South Asia Human Development Sector Strengthening …

[Pages:47]Discussion Paper Series

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Report No. 45

South Asia Human Development Sector

Strengthening Science Education in Sri Lanka August 2011

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Report No.45

South Asia Human Development Sector

Strengthening Science Education in Sri Lanka

August 2011

Discussion Paper Series

Discussion Papers are published to communicate the results of the World Bank's work to the development community with the least possible delay. The typescript manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to the formally edited texts. Some sources cited in the paper may be informal documents that are not readily available.

The findings, interpretations, and conclusions expressed herein do not necessarily reflect the views of the International Bank for Reconstruction and Development / The World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the government they represent.

The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

Table of Contents

Acknowledgements.....................................................................................................................- 1 List of acronyms .........................................................................................................................- 2 Introduction.................................................................................................................................- 9 Section One: Learning Achievements in Science....................................................................- 10 Section Two: Science Education Policy, Goals and Reforms .................................................- 21 Section Three: Science Education in Schools..........................................................................- 22 Section Four: The Way Forward..............................................................................................- 32 Annex 1.....................................................................................................................................- 34 Annex 2.....................................................................................................................................- 35 References.................................................................................................................................- 42 -

Tables

Table 1: Themes in the Secondary Science Programs in USA, Singapore & Sri Lanka..........- 25 Table 2: Teacher Cadre and Availability by Province..............................................................- 27 -

Figures

Figure 1: The learning outcomes in science of students by gender, 2005-2008.......................- 10 Figure 2: The learning outcomes in science of students in urban and rural .............................- 11 Figure 3: The learning outcomes of students in science by school type, 2005-2008. ..............- 12 Figure 4: The learning outcomes of students in science by sub-skill, 2005-2008....................- 13 Figure 5: Performance of students in science at the GCE O/L examination 2002 ? 2009. ......- 14 Figure 6: Performance of students in science at the GCE O/L examination ............................- 15 Figure 7: Performance of students in science at the GCE O/L examination by zone, 2009.....- 16 Figure 8: Comparison of student performance in science at the GCE O/L examination in National

and Provincial schools, 2009 .....................................................................................- 17 Figure 9: Pass rates of subjects in the GCE A/L biological science stream, 2004 ? 2009 .......- 18 Figure 10: Pass rates of main subjects in the GCE A/L science stream, 2009 .........................- 18 Figure 11: Performance of students at the GCE A/L (biological science stream) examination by

province, 2009 ..........................................................................................................- 19 Figure 12: Performance of students at the GCE A/L examination (biological science stream) by

district, 2009.............................................................................................................- 20 -

Boxes

Box 1: Aims of Singapore Lower Secondary Science Syllabus (2008) ...................................- 24 Box 2: Scottish Schools Digital Network .................................................................................- 28 -

Authors

Harsha Aturupane (Lead Education Specialist, the World Bank), Visaka Dissanayake (Consultant),

Romaine Jayewardene (University of Colombo), Mari Shojo (Education Specialist, the World Bank),

and Upul Sonnadara(University of Colombo),

Team Support

Anita Fernando and Alejandro Welch

Acknowledgements

The authors acknowledge with sincere gratitude the assistance of several World Bank colleagues and Sri Lankan counterparts in the preparation of this study report. In particular, Diaretou Gaye (Country Director for Sri Lanka and the Maldives), Michal Rutkowski (Sector Director, Human Development), Amit Dar (Education Sector Manager, The World Bank); Mr. S.U. Wijeratne, Additional Secretary, Planning and Performance Review, Ministry of Education, Ms. Madura Wehella (Director, Policy and Planning, Ministry of Education), Dr. Jayantha Balasuriya (Deputy Director, Policy and Planning, Ministry of Education), Mr. M.P. Wipulasena (Director, Science, Ministry of Education), Ms. Gayathri Abeygunesekera (Commissioner, Department of Examinations), Ms. Priyanthi Samaraweera (Assistant Commissioner, Education Publications Department), Dr. Jayanthi Gunasekera (Assistant Director-General, National Institute of Education), Mr. C.M.R. Anthony (Director, Science, National Institute of Education), Mr. K.A.D.P. Sarathchandra, (Director - Acting, Department of Early Childhood Development and Primary Education, National Institute of Education), Dr. S. Karunaratne (Science Education Unit, Faculty of Science, University of Peradeniya), the National Education Research and Evaluation Centre (NEREC) of the University of Colombo for making available the National Assessment results and the Technical Support Unit of the Finance Commission for organizing and supporting field visits. The authors also wish to thank the Provincial, Zonal and Divisional Education Authorities and Principals and Mathematics Teachers in schools for their participation in discussions on Science Education and for sharing their ideas, and the National Education Research and Evaluation Centre (NEREC) of the University of Colombo for making available National Assessment results. The study was financed by the World Bank and the Education Program Development Fund (EPDF) of the Education for All: Fast Track Initiative. This financing is acknowledged with gratitude.

