| Generous and timely support of the Rotary Club of Colombo East |
The financial assistance of the Rotary Club of Colombo East to the Crash Coaching Programme (CCP) had played a vital role to
enhance the learning opportunities of the students in the plantation schools in Hatton Education Zone. The CCP focused on special
coaching classes for specific subjects of the GCE OL Examination for plantation students in the target area and launched its activities
on 12 October, 2011. It was a joint and co-ordinated effort of the Ministry of Education-Tamil, Central Province, Zonal Education Office,
Hatton and the Rotary Club of Colombo East to improve the academic preparedness of students in the specific subjects of GCE OL
Examination.
The overall purpose (impact) of the Project was to improve the level of attainment of students in the GCE OL examination in the
plantation schools which are coming under the purview of Hatton Education Zone. The expected Project outcomes were (i) improved
academic preparedness of students in the Project schools; (ii) increased learning capacity of students in grade 11 classes within the
Project schools; (iii) better involvement of teachers and education officials to establish the conditions for opportunity to learn for
students; (iv) improved preparation and motivation of teachers and (v) improved student involvement. The Project aimed to enhance
the learning opportunities of the students in GCE OL classes in four key examination subjects and thereby improve the degree of
students’ performance in the GCE OL Examination. Three key performance indicators were identified for measuring performance of
students in GCE OL Examination: (i) No. sat as percent of student enrolment in grade 11; (ii) Pass rate, and (iii) Percentage qualified
to GCE AL.
The Project was implemented in 43 secondary schools in Hatton Education Zone. About 2,300 students, 173 teachers assigned to the
subjects namely, Mathematics (44), Science (44), English Language (43) and Tamil Language (42), 04 In-service Advisors, 43 Heads
of Schools and 15 Education Officials were benefited from the Project.
The Project design focused on improving the learning environment by providing quality learning materials to students (question
papers) and supplemented by the effective teaching-learning activities for six hours (experienced and enthusiastic teachers were
identified and employed as Resource Persons in four key subjects of GCE OL Examination). The Project design also encouraged the
item writers to identify innovative and suitable test items to address constraints on quality teaching and learning and to incorporate a
system supporting students in assessing their own areas where learning needed improvement. The Project also supported the
teachers to share their teaching experiences among them in a subject based orientation programme.
The design appropriately incorporated capacity development to improve teaching and learning processes and to promote learning
capacity of students. Accelerated orientation programmes for subject teachers included new methods for teaching, student-centered
assessment, subject based progress monitoring and test development. Project has encouraged involving school heads and Zonal
Officials in the Project monitoring and evaluation. On the whole, the design of the Project was timely, appropriate, and comprehensive.
PROJECT OUTPUTS
The Project had three components, or outputs. Project performed very well in achieving its targets, as all targets were met. At the end of
the Project, the overall accomplishment was at a satisfactory level.
Output 1: Preparation and Production of Subject based Test Materials
Output 1 aimed at exploring the critical areas in order to identify the remedial measures in four key subjects of GCE OL examination
through the following sub-outputs: (i) subject based test items were identified and finalized for (a) Mathematics, (b) Science (c) Tamil
Language and (d) English Language in accordance with the guidelines of the Testing and Evaluation branch of the Department of
Examinations; (ii) Tasks related to Typesetting, proof reading and layout were accomplished; (iii) Sufficient quantity of test materials
were produced to ensue each student has access to test materials; (v) Subject based test materials were assembled and distributed
to 22 Learning Centres.
Output 2: Orientation Programme for Resource Persons
Three critical determinants of effective teaching are knowledge of the subject matter, pedagogical skills and motivation to teach.
Therefore, the selected teachers were oriented on test items and well prepared to teach four key subjects of GCE OL Examination.
Output 3: Acquaint Workshop for Heads of Schools
43 Heads of the participative Project schools and 15 Education Officials were mobilized in a meeting and acquaint themselves of the
Project. The school heads oriented on learning management and instructional support to teachers.
Output 4: Special Coaching Classes
The participative Project schools numbering 43 were grouped together to form a 20 clusters of schools by considering the
geographical localities of schools and the students enrolment in grade 11. Cluster schools namely, Highlands College, Hatton and
Pulliyawatte TMV., Dickoya each had two Centres. Meanwhile rest of the cluster schools had each one Centre. Coaching classes were
conducted in these Learning Centres for four days for Tamil Language, Science, English Language and Mathematics. Students were
received individualized attention in the coaching classes from the teachers who work to meet their specific learning needs.
