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Item Student-Centered Teaching Approach: Experiences from the Department of Library and Information Science, University of Kelaniya(3rd International Conference on Library and Information Management, Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2019) Rathnabahu, R.M N.This paper presents experiences on student-centred teaching approach in the department of Library and Information Science, University of Kelaniya, Sri Lanka. With the above objective case study method used for the study. Special students and diploma part 1 and 2 students purposively selected for the study. The study revealed that discussions, role plays, presentations, small group activities, library activities and blended learning tools are using student-centred teaching at the department.Item Some Salient Points to be Considered in Designing and Developing Undergraduate Honors Curriculums: An Experience from BA Honors Degree in Library and Information Science (LIS) in the Department of Library and Information Science, University of Kelaniya, Sri Lanka(Reviewing International Encounters 2018,The Research Center for Social Sciences (RCSS), University of Kelaniya, Sri Lanka, 2018) Weerasooriya, W.A.Designing and developing curriculum is more rigorous when the subject fields are too philosophical, theory bound and non-job focused. However, this situation is not there when the subject is job or professional oriented. The principal objective of this paper is to investigate the salient points to be considered when designing and developing honors curriculums, to examine the qualities like pragmatic value, appropriateness, suitability and the motivational factors impounded on the curriculum. Survey method adopted and content analysis, interviews, discussion and observation were commenced a few months back with the purpose of collecting primary data. Data and information related to the researcher’s experiences in designing and developing curriculums, and the exposure in pedagogy, advice, consultations, industry experience, interactive communication with the students and the major stakeholders were very useful for this research. There are some hard and soft points to be considered when designing curriculums. Soft points are more significance than the hard points. Some of the soft points are student’s skills, competencies, attitudinal and behavioral conducts, leadership, communication skills, perseverance etc. This factor has been validated by the views, pointed out by the key library employers. Experience of a job is another point and therefore the Industrial Training (IT) has been made as compulsory. Particular point here is that the students go three days to recognized library and information centers for the training while the other two days taking part for the lectures. Additionally, two to four hour period, the Academic Training Advisor of the Department holds Practical Training Discussion (PTD) with the students. For the evaluation purpose, the students are asked to submit an innovative training report, a project proposal for developing a new library, a library newsletter, report containing the duty list for library attendants, Assistants including Assistant Librarians and with curriculum vitae of the students. Both IT and PTD are targeted to develop the soft skills of the students. It was planned to inculcate and develop the five points like 1. Subject knowledge and practical exposure 2. Attitudes and behaviors 3. Skills and competencies 4. Mindset and vision, and 5 World of work and experience through the syllabus, classroom discussions, IT, PTD and so on. More attempts have to be made use the syllabus as well all through other strategies. These five sets are discussed in the Sri Lanka Qualification Framework (SLQF) of UGC Sri Lanka. 7 independent assignments are embedded in the syllabus for group work and individual work for developing soft skills. Through stakeholder analysis, it has been found those points depicted are better to use when design and developing a curriculum.Item Design and development of a desired Graduate Profile (GP) for the BA (Honors) Degree program in Library and Information Science (BLISC) conducted by the Department of Library and Information Science (DELIS), University of Kelaniya, Sri Lanka(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Weerasooriya, W.A.; Weerasinghe, M.K.; Wanigasooriya, Priyanwada; Piyarathana Thero, Lagumdeniye; Suraweera, S.A.D.H.N.; Chamara, K.A.T.The principal objective of this paper is to explore the design and development a Graduate Profile for the BLISC honors degree, at the DELIS, University of Kelaniya, Sri Lanka and to map it with the K-SAM model (Knowledge is what student can and should know, Skills is what they can and should do, Attitude is how they think and behave and should, Mindset is how they perceive and should perceive the world) developed by the University Grants Commission (UGC) Sri Lanka. Graduate Profiles are the descriptions of attributes like the knowledge, skills, attitudes and behavioral elements (characteristics, qualities, ethics and norms, way of behavior, vision, mission, mindset, world of work are also considered) which a parent university or the educational authority expects from its graduates through the contact and non-contact hours with a view to position these graduates as universal citizens recognized with competent, social, cultural, good mannered, employable and environment friendly groups fitting