Log in

Relevant bibliographies by topics / Sri Lankan education

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Sri Lankan education'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Sri Lankan education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Sri Lankan education"

1

Sakeena, M. H. F., Alexandra A. Bennett, and Andrew J. McLachlan. "The Need to Strengthen the Role of the Pharmacist in Sri Lanka: Perspectives." Pharmacy 7, no. 2 (June 5, 2019): 54. http://dx.doi.org/10.3390/pharmacy7020054.

Full text

Abstract:

The role of the pharmacist in healthcare has evolved greatly over the last half-century, from dispensing to providing direct patient-oriented activities not associated with dispensing. However, pharmacist-led healthcare services in Sri Lanka must undergo reform to fully take advantage of their expertise and training in medicine management and related outcomes in Sri Lankan patients. As befits a profession’s role development and value, professional and educational standards for pharmacists need ongoing development and growth. Currently, university curricula and continuing professional education in Sri Lanka require further development and optimisation to provide the theoretical and practical knowledge and skills regarding quality use of medicines and patient-oriented care. Furthermore, pharmacists’ roles in Sri Lankan hospital and community pharmacist settings need to be recognised and should include the pharmacist as an integral part of the multidisciplinary healthcare team in Sri Lanka. Studies from developed countries and some developing countries have demonstrated that expanded pharmacists’ roles have had a significant positive cost-effective impact on the population’s health. Therefore, the availability of qualified Sri Lankan pharmacists trained to deliver expanded professional services accompanied by greater pharmacist integration into healthcare delivery is crucially important to ensure quality use of medicines within the Sri Lankan healthcare system and optimise the medication-related needs of Sri Lankans.

APA, Harvard, Vancouver, ISO, and other styles

2

M. S. Nilam. "Bank Selection Criteria and Performance of Public and Private Banks of Sri Lanka: A Comparative Study." CenRaPS Journal of Social Sciences 2, no. 2 (July 15, 2020): 197–215. http://dx.doi.org/10.46291/cenraps.v2i2.27.

Full text

Abstract:

Financial deregulation and technological advancement have led the sri lankan banking industry to highly competitive environment. In sri lanka, the competition is not only among the local banks, but also from foreign banks. To stay competitive and strong, a bank’s customer retention is crucial. In this context banking institutions would like to know how the customers select their bank and how they perceive the performance of banks in such competitive environment. The researcher selected sample of 468 banking customers from public and private banks of sri lanka. Responses were analyzed and presented through descriptive, correlation and regression analysis. The findings showed that the security and service quality were the two most crucial factors when selecting a bank in sri lanka. Significant gender and education level factors in bank selection were observed. Study concludes that sri lankan private banks perform better on those factors than the public banks in sri lanka.

APA, Harvard, Vancouver, ISO, and other styles

3

Maunaguru, Sidharthan. "Thinking With Time: Reflections on Migration and Diaspora Studies Through Sri Lankan Tamil Marriage Migration." American Behavioral Scientist 64, no. 10 (August 6, 2020): 1485–96. http://dx.doi.org/10.1177/0002764220947757.

Full text

Abstract:

Most of the migration studies or diaspora studies predominantly focus on migration patterns, human movements and their circulation over space. Recently a shift occurred focusing on nonhumans and immobility to analyze migration and diaspora. In this article by taking one of the features of Sri Lankan Tamil transnational marriage between Sri Lankan Tamils from Sri Lanka and Sri Lankan diaspora, I argue the importance of time and temporality to rethink about migration and diaspora studies. I show how different temporalities of things and humans that get (dis)entangled at different places and different points in the marriage migration process allow us to shift our lens slightly in future studies on migration and diaspora.

APA, Harvard, Vancouver, ISO, and other styles

4

Gunawardana, Anupama, F. R. Arooz, A. Peramunugamage, and R. U. Halwatura. "Critical analysis of lecturer’s perception on integrating concepts of sustainability in university curricular." Integrated Science Education Journal 1, no. 3 (September 30, 2020): 109–21. http://dx.doi.org/10.37251/isej.v1i3.105.

