PGIHS-RC 2021

Permanent URI for this collectionhttps://ir.lib.pdn.ac.lk/handle/20.500.14444/5949

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The problems in water resource management due to water scarcity in Senanayake reservoir: special references to selected GNDs of Ampara district
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Yazeer, M.B. Mohamed; Nafrin, M.B.
Water is a precious natural resource, vital for sustaining all life on Earth. It is impossible to get an equal amount of water throughout the year. Water scarcity is one of the factors that pose challenges for Water resource management in the Senanayake reservoir. As a result, it has been increased in Valathaputty-1, Buddangala and Nintavur-23 GNDs of Ampara district. The objective of this study was to examine the problems in water resource management due to Water scarcity in the Study area. Both primary and secondary data collection methods were utilized for this study. 150 samples were selected under the random sampling method from three GNDs of Sammanthurai and Nintavur DS divisions. In addition to that, primary data were collected by conducting interviews and field observations. Secondary data was collected from relevant authorities. All the data were subjected to analysis with SPSS 21.0, Arc GIS 10.3 software and MS Excel. It was found that rainfall and temperature variability have directly affected the Water scarcity in the Senanayake reservoir. In addition, deforestation, population growth and improper maintenance of canals have also caused water scarcity in the area which in turn has caused negative socioeconomic and environmental impacts on the Study Area. Finally, the study found various challenges behind water resource management due to water scarcity. Lack of storing capacity of the reservoir and tanks, land cover and land use changes, shortage of supply of water through the Senanayake reservoir, increasing demand for water in the study area, and lack of knowledge on environment assessment by the people were found to be challenges for water resource management in the area. As a solution, the research recommends establishing the rain harvesting system in the study area. The study recommends proper management and maintenance of the quantity and quality water under different users through proper awareness.
Challenges in the traditional cinnamon cultivation: the case of Beragama cinnamon village in Matara, Sri Lanka
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Deepthika, H.G.S.
This study identifies the challenges of traditional cinnamon cultivation in Sri Lanka by paying special attention to the Beragama cinnamon village. Though Sri Lanka produces the world's greatest quality cinnamon(Cinnamomum zeylanicam blume), this traditional caste-based labor-intensive cinnamon producing process is endangered in the face of the modernization process of agriculture. In 2017, Sri Lanka exported 16,967 MT and earned 33,342 Million Rupees from cinnamon. Though it has a well-developed value and marketing chain, the earnings of the cinnamon farmers and the laborers who process the cinnamon from the farms to the local marketis very low while, second and third value-adding processes and trading companies earn more. On the other hand, skilled laborers are moving away from the cinnamon process for easy jobs expecting a better salary and dignity. Consequently, the young generation is highly dissatisfied with cinnamon cultivation and there are no new machines or technology to process the cinnamon from the ground to the market. Hence, systematic modernization transformations are much needed. This case study adopted a mixed-method using both primary and secondary data. The study village ‘Beragama’ is located in Beragama West GND in Mulatiyana DSD of the Matara District in Sri Lanka. Thirty cinnamon producing families have been interviewed. Several focus-group discussions and key-informant discussions have been conducted to collect qualitative data. Data identification was done using sources from institutions, books, magazines, newspapers, brochures and the Internet. Information on cinnamon cultivation was collected from the Department of Export Agriculture, Thihagoda Cinnamon Research Center, Mulatiyana Divisional Secretariat. According to the analysis, the challenges in cinnamon cultivation were identified under three determinants. Those are the cultivation challenges, production challenges, and market challenges. Lack of skilled manpower, non-availability of other cinnamon products, aging cultivation, fragmentation of land, lack of proper land ownership, lack of proper price for cinnamon and lack of access to new technology were identified challenges under the above categories. Adding new technology to traditional cinnamon cultivation can improve the quality of cinnamon products, thereby increasing the demand for Sri Lankan cinnamon in the world market.
Using GIS for Tamil cultural data management: an application in the Eastern Province of Sri Lanka
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Vimalathithan, V.; Skandhakumar, N.
