Education for Social Cohesion in the Context of the Sri Lankan School System

1. Education for Social Cohesion in the Context of the Sri Lankan School System Annual Research Symposium 2015 Faculty of Education University of Colombo 30 October 2015

2. Content Dimensions of Social Cohesion Context: Key Characteristics of the Education System in Sri Lanka Education for Social Cohesion Programme

3. 1. Dimensions of Social Cohesion A cohesive society works towards the well-being of all its members, fights exclusion and marginalisation, creates a sense of belonging, promotes trust, and offers its members the opportunity of upward mobility. (OECD 2011)

4. 1. Dimensions of Social Cohesion: Measuring Finding: More social cohesion leads to better institutions, and better institutions in turn lead to higher economic growth. (Easterly et al 2006) Better Institutions Economic Growth Social Cohesion

5. 1. Dimensions of Social Cohesion: Social Outcomes of Education and Learning (cont.) What works? More schooling? More citizenship or civic education (as subject)? Better curriculum? Better instructional materials? Better qualified teachers? Quality of learning experience? Improved school environment? Improved learning environment? Teaching civic education (with improved curriculum, textbooks and better qualified teachers)? Or School development with improved learning opportunities?

6. 2. Context: National Policy on Education for Social Cohesion and Peace (2008) Normative description of a “desired citizen”: Can live in a multicultural society Is democratic in decision-making Respects others’ rights Communicates well Can solve problems Can transform conflict Has discovered inner peace Is politically enlightened Has civic virtues Is a global citizen Does no harm; is empathetic Can protect Sri Lankan traditions, culture and values Obeys the laws 12 Challenges: Intercultural disharmony Problems in communication and interaction Lack of protection of the rights of others Violent behaviour Lack of sharing Lack of trust Indiscipline Little transfer of knowledge to practice in every day life Lack of teamwork Lack of gender equity and socio-economic equity Lack of environmental and health awareness Lack of public awareness of peace values

7. 2. Context: National Policy on Education for Social Cohesion and Peace (2008) Key strategies: Forging peace through the curriculum Re-skilling teachers and educational leaders Second language learning for cross-cultural understanding Thinking outside the box: co-curricular activities Fostering the culture of peace in school and community Revitalising integration: different models for schools (integrated schools) Broadening the research base to education for social cohesion and peace Detailed plan of actions with activities to be implemented at school level and at national level

8. 2. Context: Key characteristics of the school system in Sri Lanka Schools are segregated by language, ethnicity, religion and gender School system is exam-oriented and highly competitive accompanied by an unregulated, extensive private tuition system Violence is a critical issue in school communities (discipline, punishment, abuse) Individual and group competitions for privileged schools Individual disadvantages or failures will be perceived as threat to social mobility and discrimination of the social group …

9. 2. Context: Rationale for Education for Social Cohesion in Sri Lanka Education: No. of years in school Competencies Development strategy of Sri Lanka: Knowledge-based economy Knowledge, skills, abilities, behaviours critical to successful performance Facts, information, skills Education for Social Cohesion Capacity Development: process of strengthening the abilities of individuals, organizations and societies to make effective use of the resources, in order to achieve their own goals on a sustainable basis How do schools organise social diversity and the formation of individual and group identities? Schools can mitigate or intensify conflict! Two functions of schooling: Allocation of social position Socialisation and identity formation

10. 2. Context: Civic Competencies and attitudes of students in Sri Lanka National Research Study on Civic Education in Sri Lanka (2004) Some few selected findings: 75% of students respond to have only few or no friends of the other ethnic groups 48% of students respond to have never or rarely opportunities to learn together with children of other ethnic groups 61% students respond that they never or sometimes work on projects outside the school Specific findings on social cohesion: Inadequacy of and disparities in opportunities for- second language learning- students from different ethnic groups to learn together- interactions and cultural exchanges that foster mutual understanding Polarization of attitudes based on ethnicity Majority of students are positively oriented towards participation in processes that will contribute to social cohesion, if opportunities are provided