Full text

Abstract:

Purpose of the study: The growing emphasis on incorporating sustainability concepts in tertiary education have lead higher education institutions in developing countries to infuse sustainability content into their curricula. The wider purpose of this study is to promote the integration of sustainability concepts within Sri Lankan Universities. The study uncover and presents the perception of university academics on integrating sustainability in higher education. Methodology: An online-survey was carried out in the month of January, 2019 in University of Moratuwa, Sri Lanka across four faculties; engineering, architecture, information and technology and business. A descriptive analysis was employed to present the perceptions of the respondents according to different faculties. The obtained data were analyzed using Microsoft excel. Main Findings: Results revealed, 46.93% have already integrated sustainability concepts while 59.18% are willing to integrate in near future. 80% have perceived that university curriculum should improve according to country’s need while providing particular trainings. 60% felt that knowledge and skills on ICT should be developed and adequate human resources should be deployed prior to incorporate sustainability concepts. Applications of this study: This study is aimed to identify models for mainstreaming sustainability concepts across tertiary education in Sri Lanka. Novelty/Originality of this study: Analysing the perception of univeristiy lecturers on incorporating sustainability concepts acroos university curricular, has never conducted in a Sri Lankan university. This is manily conducted to identify the gaps pertaining on intergrating sustainability concepts across university curricular and to identify the barriers exciting for education for sustainable development in Sri Lankan context.

APA, Harvard, Vancouver, ISO, and other styles

5

Kannangara, Chathurika Sewwandi, and David Griffiths. "Understanding, action, and the use of the cane in Sri Lankan schools." Kybernetes 43, no. 9/10 (November 3, 2014): 1346–53. http://dx.doi.org/10.1108/k-07-2014-0154.

Full text

Abstract:

Purpose – The purpose of this paper is to consider the use of corporal punishment in schools in Sri Lanka, and to offer reflections on how cybernetics could shed light on its persistence despite initiatives to ban it. Design/methodology/approach – The ASC 2013 Heinz von Foerster Award for the most significant contribution to the conference was awarded following discussion of the use of the cane in Sri Lankan schools. This paper provides a personal account of difficulties in overcoming the use of corporal punishment in a school in Sri Lanka. Findings – The Sri Lankan education system is introduced. The response of the ASC 2013 is discussed. The feedback between social forces and the education system is seen as being too complex for analysis, and Bateson's conception of ethos is proposed as an appropriate starting point for making progress on this issue. Social implications – The use of corporal punishment has been forbidden by the Ministry of Education, but the practice evidently continues and there is evidence that this has negative impact on young people. The paper offers an approach to understanding the reasons for the prevalence and persistence of corporal punishment, as a first step towards designing measures to eliminate it. Originality/value – The paper takes a new approach to understanding the persistence of corporal punishment in Sri Lanka by applying Bateson's concepts of ethos and schismogenesis.

APA, Harvard, Vancouver, ISO, and other styles

6

Jayamaha, Akila R., Chamilya H. Perera, Mark W. Orme, Amy V. Jones, Upendra K. D. C. Wijayasiri, Thamara D. Amarasekara, Ravini S. Karunatillake, et al. "Protocol for the cultural adaptation of pulmonary rehabilitation and subsequent testing in a randomised controlled feasibility trial for adults with chronic obstructive pulmonary disease in Sri Lanka." BMJ Open 10, no. 11 (November 2020): e041677. http://dx.doi.org/10.1136/bmjopen-2020-041677.

Full text

Abstract:

IntroductionInternational guidelines recommend pulmonary rehabilitation (PR) should be offered to adults living with chronic obstructive pulmonary disease (COPD), but PR availability is limited in Sri Lanka. Culturally appropriate PR needs to be designed and implemented in Sri Lanka. The study aims to adapt PR to the Sri Lankan context and determine the feasibility of conducting a future trial of the adapted PR in Sri Lanka.Methods and analysisEligible participants will be identified and will be invited to take part in the randomised controlled feasibility trial, which will be conducted in Central Chest Clinic, Colombo, Sri Lanka. A total of 50 participants will be recruited (anticipated from April 2021) to the trial and randomised (1:1) into one of two groups; control group receiving usual care or the intervention group receiving adapted PR. The trial intervention is a Sri Lankan-specific PR programme, which will consist of 12 sessions of exercise and health education, delivered over 6 weeks. Focus groups with adults living with COPD, caregivers and nurses and in-depth interviews with doctors and physiotherapist will be conducted to inform the Sri Lankan specific PR adaptations. After completion of PR, routine measures in both groups will be assessed by a blinded assessor. The primary outcome measure is feasibility, including assessing eligibility, uptake and completion. Qualitative evaluation of the trial using focus groups with participants and in-depth interviews with PR deliverers will be conducted to further determine feasibility and acceptability of PR, as well as the ability to run a larger future trial.Ethics and disseminationEthical approval was obtained from the ethics review committee of Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka and University of Leicester, UK. The results of the trial will be disseminated through patient and public involvement events, local and international conference proceedings, and peer-reviewed journals.Trial registration numberISRCTN13367735

