NATIONAL PROFILES IN TECHNICAL AND VOCATIONAL EDUCATION IN ASIA AND THE PACIFIC Sri Lanka UNEV41)C International Project on Technical and Vocational Education Projet international pour l'enseignement technique et professionnel O f t@j %,** Colombo Plan Staff College for Technician Education UNESCO PRINCIPAL REG1ONAL OFFICE FOR ASIA AND THE PACIFIC, BANGKOK, 1995
This volume is one of a series of member country profiles on Technical and Vocational Education of the following member countries: AFGHANISTAN AUSTRALIA BANGLADESH BHUTAN PEOPLE S REPUBLIC OF CHINA FIJI INDIA INDONESIA ISLAMIC REPUBLIC OF IRAN JAPAN REPUBLIC OF KOREA MALAYSIA MYANMAR NEPAL ISLAMIC REPUBLIC OF PAKISTAN PAPUA NEW GUINEA PHILIPPINES SINGAPORE SRI LANKA THAILAND SOCIALIST REPUBLIC OF VIET NAM UNESCO 1995 Published by tbe UNESCO Principal Regional Office for Asia and the Pacific P.O. Box 967, Prakanong Post Office Bangkok 10110, Thailand Printed in Thailand Copies of this publication are available upon request from (i) Asia-Pacific Centre of Educational Innovation for Development (ACEID), UNESCO Principal Regional Office for Asia and the Pacific, P.O. Box 967, Prakanong Post Office, Bangkok 10110, Thailand, and (ii) Networking and Information Service Unit, CPSC, P.O. Box 7500, Domestic Airport Post Office, NAIA, Pasay City 1300, Manila, Philippines.
TABLE OF CONTENTS Foreword i Part I : 1.1 1.2 1.2 Introduction to Sri Lanka...................................... Structure of Education...................................... Economic and Human Resource Development Policies and Strategies.................................... 1 1 1 4 Part II : Technical-Vocational Education: Training Systems, Programmes and Statistics.......................... 2.1 Technical-Vocational Education Systems and Programmes..................................... 2.2 Non-Formal and Semi-Formal Vocational Education or Vocational Training Programmes and Courses..................................... 5 5 6 Part III : TVET Administrative and Related Functions and Activities.................................... 8 3.1 TVET Planning and Co-ordinating Authorities............ 3.2 TVET Teacher Training.................................... 3.3 National Trade Testing Scheme............................. 8 11 12 Part IV. Directory of Key TVET Related Organizations, Offices and Personnel.......................................... 4.1 TVET Related Government Offices................... 14 14 Part V : Conclusion........................................ 15 References.............................................. 17
FOREWORD Technical and vocational education has always been an important component of UNESCO s consecutive Medium Term Plans. The basic objective of this programme is to support the efforts of Member States to link education systems more closely to the world of work and to promote the expansion and improvement of technical and vocational education in the light of changing employment needs. The Colombo Plan Staff College for Technician Education (CPSC) also dedicates itself primarily to enhancing the growth and development of the technician education systems in its member countries which are located in the Asia and Pacific region. Its programmes, projects, and activities are geared to provide the needed impetus for the professional development of senior level personnel involved in technician education development efforts. UNESCO has launched an International Project on Technical and Vocational Education (UNEVOC) as of 1992 in co-operation with the Government of Germany, ILO, FAO, UNDP and NGOs interested in the reform of technical and vocational education. This project focuses on exchanging information, research and experiences on policy and programme issues in technical and vocational through a network of co-operating institutions In a spirit of co-operation between UNESCO and CPSC, under UNEVOC, an attempt is being made to compile and publish studies on the development of technical and vocational education in Member States in the form of TVE profiles of 21 countries. It is hoped that this series will serve as a handy reference information on TVE systems, staff development, technical co-operation and information networking. These studies have been possible because of the full co-operation to UNESCO PROAP and CPSC by all concerned in the Member States. The opinions expressed in this study are those of the authors and do not necessarily reflect the position of UNESCO and CPSC in this regard. This profile on Sri Lanka was prepared by. Prof. Young-Hwi Lee, Seconded Faculty Member by the Government of Korea C.K. Basu Director, CPSC Victor Ordonez Director, UNESCO PROAP