The research areas of literature and humanities significantly rely on information and source materials gathered from various places. Oral history collection is an important aspect of data collection in any research in this domain. Another mostly encountered data source is in the form of stone inscriptions of cultural and historical significance. In most cases, the places of origin of these cultural data sources are of importance due to their ability to contextually inform about the data. It is not only the place of collection that is useful, but also any other place that could have been mentioned as part of a cultural piece can also form part of a broader narrative. In the context of Tamil culture of Sri Lanka, it can be observed that there are significant challenges in identifying before the patterns from existing research and the gaps for potential research possibilities within a geographical region. Most of the existing culturally relevant data in the form of oral history recordings or readings from inscriptions are not accurately correlated to relevant geographical identifiers. Even though some relevant research outcomes are available in the form of books, journals, and research articles, until they are mapped to relevant places of regions, it is not possible to answer any wide-reaching research questions or observe informative patterns about history and culture. In this research, we propose a technological solution that would enable researchers to tag relevant data points from collected data with a GISbased location identifier. This system can also be used to classify existing research outcomes onto the same shared location information. The resulting information base can provide an overview of patterns from collected data points correlating to locational points. As a collated data source, it can inform of possible patterns of problems or issues specific to a place, that may not be readily identified, but cursorily mentioned in the data as related to a different problem. The current phase of research explores data collected from the Eastern Province of Sri Lanka. The Eastern Province was chosen due to its significant internal cultural diversity of Tamil culture , with ancient worshipping methods, vadamodithenmodi koothu dance traditions, epigraphical inscriptions, and indigenous medicine. It is envisaged that the proposed framework will be later expanded to include other parts of Sri Lanka and elsewhere.
The spatial pattern of land values in Kandy city – 2019
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Pushpalingam, A.; Abeywickrama, P.G.S.D.
A city is a place which functions towards attracting people and the number of functions and the population have a dialectical relationship in which each grows because of the other. Increasing functions and population in city areas create desire to purchase land within the city limit and the increasing consumption of lands causes land scarcity. The increasing demand for land causes the land value to rise. Generally land value is high at the city centre and it gradually decreases with the increasing distance from the city center. This trend cannot be seen in all cities which have peculiar land use patterns and socio-cultural practices. Kandy City was selected for the study since it is a city in Sri Lanka with complex features, factors and processes. Kandy is a heritage city which also has ecological and socio-economic significance. It shows a clear zonation of institutional, commercial, cultural, residential, recreational, and ecological functions. So it has different land values in each zone. The main objective of this study is to examine the spatial pattern of land value in Kandy city for the year 2019 and discuss the factors associated. The study was predominantly quantitative that used numerical primary data gathered through a questionnaire survey and key informant interviews. The secondary data were mainly gathered from websites. The survey also used spatial data, taken from the Open Street Map. Interpolation and overlay analysis were done on the gathered data using the Geographical Information System. The land values in Mahanuwara where the Central-Business-District is, has the highest value due to high accessibility to services. The distant areas from the Grid City, the city-core, along ‘A’ grade roads towards Katugastota in the North-west and Peradeniya in the South-west corners which are in the city limits have gained high land values due to the available transportation facilities which avoid the time hassle. Buwelikada (Kundasale) in the South-east quadrant and Katugastota areas are getting urbanized due to their lower land values. From this spatial pattern of land values, it can be observed a formation of new towns in Peradeniya, Kundasale and Katugastota. The slope, climate and natural features increase the land values in the elevated areas of the city. The world heritage locale and the ethnic coexistence in Kandy City have a positive impact on land values while the social stratification and the social limits have negative impacts in Suduhumpala and Nagastenna. Although the Kandy City develops along the transportation routes, it is not uniform due to its natural and cultural aspects.
Mindful self-compassion and psychological wellbeing
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Xu, Ven. Ren
Mindful Self-Compassion is a well-designed program that teaches us how we are touched by and open to our suffering. It generates the desire to alleviate one’s suffering and to heal oneself with kindness. It also involves non-judgmental understanding of one’s pain, weakness, failure, and so on. All these experiences can be seen as part of human experience. This paper explores different practices in MSC including how to apply it in our daily life. The concept of self-compassion is relatively new to people in modern times. So far, the Mindful Self-Compassion (MSC) program is the only one that studies and investigates self-compassion thoroughly. The practice of compassion does not mean focusing our concentration on a particular object or keeping a non-judgmental awareness of the present-moment experience, but on the cultivation of specific emotions and attitudes such as openness, kindness, gentleness, warmth etc. that ultimately lead to individual and collective flourishing, to foster a deep, genuine, authentic, and embodied empathic concern in the face of suffering, together with a committed intention to ease all kinds of suffering. This paper provides an overview of theory and self-compassion and its link to psychological wellbeing. It will discuss what self-compassion is and the common misunderstanding of self-compassion, then provide empirical evidence to support these distinctions, and explore two sides of self-compassion (Yin and Yang) what the core practices are in MSC program. The practice of compassion and self-compassion can impact our emotions and enhance our capacity to face difficulties and challenging situations in our life. If one reduces self-criticism, self-denial, self-blaming, self-judgment, fully accepting the imperfect self as it is, it will definitely increase one’s psychological wellbeing and happiness.
The meaningfulness of propositions with reference to the varification theory of logical positivism
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Wijayamaithri, Rev. A.
