Centre for Women's Research

The solution will be implemented in three stages:

Stage I - Research: Conduct of surveys of students, parents and school authorities in the selected schools using questionnaires and FGDs to obtain how lack of access to the digital facilities and non-development of soft skills among poverty stricken and disadvantaged female students to get further marginalized.

Stage II - Action: Provision of hardware (Smart phones/Tablets) to selected students and teachers from at least one school to enable them to use technology-based education and the development and training of suitable software application/s for the use of students and teachers to develop their IT and soft skills.

Stage III - Post Implementation Evaluation: Evaluate the success of the pilot project using survey questionnaires and FGDs. Depending on its success, similar projects may later be implemented on a nationwide basis, with the support of the relevant government agencies.

Sri Lanka’s (SL) HDI value for 2018 is 0.780 which put the country in the high human development category positioning it at 71 out of 189 countries and territories. GDI is much higher at 0.938. Females in SL perform better than males at higher education. UGC statistics in 2018 shows that 71% of females graduated whereas male graduation was only 29%. Of the total graduates, 48% were from Faculty/Academic Programme of Arts. Quarterly Report 2019 of SL Labour Force Survey shows that 28.9% of males having attained a higher educational level remain unemployed while for females this figure was as high as 59.2%. Female Labour participation rate for 2019, 4th quarter was only 36.3%, when the male rate was 77.5%. The income of females ($6766) is shown to be behind males’ ($16,852), female share of employment in
senior and middle management was 25.6%. SL’s Gender Inequity Index is 0.380 with a rank of 85. The share of seats held by women in parliament is only 5.8%. The project seeks to find out why in spite of achieving equity in access and participation in education, these achievements have not paved way for equity in employment, income and status for females.

The solution will enhance soft and IT skills of female students and make them more tech-savvy and empowered, especially those from rural schools. This has been a challenge to the government, universities and other higher education institutions. It has led to graduate unemployment, especially as opportunities for employment in the government sector is limited and the private sector does not want to employ those without the above mentioned skills. 

The solution proposes to provide hardware (Smart phones/Tablets) and training to use suitable application/s so that the beneficiaries, both students and teachers, can use technology-based education without difficulty. It is imperative that a solution such as what is suggested here is implemented to resolve gender inequity and provide social justice to the disadvantaged female students in the context of thirty years of a civil war, location specifics, poverty stricken and social stratification. It will empower women to aspire for social mobility and political participation.

The solution will also address the problem of students who are unable to enter universities to gain employment by developing their IT and soft skills. In 2018, 62.9% qualified for admission to universities. However only 19.1% gained admission in that year. 

The solution will serve students from the districts of three provinces of Northern, Eastern and North-Central which were the most affected by the thirty-year conflict in Sri Lanka.

According to the DCS 2018 report, the districts with the highest incidence of poverty are Killinochchi in Northern Province (15.2%), Batticaloa (8.1%) in Eastern province and Anuradhapura in the North-Central Province (2.7%).

Of the total number of government schools in Killinochchi, only 11.5% are of type 1AB (having Advanced Level Science classes) as compared to 19.4% in the Colombo district. In Batticaloa it is 10.8% and in Anuradhapura only 6.9%.

75% of schools in Killinochchi, 74% in Batticaloa & 76% in Anuradhapura are of Type 2 (classes only up to grade 11) or Type 3 (classes from grade 1-5 or grade 1-8).

These schools have less facilities and resources and teachers who lack technical skills not having used technology for education. The solution will have a considerable impact on the targeted students, teachers and enable them to broaden their vision for further education and raise their aspirations for future employment and social mobility. It is possible that educational authorities would expand the project to other schools in the country.  

Students can select three subjects from among the five main subject streams, namely, Arts, Commerce, Biological Science, Physical Science or Technology for higher secondary education. Irrespective of the study stream selected by students, the target population faces the challenge of not having sufficient IT & soft skills needed for successful tertiary education or employment by the time they leave school. Sri Lanka from time to time has faced youth unrest mainly due to unemployment among educated youth. This has become a major burden to the government and society where education is provided free throughout school and in tertiary institutions. 

The proposed solution has not been implemented  so far in any state school. If the solution is implemented, it will be an eye-opener for the state and non state actors working in education in Sri Lanka. Currently the school curriculum is more examination oriented but experts in education are of the view that Sri Lanka should move towards student centered learning. Currently the State is also of the view that our education system should move towards student-oriented learning.Our solution will undoubtedly facilitate and assist this process.

Students will become more techno-savy and will build self confidence through enhancing their soft skills to be self learners and not be just examination oriented. This would lead students for better opportunities and be good competitors for employment. In addition to decreasing unemployment,  this will also reduce the stress caused to students and parents by the present examination oriented education system and make education more enjoyable.

