Improving school functioning – the inschool and out of school blend – the Sri Lankan effort

• Main Author: Perera, Wilfred
• Format: Doctoral Thesis
• Language: English
• Published: Karlstads universitet, Avdelningen för utbildningsvetenskap 2011
• Subjects: School development; National school system development; professional development; decentralization; International education; Internationell pedagogik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7252; http://nbn-resolving.de/urn:isbn:978-91-7063-353-9

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.