APA, Harvard, Vancouver, ISO, and other styles

7

Hayes, David. ""Education Is All About Opportunities, Isn't It?": A Biographical Perspective on Learning and Teaching English in Sri Lanka." Harvard Educational Review 80, no. 4 (December 1, 2010): 517–41. http://dx.doi.org/10.17763/haer.80.4.w732427072788342.

Full text

Abstract:

In this article, David Hayes explores the language learning and teaching experiences of a teacher of English in Sri Lanka. He shows how the acquisition of English enabled the teacher to access the social capital available to speakers of English, which holds a divisive place in postcolonial Sri Lankan society. In his reflections on his career, this teacher grants primary importance to the opportunities offered by education in general, not the benefits of acquiring English. This complements his commitment to improving the life chances of children from less advantaged groups in Sri Lanka. Hayes contends that the richness of the teacher's portrayal of his career, and the meanings of English and education for him, offers an opportunity to understand the place of English within a particular sociocultural context.

APA, Harvard, Vancouver, ISO, and other styles

8

Herath, Tharindu Nimantha, and Kumudu Radampola. "Fisheries education in Sri Lanka: current status, constraints and future outlook." Journal of Fisheries 5, no. 3 (November 18, 2017): 535. http://dx.doi.org/10.17017/jfish.v5i3.2017.162.

Full text

Abstract:

Sustainable utilization of the fishery resources along with manpower is one of the most important aspects of fisheries science. Although a huge manpower is available in the fisheries sector, lapses in knowledge also prevalent in various subsections of fishery related occupations. In this scenario, this paper attempts to evaluate the various levels of fisheries education in Sri Lanka. It has been observed that clear demarcation of the level of fisheries education such as undergraduate, postgraduate, and basic level exists in Sri Lanka. Although a low level of student enrolment, university education of fisheries and aquaculture is at satisfactory level. Expansion of fisheries education for basic levels such as education of fisherwomen needs to be improved. Scientific dissemination of knowledge by published works such as journals should further be expanded and indexing of those journals in reputable and reliable databases is needed. Several constraints in Sri Lankan fisheries education such as inadequate funding, low level of student enrolment, quality of the students and less cooperation with industries etc. were also identified. Therefore, finding possible solutions to these issues is necessary to ensure the quality of the education in Sri Lanka.

APA, Harvard, Vancouver, ISO, and other styles

9

Kumari, M. S. Dimuthu. "Perceived Readiness of Educated Youth towards Ethnic Integration in Sri Lanka." Journal of Contemporary Governance and Public Policy 2, no. 1 (April 30, 2021): 31–44. http://dx.doi.org/10.46507/jcgpp.v2i1.28.

Full text

Abstract:

Sri Lanka is a multi-ethnic society hence the ethnic integration has been a hot topic for decades. By 2021, it has been 73 years after the independence from British empires, however, natives still struggle for the reconciliation among themselves. Often occurred ethnic clashes usually account for a huge social and economic cost. Various scholars have highlighted that youth is highly active in initiating ethnic clashes. And, it is quoted specifically for the ‘Educated youth’ in Sri Lankan context. Therefore, this study explores the perceptions of ‘multi-ethnic, educated youth’ in heightening ethnic integration in Sri Lanka. This study utilized quantitative research approach and survey method. Primary data was mainly used for the study and collected through an online questionnaire. 100 multi-ethnic youth who are studying in higher education institutions in Sri Lanka selected as the sample using random sampling technique. The readiness of respondents was basically measured through their perceptions with respect to the social integration model proposed by Awang et al (2019). Descriptive statistics were used in analyzing data. The results showed that the overall readiness of educated youth in promoting ethnic integration is high in Sri Lankan context. The respondents are almost ready for the social acceptance and cultural appreciation levels of the model. However, they have showed, relatively a slight attraction towards compromisation and adaptation levels for which a high degree of ethnic tolerance is required. Therefore, it can be concluded that the majority of educated youth are social extroverts and are aware the importance of integration. However, since they showed a little attraction towards the upper layers of integration pyramid, there is a need of re-evaluating existing social integration policies. So that, some policy recommendations are suggested to enhance more operational activities in reconciliation process to reach the upper levels of ethnic integration (compromization and adaptation) in Sri Lankan context.

