School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka
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 natio...
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| Format: | Working Paper |
| Language: | English en_US |
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Washington, DC
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2013/05/17723819/school-based-education-improvement-initiatives-experience-options-sri-lanka http://hdl.handle.net/10986/16561 |
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okr-10986-16561 |
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oai_dc |
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Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
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 |
| spellingShingle |
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 World Bank School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka |
| geographic_facet |
South Asia Sri Lanka |
| relation |
South Asia Human Development Sector report no. 58 |
| description |
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. |
| format |
Publications & Research :: Working Paper |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka |
| title_short |
School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka |
| title_full |
School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka |
| title_fullStr |
School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka |
| title_full_unstemmed |
School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka |
| title_sort |
school-based education improvement initiatives : the experience and options for sri lanka |
| publisher |
Washington, DC |
| publishDate |
2014 |
| url |
http://documents.worldbank.org/curated/en/2013/05/17723819/school-based-education-improvement-initiatives-experience-options-sri-lanka http://hdl.handle.net/10986/16561 |
| _version_ |
1764434026112745472 |
| spelling |
okr-10986-165612021-04-23T14:03:30Z School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka World Bank 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 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. 2014-01-10T20:27:28Z 2014-01-10T20:27:28Z 2013-05 http://documents.worldbank.org/curated/en/2013/05/17723819/school-based-education-improvement-initiatives-experience-options-sri-lanka http://hdl.handle.net/10986/16561 English en_US South Asia Human Development Sector report no. 58 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC Publications & Research :: Working Paper Publications & Research South Asia Sri Lanka |