The solution will address the problem of the digital divide in Sri Lanka as explained in the UNICEF study on the digital landscape of Sri Lanka, specifically relating to children and their internet usage. 

According to the report, "this divide exists across the board, within the categories of gender, geographic location, socio-economic class and more. Boys have more internet access than girls, urban children have more internet access than rural and plantation children, and children from wealthier families have more internet access than children from poorer families."

https://www.dailynews.lk/2018/02/14/features/142708/sri-lanka%E2%80%99s-digital-divide

We intend to partner with either e-learning center (ELC) of University of Colombo School Computing (UCSC) or The Centre for Educational Technology and Media (CETMe) in the Open University of Sri Lanka (OUSL)   in developing the applications necessary to implement the learning-teaching.

The following technologies will be used in developing the applications.

Ancestral Technology & Practices, Artificial Intelligence / Machine Learning, Audiovisual Media,  Behavioral Technology, Big Data, Biotechnology / Bioengineering, Blockchain, Crowdsourced Service / Social Networks, GIS and Geospatial Technology, Imaging and Sensor Technology, Internet of Thing, Robotics and Drones & Software and Mobile Applications. 

Survey data will be collected using KoBoToolbox. This will reduce data entry costs & time. Most of the data analysis too could be done using the KOBoToolBox.

Advanced quantitative data analysis will make use of the SPSS software.  Qualitative data will be analysed manually using thematic and content analysis methods.   

We will either provide smartphones/tablets to selected students and teachers to use the software applications. 

Suitable data packages would be made available to both parties to facilitate the use of Software & Hardware.

https://ucsc.cmb.ac.lk/elc/

http://open.hetenergy.com/centre-for-educational-technology-and-media/
https://ucsc.cmb.ac.lk/external-degree/

https://ucsc.cmb.ac.lk/admtc/

UCSC is well versed with Learning Management Systems (LMS) having successfully produced 2450 (2003-2018) Bachelor of Information Technology (BIT)  graduates who are readily absorbed into the IT industry through an external programme  implemented in the year 2000.  These students are supported extensively by the LMS which is managed by the e-learning center of UCSC.

OUSL is unique within the Sri Lankan national university system for being the only university to offer programs of study leading to Certificate, Diploma, Degrees and Postgraduate degrees up to PhD level through the Open and Distance Mode of Learning (ODL).CETMe  in the OUSL provides guidelines for designing self-instructional materials, designing and developing educational media and ensuring quality standards of the OUSL course materials. It is the service provider for all the four faculties to develop their courses including online courses.

Our research experience has repeatedly shown us that sporadic interventions introduced to solve identified problems are not effective and sustainable in the long run. Often awareness-raising and training is carried out to achieve expected outcomes, but while the participants may respond that these initiatives were effective and useful, after lapse of time they are not carried forwarded or sustained. This makes it mandatory for the project team to develop an Outcome Framework and specify the identified solution comprehensively focusing on the outcomes that are to be achieved.

Our solution, in its first stage, selects the expected outcomes based on the views and perceptions of the target group. Secondly, it selects the most appropriate methodology (awareness-raising, selection and development of a suitable and feasible technology, including hardware and software and training to use them efficiently) to achieve the outcomes.

This methodology is implemented in three stages, so that activities geared to outcomes are completed, constant monitoring and evaluation is done to identify successes and challenges so that remedial measures can be used, if necessary. Thus without stopping at implementation a post-implementation stage has been included in the project. 

Our partnerships with other institutions such as the Open University of Sri Lanka (OUSL) and the University of Colombo School of Computing (UCSC) and government authorities such as the Ministry of Education and Provincial Departments of Education would also support us in making the solution sustainable and expand its introduction to other relevant institutions and regions. We could seek support from Microsoft to carry this forward as it has already indicated their interest in supporting such ventures.

We fervently believe that the planned initiative would have a significant impact on changing the perceptions of girls and women on their capabilities and to motivate them to strive for empowerment, not only in education and employment but also in advocacy and leadership.

The solution is yet to be developed and implemented.  

In  stage I of the proposed project 540 students,27 principals will be interviewed. Focus group discussions will be held with 45 teachers & 45 parents.  Pilot stage will be conducted in 27 schools in the selected 3 districts. 

The responses of the participants of the initial survey will be used to develop the necessary software during stage II.  45 students and 5 teachers in one school out of the 27 schools, will be provided with hardware (smartphones/tablets as recommended by an appointed advisory board) on a pilot basis.  The pilot will familiarize the selected students and teachers with the required technology. They will also be  trained in educational software which will be developed by either UCSC and/or OUSL. 

In stage III, a post implementation survey will be conducted among the beneficiaries of stage II to evaluate the effectiveness of the pilot. A meeting will be held to sensitize the stakeholders about the relevance and importance of the innovative intervention expected to empower students and teachers with IT & communication skills.