APA, Harvard, Vancouver, ISO, and other styles

10

Varnam, Michael. "Attitudes to Education in Sri Lankan General Practice." Medical Teacher 10, no. 1 (January 1988): 95–100. http://dx.doi.org/10.3109/01421598809019331.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Sri Lankan education"

1

Ramesh, Sharmele. "SRI LANKAN STUDENTS’ LIFE EXPERIENCE IN NORWAY." Thesis, Trondheim : Norwegian University of Science and Technology. Department of Geography, 2008. http://ntnu.diva-portal.org/smash/get/diva2:134312/FULLTEXT01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Pinet, Robert. "Between worlds Sri Lankan teacher-educators at York University /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ59196.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Haberman, Jordan. "Vygotsky and cooperative learning Sri Lankan graduate students in Canada /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ56178.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Warnasuriya, Mihiri Saritha. "Building the 'Sri Lankan nation' through education : the identity politics of teaching history in a multicultural post-war society." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290147.

Full text

Abstract:

Driven by the overarching objective of promoting reconciliation through education, this thesis strives to unpack the first national goal of education set out by the Sri Lankan Ministry of Education, which involves nation building and the establishment of a Sri Lankan identity through the promotion of social cohesion and the recognition of cultural diversity in Sri Lanka's plural society. Within education, history teaching in secondary school acts as the main focus of the research, due to the relevance of this goal to the subject of history as well as the ability of history to shape the attitudes and perceptions of youth. As such, the original contribution of this thesis is the development of an understanding of how the goal of nation building is being carried out through the Sri Lankan education system by focusing on the subject of history, which in turn facilitates an analysis of the identity politics of teaching history in a multicultural post-war society. With the intention of developing such an understanding, the study aims to answer three research questions: 1) What type of nation is being built through history education in Sri Lanka?; 2) How is the ethnic and religious diversity which characterises the Sri Lankan nation being dealt with through history education?; and 3) How are Sri Lankan youth being aided in understanding the sensitive matters which impeded the nation building exercise in the recent past and resulted in the break out of the ethnic conflict? The thesis draws on an inductive approach, using qualitative research and secondary literature. Findings are generated from field work and textbook analysis. Conducted in four different districts around the country chosen based on their ethnic and religious compositions, field work involves the conducting of interviews with youth, history teachers, curriculum developers, textbook writers and other academics. This thesis argues that an ambiguity regarding the composition of the 'Sri Lankan nation' is being created through history education, with it sometimes being characterised as a purely Sinhalese-Buddhist nation instead of a multicultural one. This is most likely because the prominent players involved in the development of the curriculum themselves appear to be conflicted about the monoethnic versus polyethnic nature of the nation, with their views filtering through to the educational materials they produce. It is evident that the history curriculum predominantly contains Sinhalese-Buddhist history, with little information being conveyed about the history of the minority groups. Tamils and Muslims are portrayed as invaders and outsiders since the national story is narrated through the perspective of the Sinhalese-Buddhist community who play the role of the protagonist. With respect to stakeholder reactions, there appears to be a contrast in the attitudes of Tamil and Muslim youth regarding the portrayal of minority history, with Tamils being vocal about their anger towards the perceived bias, but Muslims being reluctant to discuss ethnic matters, preferring to sweep them under the rug. Finally, in terms of the ethnically sensitive matters in recent history, while some are completely omitted from the history lessons, others are narrated through a majoritarian perspective or glossed over by leaving out key pieces of information. Youth are therefore largely unaware of the contentious matters that led to the breakdown of ethnic relations in the country, despite having lived through a brutal ethnic conflict. These findings indicate the failings of the nation building exercise being carried out through history education. Instead of building a strong Sri Lankan identity, this type of education is creating confusion regarding the composition of the nation and adversely affecting the sense of belonging of minority youth. It is also creating a younger generation who are unaware of their country's past troubles. The recent spate of ethnic and religious violence that shook the nation highlight the need to address these weaknesses in a timely manner, with a view to promoting reconciliation through education.

