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NATIONAL LANGUAGES PROJECT (NLP)

PROGRESS REPORT # 7

For the period July 1 to December 31, 2014

AGRITEAM CANADA CONSULTING LTD. 200, 14707 BANNISTER ROAD SE

CALGARY, ALBERTA CANADA T2X 1Z2 TELEPHONE (403) 253-5298 FACSIMILE (403) 253-5140 WEBSITE www.agriteam.ca

Progress Report #7 – July to December 2014 Agriteam Canada Consulting Ltd. National Languages Project (NLP) i February 2015

TABLE OF CONTENTS

ACRONYMS AND ABBREVIATIONS ......................................................................................................................... ii

1 BACKGROUND AND CONTEXT ....................................................................................................................... 1

1.1 Overview of the National Languages Project ............................................................................................... 1

1.2 Programming Context .................................................................................................................................. 2

2 SUMMARY OF PROGRESS TOWARDS RESULTS .............................................................................................. 4

2.1 Highlights from this Reporting Period .......................................................................................................... 4

2.2 Progress towards Achieving Results ............................................................................................................. 7

3 SUMMARY OF PLANNED VS ACTUAL ACTIVITIES AND OUTPUTS ................................................................. 11

3.1 Component 1100 – Support Institutional Strengthening of the MNLSI Including its Institutions: DOL, National Institute of Languages Education and Training and the OLC ................................................................... 11

3.2 Component 1200 – Public Engagement ..................................................................................................... 23

3.3 Component 2100 – Translation and Interpreting Services ......................................................................... 26

3.4 WBS Activity 2140 – TA to Establish Undergraduate Translator/Interpreter Program at One or More Universities .............................................................................................................................................................. 29

3.5 Component 2200 – Innovative Models of Local Service Delivery ............................................................... 31

4 PERFORMANCE MEASUREMENT REPORT: PROJECT RESULTS TO JUNE 2014 ............................................... 35

5 SUMMARY OF MANAGEMENT ACTIVITIES ................................................................................................... 85

5.1 Component 3100 – Effective and Efficient Project Management .............................................................. 85

5.2 Donor Coordination .................................................................................................................................... 88

5.3 NLP Risk Register ........................................................................................................................................ 88

6 FINANCIAL SUMMARY ................................................................................................................................. 93

7 MEDIA REPORT ............................................................................................................................................ 94

8 GENDER EQUALITY PROGRESS REPORT ..................................................................................................... 108

Appendix A HILAIRE LEMOINE MISSION REPORT…………………………………………………………………………………… 112

Appendix B PIERRE COULOMBE MISION REPORT ...................................................................................... 132

Appendix C LOGICAL MODEL (LM) ............................................................................................................. 150

Progress Report #7 – July to December 2014 Agriteam Canada Consulting Ltd. National Languages Project (NLP) ii February 2015

ACRONYMS AND ABBREVIATIONS

AWP Annual Work Plan

BA Bachelor of Arts

BFC Bilingual Facilitation Cell

CBO Community Based Organization

CDC Curriculum Development Committee

COLIO Chief Official Language Implementation Officers

CSO Civil Society Organization

DFATD Department of Foreign Affairs, Trade and Development

DOL Department of Official Languages

DS Divisional Secretariat

DSD Divisional Secretariat Division

FAQ Frequently Asked Questions

FLICT Facilitating Initiatives for Social Cohesion and Transformation

GE Gender Equality

GIZ Deutsche Gesellschaft für Internationale Zusammenarbeit

GoC Government of Canada

GoSL Government of Sri Lanka

HEQCO Higher Education Quality Council of Ontario

HTB Heal the Bay [Matara District: Bilingualism through Music]

IALC International Association of Language Commissioners

IMC Inter-Ministerial Committee (chaired by MNLSI)

LCCBOC Low Country Community-Based Organization Consortium

LA Local Authority

LAG Language Audit Guide

LD Language Division

LLRC Lessons Learned and Reconciliation Commission

LPG Language Planning Guidebook

MC Municipal Council

MESH Monitoring and Evaluation for Social Harmony

MSF Media Study Forum

MNLSI Ministry of National Languages and Social Integration

MoJ Ministry of Justice

MOU Memorandum of Understanding

MPAHA Ministry of Public Administration and Home Affairs

MPDF Monaragala People’s Development Foundation

NGO Non-governmental Organization


Progress Report #7– July to December 2014 Agriteam Canada Consulting Ltd. National Languages Project (NLP) iii February 2015

NHRAP National Human Rights Action Plan

NILET National Institute of Language Education and Training

NIPA National Integration Promotion Assistant (MNLSI)

NIPC National Integration Promotion Coordinators (MNLSI)

NLP National Languages Project

OCOL Office of the Commissioner for Official Languages

OISE Ontario Institute for Studies in Education

OLBI Official Languages and Bilingualism Institute

OLC Official Languages Commission

OLIO Official Language Implementation Officers

OLP Official Languages Policy

PEF Public Engagement Fund

PI Partner Institutions

PIP Project Implementation Plan

PMF Performance Measurement Framework

PRMD Planning, Research and Monitoring Division

PSC Project Steering Committee

PTF Presidential Task Force

PTL Project Team Leader

RBM Results-Based Management

RDF Rural Development Foundation

RECDO Rural Development and Community Development Organization

RFC Roadmap Facilitating Committee

RPC Representatives of Provincial Centers

SELAJSI Strengthening Enforcement of Law, Access to Justice and Social Integration

SID Social Integration Division (MNLSI)

SLCDF Sri Lanka Centre for Development Facilitation

SOND Social Organizations Networking for Development

TA Technical Assistance

TAF The Asia Foundation

TEM Technical Exchange Mission

TOR Terms of Reference

ToT Training of Trainers

UC Urban Council

UGC University Grants Commission

UNDP United Nation Development Programme

UNP United National Party

UoO University of Ottawa

WBS Work Breakdown Structure


Progress Report #7– July to December 2014 Agriteam Canada Consulting Ltd. National Languages Project (NLP) iv February 2015

WC Working Committee

WG Working Group

Progress Report #7 – July to December 2014 Agriteam Canada Consulting Ltd. National Languages Project (NLP) 1 February 2015

1 BACKGROUND AND CONTEXT

1.1 Overview of the National Languages Project

The National Languages Project (NLP) is based upon a bilateral agreement between the Government of Canada (GoC), and the Government of Sri Lanka1 (GoSL) and implemented by Agriteam Canada with Technical Assistance (TA) provided by the Official Languages and Bilingualism Institution (OLBI) at the University of Ottawa (UoO) and the Asia Foundation (TAF) in Sri Lanka.

The project’s target outcome is: “increased respect for language diversity and language rights within the public service and among the citizenry”. The project has become a catalyst for the evolution of language planning and the recognition of language rights in Sri Lanka. It has increased opportunities for citizens to obtain public information and services in the official language of their choice and increased respect for the principle that Sinhala and Tamil should be equally respected and appreciated as national and official languages of the country. Project implementation commenced in August 2011 with a projected end date of March 31, 2016, however, funding will be exhausted by June 20152 and the NLP office will close on May 29, 2015.

Project implementation is guided by a Project Steering Committee (PSC), co-chaired by Department of Foreign Affairs, Trade and Development (DFATD) and Ministry of National Languages and Social Integration (MNLSI), and adheres to the Project Implementation Plan (PIP) approved by both Governments and attached to the Memorandum of Understanding (MOU). The PIP sets out the project’s target outcomes in a Logic Model and includes a Performance Measurement Framework (PMF) for the monitoring of progress towards these outcomes:

Intermediate Outcome 1000

Enhanced public sector leadership of national languages policies

Immediate Outcome 1100

Increased capacity, including capacity for gender-mainstreaming, of the MNLSI to plan, manage and monitor implementation of the Official Languages Policy (OLP) and other policies and programs related to their mandate


Increased awareness about, and support for, language rights, bilingualism and linguistic diversity among the public that influences policy makers

Intermediate Outcome 2000

Increased citizens’ access to public communications and services in national language of choice


Enhanced delivery of translation and interpretation services and translator and interpreter training programs


Increased number of innovative models of bilingual/trilingual local service delivery in critical geographic areas that promote gender equality, good governance and social cohesion

1 A MOU with respect to the project was signed in Colombo on June 28, 2011.

2 Originally this was conceived as a 5-year project but at the first PSC it was agreed to reduce the project to four

years given tight financial resources.

1. BACKGROUND AND CONTEXT

Progress Report #7– July to December 2014 Agriteam Canada Consulting Ltd. National Languages Project (NLP) 2 February 2015

Reporting Period

This is the seventh and last progress report. It covers the period July to December 31, 2014. It summarizes activities completed and outputs achieved during this reporting period as well as the cumulative progress towards outcomes. Progress is reported per activity by project component and for project management as per the Work Breakdown Structure (WBS) and Annual Work Plan (AWP). Expenditures for this reporting period are reported in Section 6.

1.2 Programming Context

In December 2014 the final six month work plan was approved by the PSC. The GoC declined to grant the project an extension and hence the project will close its doors on May 29, 2015. The End of Project Report will be filed by June 30, 2015. During this period, the MNLSI worked hard to complete its draft of the roadmap in anticipation of presenting it to cabinet early in 2015. While the project had benefited from the strong political/administrative support of the Minister of National Languages and Social Integration, the Honourable Vasudeva Nanayakkara, and Madame Secretary Mrs. M. Wickramasinghe, the election on January 8th, 2015 ushered into office a new administration led by President Maithripala Sirisena with a mandate to tackle corruption; restore the Rule of Law and strengthen democratic governance. As an initial step in his first 100 day program he appointed a new Prime Minister and drastically reduced the cabinet from 67 to 29 ministers. The languages and social integration portfolio will now be handled as a division within the Ministry of Public Administration, Provincial Councils, Local Government and Democratic Governance. The new Minister is the Honorable Karu Jayasuriya and the Secretary to the Ministry is Mr. J. Dadallage. As evidence of the new government’s commitment to the rule of law and recognition of language and minority issues was the declaration that the 2013 impeachment of former Chief Justice Dr. Shirani Bandaranayake was illegal. She was restored her to the office; resigned and two days later Kanagasabapathy Sripavan was appointed as the Chief Justice. He is the first Tamil to hold this office since 1991. With these clear signals, the project is optimistic that the GoSL and the Office of the President will continue to support the project’s goals. The government has used results of the project to document steps it has taken to achieve its mandated goal under the National Action Plan for the Protection of Human Rights with respect to ‘effective implementation of language rights’ and address the recommendations from Lessons Learned and Reconciliation Commission (LLRC).

1. BACKGROUND AND CONTEXT


Institutional linkages between the Canadian Office of the Commissioner for Official Languages (OCOL) and the Official Languages Commission (OLC) in Sri Lanka continue to be enhanced. During this reporting period, Pierre Coulombe, Director of the Performance Measurement Directorate from the OCOL worked closely with the OLC in Sri Lanka to develop a tool kit of resources to monitor and audit the implementation of OLP in government institutions. In addition, Andrew Gibson and Marcel Fallu took time off from their employment with OCOL to serve as volunteer specialists and work closely with the OLC to develop and complete the Language Audit Guide (LAG). Mr. Fraser, in his capacity as Chair of the International Association of Language Commissioners (IALC), extended an invitation to the Chair of OLC Mr. Ranawaka to participate as a panelist in the upcoming Association’s second annual international conference to be held in Ottawa in May 2015. Also during this reporting period, the Treasury Board Official Languages Centre of Excellence strengthened its institutional linkage with the deployment of Marc Tremblay Executive Director Official Languages Centre for Excellence to work with the MNLSI to develop a Results Based Management Accountability Framework to guide the implementation of the Roadmap. In addition, Mr. Tremblay worked with the Ministry of Justice, specifically to share the Canadian experience in legislative drafting and with the Universities of Colombo and Peradeniya on the “Legal Framework and Implementation Mechanisms Official Languages in Canada”. Developing a functioning bilingual public service takes time, political commitment and resources. It hoped that the political commitment will be strengthened with the new administration. It remains very early days in the new administration and the project office is working closely with its counterparts to support it through this exciting new transition.


2 SUMMARY OF PROGRESS TOWARDS RESULTS

2.1 Highlights from this Reporting Period

The AWP 2014 describes planned activities for this reporting period grouped together under the four project components. Significant activities are highlighted below from each of the four components – demonstrating results achieved towards the immediate outcomes. Component 1 – Institutional Strengthening of the MNLSI (contributes to Immediate Outcome 1100: Increased capacity, including capacity for gender-mainstreaming, of the MNLSI to plan, manage and monitor implementation of OLP and other policies and programs related to their mandate) Support to MNLSI in language planning and implementation: through TA from Hilaire Lemoine from the OLBI at the UoO on developing an overarching language plan for the country - the Language Roadmap. Specific activities that supported the Roadmap process included:

The Ministry with project support conducted a workshop in November to finalize the Roadmap documentation and the final draft comprehensive Roadmap document. The Cabinet Paper was drafted and is under review by the respective language policy experts and MNLSI Officers. Marc Tremblay, Executive Director, Official Languages Centre of Excellence, Governance, Planning and Policy Sector, Treasury Board Canada provided his support and technical expertise and expertise in shaping and molding the Accountability Framework of the Roadmap Process. Finally the document is scheduled to be validated before submitting to the new Cabinet during their 100 day Program during March/April 2015. A proposal for a Presidential Task Force (PTF) for Reconciliation Process was approved by the Cabinet early February and nuances and implementation strategies are being done.

Marc Tremblay’s visit extended the reach of NLP activities beyond MNLSI and its Institutions to the Ministry of Justice, Legal Draftsman Department (Presidential Secretariat) and two main Universities in Sri Lanka: University of Colombo and University of Peradeniya with Public Lectures on Bilingual Legislative Drafting and The Legal Framework and Implementation Mechanisms Official Languages.

Planning, Research and Monitoring Division (PRMD) of the MNLSI was shifted next to Language Division (LD) as recommended for the effective coordination of Roadmap Database and all the computers have been networked for effective sharing and function.

The Regional Resource Pool for the MNLSI was established with the Training of Trainers (ToT) program for staff from MNLSI and their institutions Department of Official Languages (DOL); OLC and National Institute of Language Education and Training (NILET). 71 Trainers (49 Sinhala and 22 Tamil) were certified.

Under the Capacity Building Programs a “Certificate Course on Social Research Methods” was designed and delivered with the assistance of the Marga Institute and 32 participants representing MNLSI, DOL, OLC and NILET staff successfully completed the program which was delivered in Sinhala and English; a Certificate Course on Computer Applications conducted by the University of Colombo and nine Staff members from Languages Division and also four



Gender Sensitization Training Workshops (three Sinhala and one Tamil) were conducted for the field officers of the Ministry (National Integration Promotion Assistant MNLSI (NIPAs) and National Integration Promotion Coordinators MNLSI (NIPCs)) in Colombo, Kandy and Kilinochchi for the participants from Island Wide.