The Project also established a team of Resource Persons for the subjects of Mathematics, Science, English Language and Tamil
Language in the Project area so that subject based teacher supportive interactions could thereafter be conducted at the Education
Division level rather than relying on national / provincial programmes.
CURRENT SCENARIO
Out of the 43 secondary schools in Hatton Education Zone 41 schools returned the survey forms. The basic time-series quantitative
data on the performance of students in GCE OL Examinations for 41 schools is given in table 1. The table reveals that the magnitude
of enrolment of female students is more than that of male students in the surveyed period. This pattern is observed in other sets of
data given for Number Sat, Number Pass and Number Qualified to GCE AL. The enrolment growth in GCE OL classes in 41 the
surveyed schools in Hatton Education Zone compared to the base year 2008 is recorded as 0.6% and 2.0% for year 2009 and 2010
respectively. This shows an increasing trend in the enrolment in the Secondary Education.
enhance the learning opportunities of the students in the plantation schools in Hatton Education Zone. The CCP focused on special
coaching classes for specific subjects of the GCE OL Examination for plantation students in the target area and launched its activities
on 12 October, 2011. It was a joint and co-ordinated effort of the Ministry of Education-Tamil, Central Province, Zonal Education Office,
Hatton and the Rotary Club of Colombo East to improve the academic preparedness of students in the specific subjects of GCE OL
Examination.
The overall purpose (impact) of the Project was to improve the level of attainment of students in the GCE OL examination in the
plantation schools which are coming under the purview of Hatton Education Zone. The expected Project outcomes were (i) improved
academic preparedness of students in the Project schools; (ii) increased learning capacity of students in grade 11 classes within the
Project schools; (iii) better involvement of teachers and education officials to establish the conditions for opportunity to learn for
students; (iv) improved preparation and motivation of teachers and (v) improved student involvement. The Project aimed to enhance
the learning opportunities of the students in GCE OL classes in four key examination subjects and thereby improve the degree of
students’ performance in the GCE OL Examination. Three key performance indicators were identified for measuring performance of
students in GCE OL Examination: (i) No. sat as percent of student enrolment in grade 11; (ii) Pass rate, and (iii) Percentage qualified
to GCE AL.
The Project was implemented in 43 secondary schools in Hatton Education Zone. About 2,300 students, 173 teachers assigned to the
subjects namely, Mathematics (44), Science (44), English Language (43) and Tamil Language (42), 04 In-service Advisors, 43 Heads
of Schools and 15 Education Officials were benefited from the Project.
The Project design focused on improving the learning environment by providing quality learning materials to students (question
papers) and supplemented by the effective teaching-learning activities for six hours (experienced and enthusiastic teachers were
identified and employed as Resource Persons in four key subjects of GCE OL Examination). The Project design also encouraged the
item writers to identify innovative and suitable test items to address constraints on quality teaching and learning and to incorporate a
system supporting students in assessing their own areas where learning needed improvement. The Project also supported the
teachers to share their teaching experiences among them in a subject based orientation programme.
The design appropriately incorporated capacity development to improve teaching and learning processes and to promote learning
capacity of students. Accelerated orientation programmes for subject teachers included new methods for teaching, student-centered
assessment, subject based progress monitoring and test development. Project has encouraged involving school heads and Zonal
Officials in the Project monitoring and evaluation. On the whole, the design of the Project was timely, appropriate, and comprehensive.
PROJECT OUTPUTS
The Project had three components, or outputs. Project performed very well in achieving its targets, as all targets were met. At the end of
the Project, the overall accomplishment was at a satisfactory level.
Output 1: Preparation and Production of Subject based Test Materials
Output 1 aimed at exploring the critical areas in order to identify the remedial measures in four key subjects of GCE OL examination
through the following sub-outputs: (i) subject based test items were identified and finalized for (a) Mathematics, (b) Science (c) Tamil
Language and (d) English Language in accordance with the guidelines of the Testing and Evaluation branch of the Department of
Examinations; (ii) Tasks related to Typesetting, proof reading and layout were accomplished; (iii) Sufficient quantity of test materials
were produced to ensue each student has access to test materials; (v) Subject based test materials were assembled and distributed
to 22 Learning Centres.
Output 2: Orientation Programme for Resource Persons
Three critical determinants of effective teaching are knowledge of the subject matter, pedagogical skills and motivation to teach.
Therefore, the selected teachers were oriented on test items and well prepared to teach four key subjects of GCE OL Examination.