Part I INTRODUCTION 1.1 Introduction to Sri Lanka Sri Lanka is an island state located at 880 km north of the equator off the southern tip of India and the size of the land is 65,606 square km. The population of Sri Lanka was 17.2 million with a population growth rate of 1.3 per cent as of 1992. The temperature in the low-lands averages between 24 30 and the annual island wide over-all rainfall averages vary from 1,020 to 3,840 mm. The economy of the country is still mainly dependent on agriculture and rice is the main food crop in which Sri Lanka is self-sufficient. The main commodities the country exports are tea, rubber, coconut, cocoa, caster and spices. Sri Lanka also exports minerals, precious and semi-precious stones and a fair amount of marine products. The estimated annual per capita income in 1992 was US$ 520. There are three major ethnic groups in Sri Lanka: Sinhalese (74.1 per cent), Tamil (18.1 per cent), Muslims (7.1 per cent) and others (0.8 per cent). The major religions of the people are Buddhism (69 per cent), Hinduism (15 per cent), Christianity (8 per cent) and Islam (8 per cent). Singhala and Tamil language are used among the ethnic groups and English language is wildly spoken throughout Sri Lanka except in remote villages. Sri Lanka was called as Ceylon during the time of 250 years of British rule and it became independent in 1948 and the name of the country was changed to Sri Lanka in 1972. 1.2 Structure of Education A. General Education Schools are divided into four segments: primary (year 1-5); junior secondary (year 6-8), senior secondary (year 9-1 1) and collegiate (year 12 and 13). Students take GCE-O level examination after year 11 which determines the entry into the final two (2) years of collegiate programmes and after which they take GCE-A level examination. Admission to universities is based on the aggregate marks of GCE-A level examination. There are substantial drop-out rates at both senior secondary and collegiate levels. While 86 per cent of students make transition from primary to junior secondary schools, only about 70 per cent of students continue from junior to senior secondary. At the same time the repetition rates are very high with about 40 per
Introduction cent of students repeating Grade 11 in order to sit for the earlier examination and approximately 30 per cent of students are repeating Grade 13 for the university entrance examination. About 40 per cent of students pass GCE-O level examination after year 11 and they are qualified to obtain admission to collegiate programmes which is year 12 and 13. As of 1991, there were a total of 4,135,114 students attending government schools and 2,075,942 (49.8 per cent) were male students and 2,059,172 (50.2 per cent) were female students. Table 1: Total Student Population (1991) (government schools only) Level of Schools Male Female Total School Years 1-5 1,078,388 1,002,716 2,081,104 (51.8 per cent) (48.2 per cent) School Years 6-10 764,331 769,774 1,534,105 (49.8 per cent) (50.2 per cent) Senior Secondary Year 11 155,336 178,002 333,338 G.C.E. (O/L) (46.6 per cent) (53.4 per cent) Collegiate Year 13 77,887 108,680 186,567 G.C.E. (A/L) (41.7 per cent) (58.3 per cent) All Years 2,075,942 2,059,172 4,135,114 (50.2 per cent) (49.8 per cent) Source: School Census (1991), Ministry of Education and Higher Education. B. University Education There are eleven universities in Sri Lanka and they offer a full range of degrees and professional training. Entry is restricted only to 8,900 students who were selected out of 19,340 applicants in the 1991/1992 academic year. There were a total of 42,455 students who have qualified for university education in the same academic year. Although the student enrollment at universities is rather low with the restriction of entry into universities, the supply of art graduates exceed demand. However, since there is still a strong social demand for university education, the Government is responding to the demand allowing moderate increase in total intake boosting the number of intakes in science and technology based courses such as medicine and engineering. 3
Technical and vocational education: Sri Lanka 1.3 Economic and Human Resource Development Policies and Strategies Sri Lanka s economy is still very much dependent on agriculture, but with the liberalization of trade and the adoption of open market economic policy, Sri Lanka has been gradually developing various manufacturing industries. Up until now, there has not been much demand for highly skilled craftsmen, technicians and engineers because of the structure of the industries, which require mainly semi-skilled and low-skilled manpower. So far the problem in Sri Lanka has been more of a problem of providing employment opportunities to those entering labor force than a problem of finding trained skilled manpower for its industries. But, since Sri Lanka is moving toward becoming a newly industrializing country in the coming years, it is expected that Sri Lankan industries will also require highly skilled craftsmen, technicians and engineers as well as semi-skilled or low-skilled manpower. Sri Lankan government is, therefore, currently gearing up its vocational technical education and training systems, structures and programmes to meet the future socio-economic needs of the country with the promulgation of Tertiary and Vocational Education Act of 1990 and with the establishment of the Tertiary and Vocational Education Commission (TVEC) and the National Apprentice and Industrial Training Authority (NAITA) to upgrade the Vocational and Technical Education and Training functions and activities quantitatively and qualitatively.
