S.B. Ekanayake has authored over 30 books and over 100 research papers on topics related to teacher education, non-formal education, human rights education, education and human resource development, and education and rural development. Some of his notable publications include books on refugee education, education in disadvantaged areas, lifelong education, and paradigm shifts in education. He has extensive experience evaluating education projects in South Asia funded by organizations like the World Bank, UNESCO, UNHCR, and GTZ.
ToR of the 3rd international conference on the Quality of Islamic Higher Educ...jjnjndn
The document summarizes the 3rd International Conference on Quality Assurance of Islamic Higher Education. The conference will be held from December 17-20, 2016 in Batu, East Java, Indonesia. It will bring together representatives from Islamic universities and organizations from around the world to discuss key issues regarding quality assurance in Islamic higher education, including implementing OIC key performance indicators and developing strategic partnerships between universities. The conference program includes speeches, panel discussions, cultural events and a city tour.
SOKOLA aims to address illiteracy in Papua through a literacy expedition program. Over 1.9 million people in Papua are illiterate. SOKOLA visited villages and found high illiteracy rates and lack of access to schools. The expedition will involve researchers assessing needs and two teachers providing literacy education in selected villages from September to November 2013. Funds are being raised to support transportation, accommodations, and publishing results of the research.
Ridala Kindergarten-Primary School is located in western Estonia, about 16 km from the nearest town of Haapsalu and over 100 km from the capital city of Tallinn. The school has around 121 students and 39 children in the kindergarten. It was built in 1959 and renovated in 2008-2009. The school is divided into 9 classes that meet Monday through Friday, starting at 8 am. Students begin learning English in the third form. The school offers various after class courses and activities like English, cooking, sports, crafts, art studio, folk dancing, choirs, and ceramic art.
Railway Girls' High School was established in 1931 in Nizam State, India and has since grown from a primary school to a high school. It has achieved numerous awards and accomplishments over the years, including being adjudged the best school on Indian Railways multiple times. The school emphasizes academics, sports, cultural activities, vocational skills, and community engagement. It aims to provide students with well-rounded growth and opportunities to succeed.
This document provides an agenda and greetings for the Fourth International Conference of Siena College/ADU English Teachers Associations in Dnipro, Ukraine. The conference will focus on integrated and interdisciplinary approaches to English language teaching methodology. The opening ceremony will begin at 10:00 AM and feature welcoming remarks. Greetings are included from the presidents of Americans for Democracy in Ukraine and Siena College. The schedule lists presentations from various teacher associations throughout Ukraine and a roundtable discussion. The document expresses appreciation for the collaboration between the organizations.
This document provides a summary of Sumita Mukherjee's educational and professional background. It details her academic qualifications including degrees in geography, education, and teaching certifications. Her professional experience spans over 35 years working in various roles such as teacher, head of department, founder principal, and principal at several schools in India and abroad. She has extensive experience setting up and running both new and established schools with international curriculums. The document also lists workshops and seminars attended related to education, curriculum, and professional development.
The document contains comments from experts praising a proposed model resource book for small schools in Sri Lanka. Dr. Simona Popa from UNESCO Prospects thanks the author for addressing the important topic of small schools and their unrealized potential. Jenny Homan, who has worked in rural Tanzania education for 10 years, says the book has identified true issues in rural education. Qasir Rafiq and Javeed Mirza also appreciate the book for covering an important topic that most educators overlook. The experts feel the book will interest scholars, practitioners, and policymakers working in comparative and international education.
The document discusses a model resource book for small schools in disadvantaged areas of Sri Lanka. It provides background on the challenges facing small schools, which serve deprived communities but lack adequate resources and opportunities. The model aims to address these issues through a holistic approach incorporating eight dimensions like pedagogical changes, teacher training, community involvement and more. The goal is to transform small schools into dynamic hubs that can enhance education, development and quality of life for poor and marginalized groups.
ToR of the 3rd international conference on the Quality of Islamic Higher Educ...jjnjndn
The document summarizes the 3rd International Conference on Quality Assurance of Islamic Higher Education. The conference will be held from December 17-20, 2016 in Batu, East Java, Indonesia. It will bring together representatives from Islamic universities and organizations from around the world to discuss key issues regarding quality assurance in Islamic higher education, including implementing OIC key performance indicators and developing strategic partnerships between universities. The conference program includes speeches, panel discussions, cultural events and a city tour.
