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Kamal AbeysingheChairman

Contents

Read the trilingual e-version @ www.magazine.edex.lk

Opinions expressed in the articles and in other material are those of the authors; they do not necessarily reflect the views or the policy of

EDEX or the attached institutions.

EXECUTIVE COMMITTEE

Sharlene de ChickeraManager - Career Services

Published byEDEX Secretariat, Royal College Union,

Rajakeeya Mawatha, Colombo 07Tel: +94 (11) 4327070

E-mail: magazine@edex.lk

Ashokbharan KumaraguruparanKusum Nandika GunawardenaAruna Chandralal PereraSrinath WijayakumaraS.M.N. Maheshika PremachandraEditorial Assistants

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Child centric education for a new world

Enhancing teacher education and trainingMrpupaH fy;tpiaAk;> gapw;rpiaAk; Nkk;gLj;Jjy;!

Rewarding and satisfying

Teaching the teacher

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jpUg;jpfukhdJk; ntFkjpaspf;ff; $baJkhdJ...

cq;fSila Jiwapy; [PtpAq;fs;

njhy;ypay; : njhopy; epiyAk; fw;ifAk;

Problem solving as a skillje֕ msؕ ,nk jD;a;shla

jD;a;Sh ;=< Ôj;a fjuq

orejka Wfoid lemùfuka

Tnf.a ye.sï md,khg Tn iu¾:o @

f;dr;=re ;dCIKh u.ska m%cdjg ksis fmdaIKh

mq¾j <udúh wOHdmkh

Careers 09

24 Smiles amidst tears Education with a difference

Careers ChartLive your career

Entrepreneurship38

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38Everything for the school going child

Youth5456

54Learn from your heartm%o¾Ykhka ;=,ska ksis M, ,nuq

Education48

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48Technology stream at ALs

Education right for the times50 NVQ jD;a;Sh iqÿiqlu

Abhaya AmaradasaConsultant

Nandun FernandoEditor

Deepal MalalasekaraGraphic/Page Layout Designer

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everyone

Chancellor, University of Vocational Technology (UNIVOTEC); Chairman, Sri Lanka Association of Civil Engineers (UK) and Member, National Education Commission; Immediate past Chairman of Tertiary and Vocational Education Commission (TVEC); former Vice Chancellor of University of Moratuwa and Open University of Sri Lanka.

Educated at St.Thomas’ College, Mount Lavinia, Professor Wijeyesekera, entered Ceylon Technical College, Maradana, soon after completing his school education. Having also studied at Institute of Practical Technology, Katubedda, he graduated in Civil Engineering from the Enfield College, London, in 1965. He read for his Doctor of Philosophy at the University of Edinburgh.

He was awarded a Honorary Doctorate (DUniv) of the British Open University for his contribution to distance and open learning, and a Honorary Doctorate of Letters (D.Litt.) of the Open University of Sri Lanka for his contribution to development of education and university management in Sri Lanka and was also awarded a Doctorate of Science of the University of Moratuwa of Sri Lanka for his contribution to higher education, university development and national development in Sri Lanka.

In 1968, Professor Wijeyesekera received the Miller Prize awarded by the Institution of Civil Engineers, London for a paper presented by him. In 1981 he received an award as one of the Top Ten Outstanding Young Sri Lankans. The Institution of Engineers, Sri Lanka (IESL) in 2006 conferred upon him the Award of Excellence in Engineering. He was conferred the National Honour of Vidya Jyothi in 2005.

Vidya Jyothi Professor Dayantha S. Wijeyesekera

Interviewed and narrated by Sharlene De Chickera and Aruna Perera

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Vidya Jyothi Professor Dayantha S. Wijeyesekera

A path for

Professor Dayantha Wijeyesekera, an iconic figure and inspiration in the field of education shares his views for the benefit of our youth, with the O/L qualified student foremost in his mind

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What is tertiary education?

Tertiary education is very important. It applies after a student completes his or her post-secondary education. Tertiary education is post-secondary school education including higher education of which a major component is university education with professional education, vocational training and skills development.

Higher Education is essentially post-secondary education that takes place after successful completion of GCE A/ Level or equivalent.

While nearly 185, 000 students out of nearly 300, 000 who sit for GCE Ordinary Level examination annually, qualify for the GCE Advanced Levels, admission to state university system which is usually the highest preference has opportunities only for about 30,000 students based on Z-score evaluations. There would

at the moment conducting such courses. There are also government bodies that provide recognized qualifications under the aegis of University Grants Commission.

Then there are distant learning programmes as well. Distance education is now being practiced more. There are also some institutes that are not subjected to z-score based entry modes such as the Kotalawela Defence University, Buddha Shravaka University, Ocean University and the UNIVOTECH.

One excellent alternate is the NVQ system. We have NVQ levels 1-7 for those who have dropped out of the school system at various stages. However, this system is based on competency standards. There are standards even for a garbage collector.

For example, from the NVQ level 4 up to certification levels, a youth can gain a qualification as a skilled worker such as being an Electrician, a Welder, a Book binder, etc. Level 5 & 6 constitutes the diploma level. Level 7 constitutes an equivalent to the degree.

Eventually all courses are aligned to the NVQ framework to ensure quality and consistency.

There are also opportunities through recognised "off - shore education programmes" offered by universities listed by the University Grants Commission as acceptable. Opportunities are also widely available to obtain graduate equivalent and professional qualifications through various recognized international qualification awarding bodies such as City and Guilds, EDEXCEL, TAFE, EDHAT, IVQs etc.

You do not necessarily have to have A/Ls as a benchmark. There are many foundation courses or bridging courses as well. These are relevant for only that particular subject.

Pinnacle6 Pinnacle 7

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Wiia wOHkh b;du;a ;rÕldÍ

iajNdjhla orkjd' iEu jirlg

isiqka 125"000 muK rdcH úYaj

úoHd, moaO;hg mßndysrj

úl,am wOHdmk wdh;k lrd

fhduq jkjd' Wiia ämaf,daud

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fuys§ f;dard .ekSï f,i .;

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moaO;sh (TVET) ;=< ta i|yd

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fldñiu u.ska kshdukh lrkq

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fCIa;% reila fï i|yd újD;j

mj;skjd' Bg wu;rj ud i|yka

fkdl< fCIa;% reila o fuys§

y÷kd.; yelshs'

;reK fm< i|yd újD;j we;s wfkl=;a wOHdmk wjia:d fudkjdo @

jD;a;slhkaf.a wdh;k tluq;=j

(OPA) ;=< wdh;k 48la muK

mj;sk w;r bka 17la muK

jD;a;Sh mdGud,d mj;ajdf.k

hkjd' Bg wu;rj ;j;a fndfyda

rdcH yd mqoa.,sl wdh;k jD;a;Sh

lsÍula muKhs' Bg úl,am

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Wiia fm< yd iïm%odhsl úYaj

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foudmshkao wêl f,i wjOdkh

fhduqlr isàu ñ;Hdjla hk

u;h iudc.; lsÍu ld,Sk

wjYHd;djhla jkjd'

fujeks me;sr .sh mq¿,a wjia:d fj; YsIHhka fhduq l< yelafla flfiao @

fuu úúO;ajh .ek óg jvd

wod, md¾Yj ±kqj;a lsÍu

w;HdjYHhs' WodyrKhla f,i

isx.mamQrefõ mj;sk wOHdmk

l%uh ;=< miajk fY%aKsh ;rï

my< wjÈhl§ isiqka ish wkd.;

jD;a;Sh Ôú;h f;drd .kakjd'

fndfyda isiqka úúO fCIa;%

flfrys ksmqKhka jqj;a wkjYH

f,i fjk;a isysk flfrys

fhduqùu ksid úYd, f,i

wjia:d yd ld,h wysñ lr f.k

;sfnkjd'

foudmshkag ish orejd

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ffjoHjrfhl= hehs mejiSu

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iudk ye.Sula iys;j mejish

yels wdl,amuh fjkila flfrys

wm yels blaukska hd hq;= jkjd'

yd ;D;Sh wOHdmk mdGud,d

mj;ajd f.k hkjd' wud;HdxY

20la muK fuu ld¾hhg >Dcq

odhl;ajh imhkjd' Bg wu;r

úYaj úoHd, m%;smdok fldñiu

(UGC) u.ska wkqu; lr mdGud,d

ixúOdkh lrk rdcH wdh;k

.Kdkdjla we;'

óg wu;rj ÿria: wOHk

jevigykao ;sfnkjd' fuu

l%uh ±ka ±ka b;d ckm%sh fjñka

mj;skjd' bfiâ ,l=kq l%uh u;

mokï fkdjQ id.r úYaj úoHd,h"

jD;a;Sh yd ;D;Sh úYaj úoHd,h

(UNIVOTEC), wkqrdOmqr nqoaO Y%djl

úYaj úoHd,h jeks wdh;k o

úúO mdGud,d mj;ajdf.k

hkjd'

wfkla jeo.;a úl,amhla jkafka

cd;sl jD;a;sh mqyqKq iy;sl

(NVQ) ,nd .ekSfï l%ufõohhs'

fuys§ NVQ uÜgï tfla isg

y; olajd fY%aKs.; lsÍula lr

;sfnkjd' fuys§ iïm%odhsl

wOHdmk l%u fõofhka .s,syS

.sh ´kEu YsIHfhl=g ;udg

.e,fmk mßÈ ;u wOHdmkh

ilialr .ekSug ud¾.h újD;j

mj;skjd' je,aäkalrejka" úÿ,s

ld¾ñlhka" fmd;a nÈkakka"

fïikajreka wd§ ish¿u ksmqK;d

fCIa;% ioyd fuu l%ufõoh

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Wiia fm< hkq tla m%ñ;s.; Y%S ,xld jD;a;Sh ;dCIK úYaj úoHd,fha ^UNIVOTEC& Wml=,m;s( Y%S ,xld isú,a bxðfkare ix.ufha (UK) iNdm;s( cd;sl wOHdmk fldñifï iudðl( ;D;Shl yd jD;a;Sh wOHdmk fldñifï ysgmq iNdm;s( fudrgqj úYaj úoHd,fha yd Y%S ,xld újD; úYaj úoHd,fha ysgmq Wml=,m;s

.,alsiai Ydka; f;dauia úoHd,fhka uQ,sl wOHdmkh yeoErE Tyq miqj urodk ld¾ñl úoHd,fhka ;dCIKsl wOHdmkh ,eîh' lgqneoao m%fhda.sl ;dCIK wdh;kfhka o wOHdmkh ,enQ Tyq 1965 ,kavkfha tka*S,aâ úoHd,fhka isú,a bxðfkare úoHdj ms<sn| m%:u Wmdêh ,eîh' bkamiq fyf;u täkanfrda iriúfhka wdpd¾h Wmdêh Èkd .;af;ah'

ÿria: yd újD; wOHk l%shdj,sh fjkqfjka Tyq l< iqúfYaIS fufyjr Wfoid ì%;dkH újD; úYaj úoHd,h u.ska Tyq fj; iïudk wdpd¾H Wmdêhla m%odkh lrk ,§' Y%S ,xld újD; úYaj úoHd,h yd fudrgqj úYaj úoHd,h o Tyq fj; iïudk wdpd¾H Wmdê msßkud we;'

1965 § ,kavkfha isú,a bxðfkare wdh;kh Tyq fj; ñ,¾ iïudk ;Hd.h msßkuk ,oafoa Tyq bÈßm;a l< m¾fhaIK m;%sldjla fjkqfjks' 1981 § Tyq Y%S ,xldfõ isá úYsIaG;u ;reKhka oifokd w;rg f;drd.kq ,eìK' 2006 § bxðfkare úoHdj fjkqfjka Tyq l< woaú;Sh fufyjr fjkqfjka Y%S ,xld bxðfkare wdh;kh (IESL) úiska we.hSug ,la flßk' 2005 § Tyq fj; úoHdfcda;s iïudkh m%odkh flßk'

úoHdfcd;s uydpd¾h ohka; tia' úchfialr

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wOHdmk fCIa;%fha fndfyda w;aoelSï we;s ±jeka;fhl= jk úoHdfcd;s uydpd¾h ohka; tia' úchfialr

uy;d iuÕ mj;ajk ,o iïuqL idlÉPdjls

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Association of Chartered Certified Accountants

Now is the time to invest on your talents in furthering your education of a career of your choice. The days of having a single professional qualification to get one’s foot in to the corporate world is coming to an end; in today’s competitive job market, having more qualifications means having a sharper edge that will take you further up the ladder faster.

Qualification For whom Useful Information

ACCA Professional Qualification

Post A/L students (2 C passes in A/L & 3 C passes in O/L including math & English) and graduates who want to purse a globally mobile career as a finance professional

Exams – Comprise 14 papersEthics – Students need to complete an online ethics module prior to applying for membership.Experience – 3 years relevant practical experience during, before or after exams.

Introductory Certificate in Finance & Management Accounting

Post O/L students

Comprise 2 papers

Intermediate Certificate in Finance & Management Accounting

Comprise 2 papers

Diploma in Accounting and Business Comprise 3 papers

Certified Accounting Technician (CAT) Students over 16 years of ageCAT provides an early start to the young student who can use CAT as a foundation for the ACCA Professional qualification or as the basis for seeking employment

BSc (Hons) in Applied Accounting from Oxford Brookes University UK

ACCA Professional scheme students complete the first 9 papers of the ACCA examinations + a research project + an ethics module

Contact the ACCA Sri Lanka #424, R A De Mel Mawatha, Colombo 3.

2301920/2301923E mail info@lk.accaglobal.com www.accaglobal.com

Interested in building a globally mobile career?

9Careers 9

Child centric education

for a new world

By Sharlene De Chickera

Maria Montessori

Being a pre-school teacher is for those who discern to give more than receive, and wish to ensure that children learn in a modern day environment with values. The teaching experience is very rewarding both quantitatively and qualitatively.

“Since I took my vows of obedience the first and last assignment for me was to teach. I have loved the work from day one. Teaching a child means serving the humanity,” said Sister M. Stanislaus, the Directress of Good Shepherd Maria Montessori Training Centre in Colombo. It is the only authorised Training Centre in Sri Lanka affiliated to the Association Montessori Internationale (AMI), headquartered in the Netherlands.

The Training Centre nestled in the heart of St. Bridget’s Covent, Colombo, is equipped with the latest ergonomic and child friendly apparatus for prospective trainees to learn the ropes of teaching and creating a child friendly environment. The trainees here are given a holistic exposure based on the principles of Maria Montessori.

“We are very particular about addressing psychology of a child, how to respect them. We thus teach our trainees how to treat children with dignity and love,” she emphasised. The development of a child while incorporating vital characteristics of human personality, aspects of healthy physical growth and important phases of a child’s development with relevant milestones are all dealt with details at this training centre.

Power of playPlay is seen as the most vital tool

to develop the cognitive capabilities of a young child. “There is less emphasis on a child’s day to day life. We uphold this concept as being fundamental to any child’s development,” opined Sister Stanislaus.

“We generally take in toddlers aged 2 years to AMI Houses for Children, if the children are potty-trained. If a child can walk, open boxes and demonstrate independence we can take them on board, even if they can’t talk,” said Sister Stanislaus.

The Diploma programme

The local AMI Training Centre offers a two year Diploma programme. “We commenced the programme for this year in May 2014, with 50

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Careers10 11Careers 11

We are very particular about

addressing psychology of a

child, how to respect them. We thus teach our trainees how to treat children with

dignity and love

students. This is an increase from the last year’s intake of 46 students,” said Sister Stanislaus.

The Diploma course covers application of the Montessori Method of pre-school mode of education to children belonging to the age group of 3 - 6 years. At the conclusion of the first year, students who are successful at theoretical and practical examinations are admitted in to the second year. During the first year, the Diploma course focuses on child psychology, theory of the Montessori Method and identification and demonstration of Montessori apparatus.

During the second year of the Diploma programme, trainees are placed at various recognized Montessori schools of children, to enrich their skills with real life experiences with practical exposure. The trainees are also rotated within various places once in every three months, to enrich their level of exposure. During their placement periods, trainees have to record

are eligible to be enrolled in to this Diploma programme in AMI Montessori Method. Classes are held during weekday afternoons. “The teaching techniques are uniform and follow the pure methods first introduced as the AMI method,” noted Sister Stanislaus.

There are currently 6 Trainers at the AMI Training Centre, some of them further qualified with post graduate degrees and relevant experience to teach the AMI method, having completed it themselves.

Sister Stanislaus herself counts over 54 years of experience in pre-school education, and has trained hundreds of trainees. She has travelled to the St. Lorenzo House of Children in Rome where Maria Montessori conducted her classes more than 200 years ago.

“The original buildings have been renovated and upgraded but some original class-rooms still stand. Even one Rose vine planted by Maria Montessori is still in bloom,” she smilingly recollected.

The Department of Early Childhood and Primary Education at the Open University of Sri Lanka (OUSL) was established in year 1999. It conducts training programmes for pre-school teachers.

In addition, it coordinates the activities of three model pre-schools situated at three Regional Centres of the OUSL.

It offers a diploma programme in Early Childhood Education and Primary Education to improve the quality of early childhood education and primary education in Sri Lanka. It is designed to enable the participants to perform effectively as teachers and care givers.

There is also a certificate programme in pre-school education that is conducted in all three languages of English, Sinhala and Tamil. The

duration of the programme is one year. In addition, there is an advanced certificate programme in pre-school education.