Logical Positivism is the third paradigm of Analytical Philosophy; from Bertrand Russell to the later Wittgenstein, analytical thinkers have centered language as the main inquiry into their philosophical investigations. In particular, the Logical Positivists asserted a theory, known as the Theory of Verification. Russell emphasized that the meaning of a proposition always depends on its verifiability. He did not use that in a theoretical way. However, that project was completed by early Wittgenstein in his Tractatus and as a theory it was rejected by the Logical Positivists: Moritz, Canap, Weismann, Philip Frank, Popper, A. J. Ayerwere key thinkers, believed that Philosophy should also give reliable knowledge like science. On the whole, Verification theory is the result of that project. They proposed a non-natural (logical) language and explained the principles adapting that into a slit way ‘the meaning of a factual statement is its method of verification’. It indicates that a factual statement must be represented by corresponding them to objects in the outer world. Otherwise the proposition is considered to be Meaningless. In this sense, ethical, metaphysical and religious statements are eradicated because they have no factual correspondence at all. This theory inquires in to the inner epistemological relation of language and its relation to the outer world following the linguistic approach instead of the reality approach. However, this contrast with the later Wittgenstein’s idea of that ‘meaning of a statement is in its use’. This research paper goes into a detailed study of the Logical Positivists’ main thesis based on verification theories; practical, theoretical, direct, indirect, weak and strong verifications. In addition, this paper attempts to interpret the factual relationship between objects and language considering some problems: can it be justified that ethical or metaphysical statements should be understood on this theory and what is the limit of doing that and so on. Analytical and description methods would be used in this research paper discuss a specific idea. Particularly, this research can benefit modern applications of linguistic philosophy.
Deconstruction of the transcendental signified in paramārtha-satya of mādhyamaka school of Buddhism
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Kumara, J.D.A
Nāgārjuna, the founder of the Madhyamaka tradition, does not distance himself from the early Buddhist notion of Nirvāṇa, where no amount of theorizing is applicable for very term, as it is it is beyond words, logic and reasoning (Atakkāvacara). Thus, Nirvāṇa is ineffable and incommunicable, the absolute reality realized through the highest mental training and wisdom, is beyond any cosmic experience and is beyond the reach of speech. Jacques Derrida came up with the idea of the “transcendental signified” that is a signified which transcends all signifiers. According to Derrida, any transcendental signified becomes metaphysics of presence that needs to be deconstructed, according to Derrida. In this study the critique of Derrida on Western philosophy is applied to Madhyamaka school’s claim on Nirvāṇa. Hermeneutic examination and deconstruction are used as the methodologies of the study. Critically evaluating and deconstruction of the Paramārtha-Satya showcasing aporia in it through depicting the presence of the transcendental signified, is the chief objective of the work. It is concluded that the central presence or full presence of Nirvāṇa in Madhyamaka school is deconstructible as it has no relation to anything in the contingent world. In accordance with Derrida’s idea, of "totalization", desire to have a system, a theory, a philosophy, that gives remedy for everything, like in Niravana, creates a center. No such reconciliation or synthesis is possible and totalization of the project is impossible. Paramārtha-Satya is not a possibility as it castoffs the infinite play of signifiers. Nirvāṇa is the center or rationality and is irreplaceable and special. Negation plays nothing in Nirvāṇa and it cannot be defined in relation to other phenomena, by negative values. The idea of Nirvāṇa becomes a transcendental signified as it would be the ultimate source of meaning, as no other phenomenal thing, by any adequate signifier, can be substituted to the Paramārtha-Satya. The Ineffable Nirvāṇa of Nāgārjuna, its pure presence, the essence of the signified, shall be deconstructed as Nirvāṇa a signifier, the expression in the text, is free from the signified. The remoteness of a signifier from the signified, the difference between the textual meaning and the reality of Nirvāṇa, is deconstructible, as the signifier is unable, or may only be barely able, to reflect the presence of the signified.
Philosophy of demamonaization
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Rev. Parimalachchelvan, S.D.
