wdYs ka



89

90














Abstract


















91


idrdxYh


















92

























fjntildeka mjs










2006amp


93






94































fldg we



=rejreka iòyd h




^weamp YsIH WmfoaYl


=rejreka





95






2016amp














96
















































97

30 lufotildeoh











flrsKs










sr y d ak i n

U h j

u H O u

k

sr y k f e

j W

qj u r n i

=K l o

h m d l

qj u oacute


sh K e l



r qj k y u

sh lt t r qj k

r d m iuml w

v su e j

v d f x n

a e l

g d af k n iuml y

a e aj l Egrave

h K d u m

10 10 10 10 20 10 10 10 10 06 12 10 10





lIacutes ua h











jhU Wj yd kefkysr h






98

454035302520151050

wfm

diW

fmlt

aumlmaf

daud

mqyqKq

=re

cdY

suacute

wOHdmk

fotildesect

Ydiafotilde

sect

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s

mYa W

mdecirc












lafIahls







99
























100



















o uacuteh


jir Kk mudKh ^]amp

16 g jeauml

9

13 -

15

2

10 -

12

7

7

-

9

9

4 -

6

17

1 -

3

26

jir 1 g wvq

20

iòyka kes

9

101
















wkdjrKh uacuteh




















102
















j we

103






























104





























2 fda igyka 12



5 fkdkS$ j u ke 1







105










hq= h


















106
















uqyqKmdk njls



01]

06]

14]

28]

01]

50]






107






























































108









weafa 14]l mudKhls

50 ksuk

109








u nd fkd ks





iòyd fkd efnhs

























60 fhdca kd



























110










111





















wjOdkh llt hq= h












hq= h




























112









113
















ColomboSriLanka



Maharagama



Research3(5)609-618



Research4(6)30-38



114



















jordosh



















115

2017 Coverpdf (p1)

cover2pdf (p2-6)

newpdf (p1-4)

Untitled1pdf (p5)







6 Guidance 2-2-3(61)pdf (p97-120)
























Lanka











2

















30072017)










effectiveteacher







3























4


Abstract
























Introduction



5

SAhilan








subject

















ReviewofLiterature









6

















studentsrespond














2007)

7

processesOntheother








investigation




SpeciicObjectives





ResearchMethodology

a)Sampledesign


















8
















instrument(Lenses)












statisticaltesting


groupandthe

9
























10





















Education








Percentage

()

9090

80

70

60

50

40

30

20

10

0

5154

60

50

Variousimages(A)




Transistorand

resistor cConcept






11



opticalinstrument


50

120

100

80

60

40

20

0

733

90 90

100

1 2 3 4 5

Questions

Percentage

()










80

70

60

50

40

30

20

10

0

7333

4333

6333

2333

5333

6 7 8 9 1 0

Questions

Percentage

()



12







Questions

100

90

80

70

60

50

40

30

20

10

0

1333

60

3666

7666

8666

Percentage(

)

11 12 13 14 15

13








data









object


Questions

6066 6333

30

90

50

16 17 18 19 20

100

90

80

70

60

50

40

30

20

10

0

Percentage(

)


7666

3666

2333

8333

30

Questions21 22 23 24 25

90

80

70

60

50

40

30

20

10

0

Percentage(

)






14




asfollows















15




















16



Total 41 41





conceptsABCDandE












17

vHypothesesTesting



Where


pre-test


H 01 =mE mc

H 11 gtmE mc

mE

mc



Where


post-test


H 02 =mE mc

H 12 gtmE mc

mE

mc



18

















Where



















19


















20




Physics 914 61 24

Biology 24 12 963













21












22












Groupdiscussion(P)


Suggestions

80

70

60

50

40

30

20

10

0

71

20

9

Pe

rce

nta

ge

()




inthetextbook)









23














learningprocess





24





















Conclusions































25




26







Recommendations



Sciencesyllabus










Oslash

Oslash

Oslash

References




Oslash

Oslash

Oslash




27

























learningpractices

INTRODUCTION







28

29


























































30










results













intheschoolsystem

31












LITERATUREREVIEW

















32


























information

33

























Eekelenetal2005)