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List of acronyms

DOE EPD GCE O/L GCE A/L ICT ISA MOE NCOE NEC NEREC NIE NSF PISA S&T SLAAED SLAAS TIM TIMSS

Department of Examinations Education Publications Department General Certificate of Education Ordinary Level General Certificate of Education Advanced Level Information and Communication Technologies In-service advisor Ministry of Education National Colleges of Education National Education Commission National Education Research and Evaluation Centre National Institute of Education National Science Foundation Program of International Student Assessment Science and Technology Sri Lanka Association for the Advancement of Education Sri Lanka Association for the Advancement of Science Teacher's Instructional Manual Trends in Mathematics and Science Study

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Executive Summary

Scientific literacy is essential to stimulate an environment conducive to new knowledge generation, discovery and innovation. A quality school science education is central to building a scientifically literate population. Science education in Sri Lanka has progressed both quantitatively and qualitatively since the 1950s. Access to science education has grown steadily. Curriculum reforms through the years have sought to improve the quality of science education and important strides have been made. Despite this progress there is concern about the outcomes of science education. Students are not able to demonstrate acceptable levels of achievement in applying their knowledge to everyday situations and to the workplace.

This paper addresses the challenges to providing a good science education and considers pathways to the future. Policy initiatives supporting science education at present are considered. The science programme in schools is reviewed taking into account parameters such as curriculum, teaching and learning methods, learning assessments, teaching material and deployment and training of science teachers. First, learning achievements in science are assessed in the context of test scores in national assessments administered at grade 8 and of GCE O/L and A/L pass rates. It is assumed that the national examinations are a suitable instrument to test learning outcomes and that at least in part reflect the quality of education.

Learning Achievements in Science

National cognitive achievement tests in science were conducted by the National Education Research and Evaluation Centre (NEREC) of the University of Colombo at Grade 8 in 2005 and 2008. Results reveal that achievement levels of students in learning outcomes in science have improved between 2005 and 2008. The national mean score increased from 53.2 percent in 2005 to 56.3 percent in 2008. The mean score of females increased from 53.2 percent to 56.6 percent and of males from 52.7 percent to 56.0 percent.

An increase in the achievement levels of students in science learning outcomes is seen in both urban and rural schools between 2005 and 2008. In the urban sector, the mean score increased from 57.5 percent in 2005 to 58.0 percent in 2008 and in the rural sector, the mean score increased from 52.4 percent to 55.1 respectively. The scores in the rural sector show a greater improvement and the gap between the two sectors has reduced from 5 percent to 3 percent in the three years.

There is a significant difference between the test scores in science of students in type 1AB schools and those in type 1C and type 2 schools. In type 1AB, type 1C and type 2 schools respectively the mean scores were 61.3 percent, 53.2 percent and 51.0 percent in 2005. In 2008 the corresponding values were 64.2 percent, 54.1 percent and 48.9 percent.

The sub-skills of knowledge, comprehension, application, analysis and synthesis were tested by NEREC national assessments in science in 2005 and 2008. There is an improvement in mean scores of students in all five sub-skills in the three years. The mean score in comprehension, the strongest sub-skill, increased from 58 percent (2005) to 63 percent (2008). The mean score in

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