http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12776 Thu, 30 Jul 2026 08:32:58 GMT 2026-07-30T08:32:58Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12786 Title: Employability of Bio System Technology Non-University-Bound A/L Completers in Sri Lanka Authors: Jayasinghe, W.A.K. Abstract: This exploratory study examined the employability status of non-university-bound A/L completers who sat for the G.C.E. (Advanced Level) examination from 2015 to 2018 in the Bio System Technology stream and were not selected for university education in Sri Lanka. Since the technology stream was introduced in 2013 to align secondary education with labour market requirements, it is timely to evaluate whether this objective has been achieved. The study was conducted across three educational zones: Piliyandala, Mathugama, and Ratnapura. Data were gathered from 61 past students via structured questionnaires distributed through Google Forms, and semi-structured interviews were conducted with 21 Bio System Technology teachers from the Colombo, Kalutara, and Ratnapura districts. Binomial logistic regression was employed to examine the influence of gender, living district, English proficiency, and third subject selection on employability. Findings indicate that male students showed higher employability rates (89.3%) compared to females (81.8%). Students who selected Information Technology as their third subject recorded zero unemployment. Vocational training opportunities were highest among those who selected Agriculture as the third subject. English language proficiency (O/L grade) did not emerge as a statistically significant predictor of employability in this sample. The results reveal a mismatch between the current curriculum and evolving labour market demands. The study recommends strengthening career guidance, introducing occupational components from junior secondary level, and improving industry-school linkages to enhance the employability of Bio System Technology stream completers Thu, 01 Jan 2026 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12786 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12785 Title: The Challenges Facing Preschool Teachers to Improve Play-based Learning Activities for Young Learners Authors: Soba, B. Abstract: The academic achievement of children aged 3 to 5 is crucial to their future. Play shows a vital role in helping preschool children develop the concepts and skills necessary for later academic achievement. Early childhood education is increasingly important, and preschool teachers must incorporate play-based learning activities in their classrooms. In this context, teachers have a significant responsibility in designing and implementing effective play-based learning experiences. The aim of this research is to examine how preschool teachers use play-based classroom activities, teachers‟ perceptions of using them, and children‟s participation in these activities in the Batticaloa district of Sri Lanka. It also shows the methods preschool teachers employ in their play-based learning activities in the Batticaloa district of Sri Lanka. This research used qualitative research methods, which focus on understanding the meanings, experiences, and perceptions that participants express. Interviews were conducted to gather the qualitative data. The research involved 26 preschool teachers and eight preschool administrators. Many challenges were identified to improve play-based learning activities for young learners. including: inadequate resources, especially play-based learning tools and toys, technological aids, and insufficient training programs. Despite these challenges, the study found that the government and administrators provided preschool teachers with some support, including supervision, resource allocation, and other forms of support. Additionally, the research recommended that all preschool teachers participate in a National Preschool Teachers Training program. Thu, 01 Jan 2026 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12785 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12784 Title: Education for Sustainable Development and Global Citizenship: Based on Sri Lanka’s Thirteen-Year Guaranteed Education Program Authors: Kumari, H.A.N.P.; Wedikandage, L.N.P. Abstract: This study examined the 13YGEP of Sri Lanka through the theoretical frameworks of ESD and GCED. Positioned within the global agenda of SDG 4, the research investigated the extent to which the 13YGEP contributed to inclusive, equitable, and sustainability-oriented education. The study adopted a qualitative document analysis methodology, supported by descriptive statistical evaluation of enrolment data from 2017 to 2024. Primary policy documents, Ministry of Education reports, and international sustainability education frameworks were systematically reviewed to assess alignment with ESD and GCED principles. Findings indicated that the 13YGEP reflected several core dimensions of ESD, including expanded access to post-compulsory education, vocational skill development, and pathways to employability. The programme also demonstrated potential to promote elements of global citizenship, particularly through career oriented subject streams and life skills components. However, participation rates remained comparatively low in relation to the annual number of students who did not qualify for advanced-level education after the G.C.E. Ordinary Level examination. Structural constraints, including geographical disparities, limited institutional capacity, societal perceptions toward vocational education, and insufficient integration of sustainability competencies within the curriculum, restricted the programme’s transformative impact. The study concluded that although the 13YGEP represented a progressive policy reform aligned with global sustainability agendas, deeper curriculum integration, strengthened institutional mechanisms, and socio-cultural reorientation were necessary to fully realize its potential in advancing sustainable development and global citizenship in Sri Lanka. Thu, 01 Jan 2026 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12784 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12783 Title: Barriers To Educational Equity for Visually Impaired Undergraduates in Jaffna and the Role of Assistive Technologies Authors: Pavithra, S. Abstract: Educational equity in higher education remains a critical concern, particularly for students with visual impairments who encounter systemic, pedagogical and technological barriers in mainstream classrooms. This study investigates the challenges faced by visually impaired undergraduates in the Jaffna region of Sri Lanka, with a specific focus on barriers to equitable learning and the role of assistive technologies in addressing these challenges. Despite increasing discussions on inclusive education, limited studies have explored the experiences of visually impaired undergraduates in universities within the Jaffna region. Adopting a qualitative research design, this study was conducted among visually impaired undergraduates in universities in the Jaffna region, where data were collected through semi-structured interviews with ten participants using purposive sampling, including both blind and partially sighted individuals. The collected data were analysed using thematic analysis. The findings reveal multiple barriers such as inaccessible teaching practices, ineffective lecture recordings, lack of Braille and accessible learning materials and limited institutional support. Participants reported that traditional lecture-based teaching methods often fail to accommodate their needs, leading to reduced academic engagement and performance. Furthermore, the absence of structured integration of assistive technologies exacerbates educational inequities. However, the study also highlights the potential of assistive technologies, including screen readers, audio-based tools, and accessible digital platforms, in improving learning accessibility. The findings underscore the need for inclusive pedagogical practices, improved access to resources, and institutional commitment to technological integration. This study contributes to the discourse on inclusive education by offering context-specific insights and practical recommendations for enhancing educational equity in higher education. The findings may assist policymakers, educators and higher education institutions in developing more inclusive learning environments for visually impaired students. Thu, 01 Jan 2026 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12783 2026-01-01T00:00:00Z