Part II TECHNICAL-VOCATIONAL EDUCATION: TRAINING SYSTEMS, PROGRAMMES AND STATISTICS 2.1 Technical-Vocational Education Systems and Programmes There are a total of twenty-six technical colleges and five affiliated technical units which are directly under the control of Ministry of Higher Education. These technical colleges and affiliated technical units offer courses at Higher National Diploma (HND), National Diploma (ND), National Certificate (NC) and National Craft (Trade) Certificate (NCC) level and various short-term operative skills training courses ranging from a minimum of six months to a maximum of four years in engineering, business, economics, commerce, agriculture, and public administration disciplines, on part-time and full-time basis. Higher National Diploma courses last three to four years and applicants must have GCE-A level qualification. National Diploma courses usually lasts two to three years and also require GCE-A level qualification to enter the courses. National Certificate courses in business studies usually last two years and require GCE-O level qualification for admission. The National Certificate in engineering craft studies courses last one to two years depending on the trades and students need to have either nine or ten years of schooling. Some trades require GCE-O level qualification for entry in the course. It must be noted that the HND programmes are post-tertiary level courses which are nearly equivalent to university degree programmes although they are offered at technical colleges together with NC and NCC programmes. In 1992, there were a total of 18,068 students enrolled at various levels of technical-vocational education programmes and courses in technical colleges. Please refer to Table 2 for stream-wise; level-wise student enrollment statistics at technical colleges.
Technical and vocational education: Sri Lanka Table 2: TVE Student Enrolment at Technical Colleges (1993) Commerce Business Technical TRD Total Grand Total Full- Part- Full- Part- Full- Part- Full- Parttime time time time time time time time HND 1193 1760 205 0 0 0 1398 1760 3158 ND 839 125 223 0 0 0 1062 125 1187 NC 3403 1778 709 3295 0 0 4112 5073 9185 NCC o 0 0 0 1981 434 1981 434 2415 SC o v o 0 49 140 49 140 189 NAITA o 0 ( o 0 82 0 82 0 82 ICTAD o 0 0 0 1852 0 1852 0 1852 Subtotal 10,536 7,532 18,068 Total 9.098 4,432 4,538 18,068 Source: Office of the Minister of Higher Education (1993) NAITA Training entrusted by National Apprentice and Industrial Training Authority ICTAD: Training entrusted by the Institute of Construction Training and Development SC : Skill Certificate 2.2 Non-Formal and Semi-Formal Vocational Education or Vocational Training Programmes and Courses Other than the formal technical vocational education programmes provided by the technical colleges, there were about 1,500 non-formal and semi-formal vocational education and training centres and institutes under twenty-five ministries of the government and provincial councils as of December 1992 that were providing some sort of occupational or job training programmes and courses and these training centres and institutes had a total enrolment capacity of about 90,000. See Table 3 for the details of the number of vocational training centres and institutes and the number of trainee enrolment. 6
Training systems, programmes and statistics Table 3: Summary of Training Institutes and Student Enrolment in the Public Sector Ministry Number of Institutes Number of Students 1. Presidential Secretariat 01 350 2. Ministry of Defense 05 1,837 3. Ministry of Policy Planning& Implementation 07 6,418 4. Ministry of Lands, Irrigation and Mahaweli Development 08 713 5. Ministry of Education& Higher Education 711 31,575* 6. [ Ministry of Labor & Vocational Training I 349 I 11,643 7. Ministry of Public Administration, Provincial Councils & Home 02 1,093 Affairs 8. Ministry of Industries, Science& Technology 04 2,980 9. Ministry of Transport and Highways 05 3,316 10. Ministry of Justice 02 357 11. Ministry of Agricultural Development& Research 13 2,027 12. Ministry of Fisheries& Aquatic Resources 04, 133 13. Ministry of Youth Affairs& Sports 69 23,568 14. Ministry of Posts & Telecommunications 09 1,957 15. Ministry of Health& Women s Affairs 26 2,126 16. Ministry of Tourism & Rural Industrial Programme 221 5,513 17. Ministry of Handlooms & Textile Industries 02 416 18. Ministry of Food& Co-operatives 01 450 19. Ministry of Reconstruction, Rehabilitation & Social Welfare 11 645 20. Ministry of Finance 10 391 21. Ministry of Power and Energy 05 1,445 22. Ministry of Ports & Shipping 02 613 23. I MinistryofPlantation Industries I 03 I 4,869 24. Ministry of Housing & Corrstruction 01 746 25. Ministry of Cultural Affairs & Information 04 1,885 26. I Ministry of Trade & Commerce I 02 I 140 27. Provincial Councils 34 1,060 Total 1,511 108,266 Source: Tertiary and Vocational Education Commission (1992) * The figure for Ministry of Education includes formal TVET and the 683 non-formal institutes which have a total enrolment of 20,846 students. 7
Part Ill TVET ADMINISTRATIVE AND RELATED FUNCTIONS AND ACTIVITIES 3.1 TVET Planning and Co-ordinating Authorities In Sri Lanka, there are a variety of TVET programmes and courses provided by governmental, non-governmental and private institutes and organizations including technical colleges under the Ministry of Higher Education, To plan, develop, organize, provide and co-ordinate these TVET courses and programmes, Sri Lanka has introduced the Tertiary and Vocational Education Act No. 20 in 1990. Under the provision of the Act, Sri Lankan government established two major governmental organizations to oversee the vocational education and training affairs of the school learners and the workforce of the country, the Tertiary and Vocational Education Commission (TVEC) and the National Apprentice and Industrial Training Authority (NAITA). NIATA is the successor of the previously existing National Apprenticeship Board (NAB) whereas the TVEC is a newly created organization. The roles and functions of the TVEC and the NAITA are rather complementary since TVEC is to plan, develop and co-ordinate the component of vocational education while NAITA is to plan, organize and provide apprenticeship for students, employed and unemployed youths and adults. The TVEC has the following three standing committees to effectively discharge its functions: a) Registration and inspection b) Administration and finance c) Provincial councils The NAITA has six provincial offices and three vocational training institutes under its wing to discharge its mission objectives. Both the TVEC and the NAITA are under the umbrella of the Office of the Minister of Human Resource Mobilization of the Ministry of Youth Affairs and Sports. Under the provision of the Tertiary and Vocational Education Act, an employer can take in trainees for the purpose of giving them initial training on the basis that such training is imparted to meet the criteria as laid down on training orders specified by NAITA in respect of various training occupations and all employers intending to take in trainees must keep NAITA informed of the number and nature of vacancies available for the purpose of engaging trainees. The Act also specifies that all contracts entered into by such employers with trainees have to be registered with NAITA. NAITA is empowered to specify the maximum number of contracts that can be entered into in respect of each occupation after having considered the availability of employment opportunities in each enterprise or firm. 8
TVET administrative and related functions and activities Figure 2. The Complementary Roles and Functions of TVEC and NAITA TERTIARY AND VOCATIONAL EDUCATION ACT NO. 20 OF 1990 T.V.E.C. to plan develop and coordinate VOCATIONAL TRAINING A t SECONDARY SCHOOL PRIMARY SCHOOL 1. VOCATIONAL SCHOOL 2. CORRESPONDENCE LESSONS 3. BASIC TRAINING AND RELATED INSTRUCTION
I I MINISTRY OF YOUTH AFFAIRS AND SPORTS Office of the State Minister of sports Office of the Minister of Human Resources Mobilization I I I - 1 T I Directorate of sports School of sports Youth Employment Planning Division Co-ordinating Secretariat for Vocational and Technical Training Small Enterprise Development Division Human Resources Development Council Office of the Commissioned General of Rehabilitation Tertiary and Vocational Education Commission National Youth Services Council National Apprentice and Industrial Training Authority