All the above three stages will be carried out in the 1st year of the project.

It is expected that within five years, the Ministry of Education, Sri Lanka will realize the importance of introducing this solution to the school community  of 10,175 schools (2018) to develop IT & communication skills.

Within the next year, it expected that interest in technology, development of communication and soft skills and using technology-related hardware among  school students, especially girls will be improved as a result of this solution. This interest will motivate them to select technology-related subjects and academic streams to enable them to enroll in programmes which are in demand to improve their employment prospects and higher remuneration.

At present those who complete their education in certain specialized disciplines such as medicine, engineering are assured of government employment but this situation may not continue. These are the students that follow STEM-aligned programmes.

At the same time we need to understand that all students in Sri Lanka are not able to obtain to access to 1 A B schools (with GCE A Level science stream). 

Most educationists in the world now encourage STEAM Education instead of STEM as an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking.

The benefits of STEAM based education has been shown as follows:

• It Encourages Independent Thinking. STEAM projects require students to think critically through problems
• It Offers an Interdisciplinary Approach
• It Utilizes Goal-Oriented Learning
• It Develops Problem-Solving Skills
• It Engages Real-World Applications
• It Promotes Meaningful Collaboration.

Next year could pose certain barriers due to the prolonged closure of schools and non-functioning of departments of education in the provinces as well as universities due to the Covid-19 pandemic.

As a result conduct of surveys and the development of software may be delayed. 

CENWOR does not have funds to implement a solution as proposed  unless funded by some organisation. We do not get any financial support from the government and we are a non-profit organisation. Heavy expenditure would be incurred to implement the proposed solution if found to be effective, among a wider community of students and teachers.

CENWOR does not have the technical know how to develop suitable educational software. 

We do not see any legal barriers to implement the pilot or make widespread use of the application.

As to cultural barriers, our rural students & teachers have not been acquainted with digital devices, therefore teachers may be reluctant to make use of the technology in education. A cultural norm that exists in rural Sri Lanka and some ethnic groups, is that women should contribute more towards child care & family welfare than men and  as much as possible refrain from technical oriented employment.

This solution will  have to compete with other providers of similar solutions. 

Hopefully the situation with respect to Covid -19 would improve and it will be possible to implement the solution without causing much delay.

We need financial assistance to implement the proposed solution and that is why we are seeking funds from the Solve programme. 

We believe and trust in the capacity of UCSC & CetMe  to deliver a suitable product and do the necessary training.

It is essential for CENWOR to make the educational authorities interested in this solution and explain why this solution is relevant and useful, especially to achieve the sustainable development goals. 

The solution would be presented to the University Grants Commission, the Ministry of Education, Ministry of Women’s Affairs and the Ministry of Employment. 

To facilitate wider use of the application by the student and teacher community, government sponsorship would be needed.

Not applicable

Full-time staff - 2 Project coordinator & Financial assistant 

Part-time staff - 10 enumerators 

Outsource the development of software & training to UCSC or CetMe

Data analysis, report writing will be done by the team members - 4 members

The team comprises of members who have worked/are working in Sri Lankan universities and have expertise in education, educational technology, and Information Technology. They have long experience in conducting research studies on gender, and have published their research in peer-reviewed journals. They have worked with several international organizations such as the Asian Development Bank, World Bank, University Grants Commission, and the Commonwealth of Learning. Two of the team members are Directors of the Centre for Women’s Research which has conducted studies on the UN Convention on the Elimination of All Forms of Discrimination, Beijing Platform for Action, Gender Equity and Law, Women and Education, Women and Science and Technology, Health and Nutrition Status of Women, Women and Employment, Migrant Women, Domestic Workers, Women and Poverty, Women in Decision making, Institutional Mechanisms for the Advancement of Women, Participation of Women in Community Action, Women and the Media, Violence Against Women, Women and Environment, and Women’s Movement in Sri Lanka.

We have conducted research on child mothers, cyber crime among girls & women, women with disabilities with a focus on gender budgeting among many others.

CENWOR has partnered with UN agencies, ILO, Foreign Universities (Oxford, Warwick, Edith Cowan etc.), Save the Children, Plan International, Asia Foundation, FAO, TAF, HIVOS International, BGR over the years.

Some Projects are:

Technical Assistance to Modernization of Agriculture Programme (TAMAP) -FAO

The project is for provision of services for the implementation of FAO gender in Agricultural Policy Assessment Tool, delivery of gender and policy training and elaboration of gender in agriculture strategy of Sri Lanka.

Supporting girls from low income families to obtain vocational skills - BGR

The objectives is to provide financial support to women from low income families who are enrolled in educational programmes of VTA, NAITA, UNIOVOTEC & UCSC.  Since the Covid 19, students’ needs have changed and the organisations have requested facilities for these students to access on-line programs. Arrangements are now being made to supply each student selected, with a data package of  25-30 GB per month.