SOKOLA aims to address illiteracy in Papua through a literacy expedition program. Over 1.9 million people in Papua are illiterate. SOKOLA visited villages and found high illiteracy rates and lack of access to schools. The expedition will involve researchers assessing needs and two teachers providing literacy education in selected villages from September to November 2013. Funds are being raised to support transportation, accommodations, and publishing results of the research.
Ridala Kindergarten-Primary School is located in western Estonia, about 16 km from the nearest town of Haapsalu and over 100 km from the capital city of Tallinn. The school has around 121 students and 39 children in the kindergarten. It was built in 1959 and renovated in 2008-2009. The school is divided into 9 classes that meet Monday through Friday, starting at 8 am. Students begin learning English in the third form. The school offers various after class courses and activities like English, cooking, sports, crafts, art studio, folk dancing, choirs, and ceramic art.
Railway Girls' High School was established in 1931 in Nizam State, India and has since grown from a primary school to a high school. It has achieved numerous awards and accomplishments over the years, including being adjudged the best school on Indian Railways multiple times. The school emphasizes academics, sports, cultural activities, vocational skills, and community engagement. It aims to provide students with well-rounded growth and opportunities to succeed.
This document provides an agenda and greetings for the Fourth International Conference of Siena College/ADU English Teachers Associations in Dnipro, Ukraine. The conference will focus on integrated and interdisciplinary approaches to English language teaching methodology. The opening ceremony will begin at 10:00 AM and feature welcoming remarks. Greetings are included from the presidents of Americans for Democracy in Ukraine and Siena College. The schedule lists presentations from various teacher associations throughout Ukraine and a roundtable discussion. The document expresses appreciation for the collaboration between the organizations.
This document provides a summary of Sumita Mukherjee's educational and professional background. It details her academic qualifications including degrees in geography, education, and teaching certifications. Her professional experience spans over 35 years working in various roles such as teacher, head of department, founder principal, and principal at several schools in India and abroad. She has extensive experience setting up and running both new and established schools with international curriculums. The document also lists workshops and seminars attended related to education, curriculum, and professional development.
The document contains comments from experts praising a proposed model resource book for small schools in Sri Lanka. Dr. Simona Popa from UNESCO Prospects thanks the author for addressing the important topic of small schools and their unrealized potential. Jenny Homan, who has worked in rural Tanzania education for 10 years, says the book has identified true issues in rural education. Qasir Rafiq and Javeed Mirza also appreciate the book for covering an important topic that most educators overlook. The experts feel the book will interest scholars, practitioners, and policymakers working in comparative and international education.
The document discusses a model resource book for small schools in disadvantaged areas of Sri Lanka. It provides background on the challenges facing small schools, which serve deprived communities but lack adequate resources and opportunities. The model aims to address these issues through a holistic approach incorporating eight dimensions like pedagogical changes, teacher training, community involvement and more. The goal is to transform small schools into dynamic hubs that can enhance education, development and quality of life for poor and marginalized groups.
Mierza Miranti has over 15 years of experience in education. She holds a Bachelor's in English Literature and a Master's in Management. She has worked as a secondary school teacher in Indonesia, teaching subjects like English, Bahasa Indonesia, social studies, values, and visual arts. She has also held roles managing curriculum development, quality assurance, and providing professional development training to teachers. Her portfolio outlines her educational background, work experience at various schools, publications, training experience, and references.
This document summarizes a study that investigated the potential uses of educational technology in in-service teacher training programs in Khyber Pakhtunkhwa, Pakistan. The study found that while educational technology can be helpful for teacher professional development, it is not being properly utilized in current in-service training programs. In-service training schedules are not consistently followed and venues are not always accessible to teachers. The study concludes that educational technology should be more fully integrated into in-service training to help teachers keep up with 21st century skills and facilitate student learning.