“Many students who gain these certificates can get employed in local pre-schools, go overseas or become entrepreneurs by starting their own pre-schools. In countries such as Australia, New Zealand and Dubai, there is a great demand for those who possess such certificates in pre-school education,” stated Dr. Anoma Ariyaratne, Head of Department of Early Childhood and Primary Education at the Open University of Sri Lanka.

their observations of students and maintain other salient records, while making themselves ready for final examinations.

Anyone over 16 years age, with successful results at GCE ordinary level or equivalent examination

By Sharlene De Chickera

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fojk jir ;=,§ mqyqKqjkakka úúO ms<s.;a fudkaáfidaß mdi,a i|yd fhduq lrk w;r Tjqka tys§ m%dfhda.sl mßirhg ksrdjrKh jkjd fukau ;u ksmqK;djhka jvd;a it, lr.; yels ukd bv m%ia:djla o ,efí' ;=kauilg jrla kj wdh;khlg iy mßirhlg fhduq lsÍfuka Tjqkaf.a oekqu fukau ksmqK;djhka ;jÿrg;a j¾Okh lr .ekSug bv i,id we;' fuu ld,h ;=, wjika mÍlaIKhg iqodkï jkjd fukau ;u isiqka ms,sn| ksÍlaIKhka iy b;d jeo.;a lreKq ms,sn| jd¾;d ;nd.; hq;=fõ'

mYapd;a WmdêOdÍka we;=¿j iqÿiqlï ,;a yd m<mqreÿ wdpd¾hjreka 06 fofkl= j¾;udkfha fuys isák w;r fuu ämaf,daud mdGud,dj yeoEÍu i|yd wfmdi idudkH fm< iu;a iy jhi wjqreÿ 16g jeäúh hq;=h' i;sfha Èkj, ijiajre j, mka;s meje;afjk w;r AMI b.ekaùï Ydia;%Sh l%u u.ska m,uqj y÷kajd§ we;s talSh b.ekaùï l%u muKla wkq.ukh lrk nj weh ;jÿg;a mejiSh'

jir 200lg fmr ußhd fudkaáfidß (Maria Montessori) uy;añh úiska foaYk meje;ajQ frdaufha msysá Ydka; f,dfrkafida <ud ksjyfka

(St' Lorenzo House of Children) ixpdrh l< we;s iagksiaÆia lkHd fidfydhqßhg (Sister Stanislaus) jir 54l w;aoelSï we;s w;r kjl isiqka ish .Kklg fmr mdi,a wOHdmkh ms,sn| mqyqKqj ,nd§ we;'

fmr mej;s f.dvke.s,s wÆ;ajeähd fyda jeä ÈhqKq lr we;s kuq;a iuyr mka;s ldur ;ju;a tfiau mj;S' tfiau ußhd fudkaáfidß (Maria Montessori) uy;añh me, l, frdai jef,a wog;a u,a mqÈk nj weh iskdyuqiq uqyqKska hq;=j mejish'

fmr mdi,a .=rejrhd ;ud ,nkjdg jvd jeähula ,ndÈhhq;= nj jgyd .ksñka <uqka yg kq;k mßirh ;=, idrO¾u wdrlaId lr.ksñka wOHdmkh ie,iSug wemlem fjhs'

iagEksiaÆia lkHd fidfydhqßh (Sister Stanislaus) mjik mßÈ <uqka yg b.ekaùu hkq ukqIH;ajhg lrk fiajhls' ;jo weh wjk;Ndjfha m%;s{dj f,i b.ekaùu ;u m<uq iy wjika kshuh f,i úYajdi lrhs' ;jo weh fuu ld¾hhg m<uq Èk isgu weÆï lr we;'

fld<U hym;a tfârd ußhd fudkaáfidß mqyqKq uOHia:dkfha (Good Shepherd Maria Montessori Training Centre) wOHlaIjßh weh jk w;r fuh fko¾,ka;fha uq,ia:dkh msysgqjd we;s wka;¾cd;sl fudkaáfidaß ix.uhg Association Montessori Internationale (AMI) wkqnoaO ,xldfõ tlu n,h ,;a mqyqKq uOHia:dkhhs'

ußhd fudkaáfidß (Maria Montessori) uy;añh wdrïN l, uq,O¾u u; mokïù fuu uOHia:dkfha mqyqKqj ,nkakka yg mßmq¾K ksmqk;ajhla ,nd .; yel'

fuu mqyqK uOHia:dkh fld<U Ydka; ì%cÜ lkHdrduh ;=, (St. Bridget’s Covent) msysgd we;s w;r <uqkag iqÿiq fukau kùk WmlrKj,ska iukaú;ù we;' fuu.ska wdOqkslhskag <ud wOHdmkh ms<sn|j;a <uhska ioyd iqÿiq mßirhla ks¾udKh lsÍu ms<snoj;a W.kajhs'

weh wjOdrKh lrk mßÈ fuys mqyqKqj ,nk isiqka yg <ud uki" <uqka yg .re ie,ls,s olajkafka flfiao @ ohdj iy .re;ajfhka hq;=j <uqka iu. lghq;= lrkafka flfiao @ hk ldrKd ms,sn|j ksis mqyqKqqjla ,ndfoa' ;jo <ud

ixj¾Okh iu. iïnkaO jeo.;a mshjrhka" udkj fm!reIh;ajh iy ys;lr YdÍßl j¾Okhka jeks b;d jeo.;a lreKq ms,sn| .eUqre m%d.=KHhhla fuu wdh;kh ;=,ska ,nd.;yel'

fi,a,fï iúh<ud ld,h ;=, orejl=f.a

{dkd;aul yelshdjka j¾Okhg l%Svdj w;HjYH fuj,uls' iagksiaÆia lkHd fidfydhqßh (Sister Stanislaus) mjik mßÈ fuu ixl,amh <uhl=f.a j¾Okhg n,mdk uq,sl wdOdrlhls' ;jo l;d lsÍug fkdyels jqj;a weú§ug yels" uq,sl ikSmdrlaIl lreKq ms,sn| hï mqyqKqjla we;s iy iajdëkj hï hï lghq;= l<yels" jhi wjqreÿ 2g jeä orejka fuu ksjig (AMI Houses for Children) Ndr .kakd nj weh mjihs'

ämaf,daud mdGud,djjir foll ämaf,daud

mdGud,djla AMI mqyqKq uOHia:dkh u.ska mj;ajk w;r fuu jif¾ uehs ui kjl isiqka 50 fokl= n|jdf.k we;' isiqka n|jd.ekSu 46 isg 50 olajd fuu jif¾§ jeälr we;s nj weh ;jÿrg;a mejiSh'

fuys m<uq jir ;=, YsIHhkag jhi wjqreÿ 03;a 06;a w;r <uqka i|yd fmr mdi,a wOHdmk l%uhka Ndú;h fukau <ud uki" fudkaáfidaß l%u m<sn| isoaOdka; lreKq wdjrKh lrk w;r fudkaáfidaß WmlrK y÷kd.ekSu iy wdo¾Ykh jeks lreKq i|ydo wjOdkh fhduq lrhs'

bka miq jir wjidkfha isoaOdka; iy m%dfhda.sl mÍlaIKfhka iu;ajk isiqkag fojk jir ioyd we;=,;a úh yelsh'

igyk Yd,Ska o Ñflard mßj¾;kh Y%Skd;a úchl=udr úisks

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13Careers 13

Y%S ,xld jr,;a .KldêldÍ wdh;kh

jk Microsoft, Sage, Oracle iy SAP wdh;k iuÕ wjfndaO;d .súiqï j,g t<U we;s w;r YsIHhkag fuu uDÿldx. Ndú;fha ukd mqyqKqjla wm wdh;kh u.ska ,nd fokq ,efí'

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wfkdaud fmf¾rd uy;añh

;Dma;su;a M,odhS

wdpd¾h ußhd fudkaáfidaß (Maria Montessori) ue;sksh úiska rÑ; zzwjfYdaIk ukiZZ kue;s lD;sfha ioykaù we;s mßÈ Wmf;a isg jir 06 olajd jk uq,a <udúh ld, mßfÉoh ðú;fha b;d iqúfYaI;u ld,hls' fï nj miqj l, wOHhkhka u.ska úúO wjia:djkays§ ;yjre lr we;s w;r Ñldf.da iriúfha wdpd¾h fnkacñka weia í¨ï ^Benjamin S' Bloom& uy;df.a zzudkj ix,laIHkays ia:dhS;dj iy úm¾hdihZZ kue;s .%ka:fhka ikd: lrk mßÈ mqoa.,hl=f.a mßK; nqoaêh Wmf;a isg jir 04la olajd ld,h;=, 50] la jefvk w;r bÈß jir 04 ;=, ;j 30] m%udKhlska j¾Okh fõ'

b,aÆu ;u orejkag iqrlaIs; ohdfjka hqla; mßirhla" ,nd§fï wjYH;djh f,dj mqrd fouõmshka jeä jeäfhka y÷kd .kakd w;r fuu wjYH;dj uq,a <udúh wOHdmkh ioyd ie,lshhq;= b,aÆula ks¾udKh lsÍug bjy,a ù we;';u orejka ioyd iqÿiqu mßirhla i,id§ug we;s wjldYhka fouõmshka yg we;s úúO j.lSï u.ska wyqrd we;s neúka oyj,a ld,fha§ jeäysá fouõmshka fyda orejka n,kakka u.ska ;uka ,Õ ke;s wvqj msrùug /lshdjkays kshq;= fouõmsfhda lghq;= lr;s' flfiafj;;a fuhska wfmalaIs; m%;sM,h jk orejl=f.a mq¾j <udúfha iS>% nqoaê j¾Okhg iqÿiq jgdmsgdj ieliSug fkdyels ù we;' <ud udkisl j¾Okfhka 80] ixfõ§u ld, mßÉfþoh ;=, isÿjk neúka Tjqkaf.a b.ekqug we;s iyc wNsreÑh j¾Okh lsÍug iqÿiq jgdmsgdjla ieliSu w;HjYHu ld¾hhls'

Y%S ,xldfõ ;;ajhmq¾j <udúh wOHdmkh ioyd by, ie,lSula Y%S ,xldj ;=, we;s w;r fuh b;d i;=gqodhl ;;ajhls' cd;sl wNsu;d¾: idlaId;a

lr.ekSfï wruqKska hq;=j orejkaf.a udkisl" wOHd;añl" nqoaêuh iy fm!reI ixj¾Okh lsÍfï ld¾hfha cd;sl wOHdmkh wdh;kh uyÕ= fufyhla bgqlrhs' 1999 j¾Ifha§ wdrïN lrk ,o Y%S ,xld újD; úYajúoHd,fha mq¾j <udúh iy m%d:ñl wOHdmk wxYh u.ska fmr mdi,a .=re mqyqKqj iy m%dfoaYsh wdo¾Y fmr mdi,a l%shdldÍ;ajh fufyhùu isÿlrhs' m%dfoaYsh uÜgfï fmr mdi,a ,shdmÈxÑ lsÍu" wëlaIKh iy ksÍlaIKh m<d;a iNd u.ska l%shd;au lr;s' ;jo 2003 cq,s ui 08 jeksod niakdysr m<d;a iNdj fmr mdi,a l%shdldÍ;ajhg wod,j 2003 wxl 04 ork wd{dmk; iïu; lr.kakd ,o w;r fuu.ska fmr mdi,a l%shdldÍ;ajh iy m%ñ;sh mÍñ; ksÍlaIKg jr,;a wêldßhla msysgqjk ,§'

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^fuh Y%S ,xldfõ ku.sh fmrmdie,l

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úiska rÑ; ,smshl mßj¾;khls' weh

fudkaiáfidß wOHdmkh l%u ^Montessori Method of Education& ms,sn|

ämaf,daudOdß The Wendy Whatmore Academy fha kdgH iy l:kh ms<sno

iqÿiqlï,dNS .=rejßhls' ;jo weh jir 15

nexl=uh jD;a;shl ksr;j we;s w;r fmr

mdie, wdrïNhg fmr weußld tlai;a

ckmofha§ .=rejßhl f,io fiajh lr we;&

mq¾j <udúh wOHdmkh

jD;a;shls igyk wfkdaud fmf¾rd mßj¾;kh Y%Skd;a úchl=udr úisks

Careers14 15Careers 15

Opportunities are wide open in Sri

Lanka for interested individuals to take up early childhood

education as a career. A career in early

childhood education can be one of the most satisfying professions as it offers the chance

to teach kids when they are most open to

learningThe National Institute of Education is focusing on young individuals’ emotional, spiritual, intellectual and personality development with a view to achieve national goals. Open University of Sri Lanka established the Department of Early Childhood and Primary Education in year 1999 to conduct training programmes for pre-school teachers and coordinates activities of model pre-schools in regional centres

In her book, The Absorbent Mind, Dr. Maria Montessori explained significance of

early childhood as “the most important period of life from birth to the age of six years.” This has been repeatedly confirmed in recent studies of the subject. Dr. Benjamin S. Bloom of University of Chicago presented reports of analysis in his book Stability and Change in Human Characteristics to conclude that each individual develops 50% of mature intelligence from conception to age of four and further 30% during the next four years.

DemandParents around the world are becoming more acquainted with the need for safer and caring environment for their young ones, creating a considerable demand for early childhood education. Other commitments do not always permit parents to provide the best environment for their children. Working parents make arrangements to compensate the absence of their intimate care during daytime, through grandparents or caregivers. However, caring

A career in Early Childhood Education

Rewarding and satisfying

kids when they are most open to learning. It is not difficult to switch from another profession to build a career in this field as teachers, trainers, administrators, counsellors or therapists.

A professor during a seminar recently stated the primary objective of pre-school education as ‘making happy children’. He went on to explain the importance of a pre-school teacher in moulding the character and building personality of individuals during early childhood. It is the pre-school teacher that will help parents to build sound foundations for children to progress through primary, secondary and higher education in fashioning successful careers for themselves.

TraitsTo succeed in an early childhood education career, one must be patient, creative and committed to help young children to learn. Teachers, trainers and administrators should develop excellent communication skills, to keep the attention of young children and harness support of parents.

Role of parents should not be underestimated since parents remain the primary source of mental and physical development of infants and children during early childhood. Teachers must keep close rapport and support the working parents to make their children independent and spending time at home profitably. Teachers encourage children to freely communicate and share things with classmates. Children observe and memories what they

see and hear during school time to re-enact and practice things at home. They take much pride in relating what they learn and at times even correcting parents.

Being the role model of a young child, most vital responsibility of a pre-school teacher is to prevent the tender mind from absorbing unnecessary things.

(The writer is Principal of a leading pre-school. She is a qualified teacher in Speech & Drama at The Wendy Whatmore Academy and holds a Diploma in Montessori Method of Education. She has teaching experience in the USA and had pursued a career in banking for over 15 years, before starting her own pre-school.)

and babysitting in this manner fall short of expectations and do not give desired results as growth of intelligence is exceedingly rapid and greatly influenced by the environment during early childhood. Since 80% of child’s mental development takes place during this sensitive period, it is important to provide favourable conditions for children to cultivate their own natural desire to learn.

Sri Lankan contextImportance given to early childhood education in Sri Lanka is encouraging. The National Institute of Education is focusing on young individuals’ emotional, spiritual, intellectual and personality development with a view to achieve national goals. Open University of Sri Lanka established the Department of Early Childhood and Primary Education in year 1999 to conduct training programmes for pre-school teachers and coordinates activities of model pre-schools in regional centres. At local government level, registration, supervision and monitoring of pre-schools are vested with the Provincial Councils. The Western Provincial Council adopted the Pre-School Statute No. 04 of 2003 on 8th July 2003 and has appointed a Competent Authority which closely monitors the pre-school activities maintaining required standards.

Career prospectsOpportunities are wide open in Sri Lanka for interested individuals to take up early childhood education as a career. A career in early childhood education can be one of the most satisfying professions as it offers the chance to teach

By Anoma Perera

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Careers18 Careers 19

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Careers20 Careers 21

Enhancingteacher education and training

By Sharlene De Chickera

The teaching profession is upheld as a one that is essential for moulding the younger generation in to educated, disciplined and responsible citizens. It is unarguably accepted that the onus is on teachers to set the young minds on correct path, not only by teaching, but by setting examples as well.

Transformation of teaching Prof. P. C. Packeer Jauffer, Professor in Secondary and Tertiary Education at NIE said that there is a great demand for graduate teachers in the local education sector.

“Earlier, even those with a mere pass at Grade 5 could join the teaching profession. This entry barrier was later advanced to being successful at GCE Ordinary Level examination, which was again raised up to passing GCE Advanced Level examination. Current situation is that one needs a university degree or an equivalent professional qualification in teaching, to become a teacher,” he elaborated.

There are many avenues for those interested in education sector to enter the teaching profession, such as graduating from 18 Colleges of Education and 8 Teacher Training Colleges spread island wide, which offer BA, MA, MPhil, Post Graduate and Allied Degrees.

The posts considered are for teachers, principals and administrative staff, directors and teacher trainers.

Sri Lanka National Institute of Education (NIE) is the prime state institute in the country providing leadership and setting paths for development of general education with quality, equity and relevance to society. It provides specialist courses

in management and leadership in education and professional courses, degrees, diplomas and certificates in teacher education which are awarded to educational personnel including educational administrators, teacher trainers and teachers in government institutes as well as other organisations, both locally and overseas.