TVET administrative and related functions and activities Figure 4: - Mission Objectives of TVEC 1) Plan, co-ordinate and develop tertiary and vocational education at all levels in keeping with the human resource needs of the Sri Lankan economy. 2) Develop nationally recognized systems for granting of tertiary education awards and vocational education awards including certificates and other academic qualifications. 3) Maintain the academic and training standards of TVE institutes, agencies and all other establishments providing tertiary and vocational education. Figure 5 - Mission Objectives of NAITA 1) 2) 3) 4) 5) 6) 7) 8) Plan, organize and provide vocational training. Specify standards in relation to vocational training. Conduct examinations and issue certificates and other awards in relation to vocational training. Conduct national trade tests. Conduct R and D in vocational training. Hold skill competitions. Develop training capacities of establishments, and other training institutions. Prepare schemes of in-plant training. 3.2 TVET Teacher Training The National Technical Teacher Training College (NTTTC) established in 1983 provides 900 hours (150 days) of National Certificate in Technical Education programme to the teaching staff of. technical colleges under Ministry of Higher Education. The college also designs, evaluates and revises technical education and training curricula and resource materials for use by technical colleges. Upon request, the NTTTC also organizes and conducts vocational teacher and instructor training programmes for organizations outside the Ministry of Higher Education. The Maintenance Unit of the NTTTC serves the needs of the technical education system as a whole and is to take charge of the maintenance of equipment and machinery used in the technical colleges and other affiliated units. 11
Technical and vocational education: Sri Lanka Table 4. The Course Structure of Regular Technical Teacher Training Programme at NTTTC Methodology I - General Methods (GM) Methodology II. Special Methods (SM) Educational Studies (ES) Professional Development (PD) Practical Teaching (PT) English for Specific Purpose (ESP) Individual Studies 180 hours 210 hours 90 hours 30 hours 180 hours 120 hours 90 hours 900 hours 3.3 National Trade Testing Scheme National Trade Testing is organized and conducted by the National Apprentice and Industrial Training Authority (NAITA) and it is conducted at three different levels; Grade-3 (semi-skilled) level, Grade-2 (skilled) level and Grade- 1 (highly skilled) level in limited areas of trades. Anyone who has had at least one year of work for the trade test organized and conducted by NAITA. experience may apply to sit 12
TVET administrative and related functions and activities Figure 6. Levels and Trades Tested under National Trade Testing The levels are as follows: Grade 3 - Semi-skilled Grade 2 - Skilled Grade 1 - Highly skilled Grade 3 testing is done at present for the following trades: a. Fitter (General) b. Machinist (General) c. Automotive Mechanic d. Welder Grade 3 and 2 testing are done now for the following trades: a. Carpenter b. Electrical Wireman c. Mason d. Plumber e. Steel Fixer Tests in Construction Supervisor, Heavy Construction Equipment Operator, and Plant Mechanic are available without any grading. 13
Part IV DIRECTORY OF KEY TVET RELATED ORGANIZATIONS, OFFICES AND PERSONNEL 4.1 TVET Related Government Offices 1. Tertiary and Vocational Education Commission (TVEC) Ministry of Youth Affairs and Sports 48 Park Street Colombo 2 Tel. No. 43-8078 Fax No. 43-8079 2. National Apprentice and Industrial Training Authority (NAITA) Ministry of Youth Affairs and Sports 971 Sri Jayewardenapura MW Welikada Rajagiriya Tel. No. 56-3902; 56-3680 3. Technical Education Division Ministry of Higher Education 18 Ward Place Tel. No. 698.677 Fax No. 449-136 4. Institute for Construction Training and Development 123 Wijerawa Mawatha Colombo 7 Tel. No. 69-9737; 69-9736 5. National Technical Teacher Training College 100 Kandawala Road Rathmallana Tel. No. 62-4405; 62-4406 14