Social Studies Teachers' Proclivities to Teach World History in the New K to ...Reynaldo Inocian
This document summarizes a study that assessed social studies teachers' readiness to teach world history in the new K-12 curriculum in the Philippines. It administered questionnaires to teachers about their learning styles based on Ned Hermann's brain quadrants theory. It observed their participation in training workshops and teaching demonstrations. The study found that the teachers' proclivities to teach world history before and during the training were consistent with their classroom performance. It generated themes around the teachers' values and commitments that will help with successful K-12 implementation. The document also provides context on the scope of world history in the K-12 curriculum and how it can be taught contextually while maintaining quality.
APCEIU is a UNESCO center established in 2000 by agreement between UNESCO and South Korea. It works to promote global citizenship education (GCED) through research, capacity building, and information dissemination in the Asia-Pacific region. Recent activities include forums on GCED, training workshops for teachers and school leaders, and developing a GCED clearinghouse website. Upcoming work includes international surveys on GCED in education policies and a guide for implementing GCED in the South Korean curriculum.
This document is the front matter of an English textbook for Class 4 in India. It includes information such as the copyright, publication details, foreword, preface, table of contents, acknowledgements, and details of the textbook development committee.
The summary provides high-level information about the document in 3 sentences:
This is the front section of an English textbook for 4th grade students in India that includes standard publication information such as copyright and distribution details. It also features introductions from education authorities discussing the aims and approach of the textbook. The textbook covers a range of stories, poems and other materials to teach English to students in 6 units over 165 pages.
This document summarizes an article from the International Journal of Education & the Arts about a project called Arts as a Tool for Learning Across the Curriculum (ATLAC) at the University of Aberdeen. The project used expressive arts like drama, music and visual art to promote interdisciplinary teaching and creativity. It discusses how ATLAC aimed to develop student teachers' creative pedagogies and repertoire of teaching skills. The background and goals of ATLAC are provided, along with the conceptual framework of interdisciplinarity and its relationship to creativity. Select findings from the first year of ATLAC are also summarized.
International holidays.world teachers' daytkoshevenko
This document discusses World Teachers' Day, which is celebrated internationally on October 5th. It provides background on the origin and history of the holiday, including its recognition by UNESCO in 1994. The document also discusses how different countries and organizations celebrate and honor teachers. It provides quotes about the important role of teachers in society and shaping students. The document aims to inform others about World Teachers' Day and the vital work of teachers.
This document provides guidance for teachers on developing effective reading programs at the primary school level. It discusses factors that influence reading readiness, such as parental involvement and the home environment. The document also outlines stages of reading development and recommends approaches and methods for teaching reading fluency.
Roshan Chitrakar is a Nepali citizen residing in Alexandria, VA with over 30 years of experience in social policy, education, development, research, monitoring and evaluation, and project management. He holds a PhD in Secondary Education from the University of Alberta and a Master's in Statistics from Tribhuvan University in Nepal. His experience includes work with various organizations in Nepal, Afghanistan, Pakistan, East Timor, and Italy focusing on education, literacy, gender equality, and social and economic rights.
This document summarizes a study on good practices in Sri Lankan schools that promote peace. The study examined four schools and analyzed practices related to creating peaceful classrooms, school climates, communities, and societies. Key findings included:
1) The schools implemented various good practices such as establishing "peace trees", integrating subjects to develop students holistically, and displaying messages of peace and harmony.
2) Students perceived the practices as helping develop respect, conflict resolution skills, and environmental protection attitudes.
3) The practices helped students learn peace concepts such as reconciliation, respecting diversity, and sustainable development.
4) The schools faced challenges including lack of space and resources, but overcame many through creativity and community
This curriculum vitae summarizes the educational and professional background of Gary Evans Scudder Jr., Ph.D. It outlines his education, including a Ph.D. in British History from the University of Cincinnati in 1991. It details his current position as a professor of history at Champlain College since 2000, and lists previous roles in academia. It also provides an extensive list of his scholarly presentations, publications, and service within the college.
This CV summarizes Roshan Chitrakar's educational and professional experience. He has a PhD in educational policy from the University of Alberta and over 20 years of experience working on educational projects around the world, including for UNESCO, UNICEF, and other international organizations. His areas of expertise include educational research, project management, monitoring and evaluation, and non-formal and community education programs.
This document is the textbook "Understanding Society" for Class XI published by the National Council of Educational Research and Training (NCERT) in 2015-16.