The Government approved 9 Provincial Centers. The Second Provincial Centre was declared opened for Sabaragamuwa Province at Kuruwita on July 18, 2014 under the distinguished patronage of then Honorable Minister Vasudeva Nanayakkara and the High Commissioner of Canada Ms. Shelley Whiting. The procurement of furniture and office equipment for Sabaragamuwa Provincial Center was supported by NLP and discussions held and support was initiated for a collaborative Management Plan with MNSLI, DOL, NILET and OLC as to the overall vision as to the functions that the provincial centre would play and how each agency would collaborate in order to fulfil mandate of OLC at the provincial centre. This plan will include a detailed procurement plan for furnishings and technological support including computers etc. As result an innovative exercise, to prepare a Management Plan for Northern Provincial Center as a Pilot Center and work with affiliated institutions and provide TA to establish the Provincial Center by Hilaire Lemoine.

OLC

NLP supported through a Legal Draftsman for the Legal review and amendments to the Official Languages Act was completed and submitted to OLC for the Cabinet Approval.

NLP supported OLC’s newly recruited and previous staff members with a two days’ workshop on skills development. The workshop was held in Dambulla from 18th to 19th September 2014 which covered office management; motivation; positive thinking; establishment code; financial regulation; time management and five “S” concept.

The Office of the Commissioners of Official Languages (OCOL) of Canada assisted in the preparation of the LAG and a brochure for the OLC. Mr. Pierre Coulombe Director, Dr. Andrew Gibson and Mr. Marcel Fallu of OCOL supported the drafting of both documents. The NLP supported three workshops conducted by Mr. Coulombe; of which two focused on the drafting of LAG and brochure.

NLP is facilitating and providing coordination assistance with OCOL and mentoring the OLC in participating in the International Association of Langauge COmmissioers (IALC) in Ottawa in May 2015.

The NLP commissioned the survey on “Language Resources Needs Assessment” to measure the increase of OLP implementation based on the previous survey conducted in 2007/2008 by the Marga Institute. Respective research Staff of OLC and PRMD were trained and/or oriented in using the Survey that was conducted by Marga in some aspects of the Survey.



NILET

One of the recommendations of the “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training conducted by NILET” supported by NLP under AWP 2014, is the development of a database. A trial version of the newly developed database has been installed at the NILET and is being tested.

The Trainer’s Kit and Resource Kit to teach Tamil to Sinhala speaking people/Language Society members was published at the opening of the Sabaragamuwa Province at Kuruwita . On July 18, 2014 under the distinguished patronage of then Honorable Minister Vasudeva Nanayakkara and the High Commissioner of Canada Ms. Shelley Whiting.

Component 2 – Public Engagement (contributes to Immediate Outcome 1200: Increased awareness about, and support for, language rights, bilingualism and linguistic diversity among the public that influences policy-makers)

Grants provided under Public Engagement Fund (PEF) were successfully completed. These Grants initiatives focused specially on connecting North and East Tamil and Sinhala speaking communities. The CBO partners arranged an experience sharing exchange visit as a part of their initiatives for Tamil speaking beneficiaries to visit Ampara and Sinhala speaking beneficiaries to Jaffna. The objectives of these visits were to target women in promoting livelihood activities and to exchange cultural diversities among the Sinhala and Tamil communities.

Another CBO partner organized a multi lingual and multi religious youth from Kantale to visit Ampara and exchange their experiences of being together and how to work for religious harmony in their respective areas.

Component 3 – Department of Languages: (DOL) Translation and Interpreting Services (Contributes to Immediate Outcome 2100: Enhanced delivery of translation and interpretation services and translator and interpreter training programs)

The Training of translators on translation skills was successfully completed. Under this 25 translators attached to DOL were trained on three streams Sinhala/Tamil, English/Tamil and English/Sinhala. Altogether 8 Males and 17 Females translators were trained on new skills.

Two trilingual glossaries on Government Official designations and on Counseling were developed in both soft and hard versions.

The DOL website was revamped and is accessible in all three languages; this has allowed the DOL to receive translation request through emails.

Establishment of an undergraduate translator/interpreter program at one or more universities:

75 students were selected to read for the degree in the new translation course of study for the academic year 2015/2016. Altogether 3887 application were received by the University Grants Commission (UGC) for 75 slots allocated in Jaffna, Kelaniya and Sabaragamuwa universities by the UGC.



Component 4 – Innovative Models of Local Service Delivery: (Contributes to Immediate Outcome 2200: Increased number of innovative models of bilingual / trilingual local service delivery in critical geographic areas that promote gender equality, good governance and social cohesion).

54 Officers were selected as the Technical Committee on Language Planning from the Ministry, DOL, OLC, NILET and Field officers who participated in the “Needs Assessment” workshop organized by TAF and NLP.

Six Observation Tours were made to: Kantale Pradeshiya Sabha, Trincomalee Police Station, Trincomalee General Hospital, Badulla Municipal Council and Bandarawela Divisional Secretariat and Nuwara Eliya Police Station. The Secretary and the officers of MNLSI have joined at the discussions to identify gaps and issues in relation with OLP.

TAF prepared and submitted Capacity Assessment (Baseline) Reports, Handouts/Brochures (12 separate products), Frequently Asked Questions (FAQ) on the Guidebook, Training Module for MNLSI Working Group, NIPA and Focal Points and the materials are being reviewed by the MNLSI and will be validated and finalized by TAF with NLP and MNLSI.

2.2 Progress towards Achieving Results

Looking at the intermediate results level, as illustrated in the chart below, NLP is on target to meet its results as set out in the project framework documents. A key result for the project partner, MNLSI is the development of a comprehensive language plan or “Roadmap” for a whole of government approach to language policy implementation. The MNLSI has utilized the TA offered by the NLP to develop the first phase of a government wide Roadmap. By March 2015, Roadmap Action plan for the Ministry and its institutions will be completed and submitted to cabinet. The Ministry will use the last of project resources to work with six priority ministries identified as “phase II” ministries to support them to develop their Roadmap actions. In examining Intermediate outcome 2000a: Number of cadre translator positions and number filled (m/f) by position and type (Sinhala-Tamil; Sinhala-English; Tamil-English), it must be noted that the project does not control the factors that underline this outcome. As the evaluation found3 “the shortage of cadre translator positions and the dearth of qualified candidates is a longstanding problem in Sri Lanka and a long-term proposition to correct. It is not likely that there will be much movement within the life of the project but this can only be determined through a proper survey”. However, NLP has worked to improve the conditions of translators with the equipping of a translation center, providing training and developing tools for their work including glossaries and access to on line terminology banks and the support the long term supply issue with the launch of a four year degree program in translation at three Universities.

3 See page 55 of the Evaluation Report



PMF

Expected Result Indicators Results

Intermediate Outcomes 1000: Enhanced public sector leadership of official language policies and programs

1000.a Quality of comprehensive language plan or “road map” for whole of government approach to language policy implementation (new)

40% achieved

1000.b Level of GoSL funding to the MNLSI Achieved

1000.c Number of key ministries (those involved in the roadmap process) that have a comprehensive strategic plan for OLP implementation

1 out of 8 on target for 7 out of 8 by the end of 2015

Intermediate Outcomes 2000: Increased access to public communications and services in official language of choice

2000.a Number of cadre translator positions and number filled (m/f) filled by position and type (Sinhala-Tamil; Sinhala-English; Tamil-English) (replaces 2000.c) Data for a and b: number positions filled of number of cadre positions

See note below

2000.b Ratio of language spoken by public officials to language spoken by population in selected geographic sites (Divisional Secretariat Division (DSDs) and Local Authorities (LAs))

Not with in the control of the project

2000.c Level of citizen (m/f) satisfaction with access to services in both national languages and respect for language rights in selected geographic areas

TAF will conduct some citizen satisfaction surveys at the pilot sites

Examining the immediate outcome results as laid out in the PMF report in chapter four; NLP had achieved or exceeded its targets.


3 SUMMARY OF PLANNED VS ACTUAL ACTIVITIES AND OUTPUTS

3.1 Component 1100 – Support Institutional Strengthening of the MNLSI Including its Institutions: DOL, National Institute of Languages Education and Training and the OLC

3.1.1 WBS Activity 1110 – TA to MNLSI to support planning, leadership, institution strengthening & policy implementation

Activity Description

Purpose of Activity

To support the MNLSI to efficiently and effectively fulfil its mandate and to strengthen itself to lead government initiatives to support official language policy implementation and promote official languages and social integration.

Brief description of activities planned for 2014

In 2014, NLP will support further capacity strengthening of MNLSI staff focusing on the staff at the LD and the PRMD. Once the Ministry has recruited 200 NIPCs to work in Divisional Secretariats, the NLP will support MNLSI to design an effective induction program, focusing on roles and responsibilities with regard to language rights, social integration and gender integration including civil administrative and financial procedures. NLP will also assist the Ministry to develop a Regional Resource Pool of Trainers at District and Divisional level who to deliver programs on OLP. NLP will continue to support on strengthening the established 5 Bilingual Facilitation Cells (BFCs) pilot sites.

Integration of Gender Equality into activities

NLP ensures equitable participation of males and females in the capacity building programs and the integration of gender in training material. Special gender equality training will be provided for Identified focal points. A gender-mainstreaming plan will be developed within the ministry with the assistance of the said focal points. Gender equality will be considered in the developing pilot BFCs, especially with regard to social integration responsibilities and to the module in the NIPC Induction Program and the ToT Program.

Task #

Task Implementation as of June 2014 Implementation as of December 2014 Results & Deliverables for 2014

1 1. Retreat for senior MNLSI staff and DOL,NILET and OLC to review recommendations made from the cabinet report; institutional review to develop a coordinated strategy

Completed: Senior staff Roadmap and Action Plan Workshop held March 26, 2014: Action plans were reviewed and revised against OLP commitments

Charting of commitments under of LLRC, National Human Rights Action Plan (NHRAP) and cabinet recommendations for OLP implementation

Endorsement and commitment to the Roadmap process by Minister and Secretary

Workshop Report

2. Phase II of the Team Building and Leadership Training

This did not take place due to other pressing time commitments of the ministry.

3. Advanced IT training program 09 Staff from Languages Division completed 120 hour computer course conducted by the University of Colombo.



4. Special Training for the identified Gender focal points in MNLSI, DOL, OLC, NILET

Participants selected and training to be held in 2015.

Hilaire Lemoine’s Mission Reports: March 2014; November 2014

Gender Workshop Report with recommendations for 25 Focal Points from MNLSI, DOL, OLC and NILET

Ministry field staff have enhanced understanding of the role of gender in their work.

5. Gender Sensitization Training for the NIPAs and NIPCs

4 Gender awareness workshops (3 in Sinhala and 1 in Tamil) were conducted for Ministry Field Officers from across the Island in Colombo, Kandy, and Kilinochchi. 91 [M51/F40] NIPAs/NIPCs participated

ToT to create a Regional Resource Pool of trainers for OLP

45 officers from the Ministry including NIPAs, DOL, OLC and NILET were trained as trainers (2 workshops; 1 Sinhala medium and one Tamil medium

26 officers from the Ministry including NIPAs, DOL, OLC and NILET were trained as trainers in a Sinhala medium workshop).

Trainers Manual and Resource Kit prepared in all three languages

71 Officers4 have

enhanced skills in training need analysis, design, development and delivery of effective training programs and fundamentals of training evaluation

4 Newly trained trainers were used by the Ministry during Social Integration Week. The Secretary remarked at their newly acquire skills and how they were a

positive example to other staff. This team will be undertaking the facilitating process on preparation of language plans with new Ministries of Roadmap in the year 2015.



3 TA to strengthen the Newly established PRMD / MNLSI [Capacity Building / Procurement / Language Resource Needs Assessment (with OLC)]

Training program on Social Research Methodology; Project Management, Proposal and Report Writing completed

PRMD/MNSLI staff completed a certificate course on Social Research Methods conducted by Marga Institute.

Procurement of Technical Equipment for Database Management completed.

Trained 32 staff with enhanced skills in social research methodology how to conduct social research and commission and use a survey on Language resources

New equipment - computers and LAN

4 Support BFCs and strengthening 5 “Pilot BFCs” [Procurement and Capacity Building]

NIPAs and NICAs from BFCs participated in ToT.

Equipment purchased and ready for handover upon refurbishment of office in Valapane and NIPC is placed in Morawewa

Handover to take place in 2015 Equipment Purchased

NIPAs and NIPCs with training skills

5 Support to MNLSI to design an Induction Program for newly recruited NIPCs

This will be part of the office manual that now will be developed in 2015.

Integration of Gender

Gender-mainstreaming Initiative Report was developed based on the GE sensitization workshops conducted for MNLSI officers. Gender Focal Points have been identified and recommended for the MNLSI in all divisions and in DOL, NILET and OLC. Ensured that gender was mainstreamed in the ToT training module and the ToT trainer was encouraged to maintain a Gender sensitive environment throughout the sessions (Ex. In making groups and in using different examples) with an equitable participation of males and females in the ToT programs.



3.1.2 WBS Activity 1120 – TA and support to develop and roll-out resources and tools


Purpose of Activity To assist the MNLSI to develop and publish high priority resources and tools that will provide managers within government institutions, newly created LD and District and Divisional Level MNSLI Officials (NIPAs and NIPCs) with the resources and tools they need to more effectively implement the OLP.

Brief description of initiatives planned for 2014

In 2014, NLP will assist MNLSI to conduct workshops in selected Bilingual DSD in line with Roadmap Process, to pilot and replicate the language planning process and provide training on how to use the “Guidebook for the Preparation of Language Plans by the Public Institutions”. NLP will also provide technical support for the development of Posters and Reference Materials for Public Officers, and, an Office Manual for the MNLSI staff on their roles and responsibility on OLP and SI.

Integration of Gender Equality

NLP ensures equitable participation of males and females in the Language Planning Guidebook (LPG) introduction workshops. GE will be considered in the development of the posters and the simple reference manual on OLP and Gender neutral language will be used in the respective products.

Task #

Task Implementation as of June 2014 Implementation as of December 2014 Results & Deliverables for

2014

1

Support publication of the Guidebook for the Preparation of Language Plans by the Public Institutions and develop a distribution plan

Completed

Ministry conducted workshops for the officers of DOL, OLC and NILET on language Planning and use of the Guide book. .

3000 Guidebooks & CDs with Reference Tools (Laws and Regulatory Guidelines) distributed among the COLIOs and OLIOs attached to the Department of Police in the Western, Southern, Central and Eastern provinces.