34



















RESEARCHMETHODOLOGY








35


























namely




36





























37




studentteachers














problems



38








References










39








40




SSA-TN















41




NORTHERNUGANDA

Abstract





























42



43













































citizenship




















44

45



Methodology



























districtcentre





46





Skills

Values

TruthSeeking

RecentHistory

Narrativeskills

Criticalthinking

Valueofhistory

Toleranceof

divergent

interpretations

Reconciliation

Contemporaryevents

andissues

Problem-solving

Cooperationand

teamwork

Equalrespect

Sympathy

Forgiveness

Inclusive

Citizenship

Localnationaland

international


Humanrightsarticles

andconventions

Deliberative

discussion

Debate

Sensitization

Procedural

fairness

Humanrights

sensitivity













Tumutegyereize2009)

47
























48



owngroup















typicality

Truth-Seeking




Urbanprimaryhead













49


















notknowitshistory











Secondaryteacher








50














51

Urbanprimaryhead






















(Angucia2010)





52


















reconciliation











primarylevel

53

UrbanPrimaryHead














SecondaryTeacher




PrimaryPrefect






SecondaryTeacher












there













SecondaryTeacher

54







SecondaryTeacher

UrbanSecondaryHead
























armedviolence

55




































(Halpern2005)

56


internationalNGOs












SecondaryTeacher









SecondaryTeacher



sideofthestory

57



































58





tothecommunity











Conclusion












59












60









DevelopmentGoals













61












62















LynneRienner



Ashgate

63















64


AldershotAshgate


RNAdeSilva


ndesilvaosclk01128208690777834523

Abstract














accordingly







Assessmentprocess





65


















boundaries

















66





























project







67









68












situations


justiiesconclusions











69


























i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

0

1-2

3-4

5-6

7-8



70

















Bibliography




Organization

AbouttheAuthor







underhisdirection

71






Abstract



72





ixlaIsmah





























73

ye|skaugraveu










=rejrhd h
















fmkajd fos








74








wkdjrKh lr fk we
















75
















=Kdx fidhd neSu h

76

























lufotildeoh






wOHhkfha wruqK




























ksheEgraveh


1AB 1C 1AB 1Cmqau

l=shdmsaacuteh

ksljeraacuteh

uyj

01

01

01

01

01

01

01

01

05

05

05

05

05

05

05

05 tl=j 04 04 20 20

1 jk j=j ( ksheosh

77

wOHhkfha iSud
































78







79

=re pfrac34hd laIK
















middot iskduqiq nj



mshukdm fkdjknj




























uacuteh









80










nk os 3 jk j=jamp





middot mYaklrKh

middot idrdxYlrKh






middot lafiarelrKh








81










wHjYH u fotilde

82


























83









iiumlnkOa fhks





84































85






















86




































87



iiumlnkaOfhks


ksoiqkla fi




















SrK ekSfiuml l=id






88
















middot mlaIdyS nj















llt yels h

wdYs ka



89

90














Abstract


















91


idrdxYh


















92

























fjntildeka mjs










2006amp


93






94































fldg we



=rejreka iòyd h




^weamp YsIH WmfoaYl


=rejreka





95






2016amp














96
















































97

30 lufotildeoh











flrsKs










sr y d ak i n

U h j

u H O u

k

sr y k f e

j W

qj u r n i

=K l o

h m d l

qj u oacute


sh K e l



r qj k y u

sh lt t r qj k

r d m iuml w

v su e j

v d f x n

a e l

g d af k n iuml y

a e aj l Egrave

h K d u m

10 10 10 10 20 10 10 10 10 06 12 10 10





lIacutes ua h











jhU Wj yd kefkysr h






98

454035302520151050

wfm

diW

fmlt

aumlmaf

daud

mqyqKq

=re

cdY

suacute

wOHdmk

fotildesect

Ydiafotilde

sect

Ydiam

s

mYa W

mdecirc












lafIahls







99
























100



















o uacuteh


jir Kk mudKh ^]amp

16 g jeauml

9

13 -

15

2

10 -

12

7

7

-

9

9

4 -

6

17

1 -

3

26

jir 1 g wvq

20

iòyka kes

9

101
















wkdjrKh uacuteh




















102
















j we

103






























104





























2 fda igyka 12



5 fkdkS$ j u ke 1







105










hq= h


















106
















uqyqKmdk njls



01]