It has many programmes and courses that assist teachers in training and development of their skills.

Courses on offerCourses on offer include Diploma in Early Childhood and Primary Education, Bachelor’s, Post Graduate Degrees and Diplomas in Education which provide for development of teaching skills. Specific courses such as Post Graduate Degrees and Diplomas in Education Management and a Diploma in School Management provide for enhancement of managerial and administrative skills of administrators in the education sector. There are also short term thematic workshops in education management.

There are also courses that cater to the special education sector, which requires special characteristics and traits in practical terms. They include Certificate Course for Pre-School Teachers of Hearing Impaired Children, Diploma in Sign Language and Post Graduate Diploma in School Counselling. These programmes enhance the skills of teachers to address needs of differently abled children with confidence.

Certain other programmes such as Diploma in Teaching English as a Second Language, Additional Language Improvement Course and Diploma in Teaching Japanese as a Foreign Language are also available for teachers to enhance their skills.

Sri Lanka National Institute of Education (NIE) is the prime state institute in the country providing leadership and setting paths for development of general education with quality, equity and relevance to society. It provides specialist courses in management and leadership in education and professional courses, degrees, diplomas and certificates in teacher education which are awarded to educational personnel including educational administrators, teacher trainers and teachers in government institutes as well as other organisations, both locally and overseas

Special rolesFaculty of Educational Leadership and Teacher Education at NIE is one key division responsible for enhancing managerial and leadership competencies of educational administrators and professional development of teacher trainers and teachers.

Its Department of Open School proposes to offer equal educational opportunities for all those deserving, whilst Department of Electronic Dissemination is responsible for producing audio video materials for the benefit of school community. Department of Inclusive Education is responsible for introduction of best learning practices to the system through research and experiments.

Education for allCurrently Prof. Jauffer is promoting the research-based culture and revising the syllabuses at NIE, which he hopes to complete by August, this year. He stated that it is important to increase the focus on radio and television as communication technologies and use them as a media to directly support a wide variety of learning processes

“The aim of NIE is to provide support for open learning and make it possible for everyone to use all available learning opportunities to develop and enhance their skills and aptitudes in order to achieve the goal of providing ‘Education for All’,” he informed.

Other strategic objectives of NIE include formulation of long-term policies, establish co-ordination among national and international agencies and provision of curriculum and learning instructional materials, modules and web based learning as necessary for the system.

Prof. P.C. Pakkeer Jauffer

Prof. P.C. Pakkeer Jauffer

Professor in Secondary & Tertiary Education, NIE, commenced his career in the world of education at just 18 years, after his A/

Ls by teaching mathematics and science at a rural school in Akkaraipattu. Even after completion of his BSc degree at the

Jaffna University, he taught mathematics and chemistry for A/L students. Though he was offered the post of Principal of Zahira

College, Mawanella, in 1986, he chose an academic position at the Open University of Sri Lanka that was also offered in

1986. From there he had his career carved in to teacher training. He has attended a training programme at

Simon Fraser University in Vancouver, Canada.

Careers22

Teaching the teacher

Department of Secondary and Tertiary Education is a pioneering departments of the Open University of Sri Lanka (OUSL) which was originally named Department of Education. It currently serves about 3500 students enrolled in to seven study programmes, out of which five are at post graduate level. The department also offers a stand-alone on-line course.

Around 100 visiting academics and 400 master teachers from other universities, National Colleges of Education, National Institute of Education and schools help the Department in its programmes, in addition to its permanent academic staff.

Programmes for teachers-to-be

Some programmes on offer for students who are interested in becoming teachers are Educational Psychology, Comparative Education, Measurement and Evaluation, Comparative Education, Educational Guidance and Counselling, Technical Education Management, Curriculum Theory and Practice, Child Rights and Multi-Grade teaching.

“What is required is connectivity and the passion for teaching. Also the

By Sharlene De Chickera, Aruna Perera and Maheshika Premachandra

selflessness of the teacher comes in to play,” said Ranjan Gonsalkoralage, Head of the Secondary and Tertiary Education Department at the OUSL.

There is also a degree programme in Drama and Theatre to provide opportunities for those who have obtained the Higher Diploma in Drama and Theatre from the Tower Hall Theatre Foundation to join the teaching profession.

Multi-grade teachingThe Department offers in

partnership with the Commonwealth of Learning (COL) a short course to support teachers who teach in multi-grade classrooms in Sri Lankan schools.

“Multi-grade teaching methods are specially required for rural schools. The teacher has to be competent in teaching parallel grade students of different ages the same subject. The teacher needs a special skill to be attentive to many children at the same time, who are of different ages. This is not an easy task,” he added.

For those in the fieldA short course on research

methodology is offered to enable students to develop an inquiry based research oriented frame of mind. The

objective is to facilitate application of research skills to improve effectiveness of day-to-day activities at educational institutions, especially at schools.

The Department offers an online course titled Teacher Educator as an Educational Technologist, developed in collaboration with Distance Education Partnership Programme (DEPP) of Distance Education Modernization Project (DEMP). It enables any person engaged in education such as teachers, principals, educators, trainers etc., to develop competencies in educational technology.

There is also a post graduate diploma in programme 5in education, aimed at providing professional training to graduate teachers and other graduates who are in the field of education.

Dearth of teachersAccording to Gonsalkoralage, there

is a dearth of teachers in the country which does not augur well for the education system. “There are some schools in Sri Lanka with just one teacher. lack of resources, inequality of staff and aspects such as counselling and career guidance have to be considered in a positive frame-work for the benefit of all students,” he said.

Mr. Ranjan Gonsalkoralage

“Live as if you were to die tomorrow, Learn as if you were to live forever” is a famous saying by Mahatma Gandhi implying that learning should be a lifelong endeavour. In today’s dynamic world where innovations can become obsolete at the blink of an eye and technology governs every aspect of human lives, the evolution of technology driven distance education has transformed education sector from a teacher centric model to a student centred model making lifelong learning a reality by extending beyond physical boundaries of a classroom.

When Caleb Philips advertised in the Boston Gazette way back in 1728 to teach shorthand through mail, he would never have envisaged that it would lead to the development of the concept of distance education. It took a few more generations for distance learning concept to get established in Sri Lanka, which eventually happened in the 1970’s. The distance education in Sri Lanka started as a correspondence based model using print media and the medium of delivery was the postal service. The students had to self-learn by reading the course material and then complete and post back the course work as directed. The computer and word processor era was yet to dawn and the technologies of the day were the type writers and Roneo machines that we rarely see these days. Established in 1976 to provide tertiary education Sri Lanka Institute of Distance Education (SLIDE) through correspondence based model was the pioneer organization that introduced distance education to Sri Lanka. In 1980 SLIDE was absorbed into the Open University of Sri Lanka (OUSL) which contributed immensely towards popularising distance education in Sri Lanka.

Over the years as technological advancements began to take root, Audio visual media became essential in the delivery of distance learning programmes. “Follow Me” was one such immensely popular distance

educational programme

that used television to teach English to the masses in the 1990's. It was a BBC English Language Programme aired on Rupavahini that had an estimated audience of around Six Million people at its peak. Text books were printed and language centres opened across the country enabling both young and adult population to sit for examinations administered by University of Warwick in UK and get a valuable certificate. Radio too was a popular medium to deliver distance education programs with a far wider reach than television. Computer related multimedia such as Audio Cassettes, Diskettes, CD ROMS, helped distance learning to evolve with technology over time. Personal computers gradually became readily available to students and internet connectivity increased paving the way to the extensive use of internet for distance education. The National Online Distance Education Service (NODES) was developed by The National Distance Education Network (NDEN) with funds from the Asian Development Bank as part of the Distance Education Partnership Programme (DEPP) with the government and many universities such as the Open university of Sri Lanka, University of Colombo, public institutions such as Sri Lanka Institute for Development Administration and many other partner institutions have launched distance education programmes through NODES over the years. The internet based distance education has evolved to such an extent that such technology integrated internet based modern distance learning programmes are collectively referred to as E-Leaning in Sri Lanka and around the globe.

Initially limited to the university system of Sri Lanka, distance Education has been embraced and expanded beyond by the private sector

since of late. From courses catering to a limited student base to massive open

online courses (MOOCs) the private sector involvement has become

Evolution of Distance Education in Sri Lanka

stronger over time. Large-scale interactive participation and open access via the web, mobile or other network technologies are characteristic of MOOCs.

guru.lk is one such pioneering private sector MOOCs type distance learning initiative which enable students to easily access tri lingual multimedia teaching material uploaded by well-respected tuition lecturers for an affordable price that empowers Sri Lankan youth to learn by overcoming language barriers and the urban-rural divide in accessing quality teaching materials from anywhere in the country at any time of the day.

guru.lk is powered by Dialog Axiata PLC as a solution to the dearth of enriching educational online content here in Sri Lanka. Guru.lk has tied up with the best lecturers in the country to provide quality educational content for learning at their own pace. The uploaded content is easy to read, accurate and is presented in a format that is specifically designed for learning. Interactive exercises, attractive graphics, ability to submit questions, assessments with feedback, automated recordkeeping and notification of updates through Email, add value to the content offered.

Integrated with other systems guru.lk is easily accessible to students via computer, smartphones or other devices that can connect to the internet. System is open for anyone who wants to learn and users can pay for the courses through Dialog “Add to Bill”, eZ Cash or Credit Cards. Users can easily register through the website and select courses with a single click of the buy button. If you require any assistance on registration or navigation of the siteplease call 1777 or email to service@dialog.lk. So why not visit guru.lk today to select a course of your choice and learn from the comfort of your home at your own pace and time.

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Careers24 Careers 25

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igyk fyaria m%kdkaÿ úisks

jD;a;shlaSmiles amidst

tearsEducation with a difference

By Sharlene De Chickera

Situated in a shady grove down Chitra Lane in Colombo is a school with a difference,

embracing children with different learning abilities and artistic tendencies.

The Chitra Lane School for Differently Abled provides special needs education to children with intellectual impairment to learn something new every day and enjoy class-room work and play.

“The Chitra Lane School was founded 47 years ago by Delysia Gunewardene with just two students. The founder is still in touch with the management and processes, giving strength and perspective to the current staff,” said Dr. Manel Gunasekara, Directress of the school.

“Methodology and the environment need to be positive towards children with special needs, with a loving atmosphere conducive to teaching to

Dr. Manel Gunasekara

possible,” she stated. Most parents who come from outstations are allowed to stay during the morning period and be around the children if required.

The Chitra Lane School is equipped with an infant stimulating unit and assist even younger children who are detected with autism. It also works with other organisations and medical teams to bring the best educational and medical inputs for the children.

“Most of these students have Downs-syndrome or are hyperactive. Some students have cerebral palsy. Most of them have behavioural or medial conditions,” said Mapatuna. Doctors, physiotherapists and trained teachers all form the network of care-givers who help in empowering these children.

“For a class of seven students, we have one teacher. Generally it is the accepted teacher – student ratio for schools that provide special education needs,” she informed.

Some students engage in work after they leave school at the age of 21 years and work under supervision to earn an income, which is a big step for them.

“Society also has a responsibility to assist these students. Some are able to come back and work here. We have some students working as trainers in the bakery and in class-rooms. Children relate better to their seniors and there is some attachment to the place as well,” said Dr. Gunasekara.

these students. Their emotions and intellectual capacities are different and there has to be a lot of monitoring to make sure they progress. Some have high artistic skills. It all depends on how each child is guided to bring out the best in him or her,” opined Dr. Gunasekara.

Colourful class-rooms, a Child Resource Centre, swimming pool, bakery and printing press compliment the vision of school “to create a society where children with special needs reach their heights and potential”. Staff of the Child Resource Centre has training, experience and qualifications to deal with the slow learning process of children with special needs and to cope with their behavioural problems.

“We want to empower children and their parents to cope with day-to-day things they had to do to make their special child independent. Small things like combing hair, doing their toiletries and tying shoe-laces may be normal to other children, but these children need to do such activities with some effort,” observed Champika Mapatuna, Principal of the school.

There is a unit that trains parents to deal with special education and societal needs of such students. “If there is dedication from parents and teachers, together with early detection of special needs, we can assist to empower such children to lead as normal lives as

Pics

by

Pran

aven

Sab

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nam

Careers26

By Maheshika Pemachandra

Careers 27

as a skill solving

Everyone experiences problems from time to time. Some of our

problems are big and complicated, while others may be more easily solved. There is no shortage of challenges and issues that can arise in a job. These challenging situations occur daily. Whether these problems are large or small, they need to be dealt with constructively and fairly. In recruitment, having necessary skills to identify solutions to problems is a skill that employers hunt for.

solving

Some solutions may not be possible due to

other issues, such as time constraints or tight budgets. It is important at this stage to consider what may happen if nothing is done at all to solve a problem, as sometimes trying to solve a problem may lead to many more problems requiring. It may probably be a solution itself to ‘let sleeping dogs lie.’

Problem solving and critical thinking refers to ability to use knowledge, facts and data effectively. This doesn’t mean you need to have an immediate answer, it means you have to be able to think on your feet, assess problems and find solutions. The ability to develop a well thought out solution within a reasonable time frame is a skill that employers value greatly, as it needs creative thinking and innovative ideas.

Problem solvingAll problems have two features in common: goals and barriers. Problems involve setting out to achieve some objective or desired state of affairs and can include avoiding a situation or event. Goals can be anything that you wish to achieve, where you want to be. If you are hungry then your goal is probably to eat something; if you are a head of an organization (say, a CEO) then your main goal may be to maximize profits.

If there are no barriers in the way of achieving a goal, then there would be no problems. Problem solving involves overcoming barriers or obstacles that prevent immediate achievement of goals. Following our examples above, if you feel hungry then your goal is to eat. A barrier to this may be that you have no food at hand - you take a walk to a pastry shop and buy some food, removing the barrier and thus solving the problem. Of course for a CEO wanting to increase profits there may be many more barriers preventing the goal from being reached. The CEO needs to attempt to recognize

these barriers and remove them or find other ways to achieve goals of an organization. Effective problem solving usually involves working through a number of steps or stages.

Identifying a problemThis first phase of problem solving may sound obvious but often requires more thought and analysis. Identifying a problem can be a difficult task itself. One may just wonder, is there a problem at all? What is the nature of problem? Are there numerous problems? By spending time to answer these issues and defining the problem, you will not only understand it more clearly but be able to communicate its nature to others. This leads to the second phase.

Structuring a problemFollowing from problem identification, structuring a problem is about gaining more information about it with increased understanding. This phase involves fact finding and analysis, building a comprehensive picture of both goal(s) and barrier(s). This stage may not be necessary for very simple problems but is essential for problems of a more complex nature.

Possible solutionsFrom the information gathered at first two phases, it is now time to start thinking about possible solutions to an identified problem. In a group situation this stage is often carried out as a brain-storming session, letting each person in a group express views on possible solutions (or part solutions).

In organizations, different people will have different expertises in different areas and it is useful therefore, to hear views of each concerned party.

Making a decisionThis is perhaps the most complex part of problem solving process. Following on from previous steps it is now time to look at each potential solution and carefully analyze them. Some solutions may not be possible due to other issues, such as time constraints or tight budgets. It is important at this stage to consider what may happen if nothing is done at all to solve a problem, as sometimes trying to solve a problem may lead to many more problems requiring. It may probably be a solution itself to ‘let sleeping dogs lie.’

ImplementationImplementation means acting on a chosen solution. During implementation more problems may arise especially if identification or structuring of original problem was not effectively and comprehensively carried out.

Monitoring/ seeking feedbackThe final stage of problem solving is concerned with checking that the process was successful. This can be achieved by monitoring and gaining feedback from people affected by any changes that occurred. It is a good practice to keep a record of outcomes and any additional problems that occur.