It begins with a foreword emphasizing the need to link children's learning in school to their lives outside of school. It then lists the textbook development committee and acknowledges their contributions. The contents page provides an overview of the 5 chapters in the book, which are intended to help students understand concepts related to social structure, social change, environment and society, as well as introduce influential Western and Indian sociologists. Fundamental duties from the Indian constitution are also included.
The state of public education in afghanistanMalik Faisal
The document summarizes the history and state of public education in Afghanistan from 1904 to 2011. It describes developments including the establishment of early schools, literacy campaigns from the 1960s-1980s, destruction of infrastructure and banning of female education under the Taliban from 1996-2001, and improvements since 2001 including increased enrollment, especially of girls. However, it notes ongoing challenges like attacks on schools, lack of facilities, and low literacy rates especially among women in rural areas. It provides recommendations such as building more schools, training more teachers, increasing funding, and establishing special programs for disabled and street children.
The document discusses teaching Pakistan studies and outlines several key points:
- Pakistan studies aims to enhance students' knowledge of Pakistan's history, culture, and geography to foster patriotism.
- However, the subject is often taught boringly using old lecture methods rather than engaging discussion, and students lack interest.
- An effective Pakistan studies curriculum is important and should avoid bias while including current issues, human rights topics, and encouraging an open mindset rather than narrow thinking. It should also reference sources for further learning.
The document discusses Pakistan's educational policies and plans over time. It notes that the first educational policy was established in 1947 with the National Education Conference. Since then, Pakistan has implemented numerous educational policies and plans, including the National Plan of Educational Development from 1951-1957, the New Education Policy of 1970, and five-year plans from 1955-1998 that aimed to achieve the goals outlined in the policies. The policies and plans have sought to define goals for education and transform them into concrete plans based on available resources.
This document provides information about the Faculty of Education (FoE) at USBI, including its history, vision, mission, programs, courses, lecturers, students, and facilities. The FoE aims to develop high-quality educators for Indonesia and has Bachelor's programs in English Language Teaching and Mathematics Education. It emphasizes student-centered and experiential learning through projects, field trips, and teaching practicums. The document outlines the FoE's curriculum, faculty, student achievements, and campus activities. It also discusses future career prospects for graduates in education fields.
This document provides an introduction and overview for a textbook on Environmental Studies for Class III. It discusses the challenges in developing a national-level textbook that addresses diverse students across India. It emphasizes integrating topics rather than separating them into distinct subjects. It also stresses the importance of reflecting India's multicultural diversity and making all students feel represented. The introduction explains that the textbook aims to encourage active learning over passive reception of information. It provides guidance for teachers on using the textbook and evaluating students in a continuous and comprehensive manner.
Carlos Alberto Tirado Taipe has extensive academic and professional experience in education in Peru and South Africa. He holds a PhD from the University of Pretoria, as well as several other degrees. His work has focused on curriculum design, teacher training, youth development, and educational research. He has published books, manuals, and articles on these topics. His research interests include higher education policy, teaching and learning, and educational methods.
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Mierza Miranti has over 15 years of experience in education. She holds a Bachelor's in English Literature and a Master's in Management. She has worked as a secondary school teacher in Indonesia, teaching subjects like English, Bahasa Indonesia, social studies, values, and visual arts. She has also held roles managing curriculum development, quality assurance, and providing professional development training to teachers. Her portfolio outlines her educational background, work experience at various schools, publications, training experience, and references.
This document summarizes a study that investigated the potential uses of educational technology in in-service teacher training programs in Khyber Pakhtunkhwa, Pakistan. The study found that while educational technology can be helpful for teacher professional development, it is not being properly utilized in current in-service training programs. In-service training schedules are not consistently followed and venues are not always accessible to teachers. The study concludes that educational technology should be more fully integrated into in-service training to help teachers keep up with 21st century skills and facilitate student learning.
Social Studies Teachers' Proclivities to Teach World History in the New K to ...Reynaldo Inocian
This document summarizes a study that assessed social studies teachers' readiness to teach world history in the new K-12 curriculum in the Philippines. It administered questionnaires to teachers about their learning styles based on Ned Hermann's brain quadrants theory. It observed their participation in training workshops and teaching demonstrations. The study found that the teachers' proclivities to teach world history before and during the training were consistent with their classroom performance. It generated themes around the teachers' values and commitments that will help with successful K-12 implementation. The document also provides context on the scope of world history in the K-12 curriculum and how it can be taught contextually while maintaining quality.