APA, Harvard, Vancouver, ISO, and other styles

5

Straubinger, Sarah, and Theresa Volbert. "Sports and Social Sustainability: Female Empowerment through Physical Education in Sri Lankan High Schools." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22735.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Wedikandage, Lanka Nilmini Priyadarshani. "A study of multicultural practices in Sri Lankan secondary schools and an English comparator school." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/345673.

Full text

Abstract:

This study investigated stakeholders’ views of multicultural policies and practices in multicultural secondary schools in Sri Lanka and a comparator school in England, in order to elicit what new insights could be gained that could lead to educational improvements in Sri Lankan schools. Specifically, students and staff in five Sinhala-medium secondary schools in the Colombo region, all with reputations for good multicultural education practice, together with local community leaders and national policy makers, were interviewed. A series of questionnaires was designed to examine a wide range of stakeholder perspectives across these five schools, using as a conceptual framework Banks’s (1986, 1989 and 2004) international work on multicultural policy and practice in schools and teacher education. A similar interview schedule and questionnaire were used to elicit views and experiences of multicultural education in a comparator school in an urban area of the East of England. There were a number of reasons for this. The modern school system of Sri Lanka had its beginnings during the British colonial administration. Now that there is peace in Sri Lanka after a long period of civil war, the government is focusing on ways to develop the curriculum to integrate multicultural education into its peace education curriculum in order to foster intercultural understandings. England has a longer tradition in multicultural education and policies in its education system. Using Banks’s work (op. cit.) for analysis, there may therefore be lessons to be drawn from the Sri Lankan schools identified as having good multicultural practice and the English experience that are of use in Sri Lanka. Major findings from this research project include the need for careful consideration of ways to foster greater multilingual competence among both teachers and students if Sri Lanka is to reach its goal of greater intercultural understandings and communication between the various ethnic groups. It seems from this study that, in Sri Lanka, whilst there were some differences in the strength of perception of different ethnic groups of students, overall they felt comfortable and safe in school, which is a testament to government efforts to achieve harmony in schools and, thus, social cohesion in society. However, some groups of students are more advantaged than others in the same schools in their access to the acquisition of languages and, therefore, access to the curriculum and to further and higher education and future enhanced life chances. The teachers acknowledged that language was a major concern in multicultural classrooms, partly because some students could not communicate effectively in Sinhala medium, and partly because they themselves were not always fluent in both national languages. Further, despite central government policy that all secondary teachers in Sri Lanka should be trained to degree level and should be qualified in their profession, the highest qualification that nearly one half possessed was A-level General Certificate of Education. All teachers in both Sri Lankan, and the English comparator, schools expressed a wish for training in multicultural practices.

APA, Harvard, Vancouver, ISO, and other styles

7

Senarath, Nanayakkara G. L., Klaus D. Neumann, and Philipp Pohlenz. "Quality assurance in Sri Lankan Teacher Training : evaluation procedures for the assessment of the internship period." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2008/2201/.

Full text

Abstract:

In 2002 guidelines for the implementation of the internship programme for prospective teachers have been released in a joint venture by the Basic Education Sector Programme(BESP) of the GTZ (Gesellschaft für Technische Zusammenarbeit/German Technical Cooperation) and the Professional Development Centre (Teacher Education) of the National Institute for Education of Sri Lanka (NIE). These guidelines aim at assisting the National Colleges of Education (NCOEs) and internship schools in implementing the internship programme and at improving its efficiency and effectiveness in the local venues of teacher training. The Monitoring & Evaluation activity described in the present article was to assess as to how far the intentions originally associated with the internship programme are being accomplished. Its main task is to bring strengths and weaknesses of the programme to light and to appraise the current status of its implementation.

APA, Harvard, Vancouver, ISO, and other styles

8

Perera, Wilfred. "Improving school functioning – the inschool and out of school blend – the Sri Lankan effort." Doctoral thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7252.