Problem

Careers28 Careers 29

igyk - by;ska olajd we;af;a f;dard.;a lafIa;%fha we;ï jD;a;sh wjia:djka lsysmhla muKs' /lshdjkag wod<j fiajd fCIa;%hka" iqÿiqlï yd jegqma mßudKfha wdh;kslj rdcH iy fm!oa.,sl jYfhka fjkia úh yel' by; f;dr;=re ieliSfï§ YdukS o is,ajd" rñ,ald m%kdkaÿ hk uy;aókag yd cd;sl wOHdmk wdh;kfha jD;a;sh ud¾f.damfoaYl fomd¾;fïka;=j iy ,hsishï cd;Hka;r mdie,a úiska olajk ,o iyfhda.h w.h fldg i<luq'

NOTE: Initial/ starting salaries vary, depending on employer organisation, qualifications, and most importantly, based on practical training and experience though designations may be similar. There are wide differences in salary ranges at similar positions among public and private sector entities. Assistance rendered in preparation of above by Ms. Sharmaine De Silva, Mrs. Ramilka Fernando, Sri Lanka National Institute of Education and Department of Career Guidance, Lyceum International School is greately appreciated.

wxYhFIELD

;k;=rDesignation

/lshd iajNdjhJob Description

iqÿiqlï yd m,mqreoaoQualifications/ Experience

udisl jegqm re'Salary LKR

Wiia ùï $ jD;a;Sh wjia:dCareer advancements

fmr mdie,a $ mq¾j <udúh wOHdmkh

Pre-school/ Early

childhood education

fmr mdie,a .=rePre-school Teacher

mx;sNdr wdpd¾H f,i ;u j.lSï bgqlsÍu;a mQ¾K lem ùulska yd fikyiska hq;=j iEu <ufhl=gu fydÈka f;areïf.k Tyqf.a fyda wehf.a ksis wOHdmkhg wjYH lghq;= isÿ lsßuDischarge of duties as class teacher, assist in school activities, careful study and follow up of each child in his or her education with commitment and love

fudkaäfidaß wOHdmkh fyda mQ¾j <udúh wOHdmkh ms<sn| ms<s.;a wdh;khlska iy;slhla $ ämaf,daudjla ,nd ;sîuCertificate/ Diploma in Montessori Education or Early Childhood Education from a recognised institute

10,000.00 - 20,000.00

wxY m%Odks $ úfoaY mdie,aj, wjia:dHead of Section/ School, Overseas opportunities

uq,a .=re $ wxY m%OdksHead Teacher/ Head of Section

fY%aKsh fyda b.ekaùï udOHhkaf.ka l%shdldrlï j,g wxY m%Odks f,i lghq;= lsÍu" ish¨ mdie,a l%shdldrlï i|yd iyNd.S ùuIn charge of a section in terms of grade/ medium of instruction or activities, assist in all school activities

by; lS iqÿiqlï iu. jir 3g jeä m<mqreoaoAbove, with more than 3 years experience 15,000.00 - 25,000.00

mdie,a m%Odks $ úfoaY /lshd wjia:dHead of School/ Overseas opportunities

úÿy,am;s $ mdie,a m%OdksPrincipal/ Head of School

iuia: wëlaIKh ;u ld¾h uKav,h we;=¿ fmr mdief,a ish¨ l%shdldrlï mßmd,kh wod< kshduk wêldßka yd fldgia lrejka iu. iïnkaëlrKhOverall supervision, management of pre-school activities, including staff; necessary co-ordination with relevant regulatory authorities and stakeholders

by; iqÿiqlïj,g wu;rj jir 5lg jeä m<mqreoao fyda wOHdmkhg wod< Wmdêhla ;sîu' ufkda úoHdj ms<sno ämaf,daudjla yodrd ;sîu wu;r iqÿiqluls'Above, with more than 5 years experience OR; a relevant degree in education. A Diploma in Child Psychology will be an added advantage

20, 000. 00 - 50, 000. 00 úfoaY /lshd wjia:dOverseas opportunities

mdie,a

wOHdmkh

School education

iyhl .=reTeaching Assistant

mka;sNdr wpd¾hjrhdg iyhùu wdY%s; l%shdldrlï j,g úIh wdpd¾h f,i lghq;= lsÍu" wOHdmksl yd yeoEÍï wdOdrl ks¾udK yd úNd. iólaIl f,i lghq;= lsÍu mka;s ldur ;=,§ <uqkaf.a jev lghq;= wëlaIKhAssist class teacher, subject teacher in related activities, preparing teaching/ learning aids, invigilation at exams, supervise students in their classroom work

fudkaáfidaß wOHdmkh" mQ¾j <ud wOHdmkh fyda b.ekaùï l%ufõo ms<sn|j ms<s.;a wdh;khlska iy;slhla fyda ämaf,daudjla ,nd ;sîu yd jir 3g wvq mYapd;a iqÿiqlï m<mqreoaoCertificate/ Diploma in Montessori Education/ Early Childhood Education or Teaching Practise from a recognised institute, wth not less than 3 years post qualifying experience OR; Degree in related field from a recognised institute. A Diploma in Child Psychology will be an added advantage.

15,000.00 - 35,000.00 wdpd¾h $ úfoaY wjia:d Teacher/ Overseas opportunities

.=re;=ud $ .=re;=ñhTeacher

iuia: wëlaIKh" mka;sfha YsIHhka mßmd,kh" mdvï ieliSu yd foaYkd lsßu isiqkaf.a wOHdmksl yd mqoa.,sl j¾Okh igyka lsßu yd jd¾;d lsßu mdie,a l%shdldrlï j,g iyhùuOverall supervision, management of students in class, preparing and delievering lessons, recording and reporting of academic and personal development progress of students, assist in school activities

ms<s.;a wdh;khlska ,nd.;a Wmdêhla" fyda jD;a;Suh iqÿiqlula ,nd;sîu fyda wod< lafIa;%hg iïnkaO Wmdêhla ,nd;sîu yd b.ekaùu wod< Wmdê iqÿiqlï ,nd;sîu" <ud ufkda úoHdj ms<sn| ämaf,daudjla ;sîu wu;r iqÿiqluls'Recognised Degree/ Professional qualification in teaching from a recognised institute OR; Recognised Degree in relevant subject with post graduate qualifications in teaching. A Diploma in Child Psychology will be an added advantage.

15, 000.00 - 50, 000. 00

wxY m%Odk $ ksfhdacH úÿy,am;s $ úfoaY /lshd wjia:dHead of Section/ Deputy Principal/ Overseas opportunities

wxY m%OdksHead of Section

by; i|yka ish¨u ld¾hka we;=,;a wëlaIl ld¾hNdrhla isÿ lsßu ld¾h uKav,h yd iïnkaO l<uKdlrkh we;=,;aj wod< fY%aKsj, mßmd,khAll above, with a supervisory aspect; management of section including staff and resources

by; iqÿiqlï we;=¨j jir 5lg jeä m<mqreoao fyda by; iqÿiqlï we;=¨j wOHdmkh mßmd,khg wod< mYapd;a Wmdê iqÿiqlï ,nd ;sîu fyda wOHdmk mßmd,kh ms<sn| ms<s.;a Wmdêhla fyda jD;a;Sh iqÿiqlula ,nd ;sîu'Above, with more than 5 years experience OR; above, with post graduate qualifications in education management OR; Recognised Degree/ Professional qualifications in education management

30, 000.00 - 75, 000. 00

ksfhdacH úÿy,am;s $ úÿy,am;s $ úfoaY /lshd wjia;dDeputy Principal/ Principal/ Overseas opportunities

Wm úÿy,am;s $ ksfhdacH úÿy,am;sVice/ Deputy Principal

by; ±lajQ ish¨u lreKq o we;=¨j jvd mq¿,a lafIa;%hla wëlaIKh wod< l%shdldrlï ie,iqï lsÍu mßmd,kh yd ld¾h igyka ieliSuAll above, with a supervisory aspect in a wider section; management of section including staff and resources; management, planning and scheduling of related activities

by; ±lajQ iqÿiqlï iu. jir 5lg fkdwvq m<mqreoao fyda wOHdmk mßmd,kh ms<sno mYapd;a Wmdê iqÿiqlula we;s wdpd¾h jrfhl= ùu yd iqÿiqlï iemsÍfuka miq jir 3lg fkdwvq m<mqreoaola ;sîu fyda wOHdmk mßmd,kh ms<sn| jD;a;Sh iqÿiqlula ,nd ;sîuAbove, with more than 5 years experience OR; Teacher with post graduate qualifications in education management and not less than 3 years experience after post graduate qualification OR; Professional qualifications in education management

30,000.00 - above úÿy,am;s $ úfoaY /lshd wjia:dPrincipal/ Overseas opportunities

úÿy,am;s Principal

wëlaIKh we;=¨ by; ish¨ foa" ld¾huKav,h iu. iïm;a l<uKdlrkh we;=¨ mdie,a mßmd,kh mdief,a ish¨ l%shdldrlï ie,iqï lsÍu" l<uKdlrk yd ld¾h igyka .; lsßu" kshduk wëldÍka Wiia wêldßka yd fldgialrejl= iu. wjYH iïnkaëlrK lghq;= lsÍu All above, with supervisory aspect; management of school including staff and resources; management, planning and scheduling of all activities; necessary co-ordination with relevant higher authorities, regulatory authorities and stakeholders

by; iqÿiqlï we;=¨j jir 5lg jeä m<mqreoaoAbove, with more than 5 years experience

50,000.00 isg by,g50,000.00 - above

úfoaY /lshd wjia:dOverseas opportunities

wOHdmk lafIa;%fha mj;akd /lshd wjia:djka lsysmhla

A few opportunities in education field

Careers30 Careers 31

By Kusum Nandika Gunawardena

Live your career Once you start a new job evaluate what attributes are required to perform its functions effectively and efficiently. For example, you may need a sound knowledge on MS Excel if you are doing analytical work or you may have to be IT savvy if you have to work with a lot of computer systems. Through this assessment you will find that you are strong in certain areas but weak in others. The key to success is to quickly gain knowledge and experience on weak areas by putting extra effort to understand systems and procedures at work and acquire new skills. Get to know your colleagues and build good working relationships with them. They would help you to understand new systems, processes and about unwritten culture of the company or division. This way you would be able to quickly adapt to new environment and be accepted by your colleagues.

Your aim should be to make yourself at home at work! This does not mean that you can relax at work the same way you do at home but in the contrary, it means a lot of hard work initially in self development and adaptation, making you desirable in terms of work ethics.

Simply speaking you have to virtually live your career to become a valued employee within a company. This also means that you have to do expected work efficiently, meet deadlines with ease and be thorough in what you do. You can go the extra mile by not only doing the expected but also doing the unexpected through out of box thinking.

When preparing a presentation or going for a meeting always be prepared. Know you job inside out and talk confidently. Be a shining star by having informed opinions and don’t be afraid to express them.

Whilst working you will realize that there can be many problems that need to be solved. One sure way of overcoming such problems is to think of them as challenges rather than problems and learn from them by trying to resolve them your self.

Continuous professional development or CPD is a must in the dynamic and challenging corporate business environments. Even if you feel comfortable with qualifications you have, you need to continuously update your knowledge through seminars, workshops and further higher studies. In depth knowledge in software programmes such as MS Excel or MS Power Point will always be an added advantage. Likewise developing good interpersonal, presentation, negotiation and communication skills is also a life long, continuous leaning process.

One important and hardest of all desired attributes to succeed in a career and make it a part of your life is to have the right attitude. We always like to feel victimised and have negative thoughts about our superiors and work we do. Even though our job provides us with the means to live a happy life most of us are unhappy at work due to negative thoughts created by wrong attitudes.

Even if you are having a tough time with your superiors or feeling your talents are wasted in your current job always be a person who sees a glass as half filled. Always be positive and focused and don’t loose faith. When new opportunities arrive you should be just as competent, focused and resourceful as you were when you first started in your career.

Work hard and develop yourself continuously to be a valued employee in your company.

Selecting a career suitable to you and studying hard to obtain required qualifications will eventually land you with a job that may be the perfect job you hoped for. However, what really matters are how well you develop your self on the job to keep up with challenges that come your way and become a valued employee. Working for the sake of earning should not be your motto if you want to progress through your career. There are some essential skills and qualities that you must gain.

Whilst working you will realize that there can be many problems that need to be solved. One sure way of overcoming such problems is to think of them as challenges rather than problems and learn from them by trying to resolve them your self.

Careers32 33Careers 33

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nghUj;jkhd xU Jiwia njupT nra;tJk; mjw;fhf Ntz;b mauhJ ciog;gJk; ,Wjpahf ek;ik ehk; vjpu;ghu;j;j xU ey;y njhopypy; nfhz;LNgha; Nru;f;fpwJ. vdpDk; njhopw;Wiwapy; Vw;gLk; rthy;fis ntw;wpfukhf vjpu;nfhs;tjw;Fk;> tpidjpwd;kpf;f xU Copadhf khWtjw;Fk; ePq;fs; cq;fis vt;thW tpUj;jp nra;Jnfhs;fpuPu;fs; vd;gJNt fUj;jpw;nfhs;sg;gl Ntz;bajhFk;. gzk; rk;ghjpg;gij kl;Lk; Nehf;fkhff; nfhz;L njhopy; nra;Ak; NghJ cq;fshy; cq;fSila Jiwapy; NkYk; Kd;Ndw KbahJ Ngha;tpLk;. xU rpy Jiwrhu; jpwikfisAk; jFjpfisAk; ePq;fs; milaNtz;bapUf;fpwJ.

xU Gjpa njhopy; xd;iw njhlq;Fk; NghJ> mj;njhopiy tpidj;jpwdhf Nkw;nfhs;Stjw;F cq;fsplk; ,Uf;f Ntz;ba jpwd;fis ,dk;fz;Lnfhs;Sq;fs;. cjhuzkhf ePq;fs; xU gFg;gha;Tj;Jiw njhopy; xd;iw Nkw;Nfhs;Sk; NghJ MS Excel mwpTk;> fzzp mikg;G rk;ge;jkhd xU njhopypy; <LgLk;NghJ ePq;fs; IT Jiwapy; fs mwpT nfhz;l xUtuhfTk; ,Uj;jy; Ntz;Lk;. ,e;j;fzpg;gpl;bd; %yk; cq;fspd; xU rpy Jiwfspy; cs;s jpwikiaAk; ,d;Dk; xU rpy Jiwfspy; ,ayhikiaAk; mwpe;J nfhs;tPu;fs;. njhopj;Jiwapy; cs;s ,ayhikfis ,y;yhnjhopf;f mj;Jiwrhu;e;j mwpitAk;> mDgtq;fisAk; ngWjy; Ntz;Lk;. ,jw;fhf mj;Jiwapd; mikg;igAk; nghwpKiwiaAk; fw;Wf;nfhs;s Nkyjpf Kaw;rpfis Nkw;nfhs;s Ntz;Lk;. cq;fSila rfCopau;fSld; mwpKfkhtJld; mtu;fSld; xU ey;y cwitAk; Vw;gLj;jpf;Nfhs;Sq;fs; mtu;fs; cq;fspy; njhopypd; mikg;igAk;> nghwpKiwiaAk;> Fwpj;j fk;gdpapd; fyhr;rhuj;ijAk; tpsq;fpf; nfhs;Stj;w;F cjtp nrathu;fs;. ,jd;%yk; Gjpa R+oYf;F cq;fis gof;fg;gLj;jp nfhs;Stjw;Fk; rfCopau;fspd; ed;kjpg;ig ngw;Wnfhs;Stjw;Fk; KbAk;.

cq;fSila ,yf;F “tPl;by; njhopypy;” Mf ,Uj;jy; Ntz;Lk;. ,jd; fUj;J ePq;fs; tPl;by; Xa;ntLg;gJ Nghy njhopYk; Xa;ntLf;fyhk; vd;gjy;y khwhf cq;fSila tpUg;G ntWg;Gf;fis njhopw;Jiwapd; Nfhl;ghLfshf khw;wp> RatpUj;jpFk;> R+yo; xUq;fpirTf;Fk; mjpf Kaw;rpfspy; <Lgl Ntz;Lk; vd;gjhFk;.

,yF eilapy; $Wtjhapd; ePq;fs; xU tpidj;jpwd;kpf;f Copauhf Ntz;Lk; vdpd; ePq;fs; cq;fSila JiwapNy tho Ntz;Lk;. ,jd; fUj;J vd;dntdpy; cq;fSf;F jug;gl;l Ntiyia jug;gl;l Neuj;jpy;> tpidjpudhfTk;> Neu;j;jpahfTk; G+u;jp nra;jyhFk;. jug;gl;l Ntiyf;F mg;ghy; Nkyjpfkhf xU Ntiyia nra;tjd; %yk;> ePq;fs; epidg;gij tpl gy gbfs; cq;fSila Jiwapy; ePq;fs; Kd;Nd nry;tPu;fs;.

ePq;fs; xU presentation xd;iw nra;Ak; NghNjh my;yJ xU fye;JiuahlYf;F ntspf;fsk; xd;wpf;F nry;Yk; NghJ cq;fis ed;whf jahu; gLj;jpf;nfhs;StNjhL> jd;dk;gpf;ifAld; ciuahLq;fs;. cq;fs; fUj;Jf;fis mr;rNkJk; ,d;wp Kd;itAq;fs;.

ePq;fs; cq;fs; Ntiyapy; <LgLk; NghJ gy gpur;rpidfSf;F Kfk; nfhLj;J mtw;iw jPu;f;f Ntz;bapUg;gij czu;tPu;fs;. mtw;iw gpur;rpidfshftd;wp> rthy;fshf NehFtjd; %yk; mtw;iw cq;fshNyNa jpwf;f KbAkhfapUf;Fk;.

njhlu;r;rpahd njhopy;Jiw MSik tpUj;jpahdJ rhthy;kpf;f xU

cjhuzkhf ePq;fs; xU gFg;gha;Tj;Jiw njhopy; xd;iw Nkw;Nfhs;Sk; NghJ MS Excel mwpTk;> fzzp mikg;G rk;ge;jkhd xU

njhopypy; <LgLk;NghJ ePq;fs; IT Jiwapy; fs mwpT nfhz;l xUtuhfTk; ,Uj;jy; Ntz;Lk;

34 Careers

;rÕldÍ wdh;ksl mßirhlg

jeo.;ajk l%shdj,shla'

jD;a;Shuh iqÿiqlï ,oafola

jQj;a ksr;=rej Tnf.a ±kqu

w¿;a lr .ekSu i|yd jevuq¿"

iïuka;%K i|yd iyNd.Sùug;a

jeäÿr wOHdmk lghq;=j,

ksr;ùug;a wjYHhs' tfukau

MS Excel yd MS power point jeks

uDÿldx. ms<sn| l%shdldÍ

±kqula ;sîu ieu úgu wu;r

iqÿiqlula fõ' tfukau ukd

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wka;¾ mqoa., iïnkaO;d

yelshdj;a" fyd¢ka woyia

yqjudre lsÍfï yelshdj;a

uq¿ jD;a;sh ld,h mqrdjgu

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ka iuyrla jD;a;Shu jYfhka

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wjYH ;j;a jeo.;a .=Kdx.

