| National Literacy Goals |
| YEAR |
2005 |
2010 |
2015 |
| Total adult literacy
rate (%) |
97 |
98 |
100 |
| Female adult literacy
rate (%) |
95 |
97 |
100 |
| Male adult literacy
rate (%) |
97 |
98 |
100 |
|
|
| Definition of a Literate Person |
|
A person is literate when one can both read and write with understanding
a short simple statement on his/her everyday life.
|
| Name of National Literacy Agency |
|
Non-Formal Education Branch in the Ministry of Education.
| "Literacy Facts and Figures" of Sri Lanka |
|
|
| Structure of National Literacy Agency |
 |
| Number of NGOs working in the field of literacy |
4 |
| Number of literacy classes in most recent
year |
866 in year 2000 |
| Number of classroom hours designated to achieve
basic literacy |
36 hours per month |
|
| National Policies and Strategies |
| |
| National Policies on Literacy /
Non-formal Education in Latest Policy Document on Education |
|
"Opportunities should be provided for adults to acquire
functional literacy through programmes organized by the Non-Formal
Education Branch of the Ministry of Education and Higher Education
with the assistance of non-governmental organizations and agencies.
As education is a life-long process, opportunities will have to
be provided for all those who are interested in further education"
(Reforms in General Education - National Education Commission
-1997).
|
|
| |
| Current Literacy / Non-formal Education
Objectives /Strategies |
| a. |
To provide compulsory education to all children
between the ages of 5 - 14 years. |
| b. |
To provide educational opportunities for those
who have failed to enter the formal education system or those
who have dropped out. |
| c. |
To prepare alternative structures through non-formal education
for continuing education.
|
| To achieve these objectives the following projects
have been designed: |
| a. |
Enactment of regulations on compulsory education.
|
| b. |
Survey to identify non-school-going children
and reasons for non-attendance. |
| c. |
Strategies to bring non-school-going children
within the formal and non-formal education system. |
| d. |
Attentive educational opportunities. |
| e. |
Establishment of a monitoring mechanism. |
|
|
| |
| Lessons Learned from
Past Literacy Programmes and Activities |
|
Past literacy programmes offered a wide range of curricula consisting
of mother tongue, numeracy skills, environmental education and
vocational skills. Those who came to literacy centres were able
to join the formal school according to their achievement levels.
The rest who needed vocational training joined the N.F.E. vocational
skills development programmes . Some seek employment. Those who
seek jobs need more skill development activities in these centres.
To meet these needs the existing curriculum should be modified.
The participants presently engaged in vocations acquired numeracy
and literacy skills i.e. ability to write letters, read and understand
statements or a job card relevant to their employment. These participants
are enriched and promoted to higher levels of education.
|
|
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