1. English Teacher Education in Jaffna
K.L.Ramanan
Post Graduate Institute of English
and
ELTC, University of Jaffna

2. Setting the Scene…& Rationale
O/L Results- English Pass Rate
District
Jaffna
Kili
Mullai
Manr.
Vav
% of total candidates
26.8
8.46
8.75
17.2
22.25
Types of Teachers
Trained Teachers, NCOE Diploma holders,
Graduates with English as a subject
Measures to Fill the gap
(Quantitative)
English Medium Grads.
NPC -one year course in association with the Uni. Jaff.
Source: National Symposium on Reviewing of the Performance of School Candidates, Dept of Examination, 2011

3. Setting the Scene: Teacher Availability/ Shortage
District
Primary
Secondary
Advanced Level
Cadre
Available
Shortage
% of Shortage
Total
Jaffna
405 88
317
78.2
336
324 12
3.5 04 -4
Kilinochchi 97 17 80
82.4 94 81 13
13.8
Mannar
110 20 90
81.8 82 06
6.8
Vavuniya
195 49
146
74.8
114
118
-3.5
Mullaithivu
105 09 96
91.4 78 03
3.7
912
183
729
715
683 33
Total Approved
1627
870
758
Percentage of Shortage
79.9%
4.8%
Excess 4 Nos.
46.5
Source: EMIS, Department of Education, Northern Province. April 2014

4. Setting the Scene… Efforts to fill the gap Expectation of the Society
English Medium Grads. allowed to teach English without prior training.
Exception- a diploma course conducted once by the NPC and UJ .
Expectation of the Society
Parents- rural people. For them English is EFL.
Realized the need of the language.
Teacher is the only choice & Source.
Teacher has to be the source, model, guide, mentor, director, facilitator etc.
Thus, teacher training is a social responsibility
Being a teacher = A Social Engineering Professional

5. Objectives of the Study
Study intends to
Focus on the teaching curriculum practices in the teacher training institutions in Jaffna
Evaluate how far the modern principles /concepts of education have been appropriated to the local context
Independent Learning
Collaborative learning
 Student Centred Learning
Macro Strategies proposed by Kumaravadivelu(2003)

6. Area of the Study Curriculum Evaluation @ Course Areas of Curriculum
Teachers’ Training College,
National College Of Education(NCOE), Jaffna
University of Jaffna (UJ).
Areas of Curriculum
-Written Curriculum -Taught Curriculum

7. Evaluation of the Field
Educational Goals of the Govt.
MOE-To reach excellence in global society through competent citizens who share the Lankan identity
MOHE- To be the Knowledge hub in 2020
Background of the Students
-Mostly from Rural areas with Tamil as L1.
-Mostly first generation teachers
-Economically poor
- Home environment - not enabling
-Inability to speak in English except PG Ss.

8. Masters Degree in Linguistics/TESL -5
Courses
INSTITUTION
TTC– Palaly
Closed recently
NCOE-Jaffna
Univ. of Jaf,
Gen. degree in ELT.
Univ. of Jaf.
PG Dip in TESL
Dip. in Teach. Full time.
1 Yr at learning
1 year Teaching practice
Residential
Full time Dip.
2 years course
+ 1 yr internship
Non Residential Full time 3yrs Degree
No internship/
No teaching practice
N Holiday Contact hours
Guided Teaching 45 hrs
Educators
1 Permanent
5 Permanent
Staff with Masters Degree in Education
Exp- above 5 years
Ph.D. holder 1
Masters Degree in Linguistics/TESL -5
Exp-above 10 yrs
Trainees /Students 59
A/L -Z score +
O/L - A or B for English
+ Exam Dept.’s Admission Test 15
A/L Z score +
+ Placement Test by ELTC 30
Degree +
Teaching Experience

9. Formative & Summative Assessment
UJ- UG
Assessment 40% Easy to score marks
Final Exam 60% More formative evaluation
UJ- PG
Assessment 30% More presentations than W.E
Final Exam 70% Fore Summative evaluation
NCOE
Assessment 60% (Not announced to Ss.)
Final Exam 40% ( Assmt. Marks will be added if one obtains pass marks for F.E)

10. Institutions
NCOE
UJ- UG
UJ- PG
Principles
Independent Learning
Average
Below Average
High
Collaborative Learning
High – More Activities + Co-curricular
-No co-Curricular
SC Learning
SS –exam oriented
Below average
-Feel safe with lecture method
High -
Matured learner
Macro Strategies
Averagely employed
Introduced
Not employed
Highly employed

11. Observation
Written Curriculum emphasizes the employment of modern education principles
They are not used very much in the taught curriculum
Principles are introduced than practiced.
Physical and human resources need to be developed towards optimum usage of the principles
Lack of incorporation of these principles will cause a snow ball effect.

12. Reference
Dept. of Examination, (2012). National Symposium on Reviewing of the Performance of School Candidates – Battaramulla. p. 28 EMIS Unit, (2014) . Northern Province Education Sector Vital Statistics. Provincial Dept. of Education Northern Province. Pp Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven and London: Yale University Press.pp UNESCO. (2011). World Data on Education: Sri Lanka. Available from UNESCO-IBE World Data on Education, from UNESCO

13. Thank you