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Action Research in the Sri Lankan Education System : A Historical Perspective

• First Online: 27 October 2016

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• Godwin Kodituwakku 5  

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In this chapter, the author describes the history of educational action research in Sri Lanka. Because of the different levels of institutional support and different approaches taken, he presents the history of action research within institutional strands rather than in a strict chronological order. The different initiatives and projects described have varied based on institutional-driven school-based practitioner research and university-student-required action research . There also have been differences in the themes of the action research within the strands presented. The author calls for a re-introduction of a narrative tone and personal-professional reflection as an integral component of the action research activity. Strengthening action research culture in Sri Lanka will facilitate the grassroots base for educational policy formulation.

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Institute for Research and Development, Battaramulla, Sri Lanka

Godwin Kodituwakku

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Lonnie L. Rowell

School of Education, Trent University, Peterborough, Ontario, Canada

Catherine D. Bruce

Education Department, Moravian College, Bethlehem, Pennsylvania, USA

Joseph M. Shosh

Center for Collaborative Action Research, Pepperdine University, Los Angeles, California, USA

Margaret M. Riel

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Kodituwakku, G. (2017). Action Research in the Sri Lankan Education System : A Historical Perspective. In: Rowell, L., Bruce, C., Shosh, J., Riel, M. (eds) The Palgrave International Handbook of Action Research. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-40523-4_18

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Published : 27 October 2016

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An analysis of action research studies conducted by teachers in sri lankan schools.

• G. D. Lekamge
• J. Thilakeratne

Action research is becoming popular in the school system as a viable mean for empowering teachers. It provides teachers the opportunity to improve their reflective practice and to implement solutions to problems they face in the teaching-learning process. Considering the potential benefits of action research to teachers, students and school community at large, the Ministry of Education of Sri Lanka had launched a project aimed at empowering teachers with required skills and motivating them to conduct action research studies. About 84 teachers who had sent their research proposals in response to an open invitation sent by the Ministry of Education in early 2017 were called for a series of workshops through which their original proposals were fine-tuned and knowledge and skills on action research were enhanced.

This paper analyses the nature of problems considered by teachers for their action research studies, the innovative strategies adopted for the intervention process and the observations and reflections made during the intervention process on the changes experienced by participants. As the analysis reveals, teachers are capable in applying innovative strategies as solutions to the problems in their teaching-learning process. Further, it is evident that many students who had problems in coping with day-to-day activities in their classrooms benefitted through the interventions. It is recommended that school authorities should develop a supportive environment within their schools to motivate teachers towards action research studies as they provide on-the-spot solutions to the problems in the teaching-learning process.

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Tips for Writing Your Research Proposal

Quick tips for writing a Research Proposal

1. Know yourself: Know your area of expertise, what are your strengths and what are your weaknesses. If you want to get into a new area of research, learn something about the area before you write a proposal. Research previous work.  . 2. Know the program from which you seek support: You are responsible for finding the appropriate program for support of your research.  . 3. Read the program announcement: Programs and special activities have specific goals and specific requirements. If you don’t meet those goals and requirements, you have thrown out your chance of success. . 4. Formulate an appropriate research objective: A research proposal is a proposal to conduct research, not to conduct development or design or some other activity. . 5. Develop a viable research plan: A viable research plan is a plan to accomplish your research objective that has a non-zero probability of success. The focus of the plan must be to accomplish the research objective. . 6. State your research objective clearly in your proposal: A good research proposal includes a clear statement of the research objective. Early in the proposal is better than later in the proposal. . 7. Frame your project around the work of others: Remember that research builds on the extant knowledge base, that is, upon the work of others. Be sure to frame your project appropriately, acknowledging the current limits of knowledge and making clear your contribution to the extension of these limits. . 8. Grammar and spelling count: Proposals are not graded on grammar. But if the grammar is not perfect, the result is ambiguities left to the reviewer to resolve. Ambiguities make the proposal difficult to read and often impossible to understand, and often result in low ratings. Be sure your grammar is perfect. . 9. Format and brevity are important: Do not feel that your proposal is rated based on its weight. Make your proposal a pleasant reading experience that puts important concepts up front and makes them clear. . 10. Know the review process: Know how your proposal will be reviewed before you write it. Proposals that are reviewed by panels must be written to a broader audience than proposals that will be reviewed by mail. . 11. Proofread your proposal before it is sent: Many proposals are sent out with idiotic mistakes, omissions, and errors of all sorts. Proposals have been submitted with the list of references omitted and with the references not referred to. . 12. Submit your proposal on time.

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sithara sanjeewani

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The university education is widely considered as the means of knowledge growth and key to economic, social and cultural progression in a country. If a country has a high quality university education, it would furnish visible signs that the country has been investing in rapid development and cultivating intellectual abilities of its citizens. The accessibility to education for all regardless of ethnicity, gender, caste, class, religion or social background is a remarkable feature of the education system in Sri Lanka. The additional contributions that state universities must make and the requirement of private universities in Sri Lanka have become a hot topic of great interest today. The state universities in Sri Lanka are marked by or indicative of significant worth in the knowledge hub of Sri Lanka. But yet these institutions are in unmitigated necessity to look at the contribution they can make in Sri Lanka’s proffer of becoming a regional knowledge hub. Thus it is imperative that we address the problems and challenges facing the higher education sector. The dearth of university education for the majority of Sri Lankans is a national issue which has an impact on all portions of society. The fact that a significant number of GCE A/L students, who qualify for university education, fail to secure a place in the universities in the country has created a major social and economic downside within the society. Hence the topic of private universities has come to light aligned with the discussion of safeguarding free education in Sri Lanka.

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In order to develop an effective strategy for Sri Lanka it is key to contemplate the origins of the conflict in order to assess the most efficient type of intervention required in the future. At first glance, the Sri Lanka civil war is an ethnic-religious conflict between the Sinhalese Buddhist and the Tamils Hindus that can be described as a “clash of civilizations” (Novelli, 2008). In the mid 18th century with the British rule, Tamils considered with better education were introduced into government functions of the island generating further tensions as Sinhalese people see themselves as the original inhabitants of the island and Sri Lanka as a holy Buddhist land. Tamils are seen with suspicion due to the large community of Tamils in India. Another elements in the conflict are the “structural inequalities” (Novelli, 2008) between Tamils and Sinhalese that were added to the conflictive scenario when Tamils of lower caste were brought in as labour for the tea plantations. This understanding of the Sri Lankan conflict helps to articulate and balance the best types of interventions and strategies. For example, while “educational policy intervention” should naturally be “targeted at addressing the cultural obstacles and differences that divide ‘civilizational’ groups” to address cultural unbalances and curricula; an educational policy that brings all the experience and programs used in education and poverty it is also needed to address the consequences of more than 30 years of civil war on the economy and the population in general (Novelli, 2008).

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