Part V CONCLUSION Present TVET Situations and Future Challenges of Sri Lankan TVET It seems that there are more than enough formal and non-formal vocational and technical education and training opportunities in Sri Lanka and it is not much of a problem of getting or providing vocational and technical education and training opportunities as providing jobs or employment opportunities for people is a much more serious problem presently. Since most industries prefer getting apprentices and workers with only some general education rather than employing trained skilled people due to the nature of the jobs and occupations that require only unskilled and semi-skilled people who can become skilled in a short period of time through work experience or on-the job training. It, therefore, seems that people who have formal, semi-formal or non-formal vocational education and training are rather handicapped in finding jobs where they can use their vocational-technical skills and knowledge. With a high rate of unemployment, which is 14.1 per cent or 820,000 as of 1st quarter of 1992, and an annual potential labor force increase of about 150,000, Sri Lanka needs to create more jobs or employment opportunities by expanding its volume of economy and industrial activities continuously. Although it may be a burden for the time being for Sri Lanka, the human resources of the country may someday become a precious asset once the economy is expanded and the demand for manpower grows as long as the people are properly educated and trained so that they can become productive. It, therefore, is the time for Sri Lanka to prepare for the training and development of high quality skilled craftsmen and technicians as well as engineers and technologists for all sectors of industries by establishing a co-operative and collaborative TVET system and programmes whereby technical colleges and vocational institutes can closely co-operate and collaborate with industries to bring maximum human resource training and development efficiency and effectiveness and to meet the future industrial manpower demand in the coming future. In this respect it, can be said that the establishment of TVEC and NAITA was well orchestrated timely strategic movement of the Sri Lankan government for the continuous development and improvement of Sri Lankan TVET. 15
Technical and vocational education: Sri Lanka It is now considered very necessary for Sri Lanka to establish a National Centre or Institute for Technical Education and Vocational Training that can take care of comprehensive roles and functions for the upgrading of the quality of Sri Lankan TVET such as (1) TVET staff training and development, (2) TVET policy, systems, programmes and technology research and development, and (3) TVET hardware, curricula and teaching-learning software development. This can be done just simply by restructuring and expanding the present National Technical Teacher Training College so that it can serve not only for the technical colleges and technical education but also all other vocational training functions and institutes outside of the Ministry of Higher Education. 16
REFERENCES Ministry of Youth Affairs and Sports. Vocational Training Report - 1993. Colombo, Sri Lanka, 1993. Ministry of Youth Affairs and Sports. National Apprentice and Industrial Training Authority. Colombo, Sri Lanka, 1992. Ministry of Education and Higher Education. Directory of Technical Education - 1991. Colombo, Sri Lanka, 1991. Office of the Minister of Human Resources Mobilization. The First Development Plan for Tertiary and Vocational Education in Sri Lanka. Colombo, Sri Lanka, 1992. Tertiary and Vocational Education Commission. Directory of Public Sector Institutes providing Tertiary and Vocational Education, Including Training - 1992. Colombo, Sri Lanka, 1992. Tertiary and Vocational Education Commission. Labour Market Information: Statistical Bulletin No. 1. Colombo, Sri Lanka, 1993. Tertiary and Vocational Education Commission. Report with Review of Activities of the Commission in 1992. Colombo, Sri Lanka, 1993. Ministry of Policy, Planning and Implementation. Profile of Institute for Construction Training and Development in Sri Lanka. Colombo, Sri Lanka, 1992. Tertiary and Vocational Education Commission. Directory of Tertiary and Vocational Training Institutes in Sri Lanka -1992. Colombo, Sri Lanka, 1992. National Technical Teacher Training College. National Certificate in Technical Education: In-Service Training Programme. Colombo, Sri Lanka, 1993. Spectrum Lanka Ltd. This Month in Sri Lanka - July 1993. Colombo, Sri Lanka, 1993. 17