APCEIU is a UNESCO center established in 2000 by agreement between UNESCO and South Korea. It works to promote global citizenship education (GCED) through research, capacity building, and information dissemination in the Asia-Pacific region. Recent activities include forums on GCED, training workshops for teachers and school leaders, and developing a GCED clearinghouse website. Upcoming work includes international surveys on GCED in education policies and a guide for implementing GCED in the South Korean curriculum.
This document is the front matter of an English textbook for Class 4 in India. It includes information such as the copyright, publication details, foreword, preface, table of contents, acknowledgements, and details of the textbook development committee.
The summary provides high-level information about the document in 3 sentences:
This is the front section of an English textbook for 4th grade students in India that includes standard publication information such as copyright and distribution details. It also features introductions from education authorities discussing the aims and approach of the textbook. The textbook covers a range of stories, poems and other materials to teach English to students in 6 units over 165 pages.
This document summarizes an article from the International Journal of Education & the Arts about a project called Arts as a Tool for Learning Across the Curriculum (ATLAC) at the University of Aberdeen. The project used expressive arts like drama, music and visual art to promote interdisciplinary teaching and creativity. It discusses how ATLAC aimed to develop student teachers' creative pedagogies and repertoire of teaching skills. The background and goals of ATLAC are provided, along with the conceptual framework of interdisciplinarity and its relationship to creativity. Select findings from the first year of ATLAC are also summarized.
International holidays.world teachers' daytkoshevenko
This document discusses World Teachers' Day, which is celebrated internationally on October 5th. It provides background on the origin and history of the holiday, including its recognition by UNESCO in 1994. The document also discusses how different countries and organizations celebrate and honor teachers. It provides quotes about the important role of teachers in society and shaping students. The document aims to inform others about World Teachers' Day and the vital work of teachers.
This document provides guidance for teachers on developing effective reading programs at the primary school level. It discusses factors that influence reading readiness, such as parental involvement and the home environment. The document also outlines stages of reading development and recommends approaches and methods for teaching reading fluency.
Roshan Chitrakar is a Nepali citizen residing in Alexandria, VA with over 30 years of experience in social policy, education, development, research, monitoring and evaluation, and project management. He holds a PhD in Secondary Education from the University of Alberta and a Master's in Statistics from Tribhuvan University in Nepal. His experience includes work with various organizations in Nepal, Afghanistan, Pakistan, East Timor, and Italy focusing on education, literacy, gender equality, and social and economic rights.
This document summarizes a study on good practices in Sri Lankan schools that promote peace. The study examined four schools and analyzed practices related to creating peaceful classrooms, school climates, communities, and societies. Key findings included:
1) The schools implemented various good practices such as establishing "peace trees", integrating subjects to develop students holistically, and displaying messages of peace and harmony.
2) Students perceived the practices as helping develop respect, conflict resolution skills, and environmental protection attitudes.
3) The practices helped students learn peace concepts such as reconciliation, respecting diversity, and sustainable development.
4) The schools faced challenges including lack of space and resources, but overcame many through creativity and community
This curriculum vitae summarizes the educational and professional background of Gary Evans Scudder Jr., Ph.D. It outlines his education, including a Ph.D. in British History from the University of Cincinnati in 1991. It details his current position as a professor of history at Champlain College since 2000, and lists previous roles in academia. It also provides an extensive list of his scholarly presentations, publications, and service within the college.
This CV summarizes Roshan Chitrakar's educational and professional experience. He has a PhD in educational policy from the University of Alberta and over 20 years of experience working on educational projects around the world, including for UNESCO, UNICEF, and other international organizations. His areas of expertise include educational research, project management, monitoring and evaluation, and non-formal and community education programs.
This document is the textbook "Understanding Society" for Class XI published by the National Council of Educational Research and Training (NCERT) in 2015-16.
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The document discusses teaching Pakistan studies and outlines several key points:
- Pakistan studies aims to enhance students' knowledge of Pakistan's history, culture, and geography to foster patriotism.
