In response to the alarming surge of information disorder affecting online platforms, LIRNEasia is exploring to provide evidence-based recommendations to policymakers on how best to equip Sri Lankan early adolescence with skills to navigate the digital world safely and responsibly. This is through a two-year research project on digital literacy among Sri Lankan adolescents aged 11 to 18. In partnership with Sarvodaya Fusion, LIRNEasia is taking an experimental approach, using qualitative methods. This initiative involves the comparison of two cohorts of early adolescents with varied demographics, including language and sectors like urban, rural, and estate. While one group undergoes intensive digital literacy training, the other serves as a control group without such training. 
In response to the alarming surge of information disorder affecting online platforms, LIRNEasia is exploring to provide evidence-based recommendations to policymakers on how best to equip Sri Lankan early adolescence with skills to navigate the digital world safely and responsibly. This is through a two-year research project on digital literacy among Sri Lankan adolescents aged 11 to 18. In partnership with Sarvodaya Fusion, LIRNEasia is taking an experimental approach, using qualitative methods. This initiative involves the comparison of two cohorts of early adolescents with varied demographics, including language and sectors like urban, rural, and estate. While one group undergoes intensive digital literacy training, the other serves as a control group without such training.
Slides presented at the Education Forum Policy Dialogue (#20) on Education Post-Pandemic on Saturday, 26 March 2022
LIRNEasia recently participated at Education Forum Sri Lanka’s Policy Dialogue on Education Post-Pandemic (#20) held on Saturday, 26 March 2022. I drew on our 2021 nationally-representative survey to discuss students’ access to technology and education during early pandemic-induced school closures. We found that only 63% of students enrolled in primary and secondary education had access to online education in Sri Lanka. Online education could range from students participating online real time classes through applications such as Zoom, Google Meet or Teams, or getting notes/activities from WhatsApp groups. Impact of exams on access Our survey showed that students due to sit for Advanced Level and Scholarship examinations were most likely to have studied online.
Access to education became a widespread concern with the onset of the COVID-19 crisis. And rightly so. A survey of Indians that we at LIRNEasia and ICRIER conducted between March and September 2021 shows that only 20% of school-aged children (i.e. those between the ages of 5-18) who were enrolled in the formal education system received remote education during pandemic-induced school closures.
A new survey shows that 85% of enrolled school-aged children had some form of education services during school closures between March and July 2020. While some received educational services through multiple means, 54% of students received information, instructions, notes, or assignments sent to smartphone, tab, or computer, 50% had live lessons delivered over Zoom and other applications (potentially alongside other methods).
A recent national survey showed that only 20% of school-aged children who were enrolled in the formal education system received remote education during COVID-19 induced school closures. School aged children were considered those between the ages of 5 and 18.
LIRNEasia and ICRIER jointly released the findings of a nationally representative, 7000+ sample survey assessing access to services during COVID-19 in India. The research highlighted two distinct stories on the state of digital in India.
LIRNEasia and ICRIER will present the findings of a nationally representative survey with a 7,000+ sample across India. We explore the socio-economic impacts of COVID-19 by analyzing access to education, healthcare and work, with a focus on digital technologies.
LIRNEasia Chair, Rohan Samarajiva shared a message with students in Sri Lanka who have completed their formal education on SLVLOG Good Vibes.
Education was hard hit due to the COVID-19 crisis. A year into the crisis, some educators, students and caregivers are still grappling to find ways to provide continuity in education while minimising COVID-19 outbreaks. Online learning was seemingly a silver bullet. The adoption of digital technologies for educational purposes increased significantly as a result. However, the experiences of all students were heterogeneous, differing between countries and socio-economic groups.
The Internet has been a means of providing continuity in employment and education to many in the midst of the COVID-19 pandemic. Stakeholders throughout the Internet ecosystem have had to step up to provide connectivity—both to those previously unconnected, and those already connected but with increased demand. Internet service providers (ISPs) in Sri Lanka have been no exception. Responding to a request of the Telecommunications Regulatory Commission of Sri Lanka (TRCSL), many fixed and mobile Internet service providers began providing special packages targeting those working and studying from home. The basic premise is that these packages should allow for cheaper access to the Internet to allow individuals to engage in their work and/or studies.
Recommendations to support independent living for persons with disabilities Brief in English and Nepali
Recommendations to support independent living for persons with disabilities Brief in English and Nepali
Our work on online freelancing has provided us with an interesting lens to think about jobs of the future. The demand for the kinds of work that can be done online seem to be changing at a rapid pace, and not in an easy-to-predict manner. The threat of automation is ever present. In that context, our Human Capital Research Team Leader (who is also deeply engaged with school reform in Sri Lanka) has been getting us to think about what all this should/could mean for general education. Thomas Friedman’s column on technology had added resonance in this context: Each time work gets outsourced or tasks get handed off to a machine, “we must reach up and learn a new skill or in some ways expand our capabilities as humans in order to fully realize our collaborative potential,” McGowan said.
The final reports on three systematic reviews have undergone review and have been published on the website of the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre). The three systematic reviews focused on ICTs & MSMEs, ICTs & education and ICTs and mobile financial services were funded by IDRC and DFID. The links to the final reports are given below. The impact of mobile financial services in low- and lower-middle-income countries Strategies for training or supporting teachers to integrate technology into the classroom Does access to business-relevant information through networked devices enhance the internal effciency and business growth of urban MSMEs in low- and middle- income countries?
The 2017 Budget presented by the Minister of Finance of the Government of Sri Lanka proposed provision of “free Tabs for almost 175,000 students who enter the Advanced Level (AL) classes and around 28,000 A/L teachers from 2017.” LKR 5,000 million was allocated for this purpose. Given the fact that LIRNEasia had just completed a systematic review on ICTs in the classroom and had conducted an event to present the research to decision makers, we asked Kagnarith Chea, who participated in a related event to react to the government proposals. Kagnarith is . .