Since neoliberalism is in the process of establishing ‘free, possessive individualism’ there is a need to understand the epitome of neoliberalism and work for alternatives. How do people challenge neoliberalism through critical episteme? This research study is a qualitative case study of activists in Sri Lanka who apply critical episteme in their activities and life. The research problem is what would be an authentic episteme for human emancipation? I call ‘Episteme of Neoliberalism’ as Mammonaization. Bastian Wielenga explains ‘mammom’ as ‘capitalism’ in his book, ‘Labour Serving God or Mammon’. He mentions that Karl Marx analyzed the laws and mechanisms by which capital rules and enslaves the whole of society and at certain points he denounces this slave – master as ‘Mammon’ or ‘moloch’. What kind of episteme prevails in the sphere of life? The successful entrepreneur, sovereign consumer and hard-working taxpayer, these are key players in the capitalist game today. How do we understand neoliberalism? Neoliberalism is a theory of political economic practices. Human well-being can be advanced to high stage by liberating individual entrepreneurial freedoms. It is clear that episteme created an institution of free market for the betterment of individual at the cost of structures and value systems. Though democracy, morality and so on are important, neoliberal episteme does not give adequate importance to it. For Harvey, neoliberalism is not only economic policy and hard-nosed politics but it actually frames the meaning of everyday reality for people. It is appropriate to note the neoliberal rationality of Wendy Brown. In 'Undoing the Demos: Neoliberalism’s Stealth Revolution' Brown helps the reader to gain an understanding of dismantling of democracy and the rise of moral critique in the form of populism. What kind of episteme of love we have now under neoliberalism? Love of a mother made to measure under the mechanism of individualism, consumerism and so on. The critical conscious building through questioning and dialogue need to be reintroduced to own an episteme of emancipation. At present we have no other option than declare ‘Death of homo oeconomicus.’ Since episteme of neoliberalism made human beings to get addicted and die for mammonaization it is important to die as an economic man and the resurrected with the episteme of emancipation.
A comparative study on management of thoughts as depicted in positive psychology and Buddhist psychology
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Opanayake, O.A.S.L
Founders of religions, philosophers, intellectuals and psychologists have attempted to study and guide human beings to identify and manage thoughts positively in order to lead a successful life. Amongst such attempts, Buddhist Psychology and Positive Psychology are prominent as they consist of pragmatic analyses and strategies. This study on management of thought is conducted giving priority to such investigations. The research problem is, to what extent Buddhist psychological teachings could be adopted in the management of thought in comparison with the teachings in Positive Psychology. This research paper is developed as a comparative study on thought management taught in positive psychology and Buddhism referring to primary sources and secondary sources available in libraries and websites. Cessation of suffering taught in Buddhism is connected with achievement at two levels as mundane and supra-mundane. Both aspects consider the development of spirituality focusing on the activity of the mind. Under Positive Psychology, how wholesome thoughts are developed, how the mind can be preserved from wrong thoughts, the power of thoughts and achieving goals of life etc. are discussed. While Western Positive Psychology has developed teachings on managing thoughts with the prime purpose of leading a better worldly life concentrating on the progress of human beings, Buddhist teachings aim at the progress of man with the whole universe. Buddhism, being of the holistic view on man and the universe, focuses on the well-being of the entire universe inclusive of both the living and non-living entities. Further, it also guides one towards spiritual progress and the entire purification of the mind.
The concept Saccakiriya in Buddhism as a treatment for mental illness beyond psychotherapy
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Bandara, R.M Suneth
According to the interpretation given by the American Psychological Association, psychotherapy is a way to help people with a broad variety of mental illnesses and emotional difficulties. Further, it is known as “talk therapy.” In Buddhism, the concept known as “Saccakiriya” also has similar characteristics. Psychotherapy can help eradicate or control troubling symptoms so that a person can function better and increase well-being and healing. There are several different types of psychotherapy and some types may work better with certain problems or issues. Psychiatrists and other mental health professionals use several types of therapy. The choice of therapy type depends on the nature of the patient’s particular illness and circumstances and his or her preference. Therapists may combine elements from different approaches to best meet the needs of the person receiving treatment. Yet, the concept “Saccakiriya” has a different aspect of psychotherapy. “Saccakiriya” is a concept somewhat difficult to be rendered into English with all its nuances. Simply expressed, it refers to a declaration on oath, an asseveration of truth, solemnly performed to the effect that “if such and such is the case truly and truthfully, such and such a thing should come to pass.” The concept “Saccakiriya” is a motif found in the stories of the Pali canon and commentaries, as well as in the post canonical works such as Milindapañha. In addition, the facts related to Buddhist history indicate that “Saccakiriya” is a unique aspect of psychotherapy that Western psychology has not paid attention to. In this research paper, psychotherapeutic significance and the uniqueness of the concept “Saccakiriya” are discussed.
The reasons for dropouts from family strengthening programs
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Vasudevan, V.