These books will be used in 2015 by 16 ministries under the Roadmap process as they develop their Language Plans



2 Assist the MNLSI to “roll-out” the Guidebook island-wide with a focus on selected Bilingual DSDs

NLP/TAF are working with MNLSI to build their capacity to roll-out the LPG Workshops in the selected geographic areas

MNLSI is distributing guidebook

Workshops will be conducted in 2015 once the NLP/TAF ToT is completed

MNLSI completed the Checklist and in the process of preparing the Language Plan as part of the Roadmap preparation

MNLSI is supporting OLC, DOL and NILET for preparing their own Institutional Language Plan

3

Support the LD with production of posters and Reference Materials for Public Officials on OLP implementation

Design is ready – Awaiting for approval from Public Administration and Home Affairs

The ministry has asked that this be deleted from the work plan.

4 TA on the preparation of the Office Manual for the MNLSI staff

MNLSI to prepare manual with advice from NLP

This will take in 2015


Gender was embedded in the “Guidebook for the Preparation of Language plans by Public Institutions” through ensuring gender balanced participation on Language Committees established to formulate and implement the institutional Language Plan.



3.1.3 WBS Activity 1130 – TA and support of conferences, events, activities and consultations which enhances the development of a National Action Plan/ Roadmap which promotes multi-stakeholder collaboration on language planning & implementation


Purpose of Activity To assist the MNSLI to strengthen language planning, develop a government-wide strategic plan or Roadmap for language policy implementation and promote collaboration among key ministries to streamline implementation of the OLP in their respective departments and institutions through consultations and collaboration.


In 2014, NLP will assist the Ministry’s and its affiliated Institutions (DOL, NILET and OLC) to prepare their Action Plan and to coordinate and lead the overall Roadmap Process with identified key Ministries and 25 selected Bilingual DS Divisions as they prepare their Action Plans for the Roadmap in a phased process. Finally NLP will assist the MNLSI to prepare the Roadmap National Action Plan to be submitted to the Cabinet for approval.


NLP will encourage the MNLSI to ensure participation of both women and men in the process of the preparation of the Roadmap and stakeholder consultations as well. NLP will support the integration of gender considerations within the Roadmap.

Task #


1 1. Preparation of the Roadmap Action Plan for the MNLSI, DOL,

NILET and OLC with a Results-Based Management (RBM)

Accountability Framework for implementation

Draft Roadmap Action Plan for the MNLSI, DOL, NILET and OLC with a RBM Accountability Framework for implementation has been prepared and submitted to the Ministry for comment and final approval based on a template developed by NLP

A Logic Model for the Roadmap has been designed.

Situation Analysis Reports of the MNL&SI, DOL, OLC and NILET based on the Language Planning Guide Book were prepared.

Activities and financial forecast for the five year period of Roadmap has been identified.

Roadmap Document with Action Plan (2016-2020) for the MNL&SI is completed to be submitted to cabinet in early 2015.

Roadmap Document with Action Plan (2016-2020) for the MNLSI, DOL, OLC and NILET

A Logic Model for the Roadmap

Situation Analysis Reports of the MNL&SI, DOL, OLC and NILET based on the Language Planning Guide Book

Use by MNLSI of the results from the baseline survey to assess other ministries language capacities

Mission Report – Hilaire Lemoine

2. Working Sessions of RFC, WC and Inter-Ministerial Committee (IMC)-WG as well as with Key Ministers

Working sessions of the RFC and WC for the preparation of Roadmap Action Plan were ongoing as the action plan is being developed

Follow up meetings are being conducted in collaboration with the Secretary, Additional Secretary (Development) and the Consultant of the Roadmap with Senior Officers from DOL, OLC and NILET.



3. Coordination of data collection and analysis

Ongoing data entry and analysis of baseline information on the current bilingual capacity of the MNLSI (as collected from the questionnaire template)

Mission Report – Marc Tremblay

4. Developing a network of language champions and focal points in key ministries

With the phased approach in the Roadmap process, the identification of Language champions in key ministries will occur in 2015. Initial discussions started in November/December 2014 with Marc Tremblay

5’s mission

2 Provide support to MNLSI to conduct training for officials to maintain the database

Data Entry training: ongoing in LD and Planning division 3 officials designated to work on data entry full time on a 3 month rotational basis

Functioning database Trained staff for data

entry and reporting

3 Support the MNLSI to conduct stakeholder consultations on the draft Roadmap with Government Officials and Civil Society actors

With the decision not to extend the project, there is insufficient time left to complete this-as the road map will not be finalized until March 2015.

Reports and Recommendations to finalize the Roadmap

4 Preparation of a RBM Accountability Framework for the implementation of the Roadmap. moved back to task 1

Draft RBM Accountability Framework is being prepared. Treasury Board expert Marc Tremblay will work with members of RFC, WC, IMC -WG, MNLSI, OLC, DOL, NILET, and other stakeholders in October 2014

Treasury Board expert Marc Tremblay worked with members of RFC, WC, IMC -WG, MNLSI, OLC, DOL, NILET, and other stakeholders in November/December 2014

Draft Accountability framework


Ensuring both male and female participation in the process of preparation of the Roadmap Action Plan for the MNLSI, DOL, NILET and OLC with a RBM Accountability Framework. NLP has support MNLSI to integrate gender consideration in their activities.

5 Executive Director of the Official Languages Center of Excellence at the Treasure Board Secretariat mission to Sri Lanka November 2014



3.1.4 WBS Activity 1140 – TA for OLC functional review and institutional strengthening


Purpose of Activity To assist OLC to review its functions and activities to ensure they are in line with its mandate and in order to improve OLP implementation, to support the OLC to carry out its functions including increasing awareness among the general public regarding the protection and promotion of language rights, and to support capacity building of the OLC staff through training.


In 2014, NLP will consolidate its institutional support to OLC by following through on selected recommendations/priorities outlined in the corporate plan. These include, follow-up on legal amendments to the OLC Act, support staff training for OLC personnel, preparation of a LAG and participate in the establishment of the Northern provincial Center at Kilinochchi. Also 2014, NLP will support OLC to promote the increase use all three languages at the “Deyata Kirula 2014” National Exhibition and to initiate Awards of Excellence for the best OLP implementing government institutions at the site. Apart from these activities NLP will support OLC (in collaboration with the PRMD of MNLSI) to re-commission the ‘Language Resources Needs Assessment Survey’ to assess present status of OLP implementation with baseline data.


NLP staff will assist OLC to integrate non-discrimination into public education about the OLC complaint and redress mechanism. For OLC staff capacity building programs and public awareness programs gender-mainstreaming will be integrated.

Task #


1 Provide support for OLC conducting a Language Audit at the 2014 Deyata Kirula National Exhibition with an Award for Excellence in OLP implementation / trilingual service

Completed Audit Tools prepared and language

audit training workshops conducted Reviewed and modified survey

questionnaire for the Language Audit at the Deyata Kirula

Resource Materials and awards provided

Finalized report Technical expert volunteers

Andrew Gibson and Marcel Fallu prepared an analysis of the 2013 2014 Deyata Kirula reports and laid out a set of practical recommendations to assist the OLC as they prepare for the next Deyata Kirula.

Survey Questionnaire prepared and printed

403 Public Institutions were audited

Audit Findings and Report

2 Support to conduct a two day training workshop for the newly recruited and the OLC staff

Several preparatory meetings were held with OLC Chair on the training workshop to be conducted in early September

Completed. Trained staff



3 Support for conduct/ commission “Language Resources Needs Assessment Survey” for the follow-up on the 2007/2008 baseline data (in collaboration with the PRMD of MNLSI)

Discussions underway with Marga Institute and PRMD/MNLSI and OLC on the process to conduct the follow-up Language Resources Needs Assessment Survey.

Survey underway-should be completed in February 2015

Survey Tools Expected Deliverables: Final survey report

4 Support for the preparation of LAG for OLC

Pierre Coulombe, Director Performance Measurement Directorate of OCOL mission to Sri Lanka in October 2014 supported the staff to develop tools-which should be finalized in 2015. This mission was supported by the TA from Dr. Andrew Gibson and Marcel Fallu

6 who provided practical follow up training to the work of Pierre Colombe

for the OLC staff and supported the staff to developed audit tools. See Annex III of the Report on Mission to Sri Lanka (November 10

th to 20

th, 2014) attached.

Expected Deliverables: Expert Report/Mission

Report Tool kit Enhanced institutional

linkages

Other activities: Proposed draft Amendments to the OLC Act (which had been initiated under the 2013 AWP) were presented to the OLC commission in November with a view that they would go forward to Cabinet.


Deyata Kirula Language Audit Survey teams carried out with equal numbers of men and women. The questionnaire had separate sections to evaluate the gender equality of each stalls and it examined gender representation, sensitivity at the exhibit booths.

6 Andrew Gibson and Marcel Fallu took a leave of absence form their employment at the office of the Commissioner of Official Languages, paid all their

expenses for their six week mission to Sri Lanka –including travel and accommodation to participate in the project as technical expert volunteers with the OLC.



3.1.5 WBS Activity 1150 – TA for NILET functional review and institutional strengthening


Purpose of Activity

Assist and support NILET to review, identify, and develop organizational structures and programming that will strengthen their functioning and enhance their programming in line with their mandate

Brief description of initiatives planned in 2014

In 2014, NLP will support NILET to complete and print Trainer’s Kit and Resource Kit to teach Sinhala to Tamil speaking people/ Language Society members. With the exposure from Technical Exchange Mission (TEM) NLP will support NILET to design a curriculum to teach English as a second language. TA will also be provided to develop a database for NILET to increase the effectiveness and efficiency in service delivery based on the recommendations of the Research Study and the Cabinet Committee Report. NLP also plans to support NILET to develop learning modules and CDs (Sinhala and Tamil) for Public Officers to cover the new 4 levels as recommended by the Cabinet Committee.


NLP will ensure GE integration in curriculum development by using gender neutral language, encouraging the use of pictures exhibits including both girls and boys, use names of both girls and boys in bringing up examples. Also NLP will ensure that both male and females will benefit from service delivery and have the identification of both female and males as recourse persons in NILET activities.

Task #


1 Support for development of a Curriculum (Resource Kit / Text Book) for second Language Teaching to General Public

Final Printing of Tamil edition resource kit/ text book - developed in the last AWP and handed over to NILET

Sinhala editions: 80% of the Sinhala text book has been completed. Five working sessions were held 2014:

Tamil version Curriculum Resource Kit Text Book for Teaching a second Language for the public to be distributed through Language societies(1,000 Teachers’ Guides and 4,000 Resource Kits)

2 Support review the existing curriculum to teach English to Public Officers with the lessons learned from TEM to Canada

Preliminary discussions are held and NILET is in the process of finalizing Resource Persons by the Academic Board

The NILET Management Board decided not to move forward with this task and requested funds to be reallocated other activities, if possible.



3 Assist NILET to develop a Database by giving effect to Recommendations of Cabinet Committee Report and Research Study and revision of the NILET web site to link it to the database

Software Developer has been identified

Draft Software has been prepared and waiting for installation for NILET ready with the required Computer Facility

The NILET Website is being revisited by the IT expert

90% of work has been completed. NLP provided a new computer unit. Inputting data is to be done. Once the trial version is checked, officers are to be trained on data input and use of the data base.

Expected deliverables for 2015:

database developed and revised website

staff trained on database input and creating reports

4 Assist NILET to develop learning modules and CDs (Sinhala and Tamil) for Public Officers for each of the 4 Levels

NILET to redesign Public Officers second language course to add a fourth levels to address recommendations of Cabinet Committee Report; NLP to support the identified Module Developer, once the DOL finalizes the Syllabus for all 4 levels

This has not happened as DOL has not yet defined the four levels

With the imminent closure of the project, this is now unrealistic as DOL has still not defined the four levels.

5 Revisiting the NILET existing syllabus in diploma in Translation and conduct 2 workshops for the process

Prof. Asoka Premaratne (TEM Delegate with 2 other delegates) assigned to revisit and prepare the syllabus for Diploma in Translation which will be reviewed by Professor Luise/Gabriel

Prof. Asoka Pramarathna, University of Kelaniya, has submitted a proposal with 5 steps: 1.) Need Analysis; 2.) Curriculum review; 3.) re-adjusting study programme; 4.) Identifying resource persons and giving them an initial training and 5.) Implementing the study programme

Expected deliverable: Revised syllabus for diploma in translation


Maintained the use of gender neutral language giving recognition to both male and female in the developed curriculum and the resource kit. In NILET’s service delivery both male and females were benefited. NLP always contributed for the encouragement of NILET to have both male and female participants for their committees.



3.1.6 WBS Activity 1180 – TA to develop and strengthen plan for Provincial Centers


Purpose of Activity Assist and support MNLSI to develop effective plan to manage a provincial centre with LD, NILET, DOL and OLC


The Government has approved 9 Provincial Centers. TA for 2014 will be to support the MNLSI develop a collaborative business plan with LD, DOL, NILET and OLC as to the overall vision as to the functions that the provincial centre would play and how each agency would collaborate in order to fulfil mandate of OLC at the provincial centre. This plan would provide a detailed procurement plan for furnishings and technological support including computers etc.

As an innovative exercise, NLP will support the ministry to prepare a management plan for Northern Provincial Center as a Pilot Center and work with affiliated institutions and provide TA to establish the Provincial Center.


Gender equality considerations shall be addressed in terms of equal participation in staff, gender equitable services offered, services taking into consideration the needs of both women and men, and the active inclusion of women in language training programs.

Task #


1 Development of a Management plan which describes how each agency would work collaboratively together with a detailed procurement plan for the provincial centre

MNSLI is in process to establish two Provincial Centers during the Social Integration Week (Northern Province in Kilinochchi/Sabaragamuwa Province in Kuruwita)

Ongoing discussions and workshops with Secretary and other Senior officials from MNLSI; DOL; LD; OLC and NILET

Sabaragamuwa Provincial Center was established July 18, 2014 at Kuruwita.

Procurement of furniture and office equipment for Sabaragamuwa Provincial Center.

The initial activities have identified to be carried out through Provincial Centers.

Cadre positions and the job descriptions for the Provincial Centers have been defined.

Initial discussions and a workshop to start the preparation for the Provincial Centres Management Plan

Expected Deliverables: Management Plan


Integration of gender will be incorporated into the management plan.



3.2 Component 1200 – Public Engagement

3.2.1 WBS Activities 1210.2 and 1210.3 – Co-fund Civil Society Organization (CSO) initiatives to increase awareness and promote language rights and social integration and monitor and mentor partners implementing funded initiatives


Purpose of Activity The NLP PEF will contribute to civil society led initiatives to increase the awareness on linguistic diversity, importance of bilingualism, and language rights and responsibilities among the general public.