- However, the subject is often taught boringly using old lecture methods rather than engaging discussion, and students lack interest.
- An effective Pakistan studies curriculum is important and should avoid bias while including current issues, human rights topics, and encouraging an open mindset rather than narrow thinking. It should also reference sources for further learning.
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This document provides an introduction and overview for a textbook on Environmental Studies for Class III. It discusses the challenges in developing a national-level textbook that addresses diverse students across India. It emphasizes integrating topics rather than separating them into distinct subjects. It also stresses the importance of reflecting India's multicultural diversity and making all students feel represented. The introduction explains that the textbook aims to encourage active learning over passive reception of information. It provides guidance for teachers on using the textbook and evaluating students in a continuous and comprehensive manner.
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Similar to SB CV Publications and Evaluations-Sept.2016 (20)
1. S.B.Ekanayake - Publications
Books –over 30, Research papers – over 100 - 1975 to date
Books and disciplines – teacher education, NFE, human rights education, education and human
resource development, education and rural development, refugee education and teacher
development.
Books
1.‘Education of the Poor and Powerless: in Disadvantage Areas’, (Editor –in-Chief) 150 pages, Sri
Lanka, 2013 (highly commended by I. Prospects UNESCO, Paris, II. CROSS ROADS EDUCATION
AND DEVELOPMENT INGO Tanzania and UNESCO Cambodia)
-research article under the title Small Schools
*2 ‘Failed Pedagogy : Paradigm Shifts in Education’ Sri Lanka ISBN -978-955-0277-02-5- 410
pages (2010)
*3.‘ Lifelong Education :Mega Changes in the New World Order’ISBN978-955-0277-03-2 - 400
pages, Sri Lanka - (2009 ) focus on NFE and education of disadvantaged
*4.‘Curriculum Framework and Development of a Facilitators Guide for Trainers in
Refugee Education’, Global Use, UNHCR, Geneva 2007
5. ‘Education in the Doldrums : Afghan Tragedy ’, UNESCO, Afghanistan -300 pages 2nd
edition, 2004, Pakistan (reviewed over BBC)
6. ‘Learning Away from Home : History of Refugee Education’ , GTZ in Pakistan
October 2006 (Co-author), Pakistan
7. (a) ‘Refugee Emergency Teacher Training Manual’, UNHCR , Geneva, 2007
(b) ‘Technical Review of Refugee Teacher Training Materials’ , World Over, UNHCR,
Geneva, 2006
8. ‘Mega Trends and Challenges in Refugee Education, Guide Book for Trainers’, GTZ /
BEFARe, Pakistan, 2003
9. ‘Management of Primary Schools Under Stress, Guide For Principles’,
UNESCO/GTZ/BEFARe, Pakistan,2nd edition, 2003
10. ‘Methodology on NFE Approaches to Teaching of Rights of the Child for Afghans’,
UNHCR, 2001
11. ‘Guidelines for Afghan Creative Writers’, UNHCR/UNESCO, Pakistan, 1999
12. ‘Issue Specific Teacher Education, Guide Book for Teacher Educators in Afghanistan’, 21
2. UNHCR, Pakistan, 1998
13. ‘Guide Book For Teachers, Primary Grades’, UNHCR, Solidarite, Paistan, 1998
14. ‘Voices in the Mountains’, Azro/Tenzin Project Afghanistan, UNHCR, Pakistan, 1998 (a
document developed for annual request for funding for Afghan Support Group –Western countries
and Japan)
15. ‘Impact Study on Closure of Universities on Afghan Students’, UNHCR, Pakistan,
1998 ( a document specially developed for Afghan Support Group for annual funding for Afghanistan
16. Non-formal Exposure of Youth to Rural Development Innovations in Adult Education,
UIE, Hamburg, 1997.
17 ‘Curriculum Design and Development, Afghanistan’, UNESCO, Pakistan, 1997
18 Basic Education Strategies for Afghanistan’, UNESCO, Islamabad,1996
19. Hand Book on Multi-Grade Teaching For Basic Education in Afghanistan’,
UNESCO/Solidarite Afghanistan, 1996
20.” Guide Book for Teaching Human Rights to School Leavers’, University of Colombo,
Sri Lanka,1996
21. ‘Hand Book on Teaching of Human Rights for Adults’, University of Colombo, Sri
Lanka,1995.