Full text

Abstract:

Sri Lanka’s past, present and future efforts to improve the provision of education are in focus. Decentralization of education is reviewed. Since 1960s when decentralization in education management was initiated schools have been subjected to multiple control by the such layers of management as the provincial ministry, provincial department, zonal office and the division. To reduce role ambiguity clarity in division of roles and functions is needed as well as collaboration among the different layers. Historical and recent reasons that hinder decentralisation and school autonomy are reviewed. Structural and cultural changes that facilitate the democratisation of school management are proposed. The newest trend in educational decentralisation in the country the Programme on School Improvement (PSI) is a kind of school based management. In PSI, schools are given a degree of autonomy in the areas of planning, teaching-learning process, co-curricular activities, staff development and the maintenance and development of the school plant. PSI enables schools to forge links with local communities through the establishment of a School Development Committees to improve resource mobilization and public accountability, thus creating better learning cultures in schools. The role and functions of the zonal education office are examined. The role of the zone is proposed to provide strategic guidance to the schools and effectively monitor overall performance. The zones have to work with schools and not on schools. The role and the main challenges of the school leaders in the proposed decentralized set-up are also examined and the need for more collaborative partnerships within the school is emphasized. The research further examines the factors that contribute to the institutionalisation of the new organizational innovation and as to how the capacity building institutes can help in transforming the roles of the zonal staff and school leaders.

APA, Harvard, Vancouver, ISO, and other styles

9

Ruwanpura, Eshani Samantha. "Sex or sensibility? : the making of chaste women and promiscuous men in a Sri Lankan university setting." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/6180.

Full text

Abstract:

It is often claimed that education confers a range of benefits to individuals. From realising their thinking capacities to overcoming class boundaries, the outcomes of education are considered especially beneficial for women. Feminist theorists make a direct and strong link between education and female autonomy. Those who critique this line of thinking point to the numerous societal and structural factors which come into play in preventing education from delivering its promises of a world with greater productivity, equality and freedom. However even these critics concur that higher education does help to overcome the many structural inequalities which affect the everyday lives of women and also men from lower socio-economic backgrounds. This thesis explores the ways in which the sexuality of students, at a Sri Lankan university, is constructed. It looks at the extent to which social factors – be it through personal interactions, established norms or explicit rules – exert control over and determine how individuals can express their sexuality in a setting which is ostensibly liberating and progressive. Based on 15 months of fieldwork at the University of Kelaniya, the findings are used to argue that when it comes to constructing their sexuality students continue to be constrained by a reiteration of social and cultural expectations which are at play in larger society. The onus on women to uphold these expectations is reinforced by other women and the men play a key role in ensuring their maintenance. Hailing predominantly from working-class backgrounds, these young women expect university education to provide them with the ticket out of their workingclass background to better opportunities. Thus they endeavour to maintain, produce and reproduce social norms which will mark them as respectable and chaste women. The potentiality of a better life offered by university education becomes the very thing that constrains women students from using their autonomy to express their independence and sexuality. Based on these findings, it is then argued that since higher education itself is shaped and constrained by factors of nationalism, class and gender, the numerous benefits it offers to women do not always provide them with the autonomy that is needed to overcome the double standards that apply to how sexuality is constructed in most societies. The intersections between gender, class and nationalism dominated the milieu in which this Sri Lankan university is placed and thus it is these factors, rather than education, which determined the ways in which women could construct their sexuality. The aspirations brought on through their university education of a better life, rather than liberating them, further constrained their behaviours. As such these women engaged in a system of surveillance – both of self and the other – which maintained and reproduced notions of respectability and sexual sobriety in their everyday behaviours.

APA, Harvard, Vancouver, ISO, and other styles

10

Boggs, Christy F. "Where do we go from here? The impact of immigration on the educational pathway of Sri Lankan women growing up in Italy." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1462472681.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Sri Lankan education"

