The Sri Lankan education system has followed the classical recipe of development policy in two important respects. First, it has emphasized the importance of public financing and provision of basic education and secondary education to the entire population. This visionary emphasis, commencing in the 1930s and 1940s, was generations ahead of its time. Second, Sri Lanka limited public resources devoted to tertiary education, awarding emphasis to the basic and secondary cycles. The fruits of these policies have been reaped in subsequent generations, with basic education attainment, primary health outcomes and social development indicators close to levels observed in upper-middle income and developed countries.
Daily rainfall data recorded at 13 stations were analyzed to study the spatial patterns of rainfall in the dry zone of Sri Lanka. Principal component analysis was utilized to classify the dominant spatial regions. The first 2 eigenvectors accounted for 70.2% (the first eigenvector 54.8% and the second 15.4%) of the total variation, which clearly supports the commonly used major climatic division of Sri Lanka into wet and dry zones. Both the inverse distance weighting method and kriging successfully estimated weekly average rainfall in the North Central dry zone of Sri Lanka. For both methods, high correlation coefficients of 0.88 and 0.91 were observed for the southwest and northeast monsoon periods, respectively, with slightly lower values for intermonsoon periods. For inter-monsoon periods, the inverse distance weighting method produced better results than kriging. This work shows that the strength of the predictions depends on the rainfall seasons as well as the geometrical placement of the stations in the dry zone.
This report focuses on the attainment of five major human development-related Millennium Development Goals (MDGs) by sub-national units in Sri Lanka relating to poverty, under-five and infant mortality, child malnutrition, schooling enrollment and completion, and gender disparities in schooling.