Another RFP will be released for Non-governmental Organizations (NGOs), Community Based Organizations (CBOs) and Language Society clusters in 2014. NLP will send the RFP to target groups, including organizations headed by women, in all parts of the country; however the fund is open to all eligible organizations.


The proposal guidelines require applicants to indicate how gender will be integrated into their proposed project and one of the selection criteria is how well gender has been included. Grantees will be monitored to ensure that gender is integrated according to the project plan and the NLP focal points will provide a gender awareness session for representatives of each partner organization.

Task #


1 Continued funding to existing 2013 grantees, 5 NGOs/CBOs, and Language Society Clusters

17 Clusters have been established in Eheliyagoda, Kahatagasdigiliya, Badulla, Matara, Gampaha, Kurunegala, Yatiyantota, Samanthurai, Kinniya, Kandy, Kuruwita, Ratnapura, Godakawela, Opanayake, Balangoda, Karachhcie and Pachaliapllai, Kandawali and Punakari joint cluster in Kilinochchi

2 Solicit and review new grant proposals from CBOs and Language Society clusters. Training workshop for Language Cluster members

Received 10 applications; 4 approved: 1. Rural Development and Community

Development Organization (RECDO) Trincomalee: young people from three religions with enhanced appreciation for their respective religious practices

2. Social Organizations Networking for Development (SOND): Jaffna and Ampara: Enhanced appreciation and respect as between Tamil and Sinhala youth groups.

3. Monaragala People’s Development

05 capacity building workshops were conducted in Eheliyagoda, Kahatagasdigiliya, Kurunegala , Badulla and Kinniya.

Grants were provided to empower language clusters with new project skills to undertake activities in Eheliyagoda, Kahatagasdigiliya and Badulla cluster. The Sinhala, Tamil and Muslim community in Ehaliyagoda together participated in a volleyball tournament organized by the cluster in Eheliyagoda. The Badulla cluster members organized a Multi-cultural New Year Festival and a cultural programme for orphans. Training on



Foundation (MPDF): enhanced understanding and awareness of language rights among estate community and officials

4. Media Strudy Forum (MSF) (All Island): Increased interest in Tamil Language for Sinhala speakers through an analytical impression on Tamil and Sinhala songs

Language Clusters: 5. Eheliyagoda Language cluster grant

brought together school communities of different ethnic groups using sports

6. Badulla Language cluster activities focused on facilitating integration among Tamil and Sinhala communities through New Year celebration and to appreciate the cultural diversity of the different ethnic societies through the differently abled children’s cultural events

building vocational skills and self-employment for women in Kahatagasdigiliya was provided. Two clusters within the purview of Sabaragamuwa Provincial Centre are organizing community based activities on OLP. The resource persons for these activities are the MNL&SI Officers who obtained the TOT Training under activity 1110. Two Clusters based in Kilinochhcie have been established. 01 cluster in the Vauniya was established during 2014. Activities related to clusters are monitored through the Northern Provincial Council in Kilinochchi.

3 Organize two one day workshops for CBOs/NGOs

Workshops moved to September and November

9 capacity building workshops were conducted in Eheliyagoda; Kahatagasdigiliya; Kurunegala; Badulla and Kinniya for a total of 298 participants: Male 128 Female 170

Through these workshops, Language cluster members increased their knowledge and awareness on: implementation of OLP and Social Integration; developing project proposal; team building and leadership skills.

4 Monitor and support grantees in project implementation by phone, reporting and field visits

NLP monitors grants on an ongoing basis through regular communication including field visits and provides technical input to the design of the activities to ensure gender integration

NLP continued monitoring grants on an ongoing basis through regular communications including field visits and provided technical inputs the design of the activities to ensure gender integration

Grantee reports Monitoring reports



5 Coordinate selection committee meetings

The members of the committee remain unchanged as per the last reporting and the communication with committee through email and telephone

Members of the Committee remained unchanged for the last reporting period and the communications with the Committee members through email and telephone.

Recommendations and approvals


The committee members were very concerned about gender integration into proposals that they have evaluated. The NLP staff closely monitored the activities undertaken by partners to integrate gender as much as possible. All the agreements contained separate clauses on NLP’s commitment to integrate gender in the project activities. The activities undertaken to-date have been fairly balanced with male and female participation.

3.2.2 WBS Activity 1220 – Support conferences, events, exchanges and activities to increase awareness among the public and policy makers


Purpose of Activity To Increase awareness of the OLP and citizen’s language rights among the general public and to promote and track media contribution to public awareness of the OLP and related language issues.


In 2014, NLP will continue to scan newspapers and news websites and work informally with the media to initiate a dialogue on language rights and respect for language diversity. In 2014, NLP will continue to work with and produce a brochure for language clusters and and other relevant CSOs outlining innovative activities.


Ensure awareness activities supported by the project are gender sensitive, promote positive images of both men and women and consider the different information needs of women and men in relation to language rights. Ensure equitable participation of women and men at the sharing workshops.

Task #

Task Implementation as of June 2014 Implementation as of December 2014

Results & Deliverables for 2014

1 Ongoing capacity development support for Language Society clusters

Sri Lanka Centre for Development Facilitation (SLCDF) trained 153 citizens from 5 language clusters representing 73 language societies to enhance their technical skills to develop and implement grants that support and promote dialogue between the language communities as well as on OLP awareness

SLCDF trained 153 citizens from 5 language clusters representing 73 language societies to enhance their technical skills to develop and implement grants that support and promote dialogue between the language communities as well as on OLP awareness



2 Scan mainstream newspapers and selected websites

NLP scanned media Media report

3 Support for selected events that enhance public and institutional awareness and application of language rights, bilingualism and linguistic diversity among policy and decision makers

Unity Convention: NLP provided 167 prizes awarded to 57 boys and 110 girls for essays and Art work on National Unity to children from across the island with 54 awarded for Sinhala essays and 49 for Tamil essays with 64 for Art work; NLP ensured that that prize winners received their prizes regardless if they were able to attend the convention

Unity convention was a major event sponsored by the MNLSI. NLP provided awards to school children essays on social integration and bilingualism which saw the signing of the People’s Charter which included for the first time the following: “we shall ensure the right of every citizen to use and demand services in Sinhala and Tamil, the National Languages and Official Languages of Sri Lanka…..and collectively work towards achieving trilingual competence in Sinhala, Tamil and English….”


Both male and female candidates were equally participated in the Capacity building programs conducted for language cluster members. The unity conference organized by the MNLSI was given special attention to gender dimensions in different ways (e.g., the pictures used in the product including invitations are fully balanced with male and female representations). NLP provided 167 prizes awarded to 57 boys and 110 girls for essays and Art work on National Unity to children from across the island.

3.3 Component 2100 – Translation and Interpreting Services

3.3.1 WBS Activities 2120/2150 – TA and support to set up a translation centre


Purpose of Activity

To help DOL to provide better translation services through the newly established translation center and develop new trilingual glossaries


In 2014 DOL will address some issues identified in the Translation Survey and will consolidate activities of the translation center. Two new glossaries will be developed. Activities will include revamping of the DOL website and the development of a guide book for translators. As it was in the previous year during the year 2014, DOL will convene meetings to discuss the issues pertaining to translation services in Sri Lanka. NLP will support DOL to draw a comprehensive action plan to incorporate the recommendation of the cabinet and the Ministry of Management Reforms. As a major focus of the MNLSI, DOL will identify activities for the new regional centers in Kilinochchi once the program is drawn by the MNLSI for the first regional center In Sri Lanka. The activities identified for 2014 will further strengthen the DOL to provide translation services and will achieve the outcome expected in the LM during this project period ending in the year 2014.


DOL has taken gender as a cross-cutting theme for all these initiatives specially it has integrals to each activity; a gender study will be done in the glossaries preparation process, the training will be focused on individuals without any discrimination based on sex or gender or any other and equal opportunity will be provided to every persons, all Website pictures and other object will be focused gender neutral and the advisory panel and planning sessions will be balance of male and female representatives.



Task #


1 Support to facilitate training of translators and superintendents

The training programs were commenced with the initial facilitation by NLP expert Gabriel Huard with trainers in Sinhala to Tamil and vice versa; English to Tamil and vice versa; and English to Sinhala and vice versa and a training plan was developed

The Plan training of three streams Tamil to Sinhala and vis-à-vis, Sinhala to English and vis-à-vis and Tamil to English vis-à-vis were completed

Training plan

Participant evaluations whichdemonstrate how theparticipants have used thetraining program to enhancetheir capacity as translators forbetter translations.

2 Support to develop 2 new trilingual glossaries/ terminology

DOL started glossaries on: 1.) Financialregulations and 2.) Administrationregulations with government support

Consultants were retained to developtrilingual glossaries on Counselling andListing of Government Departments andOfficial Designations.

Completed glossaries: Communications and Economics In progress: Counselling and Listing of Government Departments and Official Designations

Newly developed trilingual glossaries in Communications and Economics

3 Continue the revamping of the website

A firm was identified by DOL to revamp its website. Work will start in July, 2014

Website revamped and is available in Sinhala, Tamil and English http://www.languagesdept.gov.lk/web/index.php?lang=en

4 Support the development of a guide book for translators-

DOL has selected panel members to develop guidebook. Work to commence in September 2014

This Activity was abandoned due the winding up of the Project.

List of Panel Members

5 Support of Advisory Committee on Translation Services

New committee members were identified. Terms of Reference (TOR) for the committee were revised, reviewed and approved by committee at its meeting on May 29, 2014

The meeting report was circulated to Committee members. A workshop proposed for Committee members

Revised TOR Meeting agenda minutes

6 Support an integrated action plan for DOL

A TOR was drafted, initial discussion was held with one of the identified consultants and the activity to commence in September 2014

This Activity was abandoned due the winding up of the Project.

TOR Integrated Plan

7 Follow-up on recommendation of translations survey

Recommendations were considered in the Roadmap action plan and other activities, it is also to be included in the integrated plan in the activity number 6

The recommendations were carefully included into the Roadmap Process.

Action plan/meeting minutes

http://languagesdept.gov.lk/web/index.php?lang=en




All the consultants TOR has separate clause on gender equality even the web revamping consultancy TOR has separate clause to emphasize that all the development should possibly consider gender equality. The representation of panel members and advisory committee members included a consideration of gender equality.



3.4 WBS Activity 2140 – TA to Establish Undergraduate Translator/Interpreter Program at One or More Universities


Purpose of Activity To help selected universities to develop translator/interpreter degree programs to help overcome the dearth of qualified translators/interpreters in the country


During the fiscal year 2014, there will be a consolidation of activities in order to establish and launch the Translation Studies Program for the September term. UGC and CDC will meet couple of times before they finalize the model curriculum. The CDC will also visit each of the participating university and help the respective universities to formulate the curriculum based on the model curriculum. A forum to discuss language policy will also be established on the initiative of the UGC. The CDC will also form a monitoring committee to monitor the implementation of new curriculum.


Curriculum developers will be supported to integrate gender perspective into curriculum and learning materials. Marketing strategies will emphasize the need to attract both male and female students.

Task #

Task Implementation as of June 2014 Implementation as of December 2014 Results & Deliverables for

2014

1

Curriculum design/development meetings to 1.) Prepare curriculums 2.)To submit the designed curriculum to the UGC and 3.) to prepare curriculum for each university based on the model Curriculum

Drafted model curriculum by the CDC.

Approved model curriculum by the UGC

Prepared curriculum by each University

Respective Senates of each university approved their curriculum and courses of Studies were commenced.

Final curriculum

2

Implementation Identifying translator

practitioners to recommend for teaching at the universities through UGC

NLP will support the development of such a list of translator practitioners and their competency profile

Discussion with DOL High demand from students for this BA program:3,500 applications received for all three universities with Sabaragamuwa University received 617 applications of which 121 students had scored 50% or higher in the aptitude test conducted at the University; the list of eligible candidates has been sent to the UGC for the selection process

75 Students were selected for 03 Universities.

List of translator practitioners and their competency profile names

3 Research: to establish a research forum on language policy , planning and development

Initiate discussion with UGC and the three universities

One meeting was conducted to convene a research forum at the University of Colombo

List of persons and institutions identified as members for the forum

4 Curriculum Development Monitoring Committee

Committee was ceased after the approval of model curriculum

Committee Meeting minute




Opportunities were open to both Male and Female candidates



3.5 Component 2200 – Innovative Models of Local Service Delivery

3.5.1 WBS Activity 2240 – TA and support for language planning in partner institutions following MNLSI guides


Purpose of Activity

TAF will provide TA to MNLSI as they develop a plan to replicate the best practices from the 14 innovative pilot sites to other locations as part of their overall implementation of the Roadmap at the local level. TAF will provide further support, mentoring and coaching to the 14 pilot innovative sites


In 2014, TAF will continue to support, mentor and coach the 14 pilot innovative sites as they implement their respective language plans, focusing on those sites that have not yet completed their grants and building the capacity of the officials to implement, manage and monitor the language plans on an ongoing basis. TAF will support the partner institutions (PI) to re-administer the check list as a tool to measure results of the language planning.

The MNLSI has indicated that it would like to replicate the innovative models to other sites utilizing the expertise of TAF to train MNSLI staff to implement, mentor and support local agencies as they develop language plans building on the lessons learned from the 14 pilot sites. TAF will provide technical expertise to the MNLSI as the MNLSI develops a plan to replicate the best practices from the 14 innovative pilot sites to other locations as identified by the MNLSI as part of their overall implementation of the at the local level. Key for 2014 will be close collaboration between TAF, NLP and MNLSI to consolidate the training needed at the local level to replicate the innovative sites to new sites as identified by the MNLSI and consistent with the overall Roadmap implementation plan. TAF will develop a report on the implementation of the 14 pilot sites, draw out lessons learned and work in collaboration with MNSLI and NLP to develop a training plan for replication of the innovative sites to other sites as identified by the ministry. TAF will also organize an experience sharing workshop for senior officials from ministries working on the Roadmap.

A detailed TORs were developed and approved by the MLSI which set out in detail the work that TAF would do to support and build the capacity of the MNLSI to replicate innovative models of local service delivery. TAF will measure and report on its results as set out in the PMF.


NLP gender focal point officers will review language plans of PI to ensure that gender equality has been taken into consideration in the priority areas focused by PI. The NLP gender focal point officers with guidance from the NLP Gender Advisor will conduct awareness raising workshop for representatives of each PI and recommend that PI appoint gender focal points to support and monitor Gender Integration in their activities.