Family Strengthening Approach (FSA) means total development of the family system at community level for enhancing child and family wellbeing and deinstitutionalizing children to promote family and community level intervention in Sri Lanka. The FSA for the provision of care and welfare of children and families has become an increasingly important paradigm in the recent decades. It defines family support as both a style of work and a set of activities; which reinforce positive, informal social networks through an integrated program; combining statutory, voluntary, community and private services that primarily focus on early intervention across a range of levels with the aim of promoting and protecting the health, wellbeing and rights of all children and young people in their own homes and communities, with particular attention paid to those who are vulnerable or at risk. The purpose of the study was to understand the reasons for family dropouts from selected four Family Strengthening Programs. A mix methodology was adopted for collecting data. A quantitative sample household survey was conducted with in-depth qualitative data collected for eliciting the survey findings. The survey focused on 1% with total enumeration of a list of 60 identified family dropouts from 1500 selected families for the FSP. Case studies, semi-structured key informant interviews and focused group discussion were covered for collecting qualitative data. Reasons for family drop out were explored by triangulating the evidences from document review, survey, and qualitative data. This study findings reveal that the family support approach made significant changes especially in the education of children. Educational program activities were well embedded in the FSP when compared to other services. 71% of drop out families felt that service delivery was helpful to their families.The following are the reasons for dropout: facilitation is not through reflective practice or in line with FSA, small group conflict and irregular attendance of parents. Statistical analysis of P value reveals that the type of family is not significant to identify nuclear or extended family system and is not the cause for parental participation.
Economic empowerment of disadvantaged women through microcredit: a case study of Thesawalamai governed women-headed households in post-armed conflict Northern province of Sri Lanka
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Purathani, M.
Microfinance is a tool that helps the poor who cannot resort to formal banking services to get credit facilities to improve their income-generating activities. Women are generally targeted by microfinance institutions (MFIs) as they often engage in income-generating activities for their household. In a post-armed conflict context, where Women-Headed Household (WHH) has become a standard feature as war often leaves more women alive than men, microcredit plays a vital role in re-building the life of the people and the economy of a nation. Yet, as far as the Sri Lankan context is concerned, despite the enactment of Microfinance Act No. 6 of 2016.This informal banking service continues to have adverse effects on the livelihood of women. This is due to the policy and practice of MFIs that focus more on the economic outcome rather than the social impact. In this context, this study focuses explicitly on Thesawalamai law as it is genderbiased. Since, women are required to get the written consent of their husbands to dispose their immovable property, and they do not have the right to access the credit facilities from banks without their husbands’ signature. The problem identified by this paper is that the gender discriminatory provisions of Thesawalamai in controlling land and other economic resources, including credit from state banks, have severely impacted the economic empowerment of many women. The hypothesis is framed to test whether the denial of their rights to land and access credit facilities from banks compel them to obtain microcredit facilities for their survival. This paper draws upon a third world feminist approach to correlate the deprivation of land rights with access to microcredit and identifies the means to enhance sustainable economic empowerment of the WHH in the Northern Province of Sri Lanka. Based on a desk-based analysis and a semistructured questionnaire issued to purposively selected 30 respondents, the hypothesis is positively tested by a descriptive study. This research recommends a strong legal regime to engender the land rights in the Thesawalamai law and to regulate unlicensed MFIs which negatively impact women empowerment. Since the armed conflict has transformed the role of women to head their families, this paper underscores the necessity of providing more awareness on the legal accounting and risk management aspects of obtaining credit from MFIs for sustainable economic empowerment of women.
Implementation of the right to information (RTI) act in Sri Lanka: a study of implementation in local authorities in the Vavuniya divisional secretariat of the Vavuniya district secretariat
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Niroshon, G.A.
The Right to Information (RTI) Act was enacted in the year 2016, forecasting a country free from corruption, a culture of transparency and high public participation in governance. The annual progress report of the RTI commission and the existing literature revealed that national level impediments in implementing the RTI from the uppermost level, and the requirement of the pathway is identified for proper implementation from the perspective of grassroot level. Therefore, this research is designed to find the factors affecting the proper implementation of the RTI Act in the Vavuniya divisional secretariat of Vavuniya District, Sri Lanka. The findings of the research are thematically analyzed and summarized from the qualitative data collected from focused group discussions (FGD) with RTI applicants and Key Informant Interviews (KII) with Information and designation officers from the public and local authorities in the Vavuniya Divisional Secretariat. The KII showed inadequate and infrequency of training on RTI mechanism as one of the significant factors. Recession of action against applicants who misappropriated the RTI against the local authority was emphasized as the impediment from the perspective of local authorities. The better allocation of resources to update the website promptly to foster a culture of transparency was suggested. Encouraging non-government organizations that engaged towards the better implementation of the RTI was also a valid recommendation from the KIIs. FGD pointed out the behavior of the relevant officers in the form of Delay or negligence of acknowledging RTI requests, revenge taken personally by the relevant government officers, negligence of RTI requests, ball passing, disrespectful behavior of the information officer, threatening, as the factors affected the community to use the RTI properly. FGD appreciates the existing service extended by third-party organizations such as Transparency International in terms of conducting awareness programs at village level which provided proper guidance to get the information through the RTI mechanism. The FGD suggests the RTIC should take measures to exercise section 14 and 15 of the RTI Act. The FGD reveals that despite the order issued by the RTIC, there is negligence in providing information when the community needs further legal advice..