06]

14]

28]

01]

50]






107






























































108









weafa 14]l mudKhls

50 ksuk

109








u nd fkd ks





iòyd fkd efnhs

























60 fhdca kd



























110










111





















wjOdkh llt hq= h












hq= h




























112









113
















ColomboSriLanka



Maharagama



Research3(5)609-618



Research4(6)30-38



114



















jordosh



















115

2017 Coverpdf (p1)

cover2pdf (p2-6)

newpdf (p1-4)

Untitled1pdf (p5)







6 Guidance 2-2-3(61)pdf (p97-120)


















30072017)










effectiveteacher







3























4


Abstract
























Introduction



5

SAhilan








subject

















ReviewofLiterature









6

















studentsrespond














2007)

7

processesOntheother








investigation




SpeciicObjectives





ResearchMethodology

a)Sampledesign


















8
















instrument(Lenses)












statisticaltesting


groupandthe

9
























10





















Education








Percentage

()

9090

80

70

60

50

40

30

20

10

0

5154

60

50

Variousimages(A)




Transistorand

resistor cConcept






11



opticalinstrument


50

120

100

80

60

40

20

0

733

90 90

100

1 2 3 4 5

Questions

Percentage

()










80

70

60

50

40

30

20

10

0

7333

4333

6333

2333

5333

6 7 8 9 1 0

Questions

Percentage

()



12







Questions

100

90

80

70

60

50

40

30

20

10

0

1333

60

3666

7666

8666

Percentage(

)

11 12 13 14 15

13








data









object


Questions

6066 6333

30

90

50

16 17 18 19 20

100

90

80

70

60

50

40

30

20

10

0

Percentage(

)


7666

3666

2333

8333

30

Questions21 22 23 24 25

90

80

70

60

50

40

30

20

10

0

Percentage(

)






14




asfollows















15




















16



Total 41 41





conceptsABCDandE












17

vHypothesesTesting



Where


pre-test


H 01 =mE mc

H 11 gtmE mc

mE

mc



Where


post-test


H 02 =mE mc

H 12 gtmE mc

mE

mc



18

















Where



















19


















20




Physics 914 61 24

Biology 24 12 963













21












22












Groupdiscussion(P)


Suggestions

80

70

60

50

40

30

20

10

0

71

20

9

Pe

rce

nta

ge

()




inthetextbook)









23














learningprocess





24





















Conclusions































25




26







Recommendations



Sciencesyllabus










Oslash

Oslash

Oslash

References




Oslash

Oslash

Oslash




27

























learningpractices

INTRODUCTION







28

29


























































30










results













intheschoolsystem

31












LITERATUREREVIEW

















32


























information

33

























Eekelenetal2005)

34



















RESEARCHMETHODOLOGY








35


























namely




36





























37




studentteachers














problems



38








References










39








40




SSA-TN















41




NORTHERNUGANDA

Abstract





























42



43













































citizenship




















44

45



Methodology



























districtcentre





46





Skills

Values

TruthSeeking

RecentHistory

Narrativeskills

Criticalthinking

Valueofhistory

Toleranceof

divergent

interpretations

Reconciliation

Contemporaryevents

andissues

Problem-solving

Cooperationand

teamwork

Equalrespect

Sympathy

Forgiveness

Inclusive

Citizenship

Localnationaland

international


Humanrightsarticles

andconventions

Deliberative

discussion

Debate

Sensitization

Procedural

fairness

Humanrights

sensitivity













Tumutegyereize2009)

47
























48



owngroup















typicality

Truth-Seeking




Urbanprimaryhead













49


















notknowitshistory











Secondaryteacher








50














51

Urbanprimaryhead






















(Angucia2010)





