スリランカの教育制度の歴史と現状及びその問題点について
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概要
- 論文の詳細を見る
The human development index (HDI) of Sri Lanka ranks 9^<th> among the 23 Asian countries selected for the purpose of this paper. The literacy rate ranks 10^<th>, and the secondary education ranks 7^<th> among the same countries. However, GDP per capita ranks 12^<th> among these countries, thereby showing a weaker level of economic development in Sri Lanka. In other words, while the general education system in this country has shown a satisfactory level, the same cannot be said for the economic development. As such, this paper has analyzed the education system and its corresponding problems in Sri Lanka to identify the reasons for the low economic development of the country. Sri Lanka has a long history in relation to the school education system, which dates back to 314 BC. Educational institutes were established at this time with the objective of spreading knowledge about Buddhism. Sri Lanka was invaded by the Europeans (Portuguese, Dutch, and Britons) in the latter years and, during the reign of the Europeans, educational institutes were established with the objective of spreading Christianity. In 1934, a free education system was introduced from the primary level up to the university level, while the national language was designated as the main language of instruction. Currently, a 5-4-2-2 (number of school years) system has been adopted for the education from the primary level up to the senior high school. University education continues for an additional 3 to 5 years depending on the area of specialization. Technical and vocational training education starts after the completion of the junior high school. However, higher education as well as the technical and vocational education remains quite weak in Sri Lanka. Enrolment in schools of this level has been a difficult task for the youth, mainly due to the lack of capacity of such institutes. The urban-rural disparity of tertiary education has been intense. In addition, the quality of the education at the higher and technical institutes has created another problem, not only for the upgrading of higher and technical education (tertiary education), but for the economic development of the country as well. The prevailing gap between secondary and tertiary education has been unexpectedly high. As such, this paper proposes an urgent need to restructure and reorganize the higher and technical education system in order to achieve a higher level of economic development in this country.
- 2007-03-20
著者
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