Break the Silence, Prevent, Stop Gender based Violence against People with Disabilities - Amplifychange

The objective is to prevent GBV against women with disabilities by creating a voice, a social dialogue and awareness on SHRH, to bring about attitudinal changes among the public, developing linkages and strengthening collaboration with state and non-state stakeholders, and advocating for policy and law reforms on their rights and better implementation.

Let the Woman Decide the Margin –EU through SLCDF

The project focus is on sex workers, deserted women and single women. CENWOR will carry out research on the discrimination and violation of the socioeconomic, political and sexual and reproductive rights of the selected women, cyber violence, and  lessons learnt from the South Asian Single Women Network, Advocacy campaign, Education and mobilization.

The Centre for Women’s Research is a non-profit organisation that was registered under the NGO Secretariat in 1984, as a non-governmental, non-profit, non-sectarian organisation. CENWOR was re-registered with the Department of the Registrar of Companies,  as mandated by  the Companies Act, No. 7 of 2007. CENWOR has 23 members  with expertise in a variety of disciplines. A 12-member Board of Directors is responsible for implementation of programmes, projects and general administration.

CENWOR started work with just LKR 2,000 as seed money contributed by the founder members. Today, it is a leading research organisation on gender and women’s issues having four programme areas designed to empower women  – policy and action oriented research,  training and awareness raising on gender issues, information dissemination on areas of critical concern to women, and advocacy and lobbying.

While members of CENWOR have  the main responsibility for programme development and implementaion, it also has access to a pool of external resource persons to draw on as required.

As it addresses issues relating to different demographics, the Centre works throughout the country linking and collaborating with other research organisations, local level non-governmental organsations, community based organisations, and individuals. Links are maintained with state agencies to ensure that gender issues are addressed and mainstreamed.

To conduct all above activities CENWOR depends on funding from donor agencies.

The major barrier we face is the financial barrier as CENWOR  is a NGO and a non profit organisation which does not receive any financial support from the government.

Being a higher educational institution, MIT has engaged for a long time in action oriented research. CENWOR feels that linking with MIT will enable us to profit from MIT experience and professional advice towards successful completion of this very important project.

In recent years there has not been much funding for technology based education for girls and women.

Especially at present due to the COVID -19 pandemic,  it has become mandatory for individuals and institutions to engage in virtual learning. Sri Lanka needs to pay more attention to achieving Sustainable Development  Goal 4 to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Solution technology - major goal of this project is to develop educational software. As CENWOR does not have the capacity for this action we need to partner with a capable organisation which already possesses expertise in this area.

Funding and revenue model - As explained earlier, it is not possible for CENWOR to raise funds to undertake a major cost incurring activity.

Advisors - Since CENWOR has not implemented a project of this nature earlier and we are not competent in the technologies needed to build the software, we require support from experts.

Monitoring and evaluation is a necessity in order to convince government and  educational authorities regarding the importance of achieving SDG Goal four.

Marketing, media, and exposure - CENWOR needs support to publicize this challenging innovation to raise awareness and use the application. 

UCSC is well versed with Learning Management Systems (LMS) having successfully produced 2450 (2003-2018) Bachelor of Information Technology (BIT)  graduates who are readily absorbed into the IT industry through an external programme  implemented in the year 2000.  These students are supported extensively by the LMS which is managed by the e-learning center of UCSC.

OUSL is unique within the Sri Lankan national university system for being the only university to offer programs of study leading to Certificate, Diploma, Degrees and Postgraduate degrees up to PhD level through the Open and Distance Mode of Learning (ODL).CETMe  in the OUSL provides guidelines for designing self-instructional materials, designing and developing educational media and ensuring quality standards of the OUSL course materials. It is the service provider for all the five faculties to develop their courses including online courses.

Our partnerships with other institutions such as the Open University of Sri Lanka (OUSL) and the University of Colombo School of Computing (UCSC) and government authorities such as the Ministry of Education and Provincial Departments of Education would also support us in making the solution sustainable and expand its introduction to other relevant institutions and regions. We could seek support from Microsoft to carry this forward as it has already indicated their interest in supporting such ventures. 

CENWOR is proposing a solution that use existing technology to improve access and quality of education for girls and women in conflict affected, poverty-stricken and  disadvantaged  communities. We believe that the solution will have  a significant impact on their lives and empowerment.

We are applying for this prize as the solution is technology-focused and as it  will greatly benefit women and girls who are greatly in need of such support.

The proposed solution encourages access to learning opportunities for the Sri Lanka's most vulnerable girls and women, including access to STEM/STEAM education. 

The solution is structured under three stages of which the Stage II requires major expenditure for the development of software, provision of required hardware, data packages & training of students & teachers.