11. 2. Context: Second National Language Teaching and Learning Survey of Status of Second National Language Teaching and Learning (Perera 2007) Some few selected findings: Students‘ performance in 2NL is not satisfactory overall Grade 9 students‘ performance is worse than that of grade 7 students NCoE students and lecturers show favourable attitudes but less commitment towards teaching and learning of 2NL „… essentially the same problem has been considered time and again over the years without addressing the basic issue: the need to increase the number of 2NL teachers and teacher trainers.“ (Perera 2015)

12. 3. Education for Social Cohesion Programme: Objective The measures in education and psycho-social care enable school communities to live together peacefully in a multi-ethnic and multi-lingual society.

13. 3. Education for Social Cohesion Programme: Structure and Components Education for Social Cohesion Safe and Secure School Environment Learning to Live Together Peace and Value Education Second National Language Education Disaster Safety Education Psycho-Social Care

14. 3. Education for Social Cohesion Programme: Implementation National Level: Ministry of Education National Institute of Education Provincial Level: 5 Provincial Ministries of Education and Provincial Education Departments: Central, Eastern, Northern, Sabaragamuwa, Uva Provinces National Colleges of Education School Level: 200 pilot schools with 4.900 teachers and more than 100.000 students

15. 3. Education for Social Cohesion Programme: Key Results National Policy on Education for Social Cohesion National Disaster Safety Guidelines for Schools Development of national coordination mechanisms for psycho-social care Curriculum development and instructional materials Capacity Development of 314 trainers, 2.904 teachers, 1.306 principals, and 512 teacher educators

16. 3. Education for Social Cohesion Programme: Evaluation 2NL: Challenges How best to address huge shortfall in terms of teacher supply including shortage of 2NL lecturers How to get more interaction between schools of different language communities Variation in language competency and teaching methodologies across pilot schools and provinces getting systematic data on language competence so that the impact of training can be assessed. 2NL: Findings Perceived as highly relevant at policy as well as community levels Symbolic importance (equal status and recognition by the state), as well as of practical relevance (for inter cultural communication) Excellent, activity based training with a focus on communication skills

17. 3. Education for Social Cohesion Programme: Evaluation PVE: Challenges Move away from school based trainings to spreading good practice and inclusion in school development plans Sustainability of student exchange programmes Implications of the LLRC report within ESC PVE: Findings Perceivedas highly relevant at policy as well as community levels Student exchange programmes (e.g. Pals of Two Cities, theatre events, sports and celebrations) and student parliaments well received and embedded learning about cultural ‘difference’ vs. emphasis on a common identity as a Sri Lankan, with equal rights and an understanding of justice

18. 3. Education for Social Cohesion Programme: Evaluation PSC: Challenges Different interpretations of ‘counselling’ within the system (careers, behavior) Some resistance because counselling may challenge social norms in some areas (e.g. discipline in schools) PSC: Findings Has evolved from focus on trauma counselling within North and East to meet changing needs relevant to all schools Well embedded and managed, particularly in Northern Province Good models on peer support as well as monitoring need to be more widely disseminated

19. 3. Education for Social Cohesion Programme: Evaluation DSE: Challenges Less direct relevant now to conflict transformation Prospects for sustainability good, and GIZ support no longer needed DSE: Findings Roots in tsunami response, evolved into school safety Very successful and targets achieved at school level Mainstreamed and integrated into areas such as climate change education

20. 3. Education for Social Cohesion Programme: Outlook • Facilitate ministerial steering and coordination groups • Support revision of the national policy on education for social cohesion and peace, in the light of the LLRC recommendations • Assist in the development of dissemination strategies for PVE, 2NL and PSC • Assist in the professional development of 2NL lecturers and teachers • Assist in school development programmes on education for social cohesion including professional development of principals and trainers (e.g. ISAs) Two recommendation on education research: Assess grade 8/grade 9 students’ competencies in 2NL regularly Assess students’ knowledge and attitudes on social cohesion regularly

21. Thank you!