School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka
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Washington, DC
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Most developing countries following
independence opted for strong central control and direction
of the education system, partly because of limited resources
and the need to plan carefully and partly because of a felt
need to create a sense of national unity among diverse
ethnic and linguistic groups. This meant that key areas of
control and decision making, such as management of resources
and personnel, curriculum, evaluation of performance, and
accountability, were under central rather than local
control. The empowerment of schools has two major
components: school-based management and the involvement of
parents and communities in the work of schools. The emphasis
given to one or other of these components depends on general
national policy, local traditions, and context, with the
result that almost every system is unique when one considers
who makes decisions, the actual decisions that are made, the
nature of those decisions, the level at which they are made,
and relationships between levels. Thus, there are
'strong' and 'weak' versions of school
empowerment. In some, only a single area of autonomy is
granted to schools, while in others the community management
of schools, even the establishment of schools, is encouraged
(World Bank, 2007). In this paper, the author will briefly
outline the history of school empowerment in Sri Lanka with
particular reference to the Program for School Improvement
(PSI), which commenced in 2006. The final section of the
paper contains suggestions designed to strengthen process of
empowering Sri Lankan schools and improving education outcomes.
Palabras clave
ACADEMIC ACHIEVEMENT, ACCESS TO LEARNING, ADULTS, ASSESSING STUDENT, ASSESSMENT OF ACHIEVEMENT, ATTENDANCE OF PUPILS, ATTENDANCE RATES, BUSINESS STUDIES, CENTRALLY DETERMINED FRAMEWORK, CLASSROOM, CLASSROOM ASSISTANTS, CLASSROOM LEVEL, COGNITIVE ACHIEVEMENT, COMMUNITY INVOLVEMENT, COMMUNITY PARTICIPATION, CORE CURRICULUM, CRITICAL THINKING, CULTURAL NEEDS, CURRICULAR ACTIVITIES, CURRICULUM, DECISION MAKING, DEMOCRATIZATION, DROPOUT RATES, EDUCATION AUTHORITIES, EDUCATION DIVISIONS, EDUCATION FOR ALL, EDUCATION IMPROVEMENT, EDUCATION INSTITUTIONS, EDUCATION MANAGEMENT, EDUCATION MANAGEMENT SYSTEMS, EDUCATION OF CHILDREN, EDUCATION OFFICIALS, EDUCATION OUTCOMES, EDUCATION POLICIES, EDUCATION QUALITY, EDUCATION REFORM, EDUCATION REFORMS, EDUCATION SECTOR, EDUCATION SECTOR DEVELOPMENT, EDUCATION SERVICES, EDUCATION SYSTEM, EDUCATIONAL ACTIVITIES, EDUCATIONAL CHANGE, EDUCATIONAL DECENTRALIZATION, EDUCATIONAL EXPERIENCE, EDUCATIONAL MANAGEMENT, EDUCATIONAL MATERIALS, EDUCATIONAL OUTCOMES, EDUCATIONAL PLANNERS, EDUCATIONAL PLANNING, EDUCATIONAL POLICY, EDUCATIONAL RESEARCH, EDUCATIONAL REVIEW, EFFECTIVE EDUCATION, EFFECTIVE SCHOOLS, ELEMENTARY SCHOOL, EMPLOYMENT, EVALUATION OF EDUCATION, EXPENDITURES, FORMULA FUNDING, FULL PARTICIPATION, GENERAL EDUCATION, GENERIC SKILLS, HIGHER EDUCATION, HOME INSTRUCTION, HOMEWORK, HUMAN CAPITAL, HUMAN DEVELOPMENT, HUMAN RESOURCES, IMPLEMENTATION STRATEGIES, INSTRUCTION, INSTRUCTIONAL ACTIVITIES, INTELLECTUAL DEVELOPMENT, INTERVENTIONS, LEADERSHIP, LEARNING COMMUNITIES, LEARNING OUTCOMES, LEARNING PROCESS, LECTURES, LIFE SKILLS, LINGUISTIC GROUPS, LITERACY, LITERATURE, MINISTRY OF EDUCATION, MOVEMENT, NATIONAL ASSESSMENT, NATIONAL EDUCATION, NATIONAL EDUCATION POLICY, NUTRITION, PAPERS, PARENT ASSOCIATIONS, PARENT INVOLVEMENT, PARENT-TEACHER ASSOCIATION, PARENTAL EDUCATION, PARENTAL INVOLVEMENT, PARTICIPATION IN SCHOOLS, PARTICIPATION OF PARENTS, PARTNERSHIPS IN EDUCATION, PEDAGOGY, PRIMARY EDUCATION, PRIMARY SCHOOL, PRIMARY SCHOOL STUDENTS, PROBLEM SOLVING, PROFESSIONAL DEVELOPMENT, PROFICIENCY, PROVINCIAL EDUCATION, PROVISION OF EDUCATION, PUBLIC EXPENDITURE, QUALITY ASSURANCE, QUALITY SCHOOLS, READING, REPETITION, REPETITION RATES, RURAL SCHOOLS, SAFETY, SCHOLASTIC PERFORMANCE, SCHOOL ACTIVITIES, SCHOOL AUTONOMY, SCHOOL BOARDS, SCHOOL CALENDAR, SCHOOL COMMITTEES, SCHOOL COMMUNITY, SCHOOL DECISION, SCHOOL DEVELOPMENT, SCHOOL DEVELOPMENT COMMITTEE, SCHOOL DEVELOPMENT COMMITTEES, SCHOOL DEVELOPMENT PLAN, SCHOOL DROPOUT, SCHOOL EDUCATION, SCHOOL EFFECTIVENESS, SCHOOL EFFICIENCY, SCHOOL EXPERIENCE, SCHOOL GOVERNANCE, SCHOOL IMPROVEMENT, SCHOOL LEARNING, SCHOOL LEVEL, SCHOOL LEVELS, SCHOOL MANAGEMENT, SCHOOL MANAGEMENT COMMITTEE, SCHOOL MANAGEMENT COMMITTEES, SCHOOL PERSONNEL, SCHOOL POLICIES, SCHOOL PRINCIPALS, SCHOOL PROGRAMS, SCHOOL REFORM, SCHOOL SIZE, SCHOOL STAFF, SCHOOL SYSTEM, SCHOOL TEACHERS, SCHOOLING, SCHOOLING ACCESS, SCHOOLS, SCHOOLLEVEL, SECONDARY SCHOOL, SECONDARY SCHOOL STUDENT, SMALL SCHOOLS, SOCIAL COHESION, SOCIAL DEVELOPMENT, SOCIAL GROUPS, SOCIETY, SPECIAL EDUCATION, SPECIAL EDUCATION NEEDS, SPECIAL NEEDS, STANDARDIZED TESTS, STUDENT ACHIEVEMENT, STUDENT ACHIEVEMENTS, STUDENT LEARNING, STUDENT LEARNING OUTCOMES, STUDENT PERFORMANCE, STUDENTS WITH DISABILITIES, SYLLABUSES, TEACHER, TEACHER BEHAVIOR, TEACHER DEVELOPMENT, TEACHER PARTICIPATION, TEACHER PERFORMANCE, TEACHERS, TEACHING, TEACHING METHODS, TEACHING-LEARNING, TEST SCORES, TEXTBOOKS, URBAN EDUCATION