1

Smith, Janette A. The concept of inclusive education: Sri Lankan perspectives. Oxford: Oxford Brookes University, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Social work education & practice: A Sri Lankan perspective. Colombo: Vijitha Yapa Publications, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Tan̲arāj, Tai. Oṭukkappaṭṭōr kalvi: Malaiyakak kalvi par̲r̲iya viṭaya āyvu. Kol̲umpu: Ilaṅkai Mur̲pōkkuk Kalai Ilakkiyap Pēravai, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Embedded languages: Studies of Sri Lankan and Buddhist cultures : essays in honor of W.S. Karunatillake. Colombo: Godage International Publishers, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Tirunāvukkaracu, Ce. Eṇṇaṅkaḷum el̲uttukkaḷum: Kalvi, ilakkiyam cārnta āvaṇa-āyvuk kaṭṭuraikaḷin̲ tokuppu. [Ilaṅkai: Vijayalaṭcumi Tirunāvukkaracu], 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Dinesh, Kulatunga, ed. Education guide, Sri Lanka. 2nd ed. Rajagiriya: Neptune Publications in association with Jobsnet-National Employment Sourcing and Delivery System, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Some issues in Sri Lanka education. Colombo: Godage Poth Medura, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

W. L. A. Don Peter. Viewpoints on education in Sri Lanka. Colombo, Sri Lanka: W.L.A. Don Peter, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Malik, Said Rasul. System of education in Sri Lanka. Islamabad: Academy of Educational Planning and Management, 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Recognition, Australia National Office of Overseas Skills. Sri Lanka: A comparative study. Canberra: Australian Government Publishing Service, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Sri Lankan education"

1

Bandara, Deepthi C. "The Sri Lankan Higher Education Journey." In Handbook of Education Systems in South Asia, 1–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-3309-5_65-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Bandara, Deepthi C. "The Sri Lankan Higher Education Journey." In Handbook of Education Systems in South Asia, 1009–45. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-0032-9_65.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Kodituwakku, Godwin. "Action Research in the Sri Lankan Education SystemSri Lankan Education System : A Historical Perspective." In The Palgrave International Handbook of Action Research, 279–97. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-40523-4_18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Perera, Wilfred J. "EFFORTS TOWARD DECENTRALIZATION: IDEOLOGY VS. REALITY—THE SRI LANKAN CASE." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 211–22. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-4358-1_14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Wijesekera, Harsha Dulari, and Jennifer Alford. "Bilingual Education Classrooms in Sri Lankan Schools: A Social Space for Ethnolinguistic Reconciliation." In Multilingual Education Yearbook 2019, 81–102. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14386-2_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Dhanushka, Pathirana Hemage Gihan. "The Opportunities and Risks of Sustainability Awareness in Sri Lankan Organizations." In Sustainability, Green IT and Education Strategies in the Twenty-first Century, 185–213. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57070-9_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Kovinthan Levi, Thursica. "Mothers and Soldiers: Gendered Citizenship Education in Post-War Sri Lankan Textbooks." In Comparative Perspectives on School Textbooks, 225–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68719-9_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Dassanayake, M. M. K., and Chandima Tilakarathne. "Predicting Trading Signals of Sri Lankan Stock Market Using Genetic Algorithms and Neural Networks." In Technological Developments in Networking, Education and Automation, 269–73. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9151-2_47.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Fernando, Nishara, S. T. Hettige, K. D. N. Weerasinghe, C. M. Navaratne, C. S. A. Siriwardana, Dilanthi Amaratunga, Richard Haigh, and Champika Lasanthi Liyanage. "Research and Innovation in the Context of Disaster Resilience in the Sri Lankan Higher Education Sector." In Multi-Hazard Early Warning and Disaster Risks, 53–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73003-1_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Premawardhena, Neelakshi Chandrasena. "Defying Learning Traditions: From Teacher-Centred to Student-Centred Foreign Language Education Through Digital Transformation at Sri Lankan Universities." In The Challenges of the Digital Transformation in Education, 229–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_23.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Sri Lankan education"

1

GUNAWARDHANA, SUPUN, and SUMANTHRI SAMARAWICKRAMA. "ANALYSIS OF HISTORICAL DATA TO DETERMINE EARLY SRI LANKAN PRINT TECHNOLOGIES." In 13th International Research Conference - FARU 2020. Faculty of Architecture Research Unit (FARU), University of Moratuwa, 2020. http://dx.doi.org/10.31705/faru.2020.30.