The status of agency in teacher identity towards the deliverance of effective language teaching: a study based on elt in Sri Lankan state universities
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Egodage, W.A.; Wanniarachchi, W.A.S.A.
Identity is a multifaceted, complicated notion involving dynamic linguistic, cultural and social negotiation. Many language practitioners perceive identity as a notion to differentiate one another, to position oneself among others and more importantly to identify oneself in a unique manner. However, the question lies on the necessity of the notion of identity in language teaching. Language practitioners try numerous methods to make their teaching effective. Yet, a handful of methods could result in achieving the aforementioned. If identity is linked to this discussion, it could be understood that a teacher’s way of perceiving the language, curriculum, perspectives and attitudes, the learning environment he/she creates, and how the curriculum is delivered to the learners is shaped by the teacher’s identity. A commonly evident fact in language classrooms, especially in the Sri Lankan universities is absenteeism and lack of interest. Thus, it could be noted that the teacher has a considerable responsibility towards mitigating the aforementioned issues. A language practitioner’s adjustment made to suit the classroom is a process of identity. A majority of research findings depict that the lack of student interest is a result of ineffective teaching methods. Agency is significant in identity which refers to one’s ability to do something at a given time. Agency is also the power that one could exert to position oneself in a certain way. Ten language practitioners from randomly selected state universities were interviewed to gather their views of their teaching practice. Additionally, a sample of twenty students were also interviewed in order to determine their learning experiences and their satisfaction of the classroom space. The findings reflected that a majority of teachers represented by the sample were restricted to the assigned identities and have not exercised their agency in positioning themselves in the classroom space as a result of the power exerted on them by senior and experienced individuals of the field. Thus teachers should exert agency in shaping his/her identity in order to create a more friendly atmosphere for learning.
Empowerment of junior secondary teachers for 21ˢᵗ century STEM education
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Priyanthi, H.M.R.K.N.
STEM Education is the abridged version of four disciplines Science, Technology, Engineering and Mathematics. The acronym was coined at an interagency meeting on science education held at the US National Science Foundation in the 1980s and came into common parlance thereafter. This system is now considered as one of the most successful approaches in integrating science, technology, engineering and mathematics into education. Sri Lanka requires a dynamic, motivated and well-educated workforce endowed with STEM skills. When examining the literature, it is revealed that it is important that teachers be equipped in this regard as well as their professional development in order to achieve certain objectives of STEM education. The major barrier to implement the STEM education is the lack of qualified STEM teachers. In Sri Lanka the teacher plays a major role in the education system. Therefore, before introducing STEM education to the Sri Lankan education system, competencies of teachers on STEM related teaching, ought to be assessed for future interventions. The purpose of the research is to empower junior secondary teachers for the 21st century STEM education. The objectives are to review the presently available teacher competencies for STEM education, to identify the available teacher competencies in the Sri Lankan education system in-service teachers, to study the teacher professional development models for STEM teacher professional development and to prepare a suitable teacher professional development model for the Sri Lankan context. To achieve the objectives, sequential exploratory mixed methods research design will be used. Teacher competencies for STEM education in successful STEM countries such as Finland, Australia, America, China, and South Korea were identified through the literature review. Based on the identified competencies, relevant competencies for the Sri Lankan context were identified as a research finding. Thirdly a survey will be conducted with a purposively selected sample of 60 junior secondary science teachers in the Ampara district, who will be selected using the cluster sampling method, to identify their STEM related competencies which too will be a product of the research. Fourthly, based on the results of the survey, a draft teacher professional development model for STEM education will be introduced to five secondary junior science teachers based on the phenomenological case study research method. Based on the four-step research process, a new teacher development model on 21ˢᵗ century STEM education for Sri Lanka will be developed as the final product of the research.
Challenges in implementing general information technology in the G.C.E (A/L) curriculum
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Lindakumbura, V.; Wijesundara, S. D. K
This study attempts to understand the implementation of General Information Technology (GIT) in the G.C.E. A/L Curriculum. The specific objective of the study was to understand the challenges in the implementation of GIT in schools. The qualitative case study design was used in this study. Two schools in Kandy were selected using purposive sampling as GIT is taught in the two schools and they are in an area where there is easy access to computer learning centres. Data was collected using questionnaires, semi-structured interviews, and documents. The framework postulated by Fullan: interactive factors affecting implementation was used to analyze data. The following themes emerged in the analysis of challenges in the GIT implementation namely, contradictions with student needs, lack of awareness of the goals of GIT, weaknesses in teacher professional development programmes, failure to provide sufficient facilities to implement GIT, low enthusiasm of students and teachers, weak school administration, teacher’s readiness for implementation of GIT, external support for the student and the negative attitudes of the community. The other factor which seems to affect implementation of GIT in schools was poor monitoring system of government and local bodies. Moreover, inadequacy of in-house resources available in the school at present, difficulties in finding financial resources for maintenance, difficulties in getting technical support emerged as the interacting factors which militate against implementation of GIT in schools. The above themes evidenced the interactive factors informed by Fullan: namely, characteristics of change, local characteristics and external factors. The main reason for the weak implementation of GIT appears to be the characteristics of change such as poor in-house resources, and the mismatch between the needs and goals of GIT. Furthermore, local characteristics such as negative attitudes of the school community and readiness of the teachers are other challenges faced by GIT teachers. External factors such as poor monitoring system by the Ministry of Education and Zonal office have become a challenge in implementing GIT in schools. Due to the above reasons both teachers and students were less enthusiastic in the implementation of GIT. The remedies that could be put in place to ensure successful implementation of GIT are: providing required resources, revising the syllabus to fulfill students’ needs, invigorating the training of teachers to teach GIT, making the subject compulsory, issuing a nationally recognized certificate and having a proper monitoring system.