52


















reconciliation











primarylevel

53

UrbanPrimaryHead














SecondaryTeacher




PrimaryPrefect






SecondaryTeacher












there













SecondaryTeacher

54







SecondaryTeacher

UrbanSecondaryHead
























armedviolence

55




































(Halpern2005)

56


internationalNGOs












SecondaryTeacher









SecondaryTeacher



sideofthestory

57



































58





tothecommunity











Conclusion












59












60









DevelopmentGoals













61












62















LynneRienner



Ashgate

63















64


AldershotAshgate


RNAdeSilva


ndesilvaosclk01128208690777834523

Abstract














accordingly







Assessmentprocess





65


















boundaries

















66





























project







67









68












situations


justiiesconclusions











69


























i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

i

ii

iii

0

1-2

3-4

5-6

7-8



70

















Bibliography




Organization

AbouttheAuthor







underhisdirection

71






Abstract



72





ixlaIsmah





























73

ye|skaugraveu










=rejrhd h
















fmkajd fos








74








wkdjrKh lr fk we
















75
















=Kdx fidhd neSu h

76

























lufotildeoh






wOHhkfha wruqK




























ksheEgraveh


1AB 1C 1AB 1Cmqau

l=shdmsaacuteh

ksljeraacuteh

uyj

01

01

01

01

01

01

01

01

05

05

05

05

05

05

05

05 tl=j 04 04 20 20

1 jk j=j ( ksheosh

77

wOHhkfha iSud
































78







79

=re pfrac34hd laIK
















middot iskduqiq nj



mshukdm fkdjknj




























uacuteh









80










nk os 3 jk j=jamp





middot mYaklrKh

middot idrdxYlrKh






middot lafiarelrKh








81










wHjYH u fotilde

82


























83









iiumlnkOa fhks





84































85






















86




































87



iiumlnkaOfhks


ksoiqkla fi




















SrK ekSfiuml l=id






88
















middot mlaIdyS nj















llt yels h

wdYs ka



89

90














Abstract


















91


idrdxYh


















92

























fjntildeka mjs










2006amp


93






94































fldg we



=rejreka iòyd h




^weamp YsIH WmfoaYl


=rejreka





95






2016amp














96
















































97

30 lufotildeoh











flrsKs










sr y d ak i n

U h j

u H O u

k

sr y k f e

j W

qj u r n i

=K l o

h m d l

qj u oacute


sh K e l



r qj k y u

sh lt t r qj k

r d m iuml w

v su e j

v d f x n

a e l

g d af k n iuml y

a e aj l Egrave

h K d u m

10 10 10 10 20 10 10 10 10 06 12 10 10





lIacutes ua h











jhU Wj yd kefkysr h






98

454035302520151050

wfm

diW

fmlt

aumlmaf

daud

mqyqKq

=re

cdY

suacute

wOHdmk

fotildesect

Ydiafotilde

sect

Ydiam

s

mYa W

mdecirc












lafIahls







99
























100



















o uacuteh


jir Kk mudKh ^]amp

16 g jeauml

9

13 -

15

2

10 -

12

7

7

-

9

9

4 -

6

17

1 -

3

26

jir 1 g wvq

20

iòyka kes

9

101
















wkdjrKh uacuteh




















102
















j we

103






























104





























2 fda igyka 12



5 fkdkS$ j u ke 1







105










hq= h


















106
















uqyqKmdk njls



01]

06]

14]

28]

01]

50]






107






























































108









weafa 14]l mudKhls

50 ksuk

109








u nd fkd ks





iòyd fkd efnhs

























60 fhdca kd



























110










111





















wjOdkh llt hq= h












hq= h




























112









113
















ColomboSriLanka



Maharagama



Research3(5)609-618



Research4(6)30-38



114



















jordosh



















115

2017 Coverpdf (p1)

cover2pdf (p2-6)

newpdf (p1-4)

Untitled1pdf (p5)







6 Guidance 2-2-3(61)pdf (p97-120)


&EVDBUJPO - MOE

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Transcript of &EVDBUJPO - MOE