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tfukau kj wjia:djla Tn

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36 Careers

,d;iwa cyfpd; gy etPdj; njhopy;fs; tUkhdj;ij

<l;Ltijf; Fwpf;Nfhshff; nfhz;ltu;fSf;F ctg;ghdjhf mikfpd;wd. kdpju;fSila Njly;fs; khWgl;lit. “gzk; kl;Lk; jUk; njhopy;" vd;w fUj;NjhL vy;N;yhUk; cld;gl;Lg; Ngha; tpLtjpy;iy. cyfpd; gy;NtW mk;rq;fspd; mofpaw; $Wfis mDgtpf;Fk; Rfj;ijj; jUk; njhopy;fSk; ,Uf;fpd;wd.

njhy;ypay; fw;ifahdJ mofpaYk; Ma;Tk; NjlYk; xUq;Nf $baJ. epfo;fhyj;jpy; ,Ue;j tz;zk;> fle;j fhyj;jpy; Njly;fis elhj;JtJ. njhy;ypayhsu;fs; Xuplj;jpy; mile;J fplg;gtu;fs; my;y. cynfq;Fk; Rw;wpj; jpupe;J jkJ njhopiy Nkw;nfhs;Sk; tha;g;Gfs; mtu;fSf;F fpilf;fpd;wd. rhjhuz kf;fSf;Fj; njupahj Ms; elkhl;lk; ,y;yhj ,lq;fspy; $l njhy;ypashsu;fs; gazpf;fpd;whu;fs;. mfo;thuha;T %yk; tuyhw;W Kf;fpaj;Jtk; cs;s gy goq;fhyg; nghUl;fis fz;Lgpbf;fpd;whu;fs;. Gije;JNghd gy fl;blq;fis kPs ntspf; nfhz;L tUfpd;whu;fs;. goq;fhy ehzaq;fSk; flypYk; epyj;jpYk; mbapy; fplf;Fk; njhd;ikahd nghUl;fSk; ekf;Ff; $Wtjw;fhd gy fijfis jk;kpilNa itj;jpUf;fpd;wd. goikahd Xtpaq;fs;> fhyj;Jf;Ff; fhyk; kf;fspd; mofpay; $Wfs; vt;tz;zk; khw;wKw;wd vd;gd gw;wpAk; mf;fhy kf;fspd; elj;ij> cilfs;> r%f tho;T Mfpad gw;wpAk; ekf;Fr; nrhy;yf;$bad. goikahd rpw;gq;fSk; mj;jifadNt. kpFe;j Rthurpakhd njhopy;tho;itj; ju ty;yJ njhy;ypay;.

gioa fhyj;jpy;> kdpju;fs; cUthf;fpg; gad;gLj;jpa gy nghUl;fis ehq;fs; mUq;fhl;rpafj;jpy; ghu;f;fpd;Nwhk;. Milfs;> Mguzq;fs;> fw;rpiyfs;> ntz;fyr; rpiyfs;> RLkz; rpw;gq;fs;> kl;ghz;l tiffs;> kuk; kw;Wk; cNyhfj;jhy; Md jl;LKl;Lr; rhkhd;fs;> cNyhfg;nghUl;fs;> tpyq;F kw;Wk; kdpju;fspd; vr;rq;fs;> jhtug; nghUl;fs; czTg;nghUl;fspd; vr;rq;fs;> ciog;Gf; fUtpfs;>

njhy;ypay; : njhopy; epiyAk;

fw;ifAk;jkpopy; - tp. tpkyhjpj;jd;

Nghu;j;jsghlq;fs; vdg; gytw;iw mq;Nf fhzyhk; ,it midj;Jk; njhy;ypayhsu;fspd; fLk; ciog;gpdhNyNa ntsp cyfpw;Ff; fpilj;jd vd;gij ehk; kwf;ff; $lhJ.

gioa fhyj;J kf;fSila nghUl;fisf; nfhz;Lte;J mUq;fhl;rpafj;ij epug;gp itg;gJ njhy;ypaypd; Nehf;fk; my;y. Guhjd r%fq;fisr; Nru;e;jit vdf; fUjg;gLk; mupatifg; nghUl;fisf; fz;Lgpbj;Jr; Nrfupg;gJ vd;gJ> mUq;fhl;rpafj;jpd; miwfis epug;Gtjw;fhf my;y. khwhf> jw;fhyj;jpy; tof;fpse;j gz;ilf;fhy kf;fspd; gz;ghLfis mj;njhy;nghUl;fs; %ykhf kPs; cUthf;fk; nra;J> ,dk; fhz;gJjhd; njhy;ypaypd; Nehf;fkhFk;. kdpj Fyj;jpd; tuyhw;iw cUthf;FtjpYk; tuyhw;iw cWjpg;gLj;JtjpYk; njhy;ypayhsu;fs; Kd;dpw;fpd;whu;fs;.

njhy;ypaypd; rpy gpupTfs;

(1) tuyhw;Wj; njhy;ypay; (Historic Archaeology)

,Jtiu ek;kplk; ,Uf;Fk; tuyhW> Muk;gpf;Fk; fhyk; Kjy; New;W tiuapyhd fhyk; tuyhw;Wf; fhyk; vdg;gLk;. ,f;fhyfl;lj;jpy; tho;e;j kdpju;fspd; tho;it mtu;fs; cgNahfpj;j nghUl;fs; topahf Njb mwpjy; tuyhw;Wj; njhy;ypay; vdg;gLk;

(2) njhy; goq;fhyj; njhy;ypay; (Prehistoric Archaeology)

ekJ tuyhw;Wf;F Kw;gl;lfhyq;fspy; Mjp kdpju;fs; tho;e;jdu;. nkhop vd;w njhlu;ghly; tpQ;Qhdj;ij mtu;fNs cUthf;fpdu;. FwpaPLfis mtu;fs; tiue;jdu;. ekJ ,d;iwa md;whl elj;ijfspd; njhlf;fg;Gs;spia Mjpkdpju;fs; njhlf;fp itj;jik vd;w tplak; tpag;gpw;F cupaJ. njhy; goq;fhyj; njhy;ypay; ,j;jifa Mjp kdpju;fspd; elj;ijfis Muha;fpd;wJ.

3) gz;ghl;L epytpay; (Cultural Geography)

Guhjdg; gz;ghL> ,df;FOkg; gz;ghL Nghd;wtw;iw mwpe;J nfhs;tjw;F> gy;NtW r%f mwptpay; Jiwfs; gad;gLfpd;wd. mtw;wpy; xd;W gz;ghl;L epytpay; MFk;. ,J ntt;NtW epyg;gug;Gf;fspy; thOk; kf;fspd; gz;ghl;Lf; $Wfis gy;NtW Nfhzq;fspYk; Ma;T nra;Ak; xU Jiw MFk;.

4) ,df;FOkj; njhy;ypay; (Ethno Archaeology)

njhy;ypay; vDk; Jiwapd; Jizj; Jiwahf “,df;FOkj; njhy;ypay;" fhzg;gLfpd;wJ. mfo;tha;T nra;J fz;Lgpbj;j nghUl;fisg; gw;wp tpsf;Fk; Kaw;rpapy; kpfTk; gaDs;s tifapy; cjtf;$baJ ,J. cyfpd; ntt;NtW gFjpfspy; Vuhskhd ,df;FOk kf;fs; fhzg;gLfpd;wdu;. ,k;kf;fSila njhd;kj;ij ntspf;nfhz;LtuTk; mt;tt; ,df;FOkj;jpd; jdpj;Jtr; rpwg;Gf;fis ntspg;gLj;JtjpYk; ,j;Jiw Kd;dpiy tfpf;fpd;wJ.

5) njhy;ypay; mwptpay; (Archaeological Science)

,d;W midj;Jj; JiwfspYk; mwptpaypd; gq;F kpf Kf;fpa gq;if tfpf;fpd;wJ. mt;tifapy;> njhy;ypay; mfo;T Ma;TfspYk; mfo;e;J vLj;j nghUl;fis gupNrhjid nra;tjpYk; gpd;G mtw;iw ePz;lfhyj;jpw;F ghJfhg;gjpYk; mwptpaypd; Jiz ,d;wpaikahjJ. mfo;tha;tpd; %yk; fpilj;j nghUl;fis mwptpaw; gupNrhjidfSf;F cl;gLj;Jtjd; %yk; mtw;wpd; gad;ghl;Lf;fhyk;> ve;j cNyhfk; my;yJ %yf;$Wfshy; Mf;fg;gl;lJ Nghd;wtw;iw mwpayhk;. capu;f;fyq;fs; ,Ug;gpd; b.vd;.V gupNrhjid %yk; mf;fhyj;jpy; tho;e;j kdpju;fspd; clw; jd;ik> Neha;fs;> czTg; nghUl;fspd; fyq;fshapUg;gpd; vt;tif czT> cgNahfpg;gl;l jhtuk; Nghd;w gy

Careers 37

mjpfupf;f mjpfupf;f> ehzaq;fspd; NjitAk; mjpfupj;jJ. ehzaq;fs;> Fwpj;j ehl;bd; my;yJ ,df;FOkj;jpd; milahskhff; fUjg;glj; njhlq;fpd. muru;fs; mtw;wpy; jkJ rpwg;igf; fhz;gpf;Fk; FwpaPLfis nghwpf;fj; njhlq;fpdu;. mf;FwpaPLfs; vOj;Jf;fshfNth> ,yr;rpidfshfNth mike;J ,Ue;jd. ,t;tifahd ehzaq;fis Ma;T nra;tjd; %ykhf ekf;F md;iwa r%fj;jpy; ele;j nghUshjhur; nraw;ghLfs; gw;wpa nra;jpfis mwpaf;$bajhf cs;sJ. ,t;tif Ma;T / fw;if ehzatpay; vdg;gLfpd;wJ.

9) flw;nwhy;ypay;

njhy;ypaypy; kpf Ntfkhf tsu;r;rpaile;J tUk; cgJiwfSs; xd;whf ,Ug;gJ fly; njhy;ypay; MFk;. flypd; Moj;jpy; ,Uf;Fk; njhd;ik tha;e;j nghUl;fis kPl;L vLj;jy;> mtw;iw Muha;e;J Kw;fhy fg;gy;fs;> mtw;wpd; Nghf;Ftuj;J> mtw;wpy; nfhz;L nry;yg;gl;l nghUl;fs;> Kw;fhyf; fly; tzpfk;> gioa flw;ghijfs; Mfpatw;iw ,j;Jiw Muha;fpd;wJ. mjp etPd mwptpaypd; Kw;WKOjhd JizAld; ,aq;Fk; flw;nwhy;ypay; JiwahdJ> Mgj;Jf;fs; epiwe;jjhf ,Ug;gpDk; nghUshjhu kjpg;G (Economical Value) kpf;fjhf tpsq;Ffpd;wJ.

,it jtpuTk;> gpuhe;jpa uPjpapyhd njhy;ypay; nraw;ghLfSk; jdpj;jdpg; gpupthf cs;sd.

1) njd;dhrpaj; njhy;ypay; (South Asian Archaeology)

2) njd;fpof;fhrpaj; njhy;ypay; (Southeast Asian Archaeology)

3) INuhg;gpaj; njhy;ypay; (European Archaeology)

4) Mgpupf;fj; njhy;ypay; (African Archaeology)

5) kj;jpa Mrpaj;njhy;ypay; (Central Asian Archaeology)

vd;gd mtw;wpy; rpythFk;. ,t;thwhfg; gpupj;J Nehf;fg;gl;L> mt;tt; gpupTfspD}lhf Ma;Tr; nraw;ghLfs; $u;ikahf;fg;gLfpd;wd.

njhy;ypaiyf; fw;wy;

cyfshtpa uPjpapy; “njhy;ypayhsu;" (Archaeologist) vd;w njhopy;tifahdJ mq;fPfupf;fg;gl;lJk; kjpg;G kpf;fJkhd xU njhopy;Kiw (Profession) MFk;. ,yq;ifapd; rl;lj;jhYk; ,J mq;fPfupf;fg;gl;l njhopy;Kiw Mf cs;sJ. ,jdhy; njhy;ypayhsu; njhopypd; nghUshjhu / r%f kjpg;G (Economical & Social Value) MdJ rpwg;Gilajhf cs;sJ.

njhy;ypayhsu; Mtjw;F njhy;ypaiy rpwe;j fy;tpafq;fspy; fw;wy; kpf mtrpakhf cs;sJ. cyf mstpy; gy rpwe;j gy;fiyf;fofq;fs; njhy;ypaw; fy;tpia toq;Ffpd;wd.

nra;jpfis fz;L gpbf;fyhk;.

,J Nghy gy;NtWgl;l mupa cjtpfis njhy;ypay;

Jiwf;F jUtjhy;> “njhy;ypay; mwptpaw;Jiw" jdpnahU Ma;Tj; Jiwahf tsu;rpaile;J Kd;dpiy tfpf;fpd;wJ.

6) gz;ghl;L ts Kfhikj;Jtk; (Cultural Resource Management)

njhy;ypay; Ma;Tfs; %ykhf ,Utif tsq;fs; ngwg;gLfpd;wd. njhl;Lzuf;$ba gz;ghl;L tsq;fs; kw;Wk; njhl;Lzu Kbahj gz;ghl;L tsq;fNs mitahFk;. ,t;tpUtif tsq;fisAk; rupahd Kiwapy; Ngzpf; fhg;gjd; %ykhf tUq;fhy re;jjpf;Fk; ,tw;iwf; fpilf;fr; nra;Ak; JiwNa gz;ghl;L ts Kfhikj;Jtk; MFk;. ,yq;ifapy; murhdJ “kj;jpa fyhrhu epjpak; (Central Cultural Fund) vd;w mikg;ig epWtp mjd; %ykhf ,yq;ifapy; gz;ghl;L ts Kfhikj;Jtj;ij nra;J tUfpd;wJ.

7) fy;ntl;bay; kw;Wk; njhy; vOj;jpay; (Epigraphy & Paleography)

vOj;J tbtk; fz;Lzug;gl;ljd; gpd;G> gy nra;jpfis gioa kd;du;fSk; kf;fSk; vOjp itf;fj; njhlq;fpdu;. ,g;gof;fj;jpd; %yk; vOj;J KiwAk; gof;fKk; gupzhkk; milaj;njhlq;fpd. vOJtjw;fhf ntt;NtW FOk kf;fs; ntt;NtW fhy msTfspy; ntt;NtW njhopy; El;gq;fis cgNahfpj;jdu;. nrg;Gg; gl;lak;> fy;> Xiy> kuf;$ohy; nra;ag;gl;l fhfpjk;> gpw cNyhf Nky; jsq;fs; Nghd;w gytw;iw vOJtjw;fhf mf;fhy kf;fs; cgNahfpj;jdu;. ,g;gof;fj;jpdhy; Ngr;rstpy; epd;w nkhopapd; gad;ghL vOj;J uPjpapYk; gutyhf cgNahfpf;fg;glj; njhlq;fpaJ. ,J nkhopfspd; ePbj;j epiyg;gpw;F NgUjtp Gupe;jJ.

mj;NjhL ,t;thW vOjp itj;j nra;jpfspD}lhf md;iwa fhyj;Jr; r%fj;jpy; ele;j gy epfo;r;rpfisAk;> mit gw;wpa jfty;fisAk; kf;fspd; elj;ijfisAk;> muR ,aq;fpa tpjj;ijAk; Nghu;fs;> gQ;rk;> ,aw;if tpgj;J gw;wpa nra;jpfisAk; muru;fs;> mur FLk;gq;fs; gw;wpa nra;jpfisAk; mwpaf;$bajhf cs;sJ. goq;fhy kf;fspdhy; vOjpitf;fg;gl;litfs; gw;wpa fw;if “njhy; vOj;jpay;" vdTk;> mjpYk; Fwpg;ghf fw;fspy; vOjg;gl;litfs; kPjhd fw;if “fy;ntl;bay;" vdTk; miof;fg;gLfpd;wd.

8) ehzatpay; (Numismatics)

goq;fhyj;jpy; tho;e;j gy;NtW ,df;FOk kf;fSk; gz;lkhw;W Kiwapy; ,Ue;J ehza Kiwf;F khwpa gpd;du;> mtu;fspilNa ehzag; Gof;fk; mjpfupj;jJ. mtu;fspilNa cs;Sk; ntspapYkhd tzpfr; nraw;ghLfs;

mtw;wpy; rpy gpd;tUkhW:

1) University of Oxford, UK2) University College of London, UK3) Cornell University, USA4) Durham University, UK5) University of Cambridge, UK6) Harvard University, USA7) Stanford University, USA8) University of California Berkley,USA9) Australian National

University,Australia10) University of Southern Denmark,

Denmark11) University of Southampton, UK12) Deccan College,Pune,India13) University of Madras, Chennai, India14) Banaras Hindu University, India

,tw;Ws; nld;khu;f;fpy; mike;Js;s University of Southern Denmark kw;Wk; ,q;fpyhe;jpy; mike;Js;s University of Southampton Mfpa ,t;tpuz;Lk; fly; njhy;ypay; Ma;TfSf;Fk; fw;iffSf;Fk; Gfo;ngw;wdthFk;.

