National Level Project 1

At present education is governed by the provisions of the Education Ordinance, No 31 of 1939 as well as several other acts and regulations enacted thereafter.

They are

(1) Assisted Schools and Training Colleges Act No.5 of 1960, No.8 of 1961, No.65 of 1981. (2) Public Examinations Act No.25 of 1968. (3) National Institute of Education Act No.28 of 1985. (4) Colleges of Education Act No.30 of 1986. (5) National Education Commission Act No.19 of 1991, (6) School Development Board Act No.8 of 1993. (7) Compulsory Education Regulations No.1003/5 of 1997.

The core law of education is in the Ordinance of 1939 which was promulgated sixty seven years ago but the other acts also have a strong bearing on General Education. Many of the provisions in the Ordinance of 1939 are 'out-dated, obsolete and not applicable 'today. It has become necessary to repeal provisions that are obsolete and include new areas that meet the needs of the current reforms and challenges. It is also necessary to consider the devolution of powers as introduced by the 13 th Amendment of the Constitution. The Law provides the framework for education and the policy decisions are worked out by regulations published in the Government Gazette. Problems must be identified in the context of current law and policy.

National Education Commission (2003) proposed "the enactment of a development oriented, simple and broad -based new education legislation for general education, incorporating all relevant aspects in existing Ordinances, Acts, Laws, and Regulations and introducing new features, where necessary, in the New Education Act.

The Coalition for Educational Development proposes to undertake a review of the existing educational legislation to identify what action has to be taken to advocate a revision of legislation with the goal of developing an Education Act for Sri Lanka.

1. Developing a critical review of current Education Law and Regulations to create an information base for awareness building among Civil Society Organizations.
2. Provide a forum for civil society organizations, stakeholders, policy makers and decision makers in education for a discussion on problems and issues.
3. Promote advocacy and lobbying for a New Education Act.

1. Prepare a collection of all Acts, Regulations and other documents for distribution to all stakeholders.
2. Conduct a two day forum for a representative group of stakeholders to discuss the existing educational legislation to identify problems and issues
3. Prepare a document with proposals on revision, amendment and removal of outdated sections of the acts and a framework for a new Education Act.
4. Promote and advocate the development of a New Education Act by presenting the proposals to National Education Commission.

Providing quality education at school level has been inefficient and appears to be bypassing the poor and disadvantaged in Sri Lanka. Quality remains poor in many schools in deprived areas and particularly among children of disadvantaged groups. Successive governments have placed a low priority on their responsibility to provide good quality education for deprived and disadvantaged children. It is thus imperative that professional and civil society organizations perform a dynamic role as a 'watchman' to monitor the implementation of change and initiate measures demanding the fulfillment of the right to education for all.

Coalition for Educational Development (CED) has proposed to use the project 'Education Watch' to keep the government alert in implementing the reforms and to remind the government of its accountability.

'Education for disadvantaged refers to an adverse situation experienced by a particular group of people in society when their access, survival ,output and outcome of schooling is affected in a negative way by socio- economic cultural and situational characteristics such as their poverty, gender ,ethnicity, occupational status, geographical location, war and natural disaster' (Gunawardena 2006)

The major objectives of the project are

1. Determine the extent of deprivation and examine how it is related to poverty, and other factors.
2. Create a team from civil society organizations to keep track of the progress of meeting the EFA goals.
3. Assess the implementation and recommend measures to address the critical gaps in achieving quality education for all and also the effective utilization of resources made available.
4. Disseminate the findings of the 'watch' to all stakeholders to enhance awareness to promote public participation in educational dialogue.
5. Strengthen the advocacy in support of EFA, to ensure that all children are provided with a quality education.

1. Conduct a document survey by accessing official documents, school census data, survey reports done by academics and research agencies. The review will focus on the education of the disadvantaged children.
2. Surveys in selected pilot areas be conducted to generate primary data using various survey instruments. Data collected will be analyzed to examine the status with regard to access, educational attainment, out of school children, access to alternative learning, and incidence of at-risk children and the utilization of education funding and household expenditure on education.
3. A number of case studies will be undertaken to supplement the surveys to assess the situation of disadvantaged children in terms of access, survival/ participation, and achievement. These studies are undertaken for the purpose of gaining deeper insights on the circumstances and problems confronting the children who are deprived due to various factors.
4. The findings and the reports prepared will be disseminated to strengthen the capacity of stakeholders to advocate for overcoming the gaps identified by the surveys, taking into consideration viable programs that are launched for provision of education to disadvantaged children.

A rapid growth of interest in the budget process has developed as a site of action for strengthening the accountability of governments to their citizens and since the budget determines the origin and application of financial resources, it plays a central role in the process of government fulfilling educational functions.
Budget Tracking ‘refers to the close monitoring and analysis of the entire budgeting cycle-from planning, allocation, disbursement and implementation to the final stage of assessing the results of the investment.’