Challenges faced by the academic staff in the implementation of counseling programs in schools
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Rathnayaka, R.M.
School counseling can be identified as one of the current trends very popular among School teachers, principals, parents and students. Therefore, the present study focuses on the challenges faced by school academic staff in the implementation of counseling programs in schools. Challenges reveal that troubles or any other inconvenience can happen. This research identifies academic challenges, social challenges and weaknesses prevailing in the system due to lack of sufficient facilities. Many researchers have followed the field of school counseling but without paying attention to its challenges and people’s ideas for implementing the school counseling programs. This research paper aims to complete the Sri Lankan research gap through a new approach. The main aim of this research topic gives good guidance on academic development, career development, personal and social development of students through school counseling programs for school staff and parents. The other sub objectives are to identify the types of challenges for implementation counseling programs in schools and classify some barriers and problems faced by the academic staff to develop counseling in schools. The research utilized qualitative survey design as the research design and semi-structured interviews were also conducted. Ten participants were selected. They are academic staff including 7 teachers and 3 principles. The collected data were analyzed using thematic analysis (Five main themes namely; the views on school counseling, the necessity of school counseling programs, promoting the process of school counseling programs, the challenges in the implementation of school counseling programs, The significance of school counseling facilities, The awareness of various kinds of school counseling programs).Some of the problems that arise during the implementation of counselling are: lack of professional counselling teachers, lack of sufficient facilities, time and space problems, lack of awareness and knowledge about counselling amongst the academic staff. Finally, they should be given with some technical and systematical knowledge about school counseling programs. Then, this research is an exposure about the necessity and importance of the counseling programs in schools. Furthermore, school counseling programs can be categorized on the basis of student’s age, teacher guidance, students’ differences and mentality-based counseling programs and the national standard of counseling programs etc. Some counseling techniques are applied through the above counseling programs.
An action research to improve the knowledge of technical terms relating to mathematics of bilingual students in grade 7
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Wickramasinghe, W.M.K.K.
Terminology in mathematics is often complex and the words used therein are endowed with meanings, which in most cases are completely different from their everyday usage. For instance, the words: root, similar, power, or and odd have a different sense from the usual meanings when used in mathematics. If students have a lack of understanding of the technical terms in mathematics, it will weaken their ability to solve multi-step problems. As the researcher observed, the students in the seventh-grade classroom struggle with solving sentence-based problems. The aim of the study was to help students to develop abilities to solve sentencebased problems. The action research methodology was adopted in this study. The specific objectives of the research were, to identify the current knowledge of technical terms relating to mathematics, to identify the methods that can be implemented to improve the knowledge of technical terms and to plan and implement strategies for improving the knowledge of technical terms related to mathematics. All the students in grade 7 bilingual class (English- Sinhala) of a type 1AB girls’ school in Kandy district were selected as purposive research sample and three interventions were done in order to improve their knowledge regarding the technical terms of mathematics. Reflective journal, interviews, pre tests, post-tests and direct observations were utilized for data collection.Qualitative data were analyzed using themes while quantitative data were analyzed using descriptive statistics and graphs. It was revealed from the findings that more than 85% of the students were capable of providing the definite and the appropriate answers to the sentence based problems when they are empowered with the technical terms related to mathematics. And also students were confident to provide answers accurately to the mathematics related problems with the knowledge of the technical terms than before. In addition to the impact of learning vocabulary in problem solving, the research showed that the learning of vocabulary improve students communication and expression in mathematics and expanded their answers and reasoning for problem solving. It can be suggested from this research that, an action research methodology which is a qualitative approach, was a very good way to develop students abilities in word problem solving and to improve classroom practices.
Understanding the necessity for critical and contextualized pedagogical practices for teaching and learning of English as a second language in Sri Lanka: an analysis of some select English textbooks
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Anuradha, O.P.S.; Jayasinghe, J.A.K.M.