,yq;ifapy; rpwe;j njhy;ypaw; fy;tpia toq;Ftjpy; fsdpg; gy;fiyf;fofk; Kd;dpiy tfpf;fpd;wJ. fsdpg; gy;fiyf;fofj;jpd; PGIAR vd;W miof;fg;gLk; gl;lg;; gbg;gpw;;fhd njhy;ypay; epWtfk;> njhy;ypaiy mwpapay; uPjpahf mZff;$ba KJepiyf; fw;if newpfis (PG Diploma, MSc & MA) toq;Ffpd;wJ. fsdpg; gy;fiyf;fofj;jpd; r%f mwptpaw; gPlj;jpd; fPo; mike;jpUf;Fk; njhy;ypay; gpupthdJ> njhy;ypaiy r%ftpay; uPjpahf mZff;$ba ,sepiy (BA) kw;Wk; KJepiyf; fw;if newpfis (Master of Social Science in Archeology & MA) toq;Ffpd;wJ. fsdpg; gy;fiyf;fofj;jpd; ,t;tpU mikg;Gf;fSk; Ma;Tg; gl;lq;fSf;fhd fw;ifnewpfisAk; toq;Ffpd;wd.

Nguhjidg; gy;fiyf;fofk; kw;Wk; = n[atu;jdGu gy;fiyf;fofk; Mfpatw;wpd; njhy;ypay; gpupTfs;> ,sepiy> KJepiy kw;Wk; Ma;Tg;gl;lq;fSf;fhd fw;if newpfis toq;Ffpd;wd.

jtpuTk;> gpd;tUk; ,yq;ifg; gy;fiyf;fofq;fs; jkJ ,sepiyf; fw;ifnewpfspd; rpwg;Gg;ghlkhf njhy;ypaiy toq;Ffpd;wd:

1) aho;g;ghzg; gy;fiyf;fofk;2) cUFizg; gy;fiyf;fofk;3) ,u[ul;ilg; gy;fiyf;fofk;

Entrepreneurship38 39Entrepreneurship 39

l=udß f.%afrda - f.%afrda uy;aush miq.sh 21 jir mqrdu ,hsishï cd;Hka;r mdie,a cd,hg kdhl;ajh fokakSh' 1993 § mjqf,a jHdmdrhla f,i wdrïNjQ ,hsishï mdie,a cd,h wo jk úg rg mqrd úysÿk mdie,a 8 lska yd isiqka 16"200 lska muK hq;a iúu;a jHdmdrhla f,i ÈhqKq ù we;' wehf.a mßmd,kh hgf;a 2003 yd 2005 jir j, cd;sl M,odhs;d iïudkh yd id¾:l cmka M,odhs;d fhojqï i|yd msfok ghsls wlsfudfgda iïudkh ysñlr .ekSug ,hsishï jHdmdrhg yels úh' Bg tla ù we;s w¨;au wxYh cd;Hka;r yd foaYsh wjYH;dj,g .e,fmk .=rejreka mqyqKq lsÍfï mdie,hs' weh fï olajd fuu ,hsishï mdie,a moaO;sh f.k tafï l;dj ielúka wms Tn fm; f.k tkafkuq'

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Kumari Grero - BSc has been the Principal of Lyceum International School for past 21 years. Founded as a family business, Kumari was compelled to take over in its initial year itself in 1993, when the first selected candidate appeared unsuccessful. Lyceum today is a well known institution that has ushered in a different but welcome dimension to non-state sector formal school education in this country. Under her stewardship, it won the National Productivity Award in years 2003 to 2005 and Taiki Akimoto 5S Gold and Silver Awards for best application of Japanese productivity methods. She was the first Principal to represent Sri Lanka at Cambridge International Examinations Principal’s Forum in UK. Having begun with a flagship status school at Nugegoda, Lyceum has now expanded in to a network of 8 schools island wide, with 16, 200 students and 2, 200 members of staff, complete with an Academy of Teacher Education that trains and educates academic staff not only for its own network of schools, but for many other institutions including for overseas.

school going child

Entrepreneurship40 41Entrepreneurship 41

By Sharlene De Chickera

Passionate with a genuine love for children, Kumari Grego took on the challenge of being

head of an international school in 1993. She has not looked back since that day, working tirelessly to build up the school to its present high standard. She is aligned to her school’s motto of “Know thyself” and helps each child blossom in his or her own unique and individual way.

Kumari opined that discipline is the key to maintaining a large amount of high achieving students and a motivated group of teachers in a learning environment that spans through 8 international schools located island wide. All school activities are monitored in a

“It is always a challenge to cater to discerning needs of students in a mixed-gender school which also represents many nationalities, races and religions, though education is a unifier,” she added.

Inquiring minds, experimenting and innovation

The school network conduct innovative workshops for children and have activity sheets that is interesting and workable. These modern child-centred methods are known to derive results, with friendly and interactive techniques that ensure that a classroom becomes a second home.

Kumari believes that class-rooms and playgrounds have to be conducive for students to develop and excel. Focus on them with a right balance creates a rich learning environment for students to shine in their chosen spheres.

“We firmly believe that teaching is not only about the content stipulated in a text book but shall facilitate enhancement of learning capacity of a student,” she said.

The international language

“Our medium of instruction is English but we stress on the fact that English is a weapon only. We practice equality and usage of different languages, sharpen language skill and proficiency and have different students from all races and cultures,” she added. Teachers are encouraged to

inculcate harmonious classrooms that embrace students from multi-cultural backgrounds.

“We have our own curriculum stylised for students from Nursery to Grade Eight. Thereafter, students can chose Cambridge exams, local or London O/Ls and A/Ls to pursue,” she noted.

Teacher educationIts academy for teacher

education was established in 2004 to provide opportunities for professional development of teachers in the private sector in English medium. The need to have best teachers geared to offer the best education to the children paved the way for a robust and tailored teacher training programme to train teachers who are efficient and effective in modern times to empower their students.

The idea was mooted initially to develop teachers for its own network of schools. This translated to teachers being trained not necessarily for its own network of schools, but for the market-place. As such teachers who graduate are able to get absorbed in to other international schools as well or find gainful employment overseas.

The academy offers selected courses in early childhood development education that has both methods of AMI and pre-school education systems combined, primary school teaching and ancillary courses in teaching science and mathematics. The exposure gained at classes enables teachers to cater to the demands of modern classrooms, inclusive of e-learning and usage of internet and to develop knowledge, attitudes and skills of children keeping in mind diversity.

holistic manner, while retaining the identity of each branch school. Competitions and common platforms for events among branch schools create harmony in diversity.

The Nugegoda branch which was started with a handful of students is where the entire network’s headquarters are now located. The school grew in number and stature, with a carefully crafted curriculum and impetus for students to engage in sports and societal activities. Expansion to present number of students and teachers speaks volumes to the student-friendly teaching methods that prevail at Lyceum’s network of schools.

Mrs. Kumari Grero

Class-rooms and playgrounds have to be conducive for students to develop and excel. Focus on them with a right balance creates a rich learning environment for students to shine in their chosen spheres

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Over 265,000 international students selected Canada in 2012 for a premier education, access to global career opportunities and an exciting cross-cultural experience. Choose from among Canada’s top-ranked colleges and universities for the highest quality education and return home with a globally recognized degree.

IMAGINE STUDYING IN CANADA – and visualize vibrant cities, beautiful spaces and welcoming multi-cultural communities. Providing exceptional standards of living, safety and healthcare, Canada is also internationally recognized for a competency-based teaching approach that prepares students to be productive in the workplace immediately after graduation.

Canadian universities and colleges are primarily publicly-funded and highly accountable for quality assurance in teaching, research and campus facilities.

- World’s second largest country (by area)

- 34 million people in ten provinces and 3 territories

- Stable parliamentary democracy

- High quality of life that is safe and secure

- Among the top OECD countries in spending per capita on postsecondary education

- Ethnically diverse – Toronto, Montreal and Vancouver, home to large immigrant populations

- A world leader in postsecondary research, outpacing other G-7 countries on higher education investment

- Education is the responsibility of the provinces and territories

- Academic programs are offered in English or French, with some institutions offering instruction in both languages

- International students are often eligible to work both on campus and off campus during their term of studies.

Looking for an unforgettable experience that will last a lifetime?

Fast Facts About Canada Reasons to Choose Canada as a Study Destination• Qualifications valued around the

world • Affordable education • Multicultural society • Healthy and safe communities

• World-class language education• Exciting campus life styles • Innovative and abundant research

opportunities • Spectacular and varied scenery

What’s more, tuition is affordable when you compare rates among the top destinations to study abroad.

Canada’s education system – Canada’s college and university system commences after high school. You can also choose to complete some or all of your high school in Canada in either the public or private system. Both offer global graduation standards to continue post secondary studies, as well as exceptional student services. Beyond high school, career choices are endless with thousands of options to suit every interest!

Studying in CanadaHow it works – Semesters typically run from September-December; January-April and some institutions offer May-August options.

Colleges – Programs are taught by highly experienced faculty and take two or three years to complete, offering vocational credentials applicable to the workforce or qualifications to transfer on to university.

Universities – Undergraduate studies run three-four years, providing options for in-depth research and progression to graduate-level masters or doctoral programs.

Professional programs – At least two years of undergraduate study is often required before applying to programs like medicine or law. These programs are extremely competitive - choose an undergraduate program based on your needs for the first few years. It’s important to excel in your studies before applying to a professional school.

Research Focus – Canada’s universities are engaged in innovative research in the fields of health, nanotechnology, biotechnology, high-performance computing, environmental technologies, nutraceuticals and renewable fuels, among other sectors. R&D cross-funding between the private sector and universities is high by international standards. New economic research is also highlighting the important role of universities as knowledge hubs connecting business, government and universities with commercial firms that help deliver on discovery. If you’ve got ideas to change the world, we’ve got the programs to help you realize them!

Getting StartedThe admission process across CanadaTypically, admission to a Canadian university or college is granted upon successful high school graduation. Each university assesses applicant qualifications individually and a strong emphasis is placed on academic standing.

Language optionsCanada excels in language instruction given diverse language communities. English is the language of instruction at most Canadian universities, however some teach in French and also offer bilingual options. Take advantage to perfect your language skills in a comfortable and friendly environment!

Application deadlines They vary between institutions, but traditionally range from January to June. Apply earlier than indicated to ensure all documents are received and that there is adequate time to get your study permit once your application is accepted. For specific admission requirements and applications, contact each university directly.

Budgeting for your stay Canadian tuition offers excellent value compared to other countries. Depending on location and program choices, a recommended annual budget for an international student can range from CDN $17,700 to $27,700, which includes tuition, accommodation, books, supplies, health care and personal expenses.

Scholarships and financial aid Scholarships are generally based on academic merit and are often awarded automatically at the time of admission. Some scholarships are specifically for international students and require a separate application outlining your extracurricular activities. Learn more: www.scholarships.gc.ca

Work-Study optionsAs a full-time international student, you can work to gain valuable experience or help finance your stay while you study in Canada.

After graduation, you can apply to programs like the Canada Experience Class (CEC) which facilitates immigration for those who wish to stay and pursue a career in Canada. Balancing your academic achievement with direct learning in a career-related job will give you an excellent advantage after you graduate. Learn more: www.cic.gc.ca

Immigration considerationsInternational students studying for more than six months must receive a study permit before arriving in Canada. In some cases, a temporary resident visa may also be required depending on your country of citizenship. Learn more about applications and requirements: www.cic.gc.ca

Explore the PossibilitiesStep up to make your contribution to the world and join the thousands of international students who choose Canada as a springboard to success!

For additional details about studying in Canada, consult the Official Study in Canada portal. This includes a program finder, cost calculator, study permit information, and links to provincial, territorial and individual school information.

www.educationau-incanada.caBy the High Commission of Canada in Sri Lanka

Are you in control?Your emotions

Happiness, anger, anxiety, sadness, nervousness, fear, delight, surprise, joy and the

list seem endless. There are many facets of emotion that we experience during day to day activities in our lives. Emotions are subtle, mild and in some cases, more serious in nature. But from person to person how they experience emotions and how they react to them change largely based on personality. However, what is important is the way we react to these emotions.

It is important to learn to deal with emotions in a positive manner. If we over react to our feelings and become angry, sad, anxious or frustrated it will affect the way we perform our daily activities. We will be stressed, emotionally charged and in such situations may make incorrect decisions.

Know themTherefore, knowing your emotions and mastering how to cope with them is key to a successful healthy life. For example at your workplace, if you are easily stressed and cannot cope with pressure of work it will be difficult for you to perform to your full potential. Your co-workers and superiors will feel that you are not in control of yourself and this may affect your future promotions and career development prospects.

Even at school we face stressful situations. Forgetting to do homework can be the cause of a lot of emotions the next day. Writing down the tasks you should complete on a day to day basis and doing and completing tasks as and

HR44 45HR

By Kusum Nandika Gunawardena

when they fall due can help to keep your emotions at bay by reducing stress caused by anxiety. If you are studying for an examination, stress can be a real problem. If not dealt with properly it can affect your studies in a negative way. If you are having emotions that you think you are unable to cope with, it’s best to seek advice from your parents, teachers or any other trusted party. Talk about it with your siblings or your friends to release the stress that is building up inside you.

Anger and restraintAnger is a very destructive emotion that you should at all times keep under control. Lots of young people have lost their future due to acts committed without controlling their anger. A little anger can do you good and prompt you to be more efficient but sudden outbursts of anger followed by destructive behaviour is detrimental to your personality.

The best way of dealing with emotion is when faced with such a situation to take a deep breath and delay your response as much as possible. Those few seconds will help to recover and deal with a situation in a more calm and collective manner. Rushing into actions or conclusions can be avoided and the negative actions taken can be controlled to a greater extent if you practice restraint.

Most powerful personalities who have made positive changes to the world we live such as Mahatma Gandhi and Nelson Mandela have mastered the art of controlling emotions and thereby developed their personalities to become great Leaders.

Learning to cope with emotions and making sure that emotions are under control will help you to live a healthy and happy life and even become a great leader one day.

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wÿrelr.;a wjia:d fndfydauhla wm wid ;fí ;rul ;rylska hq;=j lghq;= lsrSu we;eïúg wmf.a lghq;= jvd;a ld¾hlaIuj isÿlsrSug wdOdr lrhs' kuq;a laIKslj we;sfjk wdfõ.hka yd iu.dñj isÿlrk laIKsl ls%hdjka Tnf.a wkd.;hg ydks lrhs' wdfõ.YS,s wjia:djkaysoS .eTqre wdYajdihla f.k yels;rï tjeks m%;spdr l,aoeóu ;=,ska iDkd;aul m%;sl%shdjla u.yerSug yd tys m%;s:, wju lr .ekSug wmg yelshdj ;sfí' tf,i l,aoeuq ;;amr lsysmh wmf.a ye.sï tl,ia lr ikaiqka j m%;spdr oelaùug wjia:dj Wodlrhs' tu.ska blaukska m%;sls%hd fyda ks.ukhkag t<öu mud lr wjia:djg iqÿiq f,i nqoaêu;aj lghq;= lsÍug myiq jkq we;'

uy;aud .dkaê, fk,aika uekafv,d jeks Okd;aul fjkila isÿl< f,dal kdhlhska ;ukaf.a ye.Sï ukdj md,kh lr ta;=,ska ;u fm!reIh fydoska f.dvk.d f,dj ms<s.;a kdhlhska njg m;aúh' ;u ye.sï md,kh lr Okd;aul lghq;= lsÍu ;=,ska tjeks fYa%IaG kdhlfhl= ùug ;u fm!reIh j¾Okh lr .ekSug lghq;= lrkak'

ksu lsÍu ;=,ska iDkd;aul ye.Sï u.yer wd;;shlska f;drj lghq;= lsÍug wmg yelshdj ,efí' úNd.hkag uqyqKoSug isák ld<hkays udkisl wd;;sh uy;a m%Yakhla úh yel' tjeks wd;;Skag id¾:lj uqyqK oSug wfmdfydi;a jqjfyd;a wOHhk lghq;= w;miq jkq we;' tjeks úgloS ;uka m;aj we;s wmyiq;djh ;u foudmshkag" {d;Skag fyda ;ukag úsYajdi ´kEu md¾Yjhlg mjid Tjqkaf.a Wmfoia ,nd.; hq;=hs' Tn ;=< isrú we;s udkisl wd;;s ksoyia lsÍug Tjqkaf.a iydh Tng ,efnkq we;'

wdfõ.YS,S;ajh yd bjiSuwdfõ.YS,sj lghq;= lsrSu wm

ieuúgu md,kh l< hq;=hs' ;reK ;reKshka ish wdfõ.hka md,kh lsÍug fkdyelsj ;u wkd.;h