The project proposes to ‘watch’ over the use of resources, to ensure rational allocation, equitable distribution, clear targeting, timely transfer, appropriate utilization and maximum benefit. Budget tracking is to influence the implementors at different levels to account for their actions when and how the funds are being utilized, particularly for the poor and disadvantaged who are now minimally provided with even the basic facilities to be benefited from schooling.

Coalition for Educational Development (CED) proposes to conduct a review of Investment in Education by an analysis of the education budgeting and resource allocation process using a Budget Tracking initiative using the design proposed by ASBAE Education Watch Project.

1. Reviewing the Policy Environment - Current Fiscal Policies, Public and Private Investment in Education, Linkages-goals, plans, budget, outcomes, transparency, roles and lines of coordination, sectoral priorities and legal mandates.
2. The Budget Analysis- National Budget breakdown, trends and patterns in education expenditure, expenditure breakdown by levels/Sub-sectors and geographic areas, fund sources for education, resource gaps.
3. Reviewing the Budget Process- the concept of Budgeting, the Budget cycle, key actors, Stakeholders' role and participation in the budget process, implementation and the key issues.
4. The Budget Trail ( Zones and Schools) - fund allocation, transfer, release, disbursement, and utilization, transparency and accountability mechanisms, role of stakeholders and beneficiaries, compare funds and actual expenditure, compare plans with actual results.
5. Stakeholders Feedback- stakeholders will be consulted through survey interviews, focused group discussions, Target sources will include officials, school heads, teachers, parents, students and community leaders. The consultations will inquire about stakeholders' perceptions about problems and needs of the local school system, the adequacy and allocation of resources for education, attitudes towards user fees, and recommendations to improve budgeting and reduce corruption.

1. Document Review- laws, administrative guidelines, regulations, official reports, development plans, performance reviews, prior research studies.
2. Interviews with key informants involved in various stages of the budget process.
3. Zonal and school financial survey.
4. Focused group discussions.
5. Documentation for dissemination for strengthening the advocacy capacity of partners of the Coalition.

Advocacy or awareness raising about the policies or programmes introduced for implementation happened at a very minimum level and the stakeholders of education and civil society organizations were not engaged proactively in the effort made to develop education.

Education has become a concern of Civil Society Organizations to get the civil society involved in advocacy as a pressure group for reforms and change for the development of education. Education advocacy is not new to Sri Lanka but it does not play much of a role in the present day work of Civil Society Organizations. Most organizations engage in welfare activities and undertake activities assigned by INGOs.

One of the major constraining factors of CSOs is the lack of capacity to give effect organizational mission. The need is to develop the ability to influence the policy makers and implementers of educational change. We need to develop the capacity for analysis of issues, develop policy alternatives, collaboration and the power to influence. Capacity can be gained through provision of information and individual and organizational development.

This situation demands an agenda of civil society action in the areas where the government machinery is not very effectively bringing in development and change. Civil society should get involved in new ways of thinking and action with other stakeholders in education such as educationists, funding agencies and community leaders and perform an advocating and critic role focusing on the issues, concerns and challenges in the system of education.

1. Determine the role of civil societies in education and the capacity to engage in advocacy.
2. Develop an understanding of issues for advocacy in the provinces and at national level.
3. Develop the capacity of the civil societies and the Coalition gaining competence to advocate and lobby to work as a pressure group for reform and change.
4. Develop a strategy /agenda for advocacy both at provincial and national level to be taken up with policy makers and those responsible for planning and implementation .Each province and zone to develop and agenda for advocacy on the province specific issues and the National priority issues.

1. A research study of the civil societies in Sri Lanka, their role in education and needs study of their competency to advocate and act as a pressure group for reform and development of education.
2. A National Workshop (5 days) to develop the competency of a selected group of partners for advocacy and lobbying.
3. An analysis of the specific problems and issues in education related particularly to the provinces and disseminate the findings.
4. An Advocacy Week - Arrange several advocacy sessions with provincial legislators, teachers and parents and also at national level with policy makers and officials responsible for implementation at national.

Advocacy through Print Media: 'VOICE' Two Monthly Newsletter

A need for Civil Society Organization to present a coherent Voice and influence educational policy formulation and implementation is a major concern. It has become very essential to create an awareness of issues in education and a Newsletter can serve as a good vehicle of information.

It can also serve as the image of the Coalition for Educational development (CED) furthering the goals and objectives and also consider the needs of the stakeholders in education and general public.

• Determine the need and purpose
• Decide on the intended audience
• Gather Content at Provincial and National Levels
• Writing /editing / proofing
• Determine Layout / Design
• Printing
• Mailing and distribution