Full text

Abstract:

This research discusses the importance of historical research as it serves to determine ideas and helps to group historical facts into explanatory scientific systems. Thus, by systematically documenting this knowledge contributes to develop and improve the theory and practice of education. Since design education in Sri Lankan is nearly two decades old, subject areas such as Graphic design lacks the needed literature on early Sri Lankan graphic practices that determine and contribute towards clarifying current and future trends built on historical research. The historical data that contributes to these subject areas are found at archival locations, and the preservation process in such locations limits us from the opportunity to observe historical data (primary data); that is required to establish new knowledge; in this case graphic design. Thus, this research aims towards documenting historical data towards building new knowledge. To achieve this, the historical data: specific to early book cover prints are compared with a literature survey on early printing technologies and on how they are identified. For this, the primary data (early book covers) from archival locations, were documented and visually observed with the use of a linen-prover magnifying glass with x4 enlarging capacity. The findings were compared with literature on different print technologies used during this era with the knowledge on how to identify them. The findings were compiled into stimuli for the analysis purpose. And finally, the gathered data was chronologically compiled as new knowledge. In conclusion, we were able to determine the technology used in early prints, more specific to print technology used during the early book publishing and printing industry of Sri Lanka. Since the data is chronologically (1870-1920) compiled we were able to identify patterns that help build new knowledge into other subject areas. It opens up discussion on historical trends in book cover designs, parameters of each technology used in Sri Lanka that influence book layout, its typography and letter composition for further research.

APA, Harvard, Vancouver, ISO, and other styles

2

Wickramasinghe, Kavinda, and Dhammika De Silva. "Bank notes recognition device for Sri Lankan vision impaired community." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6553981.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Jayatilake, S. M. D. J. T., S. K. K. M. De Silva, U. T. Settinayake, S. A. S. Yapa, J. M. D. A. M. M. S. Jayamanne, A. G. A. M. Ruwanthika, and C. D. Manawadu. "Role of software inspections in the Sri Lankan software development industry." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6553998.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Jones, Carl. "CUTTING A SWATHE: ENGLISH LANGUAGE AND AUTHORITY IN THE RURAL SRI LANKAN WORKPLACE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0924.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Suraweera, S. A. D. H. N., M. R. K. N. Yatigammana, R. U. H. Jayantha, D. M. Pathiranage, M. K. De Pasaual, C. Priyankara, and P. G. Wijeyarathne. "Transforming Sri Lankan Education with Interactive Multimedia Technology: The Journey to E-Lankapura." In 2018 National Information Technology Conference (NITC). IEEE, 2018. http://dx.doi.org/10.1109/nitc.2018.8550079.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Mudannayake, Anuradha, and Thushani Weerasinghe. "SRI LANKAN FEMALE ADOLESCENTS' WILLINGNESS TO SHARE PSYCHOSOCIAL ISSUE AND RECEIVE ADVICE ONLINE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2283.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Kanaganayagam, Ilhavanchi, and Shantha Fernando. "Analysis of the awareness of collaborative e-learning (CeL) in Sri Lankan university education." In 2013 International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2013. http://dx.doi.org/10.1109/icter.2013.6761187.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Sirisuriya, Choolangika, Lochandaka Ranathunga, Shironika Karunanayaka, and Aniza Abdullah. "An Analysis to Identify the Most Suitable Readability Formula for Sri Lankan Context: Case Study Computer Science Students." In The International Conference on Global Education and E – learning. The International Institute of Knowledge Management (TIIKM), 2018. http://dx.doi.org/10.17501/globed.2017.1101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

A. de Silva, Viruli. "Impact of Socio-Economic Dynamics of Teachers on English Language Performance in Sri Lankan Schools: Mediating Influence of School Social Status." In 3rd International Conference on Advanced Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.aretl.2020.12.113.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

"Impact of Mathematics on the Theoretical Computer Science Course Units in the General Degree Program in Computer Science at Sri Lankan State Universities." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4057.

Full text

Abstract:

[This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] ABSTRACT Mathematics is fundamental to the study of Computer Science. In Sri Lankan state universities, students have been enrolled only from the Physical Science stream with minimum ‘C’ grade in Mathematics in the advanced level examination to do a degree program in Computer Science. In addition to that universities have been offering some course units in Mathematics covering basis in Discrete Mathematics, Calculus, and Algebra to provide the required mathematical maturity to Computer Science under-graduates. Despite of this it is observed that the failure rate in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units and to make appropriate recommendations based on our findings. Academic records comprised of 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university was considered for this study. Results indicated that Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered in the first and second year of studies were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impact-ed on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!