Tasks Implementation as of June Implementation as of December Results &



2014 2014 Deliverables for 2014

A Identify capacity requirements at the MNLSI

A1. Support Establishment of Technical Team at MNLSI

A1.1. Draft modalities to support the MNLSI to establish the Technical Team:

A2. Conduct Capacity Assessment at the MNLSI

A2.1. Prepare an inventory of required capacities

A2.2. Prepare assessment tools with detailed modalities in consultation with the MNLSI

A2.3. Implement Capacity Assessment for MNLSI Staff and NIPAs

A2.4. Analyze data to establish a baseline/benchmark on awareness and capacities of MNLSI Staff and NIPAs

Initial discussion and preparatory work done with MNSLI

Ministry has approved the six main activities. 54 Officers were selected as the Technical Committee on Language Planning from the Ministry, DOL, OLC, NILET and Field officers who participated in the “Needs Assessment” workshop organized by TAF and NLP. 06 Observation Tours were made to: Kantale Pradeshiya Sabha, Trincomalee Police Station, Trincomalee General Hospital, Badulla Municipal Council and Bandarawela Divisional Secretariat and Nuwara Eliya Police Station. The Secretary and the officers of MNLSI have joined at the discussions to identify gaps and issues in relation OLP.

Results from the needs assessment

B. Establish Language Planning Help-Desk through the Call Centre at the MNLSI

B1. Provide Technical and Material support to establish and manage a “Help-Desk” at the MNLSI

B1.1. Assess the needs/requirements of the MNLSI for a Help-Desk

B1.2. Support development of relevant handouts/brochures

Initial discussion and preparatory work done with MNSLI

Completed.

Training and related materials

Progress and monitoring reports

C. Develop a User-Guide on ‘How to Use the Guide Book on Language Planning’



C1. Support the MNLSI to develop detailed instructions/User guide on the steps of Language Planning and Implementation process

C1.1 Develop a Flow-Chart and guide on FAQ on the Guidebook

Completed and handed over to MNLSI for review and comments.

Training materials

Report of the Workshop/training program

D. Identify and Inventory Resource Pools at the Divisional Level for the MNLSI

D1. Identify and prepare a detailed inventory on the composition of the Resource Pools at the Institutional Level

Initial discussion with MNSLI

Completed. List of Names of the

Resource Pool

E. Develop Training Modules

TAF design and develop training modules based on the LPG along with individual training sessions and required handouts E1. Develop a Training Module for MNLSI Staff based

on the LPG: E1.1. Develop a Training Module in English on

Facilitation, Language Planning (Monitoring & Evaluation)

E2. Develop a Training Module for NIPAs based on the LPG E2.1. Develop a Training Module in English on

Facilitation, Language Planning, Backstopping, Documentation, Case-Study Writing and Reporting Skills

E3. Develop a Training Module for Institutional Focal-Points based on the LPG

E3.1. Develop a Training Module in English on Facilitation, Language Planning (Implementation) and Citizen Consultation

Initial discussion with MNSLI

Completed and handed over to MNLSI for review and comments.

F. Implement Training Workshops



F1. Provide Technical Input for a ToT Workshop for MNLSI Staff: F1.1. Conducting training: TAF will be responsible for

conducting the training, including the preparation of material master copies, presentations, group work, arrange and organize logistics relating to printing, photo-copying of materials, and language interpretation services

F1.2. TAF will attend to pre-testing of the Training Module and prepare master-copies of related handouts, presentations and other material

F1.3. TAF will conduct a 2-day residential ToT workshop for MNSLI staff based on the finalized Training Module

F1.4. TAF will also attend to documentation of the ToT workshop. F1.5. After the workshop, TAF will conduct a de-brief

session for the MNLSI staff at the MNLSI to review the ToT workshop and consolidate leanings

F2. Support Training Workshops for NIPAs F2.1. Provide limited technical support to conduct Training

Workshops for 25 District-Level NIPAs: NIPAs are responsible for initiating implementation of language planning and related programs at the Government Institution level

F3. Support Training Workshops for Institutional Focal-Points F3.1. Provide limited technical support to conduct Training

Workshops for Institutional Focal-Points: this activity will primarily be a responsibility of the NIPAs, as guided by Technical Team of the MNLSI.; if requested, TAF will oversee the training and provide support to the MNLSI Technical Team and respective NIPAs where required.

Initial discussion with MNSLI.


4 PERFORMANCE MEASUREMENT REPORT: PROJECT RESULTS TO JUNE 2014

National Languages Project, Sri Lanka

Ultimate Outcome 100

Expected Result: Increased respect for Language Diversity and Language Rights within the Public Service and among the Citizenry

Indicators Baseline Data 7 Target Last year of Project

100.a Degree of awareness of the language policy among all categories of public servants

Poor or very poor. Majority do not have adequate knowledge of the language policy to carry out their responsibilities properly

Generally or fully aware, with adequate knowledge to carry out their responsibilities

Follow-up of Languages Resources Assessment Survey results will be available by March 2015

100.b Percentage of public officials (m/f)* who are proficient in Tamil outside Northern and Eastern Provinces and proficient in Sinhala within Northern and Eastern Provinces

Tamil outside N/E = 9.5% (m/f n/a); Sinhala within N/E = 18.1 % (m/f n/a)

Proportionate to population of Division

Follow-up of Languages Resources Assessment Survey results will be available by March 2015

100.c Proportion of 50 randomly selected representative government institutions surveyed where language is an obstacle to over 50% of clients

Hospitals 2/3 Police Station 3/6 LAs 7/16 DSD 3/14

None Follow-up of Languages Resources Assessment Survey results will be available by March 2015

Progress from Project Inception to Date (cumulative)

NLP has provided TA to the MNSLI to develop practical tools to implement Sri Lanka’s OLP in a systematic fashion, starting with a government wide Roadmap supported by a PRMD. The project introduced the use of surveys to gather information on the bilingual capacities of targeted ministries with the results analyzed by a newly developed database providing evidence that informed targeted ministries on their respective action plans. NLP has supported MNLS to enhance their staff's capacity through training and mentoring. TEMs have connected MNSLI officials with their Canadian counterparts. NLP has supported DOL to establish a Translation Centre equipped with computers and printers; linked by a server with terminology and updated glossaries available on the revamped website. With 18 newly approved cadre positions for translators; the center has become a focal point to enhance the role and importance of translation in implementing the official language policy. Translators within the translation center have a modern workplace: a transition from pen and paper to a supportive environment that recognizes their skills and provides ongoing training and mentoring. NLP has worked with OLC to enhance their capacity to monitor and audit OLP and strengthened its institutional framework. A survey of second language training has provided a foundation to NILET to enhance its capacities to deliver second language training. Small public-funded grants enabled local NGOs to support and promote bilingualism in their communities. Through TAF 14 model sites at the local level have pioneered the development and implementation of institutional language plans that has resulted in a number of documented good practices that the MNLSI are planning to replicate. NLP supported 3 Universities to collaborate and develop a common BA program in Translation.

7 Source Data – 2007/2008 Language Resources Needs Assessment Survey conducted by OLC



Variance (unexpected outcome)

The level of governmental support for the project and their reporting on project results in official reports on official language policy implementation including the GoSL’s Report to the United Nations Human Rights Committee and the Report on the Implementation of the LLRC Recommendations, demonstrates how the work of the project has been institutionalized into government policy and practice. This has been driven by the MNLSI with their speed, energy and enthusiasm to respond, absorb and direct the TA provided. Additionally the three Universities’ capacity to collaborate and develop a common program in BA in Translation was an unexpected but welcomed outcome, something which Canadian Universities have been able to do.

Progress during reporting period

In 2014 NLP commissioned the follow-up of the baseline survey Language Resources Needs Assessment Survey 2007/2008. While the survey is completed, the results are currently being analyzed.



Intermediate Outcomes 1000 – Enhanced public sector leadership of official language policies and programs

Indicator 1000.a: Quality of comprehensive language plan or Roadmap for whole of government approach to language implementation

Target: Comprehensive plan presented to Cabinet

Total Possible – Roadmap Quality

Indicators

December 2012

December 2013

December 2014

June 2015

1. The concept of the Roadmap has been approved by the cabinet: 20%.

20% 20% 20%

2. The Roadmap is supported by baseline data gathered from participating ministries to measure their current capacity to implement OLP: 20%

20% 20% 20% 20%

3. The Roadmap reflects and addresses strategies to implement official languages across targeted ministries: 20%

20%

4. The Roadmap has the capacity to measure progress of OLP implementation across all government: 20%

20%

5. Roadmap is a comprehensive plan for the government to report regularly to the public on OLP implementation: 20%

20%

Total percentage: 100% 100% 20% 40% 40%

Evaluation Findings

8

The Ministry is clearly putting in a huge effort for accomplishment of this overarching result. Based on the mechanisms, resources and energy committed by leadership and staff, as well as on review of available documents, the Evaluation Team is confident that the end result will be a high quality comprehensive national plan. NLP has made valuable contributions. The prognosis for completion of Phase I within the life of the project is excellent; for Phases II and III the prognosis would be more certain with a cost extension to the project. See page 52 of the Evaluation Report.

Indicator 1000.b: Level of GoSL funding to the MNLSI – LKR Millions

Target: Annual increase

Institution 2011 Baseline 2012 2013 2014 2015

MNLSI 450 356 412 428

DOL 73 80 119 96

OLC 12 12 17 20

NILET 32 37 37 99

Total 567 485 585 643

Comments: The NILET allocation was increased by 40 million LKR in 2014, as a result of the Minister/NLSI submissions in March 2014.

Evaluation The trend in the level of GoSL funding for the Ministry and its portfolio institutes is modestly positive at this moment, even meeting the

8 Mid-Term Evaluation of the NLP by Susanne Duska, DADA International Inc., May 2014



Findings unspecified target of ‘annual increases.’ The prognosis for more definitive increase to sustain an expanded mandate for MNLSI within the life of the project is very good, though contingent on Cabinet approval of the Roadmap. Given that Cabinet has been kept informed of the Roadmap process and that the Treasury has indicated improved chances with a coordinated approach to OLP implementation (which is the Roadmap) the likelihood of continued support at some level is very strong. See page 53 of the Evaluation Report.

Indicator 1000.c: Number of key ministries in the Roadmap process that have a comprehensive strategic plan for OLP implementation

Baseline: 0 of 8; Target: 8 of 8

Institution Baseline 2011 2012 2013 2014 2015

1. MNSLI Yes

DOL Yes Yes

NILET Yes

OLC Yes

2. Public Administration and Home Affairs

3. 3Local Government and Provincial Councils

4. Justice

5. Law and Order

6. Education

Phase 3 2016

7. Health

8. Social Services

9. Indigenous Medicine

10. Youth Affairs and Skills Development

11. Child Development and Women’s Affairs;

12. Higher Education

Phase 4 2017

13. Presidential Secretariat

14. Cultural Affairs

15. Mass Media and Information

16. Transport

17. Defense and Urban Development

18. Finance and Planning

Yearly Totals 1

Cumulative Total:

The target number of ministries to actively participate in the Roadmap process was 8. As of 2013, there are 17 ministries (including MNLSI) and the Presidential Secretariat (in total 18) with 2060 Public Institutions affiliated to these 17 Ministries and the Presidential Secretariat of which 1581 institutions have completed the baseline survey of trilingual language capacities within their respective ministries.

Evaluation Findings

The target for this indicator was 8 ministries in the Roadmap process; however,16 Ministries (including MNLSI) and Presidential Secretariat are actively participating in the Roadmap process. 1,500 templates have already been received from the four ministries in Phase II and are



being entered in the database, which will help the ministries formulate their strategic plans. Thus while quite a bit of work remains to be done, there is strong momentum for accomplishing this result. See page 54 of the Evaluation Report.


Cabinet approved the concept of a government wide Roadmap to support the implementation of OLP under the leadership and coordination of MNLSI. Originally 8 ministries were identified to participate, but was expanded to 18 ministries. As a first step, each ministry completed a baseline survey of the bilingual capacities within their respective ministries. MNLSI developed a database to analyze the data to inform the development of action plans for implementation of OLP in each ministry. These action plans will be rolled together in an overarching Roadmap for the implementation of OLP across all government. An Inter-Ministerial Steering Committee coordinates the process. The MNLSI budget to support the languages policy has increased yearly with exception of 2012. Budget declined in 2012, as there had been significant capital investment in 2011 with the establishment of the new ministry in 2010. A TEM to Ottawa and Toronto in September 2013 paired working level officials from MNSLI with their counterparts at Treasury Board Secretariat for Official Languages and Canadian Heritage in working sessions on how to manage and monitor a government wide Roadmap for official languages implementation. As a result of this and earlier TEMs and exchanges with Canadian technical experts to Sri Lanka, a number of institutional linkages with Canadian counterparts have been developed and nurtured. A committee reviewed the baseline surveys and identified gaps to be filled. MNLSI commenced work with six priority ministries to develop their respective roadmaps. As a result of NLP training, MNLSI officials have enhanced capacity for social research; data entry, analysis and reporting. The MNLSI and its institutions, DOL; OLC and NILET have completed their Roadmap. With the TA from Marc Tremblay from the Treasury Board Secretariat for Official Languages, a draft accountability framework has been developed.

Variance

The MNLSI has taken a phased approach in development of the Roadmap, focusing first on its ministry and institutions in selected bilingual secretariats. In January 2015; the cabinet was reduced from 55 to 27. MNLSI was eliminated and its mandate with regard to National Languages and Social Integration was moved under Minister of Public Administration, Provincial Councils, Local Government and Democratic Governance. MNLSI will be renamed as “National Languages and Social Integration Division” of the Ministry of Public Administration, Provincial Councils, Local Government and Democratic Governance together with its Institutions DOL, OLC and NILET.


The MNLSI and its institutions, DOL; OLC and NILET have completed their Roadmap. With the TA from Marc Tremblay from the Treasury Board Secretariat for Official Languages, a draft accountability framework has been developed. .

Immediate Outcome 1100: Increased capacity of the MNLSI to plan, manage, monitor and mainstream gender in implementation of OLP and other policies

and program

related to their mandate

Indicator 1100.a: Level of capacity of MNLSI Languages Division to plan and manage initiatives to promote and support OLP implementation and monitor progress

Target: Capacity self-assessment rating average of 4 on a 5 point scale

Baseline December 2011

December 2013

December 2014

June 2015

Capacity self-assessment rating averages 3.33 on a 5 point scale (1 – 5) (baseline)

Questionnaire to be re-administered in 2015



Evaluation Findings

It is evident that increasing the capacity of the MNLSI to plan, manage and monitor the implementation of OLP is a multi-faceted task that needed action on several fronts. As commented by the Secretary of MNLSI, Mrs. Wickramasinghe, the Cabinet conferred a number of new responsibilities that weren’t there at the outset of the project or the Ministry.

9 NLP’s responsive yet cohesive approach was well suited to

the task of meeting needs as they emerged. There has been considerable and effective progress against this indicator but some areas will need more attention, such as the new PRMD, GE mainstreaming and training for new Ministry staff in Colombo and the regions. NLP anticipates these needs in its 2014 AWP. See page 24 of the Evaluation Report.