Output 3: Acquaint Workshop for Heads of Schools
43 Heads of the participative Project schools and 15 Education Officials were mobilized in a meeting and acquaint themselves of the
Project. The school heads oriented on learning management and instructional support to teachers.
Output 4: Special Coaching Classes
The participative Project schools numbering 43 were grouped together to form a 20 clusters of schools by considering the
geographical localities of schools and the students enrolment in grade 11. Cluster schools namely, Highlands College, Hatton and
Pulliyawatte TMV., Dickoya each had two Centres. Meanwhile rest of the cluster schools had each one Centre. Coaching classes were
conducted in these Learning Centres for four days for Tamil Language, Science, English Language and Mathematics. Students were
received individualized attention in the coaching classes from the teachers who work to meet their specific learning needs.
The Project also established a team of Resource Persons for the subjects of Mathematics, Science, English Language and Tamil
Language in the Project area so that subject based teacher supportive interactions could thereafter be conducted at the Education
Division level rather than relying on national / provincial programmes.
CURRENT SCENARIO
Out of the 43 secondary schools in Hatton Education Zone 41 schools returned the survey forms. The basic time-series quantitative
data on the performance of students in GCE OL Examinations for 41 schools is given in table 1. The table reveals that the magnitude
of enrolment of female students is more than that of male students in the surveyed period. This pattern is observed in other sets of
data given for Number Sat, Number Pass and Number Qualified to GCE AL. The enrolment growth in GCE OL classes in 41 the
surveyed schools in Hatton Education Zone compared to the base year 2008 is recorded as 0.6% and 2.0% for year 2009 and 2010
respectively. This shows an increasing trend in the enrolment in the Secondary Education.
| ACKNOWLEDGEMENTS Thank you to the following people and organizations for enabling the Crash Coaching Programme for students in the key subjects of the GCE OL Examination in Hatton Education Zone |
| Rotary Club of Colombo East: Mr. A.P. Jayarajah Mr. L. Vijayanathan and the club members for their funding and support. _____ Ministry of Industries and Education-Tamil of Central Province: Hon. Minister Anushia Sivarajah Secretary Mr. K.P. Karunadasa Private Secretary Mr. C. Navaratne Assistant Secretary Ms. A.R. Sathyendra Sida Centre Co-ordinator Mr. K. Chithravel for their implementation support. _____ Hatton Zonal Education Office: Assistant Director of Education Mr. P.E.G. Surendran In-service Advisors all other the Education Officers for their implementation arrangements, resources, time and contributions. _____ Participative Project Schools: Principals Teachers Students and Parents for their contributions and resources. |
Table 1
Basic Quantitative Data by Sex
Performance of students in GCE OL Examination
Hatton Education Zone
41 out of 43 Plantation Schools: Year 2008-10
Basic Quantitative Data by Sex
Performance of students in GCE OL Examination
Hatton Education Zone
41 out of 43 Plantation Schools: Year 2008-10
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Source: Information Centre for Education-Tamil and Culture, MOE-T, Central Province (2011)
In an ideal situation, all the enrolled students in the CGE OL classes of a given year would appear for the GCE OL examination of that
year and the percentage of number sat against the total students enrolment in GCE OL classes would be 100 percent (SER).
However, realistically this rate may be below 100 percent due to various reasons such as long absence of students, sudden sickness
of students and deaths etc. Anyhow, in the normal circumstances the number sat against enrolment (SER) should be controlled within
the acceptable range of 80% - 100% in order to reduce educational wastage. The average SER for Hatton Education Zone for the last
three years from 2008 is marked as 93% and it is in the acceptable range (see table 2).
year and the percentage of number sat against the total students enrolment in GCE OL classes would be 100 percent (SER).
However, realistically this rate may be below 100 percent due to various reasons such as long absence of students, sudden sickness
of students and deaths etc. Anyhow, in the normal circumstances the number sat against enrolment (SER) should be controlled within
the acceptable range of 80% - 100% in order to reduce educational wastage. The average SER for Hatton Education Zone for the last
three years from 2008 is marked as 93% and it is in the acceptable range (see table 2).
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Source: Information Centre for Education-Tamil and Culture, MOE-T, Central Province (2011)
Table 2
Objectively Verifiable Indicators
Performance of Students in GCE OL Examination
Hatton Education Zone
41 out of 43 Plantation Schools: Year 2008-10
Objectively Verifiable Indicators
Performance of Students in GCE OL Examination
Hatton Education Zone
41 out of 43 Plantation Schools: Year 2008-10
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Crash Coaching Programme (CCP)
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