Textbooks are the basis for teaching and learning of English (ELT) in Sri Lanka, and hence, they have a major influence on what takes place in the classroom. Textbooks are often revered as established doctrine consisting of unassailable and officially sanctioned truth and can become indoctrinating documents that influence the types of knowledge and attitudes students acquire and the attitudes students develop towards the language and learning and teaching process. Building on the argument that ELT is not only a linguistic process but also an ideological one, it is important that the English as a Second Language (ESL) textbooks reflect the multiplicity inherent in a heterogeneous society like Sri Lanka and engage students in a process of uncovering and confronting cultural and gender biases as opposed to perpetuating the dominance of hegemonic groups while developing positive attitudes towards the learning process without paving the way to learner and teacher opposition and resistance.The intention of this study is promoting the need for critical and contextualized pedagogic practices in ELT. This study attempts to determine the extent to which the Lankan ESL textbooks are sensitive to the needs of the Lankan students and are designed in ways which are receptive to and respectful of local classroom realities. In addition, it attempts to identify the ways in which the textbooks challenge the dominant (oppressive) normativity of the larger socio-political context with regard to gender, ethnicity, and religion. Both primary and secondary data is based on Pupils’ English Textbooks of Grades 03, 05, 07, 08, 10, 11 and Advanced Level that are taught in Sri Lankan schools. Lesson materials that are symptomatic of the absence and presence of culture and gender sensitivity are examined in order to derive conclusions. Hence, the research is largely qualitative. Moreover, the theoretical framework is based on the scholarly works of researchers such as S.Canagarajah, T.Kandiah, A.Parakrama, L.Cumaranatunga, P. Freire and E.Shohamy. A close examination of the select textbooks reveals that textbooks have not only failed to combat prejudices and biases against minorities and women, but they have promoted and perpetuated such prejudices and biases without making an attempt to challenge and problematize them. Therefore, the conclusions emphasize that there is a need for an adoption of critical and contextualized pedagogic approaches in the select textbooks. It is neither possible nor desirable to separate the linguistic aspect of a language from its surrounding ideologies. Thus, there is a need to redesign textbooks taking into account the equity pedagogy so that students of all ethnic, religious, social, and gender backgrounds achieve their learning targets while developing inclusive and tolerant attitudes.
The awareness of quality assuarance process in Sri Lankan schools among educational officers
(Postgraduate Institute of Humanities and Social Sciences University of Peradeniya, Peradeniya, Sri Lanka, 2021-11-27) Senevirathne, S.M.L.K.; Yatigammana, T.M.S.S.K.
Quality assurance (QA) is a systematic process to see whether a product or service is being developed in order to meet specified set of requirements. The QA process is mainly divided into internal and external evaluation. Internal evaluation is conducted at the school level, while zones, provinces and the Ministry of Education (MoE) lead the external evaluation. Even though certain initiatives have been introduced to QA in the school system, the evaluation process is not up to expected levels. As the officers’ role is very important in the implementation of QA at school level, the objectives of the study are to investigate the QA methods the officers are aware of, their level of awareness and problems of awareness. The methodological approach of this study used mixed methods. The population of the sample targeted in the study was Sri Lanka Education Administration officers working in the provinces. In this study, questionnaires were distributed among 68 officers, selected from five provinces through stratified random sampling technique and 10 officers were purposely selected for the interviews. Questionnaire data were analyzed using the Statistical Package for Social Sciences (SPSS) (13.0. version) software and interview data were analyzed using the thematic analysis technique. Some officers (30%) were aware of the QA process from the orientation programme when they were appointed to the Sri Lanka Education Administration Service (SLEAS). The majority of officers (50%) had awareness by participating in external evaluation programmes. Further, some officers (20%) had participated in preparing QA guideline with MoE. According to the responses of the offices, some zonal education offices (10%) had conducted refresher programmes for officers on QA. However, some officers (7%) were not satisfied with the training they received in relation to the QA process. Therefore, those officers (4%) thought that their awareness on QA circular and guideline were not enough. Further, officers specified some problem causing areas, in which they don’t have sufficient knowledge on QA processes such as-; awarding marks for the evaluation criteria, reporting, and making the recommendations. Therefore, they suggested that MoE should conduct training to establish a trainers pool at the provincial level and train all teachers, principals and officers through the pool, to conduct training programmes on a practical sessions and not on a theoretical basis. In addition, officers suggested that training programmes should not be conducted once but it should be conducted continuously throughout the year.This study recommends training programs for officers be carried out at the national level with innovative traning modes. Therefore, when designing training programs, it is essential to consider the officers’ expectations and their ability levels. After conducting the training programs, follow-up support should be given for officers to practice, plan and try out and collaborate with others.

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