Indicator 1100.b: Level to which recommendations and action plans for functional reorganization of DOL, NILET and OLC have been accepted and implemented

Target: DOL, OLC, NILET reviews completed, accepted and being implemented

Institution Baseline December

2011 December

2012 December

2013 December

2014 June 2015

DOL 0% 0% 75% 80%

NILET 0% 0% 20% 30%

OLC 0% 0% 15% 25%

Indicator 1100.c: Level of capacity of the OLC to carry out its mandate (policy, promotion, audit, investigation, resolution)

Target: Fair

Level of Capacity: very

poor/poor/fair/good

December 2011

December 2012

December 2013

December 2014

June 2015

Policy Very poor Very poor Poor Legislative amendments drafted

Fair

Promotion Very poor Very poor Fair Fair

Audit Very poor Very poor Fair Conducted audit at Deyata Kirula

Fair –new audit guide developed

Investigation Very poor Very poor Very poor poor

Resolution Very poor Very poor Very poor poor

Staffing Very poor Very poor: 15 of 29 positions vacant; 4 of 6 Commissioner posts vacant

Fair 12 new professional positions approved and staff has been

Good-new staffing have been trained

9 See: Office of the Cabinet of Ministers. Report of the officials’ committee appointed by the Cabinet of Ministers to conduct a study and make recommendations pertaining to

the acquisition of proficiency in the official languages by Public Officers, 2013/05/29



recruited

Resources Very poor: 12 million LKR

Very poor: 12 million LKR Very poor: 17 million LKR Poor: 20 million LKR

Evaluation Findings

Despite some positive indications, OLC remains the weakest of the three portfolio institutions of MNLSI. OLC’s corporate plan is now being recast as a functional review. The imminent report will contain recommendations for further staffing and structural change. Once new commissioners, new staff and new recommendations are in place, OLC will require considerable attention to bring its capacity up to the level expected. See page 28 of the Evaluation Report.

Indicator 1100.d: Extent to which Canada-Sri Lanka linkages are utilized beyond what is directly funded by the project

Target: Peer-to-peer communications by government and university counterparts

Extent to which Canada-Sri Lanka linkages are utilized beyond what is directly funded by the project 1. No linkages 2. Meeting on TEM 3. Follow-up contacts through email 4. Peer to peer communications 5. Participation in other events sponsored independently from NLP

December 2011

December 2012

June 2013

December 2013

June 2014

December 2014

June

2015

OLC with:

OCOL for Canada 1 2 4 5 5 5

Office of Francophone Affairs 1 2 2 2 x

Office of the Commissioner for French Language Services for Ontario 1 2 2 2

MNSLI and the Roadmap process with:

Canadian expert Hilaire Lemoine 4 4 4 4 4 5

OLBI, UoO 4 4 4 4 4 5

Canadian Heritage 1 2 4 3 3 3

Treasury Board of Canada – Official Languages Centre of Excellence 1 2 2 2 4 4

NILET with:

OLBI, UoO 2 2 2 4 4

Canada School of Public Service-Language Training 1 2 2 2

Centre for Educational Research on Languages and Literacies: OISE University of Toronto

1 2 2

Algonquin College – Language Institute 1 2 2

UGC and Universities of Jaffna; Kelaniya and Sabaragamuwa with:

School of Translation, UoO 2 4 4 4 4

Department of French Studies – BA Translation, Concordia University 2 2 2

Glendon College, Centre of Excellence, York University 2 2

UCG with Higher Education Quality Council of Ontario (HEQCO) 2 2



Centre for Educational Research on Languages and Literacies, OISE – University of Toronto

2 2

UGC with Vice-President and International Bureau of U of Ottawa 2 2

University of Colombo with:

UoO Faculty of Law 4 2

Languages Societies and MNLSI with:

Dialogue New Brunswick 2 4 4

Evaluation Findings

There have been excellent contributions from relevant Canadian institutions and some specific offers of future collaboration. It is difficult for the Evaluation to assess the extent to which linkages will remain in the longer term but NLP has done its best to put the right conditions into place. An exit strategy could reinforce this objective. See page 29 of the Evaluation Report.


Based on the MNSLI self-capacity building assessment, NLP built a responsive staff training program to support OLP implementation; enhance IT skills; RBM processes; gender sensitisation and team building. Using a report prepared by Yuan Dery from Canadian Heritage, MNSLI upgraded its planning unit to a PRMD. NLP worked with DOL, NILET and OLC on organizational strengthening. DOL has been efficient in implementing recommendations from its functional review to strengthen its institutional capacity. MNSLI, DOL and OLC have enhanced their respective capacities to plan, manage, monitor and mainstream gender in implementation of OLP related to their mandate. Each institution has developed language plans. DOL has been successful in acting on recommendations, while NILET was slower in part due to the change in leadership of the Chair of NILET in early 2014 with a new Chair assuming responsibility in February 2014. OLC corporate plan is complete and members of the commission were appointed in July 2014. Newly trained OLC staff has demonstrated a new energy and capacity to perform their work and support the commission members in fulfilling their mandate. New Legislative amendments have been drafted for the NILET and OLC Acts.

Variance Changes in leadership at both OLC and in NILET have slowed their respective capacity to embrace change, although in the fall of 2014 OLC has made significant process. While the project supported drafting of legislative amendments to the OLC and NILET Acts, the project has neither the mandate nor the capacity to support the shepherding of these drafts through the parliamentary legislative process.


During this period OLC made significant strides in its institutional strengthening. With intensive TA from the Office of the Commissioner of Official Languages-OLC worked with Pierre Coulombe, the Directors of Performance Management supported by project volunteers from OCOL to train staff and develop a tool kit for implementing its mandate under the Act.

OUTPUTS

Output 1110: Increased capacity of MNLSI staff to plan and implement strategies for system leadership, institutional strengthening and policy implementation support

Indicator 1110.a: Presence of strategy and plan to develop LD staff capacity

December 2011

Capacity assessment tool being finalized

June 2012 Achieved Capacity Assessment Report with plan approved

June 2013 Rapid Gender Assessment completed



Cumulative Success

Achieved: Capacity Assessment Plan approved May 2012. NLP capacity development training has been developed as per the plan .Gender training Plan developed from Rapid Gender Assessment

Indicator 1110.b: Number of officials (m/f) trained by type of training

June 2012

December 2012

June 2013

December 2013

June 2014

December 2014

Cumulative Totals

Type of training Male Female Male Female Male Female Male Female Male Female Male Female Male Female

TEM OLP implementation

2 1 2 1

RBM 25 25 5 18 30 43

NIPA/C functions 26 23 26 23

Information technology

2 8 2 8 2 10 1 8 7 34

Gender 11 14 46 96 51 40 108 150

Team building 28 49 28 49

TEM: BA in Translation

4 4

TEM Roadmap Approaches

2 4 2 4

ToT 22 23 12 14 34 37

Social Research Methods

15 18 15 18

Working Session on Management Plan for Provincial Centres

17 21 17 21

Totals 2 1 53 56 13 22 87 177 22 23 96 101 273 380

Yearly Totals 3 109 35 264 45 197 653

Cumulative Totals Male: 273/ Female: 380/ Total: 653


A MNLSI staff capacity development strategy and plan was developed and approved in 2012. Training based on that plan was commenced. 653 MNLSI staff including DOL, OLC and NILET have enhanced their skills in a range of topics from social research, information technology to OLP implementation and team building. In 2014 staff was trained on Social Research Methodology; Project Management, Proposal and Report Writing and a ToT was designed and delivered in collaboration with MNLSI. 75 participants were selected as potential trainees through an assessment process. Training materials, handouts, case studies and other training tools were developed. The staff have enhanced their capacity to deliver and implement OLP in a meaningful manner to citizens of Sri Lanka and appreciate why it is important for citizens to be able to access services in the language so their choice. In 2013 a Rapid Gender Assessment was completed and gender sensitization workshops were conducted for staff in the language of their choice, which served



to develop a consensus to sensitize staff and raise institutional awareness on the benefits gained from a gender equality approach to the workplace. MNLSI used the Report on Strengthening Planning, Research and Policy Capacity: Proposals for the Strengthening of a Planning, Research and Policy Unit at MNLSI by Yvan Dery from Canadian Heritage as a foundation to develop a plan and upgrade its Planning Unit to a Policy, Research, and Monitoring Division within the current budget human resources. Staff worked closely with their Canadian counterparts at Canadian Heritage and Treasury Board during the 2013 TEM to understand and develop tools to support their policy, research and planning work, including the development of an accountability framework.

Variance


MNLSI staff enhanced their skills in Social Research Methodology; Project Management, Proposal and Report Writing. A ToT was designed and delivered in collaboration with MNLSI. Training materials, handouts, case studies and other training tools were developed. Ministry field staff from across the island in four locations enhanced their sensitivity to gender as a cross cutting theme in their work as a result of 3 workshops (one in Tamil) conducted in Colombo, Kandy, and Kilinochchi. 9 Staff from Languages Division enhanced their computer skills with the completion of 120 hour computer course conducted by the University of Colombo.

Output 1120: Resources and tools that support OLP implementation

Indicator 1120.a: Number of resources and tools developed and published in 3 languages

Resources and Tools Developed in 3 languages 2012 2013 2014 2015

1 Guidebook for the Preparation of Language Plans by Public Institutions 200 copies 2,800 copies

2 Let’s Learn Sinhala and Tamil 50,000 copies

3 Good Practices of Official Language Policy Implementation by Government Institutions in Sri Lanka

100 copies

4 Video on “How to Prepare a Language Plan”, prepared by TAF from the experience of developing language plans with the model sites.

3 master

10

copies

5 Seven “Case Studies” from model sites on developing language plans and innovations implemented.

25 copies

6 “Winning the Hearts and Minds” a documentary on the exposure visit to Galle, prepared by TAF

3 master copies

7 “Road not taken” a documentary on the exposure visit between Numara-Eliya and Badulla Municipal Council prepared by TAF

3 master copies

8 “Language Rights: Lessons from the East and North”: a documentary on the exposure visit between model sites from Trincomalee , Kantale and Vavuniya prepared by TAF

3 master copies

9 Three “Exposure Tour of Model Sites Summaries” 3 master copies

10 A Guidebook on “How to Conduct an Exposure Tour” 3 master copies

10

Master copies are held in the offices of MNLSI; TAF and NLP to be used to produce copies as and whine needed.



11 Experience Sharing Workshop Reports 3 master copies

3 master copies

12 “Let’s Sing” CD and song book developed by Heal the Bay (HTB) 1,000 copies

OLC Calendar 2500 Calendars were printed and distributed island wide including to ministries and departments

2500

Indicator 1120.b: Number of public officials (m/f); by type of institution, oriented on use of published resources and tools

2011 2012 2103 2014 2015

0 0 0 Guidebook with an orientation is being developed for MNLSI officials, trainings will take place in 2015.


12 resources, guidebooks and videos have been developed to date to support implementation of OLP. . A key tool to enhance the capacity of the MNLSI has been “Guidebook for the Preparation of Language Plan by Public Institutions”. This was developed collaboratively within MNLSI with input from NLP and TAF based on their experience facilitating language planning in innovative model sites. With its completion, the MNLSI and managers within government institutions have an effective tool to plan, monitor and implement the OLP regionally and locally. 3000 copies of the Language Planning Guide books have printed and distributed among the COLIOs and OLIOs attached to the Department of Police in the Western, Southern, Central and Eastern provinces. The Ministry conducted awareness workshops for the officers of DOL, OLC and NILET regarding language Plan. These guidebooks will be used by other ministries as they prepare their Language Plans for the roadmap process in the 2015. NLP worked with the MNLSI, OLC, NILET and DOL to develop a calendar with messages and pictures that would raise awareness about the OLP and citizens’ rights and public officers’ obligations under the policy. NLP printed and distributed 2500 copies of the calendar to government institutions, Members of Parliament, Language Societies, NGOs, and other stakeholders.


A number of other materials were developed – some through TAF working with the model sites. In addition to materials and guides. 4 videos which illustrate and inspire viewers on coming together to share experiences around language learning. In addition, a CSO produced a CD of Tamil and Sinhala songs-that reinforce community values of a shared language through culture and music. With the change of government in January 2015, the Guidebook will be an invaluable tool to orient new ministries and new senior officials on language planning.


3000 copies of the Language Planning Guide books have printed and distributed among the COLIOs and OLIOs attached to the Department of Police in the Western, Southern, Central and Eastern provinces. The Ministry conducted awareness workshops for the officers of DOL, OLC and NILET regarding language Plan. These guidebooks will be used by other ministries as they prepare their Language Plans for the roadmap process in the 2015

Output 1130: Events undertaken to enhance national framework (Roadmap) and increase multi-stakeholder collaboration

Indicators 1130.a: Number of events undertaken and 1130.b Number (m/f) type and geographic distribution of event participants

Events 2011 June 2012

December 2012

June 2013

December 2013

June 2014

December 2014

Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Conference on Language

20 265

Roadmap Workshop for MNLSI staff

1 9 9



IMC 8 4 2 18 5 25 33

WG 4 4 6 12 6 35 28 11 23

Expert Panel 1 20 11 8 25

Roadmap action plan 4 2 27 34 86 99 23 17

Key Ministries meeting 1 4 6 7 6

Database sessions 2 7 22

Meetings with Mr. Fraser

11

9

Advisory Committee on Translation Services

13 5

Stakeholders meeting on Translation survey:

34 25

Stakeholders meeting on NILET Survey

17 10

Seminar12

, on Language Policy and Research

14 19

Seminar13

“Bilingual Legislative Drafting:

07 15

Seminar14

“Sharing of Canadian Experience on OLP Mechanisms

18 23

Lecture 15

: “Legal Framework Official Languages in Canada

16 05

Lecture16

Legal Framework Official Languages in Canada

16 05

11

See report on the Visit of Graham Fraser, Commissioner of Official Languages visit o Sir Lanka, May 12, 2013. 12

with P. Coulombe, Office of the Commissioner of Official Languages at the University of Colombo 13

with Marc Tremblay, Executive Director of the Treasury Board Centre of Excellence for Official Languages: “Bilingual Legislative Drafting: Canadian Experience” 14

with Marc Tremblay, ibid 15

with Marc Tremblay, ibid “Legal Framework and Implementation Mechanisms Official Languages in Canada 16

with Marc Tremblay, ibid at the University of Peradeniyac: “Legal Framework and Implementation Mechanisms Official Languages in Canada