local, regional, national and international demands and requirements. This is a result of a qualitative study performed on the basis of action research, content, needs and SWOT analysis and observation and experience matching and also of an ongoing study covering the BLISC degree program and its undergraduates. All the local and foreign curriculum standards relevant to study were also used. The 14 attributes expected from the BLISC Graduates are the 1.Subject Knowledge Capable (K), 2.Skilled (S), 3.Behavior Changer (A), 4.Information Literate and Lifelong Learner (SAM), 5.Language and Communication Competent (SAM), 6.Researcher and Scholar (SAM) 7.Analytical and Critical Thinker (SM), 8.Agent of Attitudes (A), 9.Planner and Time Manager (SA) 10.Problem Solver (SAM), 11.Environment and Social Friendly Group (AM) 12.Courageous Leader (SA) 13.Honest and Cultural Obedient Person (AM) 14.Dedicated Serviceman (K-SAM) and the final goal expected from GP is to develop a Visionary Global Citizen. How the BLISC undergraduates realize the major domains of K-SAM developed by the UGC are marked and mapped with the 14 attributes of the proposed GPabove. The attributes are mapped and embedded in the BLISC Degree program. There are altogether 42 study units in the curriculum and out of that, 26 are theory papers, 11 independent assignment based units, three practical or laboratory based units, 01 industrial training unit and the independent dissertation, altogether 42 units positioning in total 123 credits. While total study units attempt to inculcate the Knowledge domain of the undergraduates, 22 units develop Skills and 08 address the Attitudes and 6 units focus the Mindset domain. The dissertation and the industrial training units both play a major role in K-SAM. In addition to the BLISC curriculum, the field trip, library workshop method, Library and Information Science Student Association, three students’ societies namely English, IT and Library and all other creative and social functions like Teachers Day have been planned to improve these four domain K-SAM introduced by the UGC. Everything is directed to achieve the objectives of the GP.Item The Impact of Past Education Performance on Grade Point Average: in the Faculty of Social Sciences, University of Kelaniya, Sri Lanka(Research Centre for Social Sciences, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Chathuranga, C.D.As a performance indicator, it is important to study the impact of past education performance on students’ GPA, since the GPA pays a key role in the university system in Sri Lanka. The primary objective of the study is to identify whether there is an impact of students’ past performances on GPA. A sample of 274 units from the Faculty of Social Sciences was selected using the random sampling method and a well-structured questionnaire was used to collect data. A descriptive analysis was conducted to identify the patterns of the data and the association of variables with the GPA. Mann Whitney U test and Spearman rank correlation test were used in the analysis. The results revealed that except Grade 5 examination results, both the results of the GCE O/L and A/L have a positive relationship with students’ performance at the university. The students who have passed O/L in their second attempt and the A/L in their third attempt have obtained a higher average of GPA.Item Determinants of Graduates’ Employability in Sri Lanka: How can the Employability of Graduates be Increased?(University of Kelaniya, 2005) Ariyawansa, R.G.; Perera, R.In Sri Lanka, current education sector, particularly the higher education sector faces critical situation with regard to the employability of graduates. Unemployed and underemployed graduates have been widely criticized in the higher education sector. This situation is more serious in case of some graduates, particularly in the field of social sciences. This paper discusses key factors that influence graduates’ employability. Main objective of this study is to identify the expected requirements of graduates in the job market. Discussions with managers in government sector, private sector and non-government organizations, interviews with recently passed out graduates and examining newspaper advertisements regarding jobs for graduates were used as methods of primary data collection. Research reports of the University Grants Commission, other institutions etc are mainly used as secondary data sources. It is argued that the degree programmes have been confined to conventional subject areas and conventional teaching-learning methods. Furthermore, the graduates’ incompetence is the fact that makes graduates less attractive. Also, without having a proper sense of the needs and wants of the job market, mere producing of graduates has intensified the problem. In a fast dynamic and globalized society, having only paper qualifications, which is highly limited to theoretical knowledge, is not adequate. Private sector, NGOs and even public sector are more concerned on skills and attitudes rather than knowledge possessed by graduates. This study identified that the graduates’ practical knowledge, analytical ability, dedication to work, communication and IT skills, management skills and positive attitudes are among the highly concerned factors of the employers. Yet, study programmes are still paying more attention on knowledge components. In fact, changing attitudes and developing skills, which are highly needed, have become great challenges.