ÿl" i;=g" fõokdj" ìh uú; hkd§ f,i Tnf.a ye.Sï úúOdldrfhka t<s oelSu tosfkod isÿfjkakla' ye.Sï úúOdldr iajrEm .kakjd fukau tys ;%sjH;djho fjkiafõ' uDÿ f,i t<soelafjk yeÕSï j, isg ;on, yeÕSï olajd fjkia jq m%n,;djhkaf.ka tf,i yeÕSï biau;=fõ' tfukau tjeks yeÕSï j,g uqyqKfok wdldrh;a tajdg m%;sl%shd lrk wdldrh;a mqoa.,hdf.ka mqoa.,hdg fjkiafõ' Tng oefkk ye.Sï md,kh lr tajd Okd;aulj yiqrejd .ekSug lghq;= lsÍu b;d jeo.;a' iDkd;aul yeÕSïj,g nrj ÿlauqiqj fyda fõokdldÍj fyda wdfõ.Ys,Sj lghq;= l<fyd;a wmf.a tosfkod lghq;= j,g wys;lr n,mEula we;sfõ' túg wm udkisl wd;;sSkag ,laù ukiska fkdj yoj;ska is;d blauka ;SrK .ekSug fhduq ùug wjldY mj;S'

ye.Sï oek.kak;u ye.Sï ms<snoj ukd

wjfndaOhlska hq;=j tajd uekúka md,kh lSÍu id¾:l" kSfrda.S osúhlg ufydamldÍ fjhss' WodyrKhla f,i /lshd ia:dkfha§ b;d blauKska ye.Sï nrj udkisl wd;;shlska hqla;j lghq;= lrkafkl= yg /lshdfõ by< ;,hla lrd .uka lsrSug wmyiq fõ' Tnf.a /lshd i.hska fukau /lshd m%Odkska Tn .ek wvq ;lafiarefjka lghq;= lsÍug fuh fya;= úh yel' bosß Wiia ùï yd jD;a;Sh ÈhqKqjg wys;lr f,i iDKd;aul ye.Sï n,mdhs'

mdief,a§ wm yg úúO wd;;Skag uqyqK oSug isÿfõ' f.or jev wu;l ùu yryd miqosk mdief,aoS udkislj wd;;shlg uqyqK oSug isÿfõ' ffokslj ksul< hq;= jev lghq;= w;miq fkdfldg tosku

46 IT

f;dr;=re ;dCIKh u.ska 47IT

6' f;,a nyq, weg j¾. yd îc j¾. ^Wod - fmd,a" lcq" rglcq" fmd,af;,a" ng¾" ud.ßka ''' fjk;a& - fuu wdydr u.ska Yla;sh ,ndfok w;ru YÍrj¾Okh yd mßjD;a;sh l%shdj,g wjYH fõ'&

by; iEu j¾.hlg wh;a wdydr kshñ; m%udKfhka wdydrhg .; hq;=h' tu m%udKh jhi" ia;%smqreINdjh" Yßr Wi$nr l%shdldß;ajh yd YÍr frda. wkqj fjkia fõ'

wdydr msrñvh u.ska idudkH mqoa.,fhl=f.a lEu fõ,l ;sìh hq;= ix>gl m%udKh o<jYfhka úia;r lrhs'

fuu lreKq j,ska ye.s hkafka ksjerÈ wdydr rgdj i|yd m%cd ±kqj;a lsßug (public education) wjYH njhs'

miq.sh oYl fol ;=, ia:q,;djh" Èhjeähdj" yDoHdndO yd ms<sld jeks mqoa., wdydruh rgdj,g iïnkaOhla olajk fndafkdjk frda.dndOj, jeäúu;a olajhs' ±kg mj;sk fi!LH wOHdmk l%uj, ÿ¾j,;djhla by; ;;a;ajhg md¾Yaúlj n,mdhs' mÍCIK jd¾;d fmkajkafka m%cdj ;ukaf.a nr wvq lr.eksug yd fldfrdiagfrda.a wvqlr .ekSfï jeo.;alu ms<sno ±kqj;a jqj;a tu wOHdmkh pßhd;aul fjkila olajd jeä ÈhqKq lr ke;s njhs'

kúk f;dr;=re ;dlaIKh" m%cdjf.a fi!LH wOHdmkh fukau fi!LH m%j¾Okh ioyd kj uqyqKqjrlska m%fõYhla ,nd fohs' w;s;fha isgu uqøs; yd úldYk ckudOH fi!Lhuh yd fmdaIK f;dr;=re ,nd§fï m%Odk m%Nj jk w;r j¾;udkfha m%p,s; wka;¾cd,h wdY%s; fjí wvú u.ska fi!LH wOHdmkh ,nd fohs'

kúk f;dr;=re ;dCIKh my; i|yka m%Odk l%shdud¾. hgf;a fmdaIK wOHdmkhg wod, fi!LH fiajd ,nd §ug fhdod.; yel' tajdhska iuyrla kï" wdydrj, fmdaIK ;;a;ajh wOHkh lsßu (nutritions analysis), idhksl fmdaIKh (clinical nutrition) iy wdl¾IKSh fmdaIK wOHdmkh (nutrition education) ,nd §uhs'

w' fmdaIK ;;a;ajh wOHhkh lrk wdldr

1' mß.Klh fyda kúk cx.u ÿrl:k (Smart Phone) u.ska fmr Èkj, ,nd.;a wdydrj," fmdaIK ix>gl mßYs,kh (intake recall)

2' flá m%Yak lsysmhlska ;udf.a ffoksl iqmqreÿ lEu jÜfgdarej, fmdaIK ;;a;ajh mßYs,kh' (food frequency questions)

3' mß>Kl fyda ÿrl:k (smart phones) u.ska ksjerÈ lEu jÜfgdare ieliSu' (menu Planning / Recipe management)

wd' idhksl fmdaIKh wOHhkh

1' frda.shdf.a Yßr nr yd Wi (Wod - YÍr ialkaO o¾Ylh -BMI) wkqj mß>Klfhka ksjerÈ wdydr f;dard §u'

2' frda.shd Ndú;d lrk T!IOj,g wka;¾l%shd fkdlrk wdydr f;drd §u'

3' frda.shdf.a j¾;udk frda.s ;;a;ajhg .e,fmk lEu jÜfgdare f;dard §u'

4' frda.S i;aldr lrk ffjoHjreka we;=¨ fi!LH ldßh uKav,j,g wka;¾cd,h yryd iqkuH f,i fmdaIK mdGud,d meje;aùu'

we' wdl¾IKSh fi!LH wOHdmk l%ufõo

1' orejkag mß.Kl l%svd yryd fmdaIK mqreÿ we;s lsÍu'

Wod - www.choosemyplate.gov/laids/gams

2' orejkag fukau jeäysáhkag wka;¾ l%shdldß úäfhda Ñ;%mg (interaction videos) u.ska wOHdmkh ,nd §u'

Wod (- www.eatright.org

3' SMS u.ska ÿrl:kh fj;u ksIaÑ; ksjerÈ wdydr Wmfoia ,nd§u'

Wod (- unicef wdh;kh u.ska wm%sldkq u,dú rdcHfha ukaofmdaIKh ÿr,Su

www.unicef.org

4' wka;¾ l%shdldß (Interactive) fmdaIK fi!LH wOHdmk fjí wvú yryd ksjerÈ f;dr;=re ,nd Èu'

Wod (- www.healthyeating.org

Y%S ,xlsh - www.suwasriya.gov.lk

5' úYajdiksh ffjoH jD;a;slhka u.ska fiajh imhk weu;=ï uOHia:dk weu;su u.ska ;u fmdaIK .eg¿ úiod.ekSu'

Wod ( fi!LH wOHdmk ld¾hdxYfhka 0710 107107 ÿrl:kh u.ska meh 24 mqrd ish¿u fi!LH .eg¿ úiod .ekSu'

tfukau Èfkka Èk m%p,s; jk idudðh udOH (social media) Wod ( (facebook, twitter, chat rooms, micro blogging, platforms iy cx.u ÿrl:k uDÿldx. (Smart Phone Apps) u.ska fmdaIK lreKq blaukska yqjudre lsßug yd idlÉPd lsßug yels úu'

f;dr;=re ;dCIKh Ndú;fhka fmdaIK wOHdmkh by< kexùfï§ u;=jk .eg¿o iq¿mgq fkdfõ' tajdhska iuyrla kï wêl mß.Kl Wmdx.$uDÿldx. uq,sl úhoï" N+úIu;d ksid wka;¾cd,hg iïnkaOùfï wjysr;d" mß.Kl idCIr;djfha ÿ¾j,;d yd ÿIalr m%foaYj, ;dlaIKsl ikaksfõok WmlrK fkdue;s ùuo ±laúh yel'

mßYs,khY%S ,dxlslhka ioyd wdydr ms,snoj Wmfoia' fi!LH wud;HdxY m%ldYkhls' ^fojk ixialrKh& -

2011

New technologies for promoting a healthy diet and active living Nutrition reviews Vol 67 2009

igyk ffjoH .=ñÿ l=,;=x. úisks

jákdlñka iudk fkdjk ksid ñksidf.a fmdaIK wjYH;d imqrd .ekSu i|yd ksjerÈ wdydr ksjerÈ m%udKfhka ;u lEu fõ,g tlalr .eksu w;HjYHh fï i|yd ksjerÈ m%cd fmdaIK wOHdmk yd fi!LH n,.ekaùu (healthy empowerment) wjYHfõ'

ksfrda.S Èúhla ioyd Tn leu;s úúO wdydrmdk iïmQ¾Kfhkau w;ayeßu w;jYHh' tfy;a úúO;ajhla iys;j m%udKh fkdblaujd .;hq;=h'

ksfrda.su;a Ôú;hlg wjYHjk Yla;sh yd fmdaIKh ,ndfok wdydr ldKav yhlg fnod we;' ffokslj úúO j¾.fha wdydr ks¾foaYs; m%udKfhka wdydrhg tlalr .ekSfuka ksjerÈ fi!LH iïmkak wdydr fõ,la ,nd .; yel'

wdydr ldKav1' OdkH iy w, n;, -

^Wod - n;a" ;sß.=" fufkaß" l=rlalka msá wdydr w," n;," fldia" fo,a& - fïjd u.ska ojfia l%shdj,g Yla;sh ,nd fohs'

2' m<;=re - ^Wod - flfi,a" wU" .ia,nq" fodvï" fmar fjk;a''''& - fïjd u.ska frda.j,ska wdrlaIdjg m%;sYla;sh ÈhqKq lrhs'

3' t<j¿ - ^Wod - f.dgqfld<" ksú;s" idrK" mf;da," jegfld¿" lerÜ '''' & - fuu wdydr u.skao m%;sYla;slrK moaO;shg wdOdr flf¾'

4' ud¿" uia" ì;a;r" weg yd msh<s j¾. - ^Wod - uqyqÿ$jeõ ud¿" lrj," l=l=,auia yd fjk;a uia" ì;a;r" lv," uqx" lõms" fidahd" mßmamq" fndaxÑ& - fuu wdydr u.ska YÍr j¾Okh yd w¿;a jeähdjg Woõfõ'

5' lsß yd lsß ksIamdok - ^Wod- lsß" uqojmqlsß" Öia" fhda.Ü& - fïjd u.ska Tnf.a o;a yd wiaÓ w¿;ajeähdj yd j¾Okh isÿ lrhs'

ñksidf.a fmdaIKhg (Human Nutrition) n,mdk idOl rdYshla we;' tajd w;r wdydruh mqreÿ yd p¾hdj (Food habit & behaviour) iïm%odhsl úYajdi" m%foaYSh msysàu" wd.u" wd¾:l$ idudÔh uÜgu" foaYSh wdydr ksIamdokh" wdydr iïnkaO ;dCIK yd ks;s fukau m%cd wOHdmk uÜug yd ikaksfõok myiqlïo jeo.;a fõ'

ksjerÈ fmdaIK rgdj YÍr j¾Okh (growth & development) Yla;sh iy frda. j,lajd .ekSu u.ska ksfrda.s;dj Ôú;h mqrd mj;ajd .eksug w;HjYH fõ' ish¿u wdydr j¾. fmdaIKuh

fmdaIKh

úúO j¾. j,g wh;a wdydr .ekSu Ôú;h ;Dma;su;a lrhs' ksjerÈ iu;=,s; wdydrh yd l%shdYs,s Èú meje;au u.ska ksfrda.S Ôú;hla mj;ajd .eksug WmldÍ fõ' fmdaIK úoHdj (Nutrition Science) u.ska wdydrfha úoHd;aul jákdlu fukau wdydr wmf.a YÍrhg n,mdk wdldrh úia;r lrhs'

m%cdjg ksis

rEmh 1 ( wdydr msróvh

weg

yd f;

,a i

ys;

îc' l

sß yd l

sß

ksIamdok

' ud¿

" ì;a;

r" uia

t<j¿ y

d m<;=re

n;a" m

dka" O

dkH y

d w,n;,

wka;r l%shdldß;aj mß.Kl ;dCIKh (interactive computer technology) u.ska mqoa.,hdf.a ;;ald,Sk fi!LH ;;a;ajh yd wjYH;dj u; mokï jQ (tailor made) fi!LH we.hqï

(assessment) yd WmfoaYk (advice) fiajd wvqmsßjehla ;=, ,nd §fï yelshdj we;' tfukau tu.ska ;udf.a fi!LHuh ksjerÈ ðjk rgdj ;udgu wëCIKh lr .eksfï (self assessment) yelshdj ,nd fohs' fuu wka;¾ l%shdldß (interactive)" fm!oa.,sl (personalizes) fmdaIK ikaksfõokh u.ska ta ta mqoa.,hdf.a wjYH;djg iß,k fmdaIK wOHdmkhla ,ndÈug yel'

48 Education

Right way to go; By Nalin Goonewardene

49Education

The so-called 3R's - reading, (w)riting and (a)rithmetic were always considered as the cornerstones of good education, and continue to be so. Then came the division into Arts and Science streams which enabled careers in law, accountancy, engineering, medicine etc to flourish. With discovery of 'new chip' subjects such as Information Technology (IT) and later ITC afforded careers in making, using and managing components of IT infrastructure.

Exploiting capabilities of the chip lead to an explosion in Research and Development (R&D) not only within ITC but also to provide support for other disciplines such as medicine, transport etc.

Gradually, R&D required necessary integration and convergence of traditional subjects leading to new technologies in fields that benefit humans as well as machines, such as molecular-biology and consumer electronics.

New frontiersFor example, scientific

convergence for molecular biology included biotechnology with emphasis on integration of genetics, biochemistry, microbiology and crystallography for molecular structures. This drew in other disciplines like medicine, engineering, computer science and humanities.

Discovery of 'Graphene', a material reputed to be the world’s strongest (100 times stronger than steel) and thinnest (one ounce would cover 28 football fields) will have far reaching implications. Smart phones almost as thin and flexible as paper and virtually unbreakable; solar panels moulded to cover surface of a car and even possible treatments for damaged spinal cords are just three applications that are receiving attention.

New Sci-Tech skills highly demanded

Increasingly, demand for skills in Science & Technology has not been met by education systems worldwide. This is understandable because new technologies have to be stable enough for teaching materials to be produced. Therefore, training systems will always be behind the discovery systems. Also, the former are highly dynamic while the latter are relatively static.

The mismatch between technical skills requirements and education systems has now widened to a point where large numbers of young people cannot find jobs after completing their higher education. In Sri Lanka, about 21% of students follow the science stream, 27% the commerce stream, and 51% the arts stream, at the GCE Advanced Level. Of these, the highest unemployment is among qualified graduates where over 50% of Arts graduates end up with skills not required by the job market.

New streamTo address several issues, the

Ministry of Education introduced a new Science & Technology stream for GCE A/ Levels leading to achievement of a Bachelor of Technology (BTec) degree from local universities by 2016. BTec graduates will be able

to go for higher studies in specialist areas or find opportunities in several fields in addition to ITC such as civil, mechanical & electronics engineering as well as agricultural and food sciences to name a few.

Other facilities will be available in Biotechnology, Nanotechnology etc, under the National Strategy for Science, Technology and Innovation which is part of a 10 year National Development Framework.

The realityFor these initiatives to succeed,

there needs to be sufficient numbers of qualified students (and teachers) available.

Recent O/ Level examination statistics published by the Ministry of Education shows that over 10,000 students failed in all subjects, while 52% failed in English, nearly 48% failed in Maths and over 32% failed in Science and Technology. These are alarmingly large proportions for an essential starting point to scientific education.

The reasons for this and how to improve results are under investigation. But it may be worthwhile for educators and students to ask themselves the following questions:

- Each generation is more advanced than previous, so studies more difficult or is it something else?

- Lots more diversions are easily available, so is it due to non-application/ dedication?

- More opportunities to make easy money, so why study?

- Can get by with a spattering of English and ability to count, so why bother?

The worldwide shortage of qualified scientists/ technologists is set to continue and it is clear that by utilising the new Technology Stream, It can give Sri Lankan youth rewarding careers in the future.

stream at ALsbut are we ready?