Workshop on Accountability Framework

17 14

Totals 20 278 8 22 35 11 107 106 53 78 134 143 120 107

Yearly Totals 298 76 344 504

Cumulative Totals Male: 477 /Female: 745 /Totals: 1222

Indicator 1130.c: Presence of linkages with Canadian counterparts

Linkages between: December

2011 December

2012 June 2013

December 2013

June 2014

December 2014

OLC with

OCOL for Canada

Office of Francophone Affairs x x x x

Office of the Commissioner for French Language Services for Ontario x

MNSLI and the Roadmap process with:

Canadian expert Hilaire Lemoine

OLBI, UoO

Canadian Heritage

Treasury Board of Canada – Official Languages Centre of Excellence

(NILET) with:

OLBI, UoO

Canada School of Public Service-Language Training


Algonquin College – Language Institute

UGC and Universities of Jaffna; Kelaniya and Sabaragamuwa with:

School of Translation, UoO

Department of French Studies – BA Translation, Concordia University

Glendon College, Centre of Excellence, York University

UCG with HEQCO

Centre for Educational Research on Languages and Literacies, OISE – University of Toronto

UGC with Vice-President and International Bureau of UoO

University of Colombo with:

UoO Faculty of Law

Languages Societies and MNLSI with:



Dialogue New Brunswick


Working with Hilaire Lemoine, Language Policy Advisor, MNSLI embarked on the ambitious project of developing a government wide road for OLP implementation. Over 2,000 surveys from participating ministries and institutions were administered to measure current institutional bilingual capacities. Cabinet approved the Roadmap concept and the used it as part of their strategy to address the LLRC language rights recommendations. Various TEMs to Canada have built institutional linkages with Sri Lankan counterparts; technical missions by Canadian experts from various institutions have strengthened those institutional linkages. The MNLSI and Institutions have completed their Roadmap Action Plans which encompass all regular activities as well as specific enhanced activities designed to comprehensively fulfill their mandates as the Coordinating Ministry on official languages implementation as well as an annual reporting mechanism for Cabinet on the progress achieved to date and any modifications to the Action Plan, if required. This reporting mechanism is part of the Accountability Framework of the Roadmap. A final draft of the Action Plan for MNLSI and its institutions (DOL, OLC and NILET) was submitted to the Secretary/MNLSI for review and approval. This constitutes Phase 1 of the Roadmap process, enhancing the capacity of the MNLSI and its Institutions to deliver more effectively on their mandates, to provide support to the other key Ministries in developing their bilingual capacity and in delivering bilingual services to the public, and to support the selected Ministries in preparing their 5-year Action Plans under the OL Roadmap initiative. Phase 2 of the Roadmap process will include the following Ministries: Public Administration and Home Affairs, Local Government and Provincial Councils, Justice, Law and Order, Education. The expected date for submission to Cabinet is June 2015. Phase 3 should include the following Ministries: Health, Indigenous Medicine, Social Services, Child Development and Women’s Affairs, Youth and Skills Development, Culture. The expected date for submission to Cabinet is June 2016. Phase 4 should include the following Ministries: Higher Education, Mass Media and Information, Transport, Defense and Urban Development, Finance and Planning, and the Presidential Secretariat. The expected date for submission to Cabinet is June 2017.

Variance unexpected outcome

The MNLSI has taken a phased approach in development of the Roadmap, focusing first on its ministry and institutions in selected bilingual secretariats. In January 2015; the cabinet was reduced from 55 to 27. MNLSI was eliminated and its mandate with regard to National Languages and Social Integration was transferred to the Minister of Public Administration, Provincial Councils, Local Government and Democratic Governance. MNLSI will be renamed as “National Languages and Social Integration Division” of the Ministry of Public Administration, Provincial Councils, Local Government and Democratic Governance together with its Institutions DOL, OLC and NILET. The listed organizations above provided comprehensive briefing and working sessions for various technical exchanges missions to Canada on a volunteer basis. .A number of these organizations provided experts for technical missions to Sri Lanka on a volunteer basis: from the Office of the Commissioner of Official Languages- The Commissioner Graham Fraser and Pierre Coulombe, Director - Performance Measurement Directorate; Heritage Canada: Yvan Dery; Treasury Board: Marc Tremblay; and Dialogue New Brunswick Carole Fournier. In addition Andrew Gibson and Marcel Fallu from the Office of the Commissioner of Official Languages as project volunteers for 45 days in November December 2014.


The Roadmap initiative and the preparation of the Action Plans for the MNLSI and the three institutions (DOL, NILET, OLC) have evolved considerably since March 2014. A consultant, Mr. Asoka Gunawardena, was hired by NLP in mid-August to lead the preparation of the final document to be presented to Cabinet and to assist the MNLSI and its institutions to complete their 5-year Action Plan. A comprehensive document has been produced and 2016 has been designated as the first year of the 5-year Action Plans. The Secretary of MNLSI acknowledged the support provided by NLP but indicated that, although the process was inspired by the Canadian approach, the Roadmap is a Sri Lankan strategy. She stressed the fact that this first phase of the Roadmap was the starting point for a comprehensive government-wide approach to OLP implementation.



Output 1140: OLC functions reviewed and enhanced

Indicator 1140.a: Presence of report and recommendations on OLC organizational strengthening

2011-2012 None

June 2013 Committee on Corporate Plan Preparation formed

December 2013

The Corporate Planning underway and Report is being finalized

June 2014 Achieved: Presence of a report and recommendations on OLC strengthening which is under review by OLC and Ministry


June 2012

December 2012

June 2013

December 2013

June 2014

December 2014

Totals


TEM to Canada OLP implementation

1 1

Deyata Kirula Language Audit Training

18 4 15 15 33 19

OLC :Roles and Responsibilities

28 9 28 9

Corporate Planning

10 14 10 14

Skills Building Workshop for New employees

16 14 16 14

Working Session (03) on Tools and Resources

32 34 32 34

Totals 1 28 9 28 18 15 15 48 48 120 90

Cumulative Totals Male: 120 Female: 90 Total: 210


Linkages between: OLC and: December

2011 December

2012 June 2013

December 2013

June 2014

December 2014

June 2015

OCOL for Canada

Office of Francophone Affairs



Office of the Commissioner for French Language Services for Ontario

Office of the Official Languages Commissioner for New Brunswick

International Association Language Commissioners


NLP has provided TA to support OLC conduct a functional review and draft a 5 year corporate plan which reviewed and analyzed the OLC’s current status, and proposed recommendations for institutional strengthening, with a view to enhance OLC’s functional responsiveness to implement the OLP and strengthen its efficiency and effectiveness to fulfil its legislative mandate. The report was submitted to the Honourable Minister, Secretary and the Chairman and Members OLC for their comments and suggestions in June. NLP has supported OLC to develop a language audit criteria to evaluate booths and exhibits at the 2013 and 2014 “Deyata Kirula” a national exhibition of government departments in all three languages and selected three booths that best exemplify this. This has served to raise all government departments’ awareness of their respective obligations to comply with OLP. NLP has supported OLC in the production and distribution of Public Awareness materials. Through TEM an institutional linkage has been developed between OLC and Graham Fraser, the Commissioner of Official Languages of Canada. Reciprocal visits have been made with good exchanges of ideas and processes to oversee the implementation of OLP. 16 new OLC professional officers were approved and recruited and in October with the TA from Pierre Coulombe, Director – Performance Measurement Directorate OCOL; staff training was conducted and a series of audit tools were developed. NLP supported the drafting of new legislative amendments to the OLC Act.


Graham Fraser, the Commissioner of Official Languages of Canada in his capacity as Chairperson of the IALC invited OLC to join as a member. Through this forum OLC will have an opportunity to be exposed to the larger community of Language Commissions to learn from and share experiences.


October with the TA from Pierre Coulombe, Director – Performance Measurement Directorate OCOL; staff training was conducted. OLC staff developed a series of audit tools with technical support from Andrew Gibson and Marcel Fallu, volunteers from the office of the Commissioner of Official Languages. The Chair of the OLC, Mr. Ranawaka has been invited to participate as a panelist at the conference of the IALC to be held in Ottawa May 20-21, 2015.

Output 1150: NILET functions reviewed and enhanced

Indicator 1150.a: Presence of report and recommendations on NILET organizational strengthening

2011-2012 None

December 2012 Survey underway to review effectiveness of second language training

June 2013 Draft report completed

December 2013 Achieved: Report on “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses”

December 2014 Amendments to the NILET Act drafted




Type of Training June 2012

December 2012

June 2013

December 2013

June 2014

December 2014

Totals


Governance and Institutional Strengthening

1 36 13 37 13

TEM to Canada second language teaching skills

2 1 2 1

ToT 5 5

Working Session on Resource Kit – Sinhala Medium – 6 Sessions

06 24 06 24

Totals 1 36 13 2 1 5 06 24 50 38


Presence of linkages between NILET and Canadian counterparts December

2011 December

2012 Jun

2013 December

2013 June 2014

December 2014

OLBI, UoO

Canada School of Public Service-Language Training


Algonquin College – Language Institute

School of Translation, UoO

Department of French Studies – BA Translation, Concordia University

Glendon College, Centre of Excellence, York University


NLP supported NILET in its functional review with the commissioning of an “Assessment and Impact Evaluation of the Teaching/Learning Process of Second Language Teaching/Training Courses

17”, completed in August 2013 and shared with the Minister and Secretary. The

results of this evaluation provide a framework for the NILET Board to make substantive changes to address its current and changing mandate. Recommendations included: revision of existing curricula of all language courses; development of new teaching materials; improved teaching through a more comprehensive training with face to face and online professional development opportunities; improved classroom facilities; a national training plan; regular evaluations of language programmes, enhanced capacity of NILET staff and strengthen linkages among other institutions involved in language planning. A database is in development to track all vital program data to facilitate efficient planning, in response to a recommendation. NLP has supported NILET to review of their work plans, outcomes and key

17

Assessment was conducted by GreenTech Human Resource Development (GHRD) Survey



performance indicators through a results based management lens. Draft amendments to the NILET Act were submitted to the Secretary for approval. The Chair and Director General of NILET participated in a TEM to Canada to examine second language teaching methodologies. The Tamil version of the Curriculum (Resource Kit / Text Book) for Teaching Tamil as a second Language to General Public was completed and 1,000 Teachers Guide and Resource Kits and 4,000 Spoken Tamil Books Text Books were printed and delivered

Variance


The Sinhala version of the Curriculum (Resource Kit / Text Book) for Teaching Sinhala as a second Language to General Public is 80% completed. The database is almost finished and NLP provided a new computer unit. Inputting data is to start. Once the trial version of the database is tested, NILET officers will be trained on data input and use of the data base. Professor Asoka Pramarathna

18, University of

Kelaniya, submitted a proposal to revisit the NILET existing syllabus in diploma in Translation and conduct 2 workshops for the process. This will be completed in early 2015.

Output 1170: Monitoring mechanisms in place

Indicator 1170.a: Presence of plan for monitoring system, strategy and mechanism

2011 to June 2012

December

2012

June

2013

December

2013

June

2014

December

2014

None

MNLSI developed Results framework and key performance indicators

MNSLI prepares monthly work plans and progress reports

Upgrade of planning unit to a policy, research and, monitoring unit. Monthly work plans and progress reports. Collaborated in the development of the NLP work plan and yearly review

MNSLI prepares monthly work plans and progress reports

MNLSI and its institutions completed their Roadmap action plans and prepared a detailed review of all program activities and developed 2015 AWP

Indicator 1170.b: Number of monitoring reports

2011 to June 2012

December

2012

June

2013

December

2013

June

2014

December

2014

None 12: 6 Monthly work plans; 6 Monthly progress reports

12: 6 Monthly work plans; 6 Monthly progress reports; NLP work plan

12: 6 Monthly work plans; 6 Monthly progress reports

14: 6 Monthly work plans; 6 Monthly progress reports; NLP AWP and Roadmap action plan


NLP has supported the MNLSI to develop reporting and monitoring systems. This has entailed the drafting of monthly progress reports and work plans to guide the ministry in its work under the project. The result has been to instill systems of reporting and monitoring.

18

Participated on the TEM to Canada in the fall of 2013





The MNLSI, DLO; OLC and NILET presented their review of activities and results achieved from NLP and developed the AWP. The 5 year Roadmap action plans were completed. Marc Tremblay

19, Executive Director of the Treasury Board Centre of Excellence for

Official Languages worked with MNLSI staff to develop an accountability framework for the Roadmap.

Output 118020

: Pilot Provincial Centre developed and capable of being replicated to other provincial centres

Indicators 1180: Presence of a collaborative plan in place for management of the provincial centre developed by LD; DOL; NILET; and OLC including procurement plan for furnishings and technological upgrades

June 2014

December 2014

June 2014


NLP provided technical inputs for the conceptualization of nine Provincial Centres which have been approved by cabinet. The Provincial Centres were developed as a result of the Functional Review of the MNLSI and the LLRC recommendations.

Variance This is a new output approved at the December 2013 PSC meeting


Two Provincial Centres were established in Kuruwita, Sabaragamuwa and at Kilinochchi, Northern Province in July 2014. NLP procured furniture and office equipment for a Provincial Centre in Kuruwita. Initial activities for the Provincial Centres were identified. Ministry is developing cadre positions and the job descriptions for staff at the Provincial Centres. The initial working session laid the groundwork for the preparation of a Management Plan for Provincial Centres, but there is a need to revisit the operations of these Centres and to explore how to connect with Provincial Councils and Local Government. The Centres should be sufficiently autonomous to enable activities to be organized and delivered without always going back to Central Office. Mr. Gunawardena made a presentation on some of the functioning challenges of such a Centre, given the various levels of government and administration in Provinces, and articulated options of governance structures. This provided for a good discussion by senior officials and it was agreed that Mr. Gunawardena would follow-up with a draft management plan for Provincial Centres.

19

Mr. Tremblay participated in the project as a volunteer 20

New output approved at the December 2013 PSC in Gatineau



Immediate Outcome 1200: Increased awareness and support for, language rights, bilingualism and linguistic diversity among the public that influences policy

makers

Indicator 1200.a: Effectiveness of NLP supported CSO led initiatives in promoting respect for linguistic and cultural diversity and language rights

Target: 75% highly effective

Project: Baseline

December 2011 December

2012 December

2013 December

2014 December

2015

1. RECDO 0% 20% 100%

2. SLCDF 0% 20% 50%

3. Low-Country CBOs Consortium (LCCBOC) 0% 20% 75%

4. HTB 0% 20% 100%

5. SOND 0% 20% 75%

6. Rural Development Foundation (RDF) 0% 20% 75%

7. RECDO (new grant) 75%

8. SOND (new grant) 75%

9. MPDF 75%

10. MSF 100%

11. Eheliyagoda Language Cluster 100%

12. Badulla Language Cluster 100%

Evaluation Findings

The PEF component of NLP deserves good marks on effectiveness, within the limitations of its design. There is no way of safeguarding the sustainability of results with this kind of fund, however, and that may be a factor for the project to consider in its priorities for the time and budget remaining. See page 32 of the Evaluation Report.