22. ’Non-Formal Education For Human Resource Development’, Action Research Series 2,
National Institute of Education, Maharagama, Sri Lanka, 1990
23..’Learning from the People : Strategy for Development’, National Institute of Education, Sri Lanka,
1993. –use of NFE methodology for HRD in undergraduates in Sri Lanka
24.’ Non-formal methodology for Practioners’, National Institute of Education, Sri Lanka, 1989
25.‘ Disparity in Achievement, A Case Study f Sri Lanka’, National Institute of education, Sri Lanka,
1989 ( Co author, Dr. Upali Sedere)
26. ‘Guide For Principals’, National Institute of Education, Sri Lanka, 1988
( Guide books for Afghan educationists - teachers, principals – English, Dari / Pastu )
5.1 Research articles examples (international)
1. Development of Non-Formal Education and Future Challenges in Sri Lanka,
Volume on History of Educational Development in Sri Lanka, National Institute of
Education, Sri Lanka, 2010 – also refer www.nie.lk 22
3. Multigrade Teaching: A Challenging Tool for Quality of Life in Refugee Contexts
University of New South Wales, Armidale, Australia, 2006
3. Home Schools : Answer to Isolation / Discrimination? , Journal of Rural Development
and Administration, Pakistan Academy for Rural development, Vol. xxxiii, No.2,
Pakistan, 2000 (NF approaches to educational impediments)
4. Challenges in Basic Education- Some Asian Issues, Journal of Rural Development
and Administration, Pakistan, No.3 Summer-1998, pg 1-20.
5. Managing Innovations in the Developing World, Journal of Rural Development and
Administration, Pakistan, No.2, 1997, pg 1-43.
6. Rural Pedagogy : A Strategy for Rural Development, PROSPECTS, No.73, UNESCO,
Paris, 1990.
7. Multiple Class Teaching and Education of Disadvantaged Groups, Case Study, Sri
Lanka, UNESCO, Bangkok, 1982.
8. Teacher Education and Community Development, ERIC CRESS, Clearing House on
Rural Development and Small Schools, New Mexico State University, USA, 1978.
9. Sri Lanka: The Development of Instructional Materials for an Integrated Teacher Education
Programme in Rural Communities, ASIAN Programme of Educational Innovation for Development, A
Portfolio of experiences in Asia and Oceania, UNESCO, Bangkok, 1980, pg.245-274
10. Teacher Training for Community Development, Commonwealth Secretariat, London,
1978
5,2 Published articles 2013 – most recent
1. Model for Small Schools in the Developing World, Indian Ocean Comparative Education Society,
Conference papers, Indian Ocean Comparative Education Society 2011, Maldives, 2013, pgs 21-38
2. The Role of Higher Educational Institutes in Regional Development, Economic Review, Peoples
Bank, Sri Lanka, Feb.-March 2013, pp 38-41
5.3 Evaluation Studies
Evaluation of Projects- national and international 23
4. The World Bank funded education project, (Mahaweli Development Scheme) Sri Lanka 1982 –
member of the team,
NORAD funded ‘Ten year development projects in Sri Lanka’, 1988,
South Asia Partnership (SAP), ‘Progress of education activities, Sri Lanka’, 1989,
Plan International, ‘Review of vocational education projects, Sri Lanka’ 1990,
UNHCR funded education projects in Afghanistan,’CARE International and other projects of
national implementing partners’ 1998-2001,
Study of Primary Education Issues in Bhutan, UNICEF / Royal Govt. of Bhutan, 2002
UNHCR funded ten year progress of ‘GTZ Refugee Education Project’, Pakistan 2002 ( world’s
largest education project),
GTZ, ‘Basic Education Special Project’, Sri Lanka, 2004
*The World Bank ‘NFE Project on Refugee Teacher Education’ , Pakistan GTZ, BEFARe, 2005
BMZ / GTZ, Germany, A Study of Fragile States, Afghanistan, 2010 ( one of the six international
studies, as part of developing BMZ funding principles for the developing world)
GTZ Education Programme for Sri Lanka, 2010
SBEkanayake Sept.2016