Technology

The worldwide shortage of qualified scientists/ technologists is set to continue and it is clear that by utilising the new Technology Stream, It can give Sri Lankan youth rewarding careers in the future

50 Education 51Education

NVQ f,i yÿkajk jD;a;Sh iqÿiqlu hï úfYaIs; /lshdjla ioyd wjYHh lrk l=i,;djh iy oekqu úoyd olajk jD;a;Sh yd ksmqK;djh iu. neÈ f,dalh úiska ms<s.;a l%shdj,shls' NVQ hkq hï mqoa.,fhl=f.a jev mßudKh iy úúO jD;a;Shhka yd neÈ ld¾hj,§ tys we;s jD;a;sh ksmqK;ajh iy;sl lsÍu ioyd WmldÍ jk iqÿiqlï iys; wdo¾Yj;a ud¾.hla o fõ' NVQSL hkq Y%S ,xldfõ cd;sl jD;a;Sh iqÿiqlï wdlD;sh hs' tu.ska Y%S ,dxflah Y%u n,ldh ioyd f,dalh ;=, ;r.ldß;ajh jeä lrkjd fiau ms<s.;a ld¾ñl yd jD;a;Sh wOHdmkh moaO;shla yryd jD;a;Sh m%uqL;ajh fj;o fhduq lrjhs'

Y%S ,xldfõ cd;sl jD;a;Sh iqÿiqlï rduqj msysgqjd we;af;a úúO ia;r ^uÜgï& j,ska hq;a iy;sl l%shdj,shla yryd jD;a;Sh ksmqk;ajh foaYshj yd cd;Hka;r jYfhka yÿkd.; yels moaO;shla ks¾udKh lr Y%S ,xldj ;=, cd;Hka;r jYfhka ;r.ldÍ Y%u n,ldhla ks¾udKh lsÍu ioydhs' th jD;a;Sh mqyqKqj" ksmqk;djh iu. .e,msfuka fj<ofmd, wjYH;djhka imqrd foa'

ld¾ñl yd jD;a;Sh wOHdmkh;a mqyqKqj;a tlg iïnkaO lrk m%Odk wx.h cd;sl jD;a;Sh iqÿiqlï l%shdj,sh fõ' cd;sl ksmqk;d m%ñ;Ska $ ññ ilia lr we;af;a wod< l¾udka; j,ska Wmfoia ,ndf.k jk w;r tajd l¾udka; j, úfYaIs; cd;sl ;;a;aj m%ñ;Skag wkql=, fõ'

cd;sl uÜgfï iy;sl l%shdj,shla ioyd jk w.h lsÍï $;lafiare lsÍï isÿ lrkq ,nkafka ;r.ldß;ajfhka hq;= m%fõYhlsks' fndfyda ÈhqKq rgj, moaO;Ska j, ñkqï ,l=Kla njg NVQ m;aù ;sfí'

NVQ uÜgï NVQ ys iqÿiqlï uÜgï 7la we;'

iEu uÜgula u tlsfkflys mj;ajd bf.kqï wjYH;dj yd ld¾h idOkhg wod, j.lsu fmkakqï lrhs'

uÜgu m%Odkh úia;rh

1' iy;sl uq,sl yd msúiqï iqÿiqlï wjYH Ys,amska ioyd

2' iy;sl úêu;a wëlaIKh iïnkaO ks¾foaY wjYH Ys,amska ioyd

3' iy;sl m%ia;dúl ud¾f.damfoaYk;a wjYH Ys,amska ioyd

4' iy;sl iajdëk ld¾hfhys kshq;=ùug yels Ys,amska ioyd

5' ämaf,daud wëlaIlhka ioyd

6' Wiia ämaf,daud l<ukdlrejka ioyd

7' Wmdê idudk ;SrK .eksfuys kshq;=jkakka ioyd

NVQ

ms<sno .súi.;a m%;sm;a;Ska iuqodhls'

wfmdi Wiiafm< fyda idukH fm< wiu;a ´kEu whÿïlrefjl=g Wmdê iqÿiqlï ,nd .eksug cd;sl jD;a;Sh iqÿiqlï u.ska ±ka wjia:dj i,id we;'

NVQ ys l%shd mámdáhNVQSL ys fufyhqï ix.%yh iïmdokh lr we;af;a ;D;sh yd jD;a;sh wOHdmk fldñiu úiska cd;sl wdOqksl;aj yd l¾udka; mqyqKq wêldßh ^NAITA& jD;a;Sh mqyqKq wêldßh ^VTA& ;dlaIKsl wOHdmk fomd¾;fïka;=j ^DTET& cd;sl ;reK fiajd iNdj ^NYSC& iy cd;sl ;dlaIK wOHdmk wdh;kh ^NITESL& ys wkq.%yh weiqfrks' ld¾h ix.%yh ys ±lafjkafka NVQSL ys iEu ixrplhlau l%shdjg kexúu

NVQ Odßka yg mj;akd jD;a;Sh ms<s.ekSumdGud,djka ixj¾Okh lsÍfuys,d f;dard.;a jD;a;Sh wjYH;djka mokï ù we;af;a Y%u fjf,ofmdf<a foaYsh yd úfoaYSh b,a¨u wkqjh' NVQ ys b.ekaùï yd bf.kqï iïm;a ixj¾Okh isÿlr we;af;a l¾udka; yd mqyqKq lafIa;%fha m%ùKhkaf.a wkq±kqu yd wkque;sh iys;jh' tu ksid NVQ Odßka ioyd mj;akd jD;a;Sh ms<s.eksu b;d by<h'

NVQ ys b.ekaùï yd bf.kqï iïm;a ixj¾Okh isÿlr we;af;a l¾udka; yd mqyqKq

lafIa;%fha m%ùKhkaf.a wkq±kqu yd wkque;sh iys;jh' tu ksid NVQ

Odßka ioyd mj;akd jD;a;Sh ms<s.eksu b;d by<h

jD;a;Sh iqÿiqlu

Education is for everyone. Today in Sri Lanka, there are several types of formal education to suit every kind of student including, differently abled, practical etc. Also, it is possible to have an informal education for those who cannot or will not attend formal education facilities. So, there is no excuse for not acquiring an education.

However, there are a worrying number of ‘drop outs’ and a growing mismatch between the knowledge acquired and what is required in the job market. This is set to increase as the world around us changes and the global village concept advances resulting in

skills are basic requirements. Additionally, globalization, population increase, resource scarcities, environment sustainability and abundance of readily available information requires new ways to educate.

Much is being done in the right direction, such as IT in all schools, more schools to reach everyone, enhanced vocational training, promotion of English in schools etc. Unfortunately, we are in a catch-up phase as not enough has been done up to now, but this should not hold us back from developing even more initiatives to be in-line with the world as soon as possible.

missed opportunities. Make no mistake, Sri Lankan youth are as clever as they come, but systems in place do not help to achieve their true potential.

We cannot escape the fact that we are a small island that has to compete on the global stage if we are to survive, be largely independent and carry on our way of life and culture.

New vistasThe world has moved away

from an industrial age to digital. Now it is moving from a facts based society to a knowledge based, where cross disciplines, lateral thinking, hard and soft

Education

Higher education leads to many things including the

most important research and development (R&D), the life blood of a nation. Without this, we cannot keep up with a

changing world outside. R&D has lead to significant higher education

developments elsewhere, such as Augmented Reality (AR), which has direct

benefits for Sri Lanka as well.

By Nalin Goonewardene

r ight for the times

igyk ufyaIsld fmaupkaø úisks

Way forwardTo be-in-front, we need to

introduce a closer ‘connection’ between education and the needs of business, industry and healthcare. More ‘apprenticeships’ need to be made available in all fields of endeavour, not just in engineering, construction etc. An apprentice learns first hand what the chosen work area is like, in addition to relevant studies in that field. Job related training schemes are also very beneficial. Learning for the sake of learning (a previously touted virtue) is no longer affordable. Learning has to be geared to obtaining fruitful, enjoyable employment. This is applicable even for educators.

Higher education leads to many things including the most important research and development

(R&D), the life blood of a nation. Without this, we cannot keep up with a changing world outside. R&D has lead to significant higher education developments elsewhere, such as Augmented Reality (AR), which has direct benefits for Sri Lanka as well.

ARAR is the possibility for students

to access 3D objects, supporting media and overlaid virtual imagery, to reinforce various practical skills. This is already available in motor industry and other commercial operations. It is now being introduced in medical/ healthcare sectors for students to demonstrate capability with several procedures such as applying a cannula or taking an electrocardiography (ECG) reading. Students can enhance professional abilities more independently by using personal devices minimising the need for face-to-face interaction with specialists.

52 Education

This is using IT in a practical way, mixing knowledge with practical skills. This approach may also be used for example with surgeons who need to practice modern keyhole surgery techniques before they operate on a patient.

On the practical side, there will be a great demand for skilled labour such as electricians, carpenters etc, but their value will only be realized by those with a certified capability, such as a vocational qualification. There is a system where practitioners can obtain certified qualifications within the 7 NVQ levels where practical capability can be matched to a verification system which also establishes skill levels. But how many are aware of this and how many are interested?

Practitioners do not want ‘to go to school again’, so there is much to do in changing attitudes.

So what can be done?Students can no longer be fed

information. They need to learn to be leaders equipped with appetite and cross-disciplinary skills to solve unknown problems. Teachers need to be "armed with as much data as possible”, so they can diagnose difficulties students are having, to make their interaction as productive as possible. Schools need to prepare students for workplace, ensure practical training is combined with academic qualifications and provide ‘bridges’ to the world of work. Parents must allow their children to ‘grow up’ at an earlier age. They must help change traditional attitudes that are no longer relevant. They are the best equipped to observe natural skills of their offspring and plot a direction for them from an early age.

Techniques need to be introduced at an early age. Researchers say that Montessori teaching should end around ages 2-3 and subject education should commence then as capability of present generation is more than able to cope with this. It also augments the learning curve in order for students to achieve levels of knowledge required at higher education.

Whatever is decided, actions must be taken now or it will be too late for Sri Lanka to be able to hold her head high as a respected, educated nation.

54 Youth 55Youth

During thirteen years in school and some more years at university, vocational or tertiary educational institute, our main task is educating ourselves to pass examinations and develop skills and competencies that are key to futuare employability. However, to become a successful person in life seeking knowledge should not come to an end once you end your higher studies.

Surface learningEven though most study hard for examinations, once exams are over they forget half of the things learnt. One or two years down the line they would have forgotten most of it. This is because the objective of learning to most is to just pass the exams. Such learning, termed as surface learning should be replaced with a motive to seek knowledge for the sake of knowledge by learning with a heart. To become a scholar you need to retain what you learnt by relating the knowledge with practical experience and deep thinking.

Learning should be a life time experience and should not be a stressful, time bound or pressurised exercise. Learning should be about experiencing new things, discovering new paths, forming new ideas, seeking and embracing innovation and encountering a whole lot of other experiences as life goes on. Seeing the world from different perspectives, appreciating the beauty of life and enjoying each day that passes by are signs that we are learning with a passion and determination.

EnjoyWe remember specific scenes in our favourite movies or specific performances by our favourite cricketer or specific events of our life because we enjoyed the experience and learnt and memorised those moments effortlessly. By enjoying what you learn and developing skills of listening, observing, being attentive and reading you will build the

By Kusum Nandika Gunawardena

foundation to become a lifelong learner.

People who are universally accepted as great thinkers, leaders and innovators have mastered the art of lifelong effortless learning. You could also follow in their footsteps by living each day to its fullest and embracing all new experiences by thinking with your feet and learning from your heart.

With each new experience think of what you felt, what you did and what you should have done. Every problem faced should not be viewed as a problem but as a challenge and an opportunity to learn and develop your personality.

AdoptLifelong learning is a must in today’s dynamic environment. Our parents would not have

yourLearn fromheart

even dreamt of things such as computing or smart phones when they were young. They may have been very good at using type writers but now technology has made typewriter a thing of the past and the power of word processor has replaced it. Telegrams were the best way to communicate urgent messages to distant places those days but now its non existent.

The world is changing fast and technologies are becoming outdated more rapidly. Accordingly, life is becoming more complex and those who learn fast and act smart can move forward in life easier than others.

So make learning a lifelong experience and a part of your daily life.

The world is changing fast and technologies are becoming outdated more rapidly. Accordingly, life is becoming more complex and those

who learn fast and act smart can move forward in life easier than others

With each new experience think of what you felt, what

you did and what you should have done.

Every problem faced should not be viewed

as a problem but as a challenge and an

opportunity to learn and develop your

personality.

56 Youth

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EDEX j¾I uOH wOHdmksl m%o¾Ykh yd /lshd fmd< fuf,i Ys% ,xldj ;=, buy;a ms<s.ekSula oskd we;s m%o¾Ykhls' fujr EDEX j¾I uOH m%o¾Ykh meje;afjkqfha fojeks jrghs' EDEX m%Odk Expo m%o¾Ykh fkdlvjd j¾I 10lg jeä ld,hla ixúOdkh l< ixúOdhl lñgq ,o w;aoelSïo fmrgq lr.ksñka fmrg;a jvd id¾:l f,i EDEX j¾I uOH Expo j meje;aùug lghq;= lsÍug ish¨ lghq;= iqodkï lr we;' iEu úgu kj w;aoelSï Ys% ,dxlSh ;reK ;reKshkag bosrsm;a lrk EDEX ixúOdhl uvq,a," EDEX m%Odk Expo j ;=,ska l< t<s ±lajQ /lshd fmd<" fujr j¾I uOH m%o¾Ykh i|ydo Tn yuqjg f.k taug lghq;= i,id oS we;' tu.ska wOHdmksl uxfm;a újr lr oSfï isg id¾:l /lshdjl isyskh ienElr .ekSu olajd jq iïmq¾K w;aje,la ;reK ;reKshkag ,ndoS tlu fõoSldjla ;=, Tjqkaf.a isyskhka iún, .ekaúfï uy.= l¾;jHhg j¾I uOH EDEX m%o¾Ykh bosßm;a j isá'

fujr j¾I uOH EDEX Expo m%o¾Ykh wf.daia;= ui 30 yd 31 foosk ;=, Y%S ,xld m%o¾Yk yd iïfï,k Yd,dfõoS (SLECC) meje;afõ' tys bosßm;a lrk wOHdmksl yd jD;a;Sh wjia:djkaf.ka Wmßu m%;sM, ,nd.ekSug meñfKk f,i wms Tng werhqï lr isáuq'

jeä úia;r www.Edex.lk fj; msúiSfuka ,nd .; yel'

wOHdmksl m%o¾Yk" /lshd fj<|fmd<" iïuka;%K iNd jevuq¿ ;reK ;reKshkag oekqu ,nd .ekSug yd iqÿiq jD;a;shlg m%úYagùug buy;a w;aje,la imhhs' fndfyda fokd fujeks m%o¾Yk keröug meñfKk uq;a tajd ;u wkd.; oshqKqj i|yd w;aje,la njg m;alr .ekSug wjYH oelau" iqodku" Woafhda.h yd W;aiydh fkdue;slñka tu jákd wjia:djka wysñlr .kS'

m%o¾Ykhla fyda /lshd fj<|fmd<la meje;afjk njg úoHq;a yd uqøs; udOH yryd fukau iudc fjí wvú yryd o m%pdrKh flf¾' tjeks m%o¾Ykhla ms<sn| oek.;a jydu ta .ek f;dr;=re fiùug Tn Wkkaÿ úh hq;=hs' m%o¾Ykh meje;afjkafka ljodo @ l=uk ia:dkfhao@ ljqreka Wfoido@ hkak oek .ekSu ;=,ska Tng tu m%o¾Ykh yryd m%fhdackhla ,efío@ hkak ;SrKh l< yel' tfukau fndfyda m%o¾Ykj, úfYaIdx. f,i iïuka;%K" jevuq¿ yd fjk;a wx. bosßm;a lr we;s w;r tajdg iyNd.S ùug Tng yelshdj we;' tu ksid m%o¾Ykhla .ek oek.;aúg tys ixúOdhlhska weu;Su u.ska fyda tu m%o¾Ykhg wod< fjí wvúhg msúiSu u.ska jeäÿr lreKq fidhdne,Sug fhduq úh hq;=h' ta u.ska m%o¾Ykhg lsisjla fkdoek iyNd.S jkjdg jvd jeä hula tajdfhka w;alr .ekSug Tng yelshdj ,efí'

tfukau tjeks fjí wvú yryd wod< m%o¾Ykhg bosrsm;a jk m%o¾Ylhska ljqrekao hkak l,a;shd oek.; yelshs' tu m%o¾Ylhskaf.a fjíwvú ;=,g msúiSfuka Tjqka ms<sn|j;a Tjqkaf.a mdGud,d ms<sn|j;a" ukd wjfndaOhla m%o¾Ykhg m<uqj Tng ,nd .; yelsfõ' bka wk;=rej igyka fmd;l tu m%o¾Ylhska m%o¾YkfhaoS uqqK.eiqkq úg Tjqkaf.ka Tng oek.; hq;= lreKq igyka lr ;eîug Tng mq¿jka' fuf,i m%o¾Ylhska lsysm fofkl= ms<sn|j f;dr;=re igyka lr.ekSu ;=,ska m%o¾Yk oskfhaoS ukd wjfndaOhlska hq;=j wod< m%o¾Ylhska yuqù f;dr;=re úpdrkakg Tng wjia:dj ,efí'

m%o¾Ykh meje;afjk osk Woeikskau m%o¾Yk N+óhg msúisu jeo.;a' m%o¾Ykh keröug meñfKk mqoa.,hka m%udKh jeäùug fmr m%o¾Ylhska iu. ksoyfia l:dlSÍug bka wjia:dj ie,fia' tfukau úYd, msßila meñsK isák wjia:djl§ g jvd jeä ld,hla Tn fjkqfjka úvx.= lSÍug m%o¾Ylhskag o fï ld,fha yelshdj ,efí'

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