Brief summary of results from specific projects

RECDO As a result of combined school trips of Tamil and Sinhala students; a student debate and language rights awareness workshop for government officials students reported enhanced personal relationships across linguistic lines; and government officials produced trilingual personal name boards and have requested second language classes; as well as created a language monitoring committee to support language related issues.

SLCDF

Conducted language awareness programs in 100 villages with 25 community facilitators and trained 34 government officials that reached over 2,000 citizens. Results achieved are: Sinhalese speaking midwives are accompanied by Tamil speakers on visits to Tamil communities. Trained government officials are introducing trilingual name boards with Tamil language forms available in their offices; and ensured that there were trilingual name boards; announcements and a counter for Tamil speaking communities with an assigned Tamil translator at the 2014 Deyata Kirula Exhibition.

LCCBOC

Conducted parents’ awareness program in 6 Tamil and 2 Sinhala schools and distributed trilingual sing boards for government institutions with the results that: People are organizing classes for their children to learn languages and citizens are starting to learn the second language. Tamils, who had requested services in Sinhala as they believed they had no choice, now, understand that they can seek services in the language of their choice and have more confidence to keep their children in Tamil schools. The Deniyaya Pradheshya Sabha had their sign boards in Sinhala only; now all sign boards are trilingual. They have temporarily hired a Tamil translator for their work.



HTB

Produced a CD with 12 Tamil and Sinhala Songs promoting appreciation and respect for languages, culture and ethnic diversity and held 3 musical shows in different areas of the district to popularize the songs with the result that: The Minister of Youth Affairs hosted a launch of the CD by his Ministry. Various cultural events have included HTB to present their songbook to demonstrate a positive force of social integration between Tamil and Sinhala speaking communities and the MNLSI included performances at the 2013 Deyata Kirula. The Senior Superintendent of Police of Matara police station indicated that he is appreciative of the songs and has demonstrated a positive attitude to language diversity; Dr. Dissanayake expressed his personal appreciation to HTB that the children around his home quickly and easily learned the other language through these songs.

SOND Conducted awareness workshops and youth camp for Sinhala, Tamil and Muslim youths that included relationship building and fundamental rights and CBO leadership. Results included: Creation of a voluntary youth group with village level activities, and a volunteer support for language classes. The youths from Ampara and Jaffna are fully interested to have an extended youth camp again in December.

RDF

As a result of conducting 4 community level workshops on language rights for 100 participants and conducting 4 workshops on OLP obligations for village level government officials for 100 participants, results achieved are: Women have organized and started to advocate for their language rights, notably they were able to introduce trilingual signs after a letter campaign to the president; The village called Udappu, Police station Officer In Charge has taken initiatives to assign a Tamil speaking officer in to the complaints unit and officials who participated have requested additional language learning classes from their authorities.

RECDO Trincomalee: Gathered young people from three religions to appreciate their respective religious practices with a joint sports day and camp

SOND Jaffna and Ampara: Exchange program between Tamil and Sinhala youths and youth camp

MPDF Monaragala: Language rights awareness among estate community and officials

MSF To increase interest in Tamil language for Sinhala speakers through an analytical impression on Tamil and Sinhala songs

Indicator 1200.b: Extent to which gender equality is reflected and promoted in NLP supported public engagement initiatives

Target: 75% address GE adequately

Project: Baseline


2012 December

2013 December

2014 December

2015

1. RECDO 0% 30% 75%

2. SLCDF 0% 30% 50%

3. LCCBOC 0% 30% 75%

4. HTB 0% 30% 75%

5. SOND 0% 30% 75%

6. RDF 0% 30% 50%

7. RECDO (new grant) 75%

8. SOND (new grant) 75%

9. MPDF 75%

10. MSF (all Island) 100%

11. Eheliyagoda Language Cluster 75%



12. Badulla Language Cluster 75%

Scale: Extent to which gender equality is reflected and promoted in PEF initiatives from 0% to 100% 1. GE not considered 0% 2. GE reflected and promoted in RFP package in three languages 10% 3. GE considered and included in RFP awarded project 20% 4. GE reflected in implementation of project in accordance with RFP 30% 5. GE reflected and promoted in project’s language rights awareness program amongst targeted audience 50% 6. GE reflected and promoted in project’s support of language rights, bilingualism and linguistic diversity amongst their target audience 75% 7. GE reflected and promoted in project’s increase of awareness of language rights, bilingualism and linguistic diversity amongst the public 100%

Evaluation Findings

It seems fair to say that GE has been reflected and promoted well in PEF initiatives. This should not be read to mean that there now is sustainable change in women’s decision-making power or access to resources or human rights. Such an assertion would go beyond the scope of what can be achieved in the PEF component. That said, communities have their own dynamics, which can favor certain types of female activity and initiative. As described above these have had some very positive outcomes in terms of sensitivity to language issues and actions at community level. See page 61 of the Evaluation Report.

Indicator 1200.c: Extent to newspaper coverage of language issues

Baseline: 15 articles by monthly Target: 15% increase (an increase to 17.25 articles every two months)

Media December

2011 June 2012

December 2012

January to March 2013

April to June 2013

July to September

2013

October to December

2013

January to March

2014

April to June 2014

July to September

2014

October to

December 2014

Sinhala 16 15 9 5 18 20 24 9

Tamil 49 9 11 13 11 35 34 7

English 18 18 10 12 19 17 15 3

Totals 15 17 26 83 42 30 30 48 72 73 19

Evaluation Findings

While it may be difficult to interpret patterns, media scanning remains an important tool for management. NLP chose not to have a media outreach strategy for specific reasons and, by its nature, the level of media attention is idiosyncratic. Whether a media outreach strategy at this late stage is warranted is a moot point, given other more pivotal tasks absorbing everyone’s time. See page 35 of the Evaluation Report.


NLP has funded 13 different initiatives from all 9 provinces which have enhanced awareness on language rights and social integration among civil society with the support of government institutions. Citizen committees were formed to examine language issues in their communities. These initiatives have reached cumulatively over 4,362 beneficiaries and at least 3250 through the distribution of materials. All grants were monitored and activities successfully carried out that promoted and supported language rights, bilingualism and linguistic diversity. NLP paid special attention to ensure that gender was integrated into each project proposal as the evaluator found at page 61 of the report “It seems fair to say that GE has been reflected and promoted well in PEF initiatives”. One grant produced a CD “Let’s Sing” with



a songbook of familiar songs with lyrics in Tamil and Sinhala – a practical and fun way to engage children, citizens and policy-makers in social integration and language learning. The Minister of National Languages and Social Integration together with a number of ministers and policy makers attended the release of the CD. NLP conducted capacity strengthening, proposal development and institutional management training for language clusters established by the MNLSI. An information sharing workshop was conducted among the new prospective PEF grantees; PEF committee members and MNLSI officials with NLP Gender Advisor to promote a better understanding of the proposed initiatives and incorporate gender considerations. NLP organized experience sharing session for the PEF grantees upon their completion of their project activities which provided a forum for civil society partners to exchange views with respect to successes and challenges they faced in integrating gender in a meaningful manner to their project activities. NLP continued to scan print media and news websites in Sinhala, Tamil and English for coverage of languages issues and produces bimonthly reports. These were consolidated for inclusion in NLP semi-annual reports.

Variance


NLP continued to scan print media and news websites in Sinhala, Tamil and English for coverage of languages issues and produces bimonthly reports. These were consolidated for inclusion in NLP semi-annual reports. NLP continues to monitor the outstanding grants.

Output 1210: Civil society and Language Society Cluster led initiatives promoting and supporting language rights, bilingualism and linguistic diversity that are gender sensitive

Indicator: 1210.a: Mechanism, including selection criteria, committee and processes for fund established and disseminated: Achieved

December 2011 Public Engagement Management Strategy – Approved at PSC Dec 2011

June 2012 Information Kit and Guidelines for Application and Submission of Proposals have been widely disseminated

June 2013 NLP supported MNLSI in developing criteria for Language Society Clusters

Cumulative Success Achieved: Public Engagement Management Strategy – Approved at PSC Dec 2011

Indicator 1210.b: Number and type of initiatives co-funded

Organizations and Type of Project funded December

2011 June 2012

December 2012

June 2013

December 2013

June 2014

December 2014

June 2015

1. RECDO: Awareness raising of language rights among police officers, religious leaders, teachers, children and mothers through essay and debate competitions and workshops

Application submitted

Approved and

Funded Completed

2. SLCDF: Awareness raising and promotion of language rights and social Integration through provision of equitable access to services for all citizens irrespective of language


Approved and

Funded Completed



3. LCCBOC: To increase ability of Plantation Community to get services in their mother tongue


Approved and

Funded Completed

4. HTB: Produced a CD with songs in Sinhala and Tamil languages to promote Bilingualism through music and art


Approved and

Funded Completed

5. SOND: To increase citizens’ awareness and understanding of their culture diversity importance of language for integration and social cohesion


Approved and

Funded Completed

6. RDF: Create opportunities for different communities to use their language of choice and promote awareness on language rights and enhance protection of language rights


Approved and

Funded Completed

7. RECDO: Gathering young people from three religions to appreciate their respective religious practices with a joint sports day and camp


Approved and

Funded Completed

8. SOND (new grant): Jaffna and Ampara: exchange program between Tamil and Sinhala youths and youth camp


Approved and

Funded Completed

9. MPDF: Monaragala District: Language rights awareness among estate community and officials


Approved and

Funded Completed

10. MSF: Colombo (all Island): To increase interest in Tamil language for Sinhala speakers through Tamil and Sinhala songs


Approved and

Funded Completed



11. Eheliyagoda Language Cluster: brought together school communities of different ethnic groups using sports

Approved

and Funded

Completed

12. Badulla Language Cluster: Activities focused on facilitating integration among both Tamil and Sinhala speaking communities through New Year celebrations and children’s cultural events

Approved

and Funded

Completed

13. Kahatagasdigiliya Language Cluster: Provide facilities for vocational training and self-employment for 150 Sinhala speaking and Tamil speaking women in Kahatagasdigiliya area to strengthen their livelihoods and promote multi-cultural and bilingualism among diverse women


Approved and Funded



Indicator 1210.c: Number, type and geographic distribution of CSO supported

Galle

SOND, Jaffna & Ampara Districts: Language rights

awareness and relationship building (two Districts)

RECDO, Kantale Division: Enhancing social harmony

MSF, Island wide (Based in Colombo):

RDF, Putlam, Mundal and Katpity Divisions: Citizen

awareness and relationship building

SLCDF, Ruwanwella Division: Language Rights and

Social integration

LCCBOC, Deniyaye Division: Access to services in

mother tongue

HTB, Matara District: Bilingualism through music

MPDF, Monaragala District: Equal language rights

for estate based communities

Language Clusters: Kurunegala, Badulla,

Ehaliyagoda, Kahatagasdigiliya, Trincomalee



Indicator 1210.c: Number, type and geographic distribution of Civil Society Organizatons supported


The PSC approved21

a mechanism entitled “Public Engagement Management Strategy” to manage the PEF from which an Information Kit and Guidelines was developed and disseminated widely across the Island. 13 grants were approved from CBOs; NGOs and language clusters. As the map above demonstrates, grantees were located in all 9 provinces as well as one grant, based in Colombo that covered all island. These small grants served to create awareness on language rights and social integration among civil society. NLP monitored the grants to ensure that the planned activities successfully promoted and supported language rights, bilingualism and linguistic diversity. The various programs were conducted with the involvement of government institutions and communities. Citizen committees were formed to examine language issues. One grant produced a CD “Let’s Sing” with a song book of familiar songs with lyrics in Tamil and Sinhala-a practical and fun way to engage children; citizens and policy maker in social integration and language learning. The Minister of National Languages and Social Integration together with a number of ministers and policy makers attended the CD release event. In December 2013, the Executive Director of Dialogue New Brunswick

22 traveled to Sri Lanka to work with languages clusters and facilitate experience

sharing workshops for Language Clusters from Eheliyagoda, Kurunegala, Trincomalee and Badulla. NLP conducted capacity strengthening, proposal development and institutional management training for language clusters. An information sharing workshop was conducted among the new prospective PEF grantees; PEF committee members, MNLSI officials and NLP staff with the NLP Gender Advisor to promote a better understanding of the proposed initiatives and gender considerations. Language Clusters: Eheliyagoda Language cluster grant completed. It brought together school communities of different ethnic groups using sports; Badulla Language cluster activities facilitated integration between Tamil speaking and Sinhala speaking communities through New Years’ celebrations and through children’s cultural events promoted an appreciation of cultural diversity.

Variance


SLCDF was contracted to conduct the capacity strengthening, proposal development and institutional management training for the members of language clusters including MNLSI representatives in the District and Divisional level. Initially an awareness meeting was conducted by the NLP representative and senior officials from MNLSI about the process of the future activities of Language Clusters. Through this NLP was able to identify the current status of the cluster functions and progress which allowed NLP to continue to work with four language clusters on capacity strengthening, proposal development and institutional management training for. NLP has received one proposal for funding. Through these capacity building workshops, members from language clusters increased their knowledge and awareness on: implementation of OLP and Social Integration; developing project proposal; team building and leadership skills.

21

At the PSC meeting held in December 2011 22

Carole Fourier Executive Director of Dialogue New Brunswick participated in the project as a volunteer.



Output: 1220 Events undertaken to increase awareness and support for language rights, bilingualism and linguistic diversity among policy and decision makers

Indicator 1220.a: Number of events supported/ Indicator 1220.b: Number (m/f), type and geographic distribution of event participants

Events 2011 June 2012

December 2012

June 2013

December 2013

June 2014

December 2014

Participants Male Female Male Female Male Female Male Female Male Female Male Female Male Female

1 International conference 2011

2 MNLSI Conference Publication

324 216

3

MNLSI Welfare Society Event on Social Integration through Languages

35% 65%

4

PEF Partner Experience Sharing Workshop May 2013

20 8

5

Experience sharing workshops for Language Clusters December 2013

56 89

6 Unity Conference March 2014


NLP have supported a number of events designed to increase awareness and support for language rights, bilingualism and linguistic diversity among policy and decision makers. The most significant was the Unity Conference sponsored by the Minister of National Languages and Social Integration created to encourage cabinet colleagues, policy makers and donors to actively implement the OLP. The People’s Charter was signed by the President of the Republic of Sri Lanka who also delivered the key note address. The Charter included for the first time recognition of the right that every “citizen to use and demand services in Sinhala and Tamil…and collectively work towards achieving trilingual competence in Sinhala, Tamil and English….” NLP provided awards to school children essays on social integration and bilingualism. NLP has sought to support events organized around Sinhala and Tamil New Year’s where celebrations highlight cultural and linguistic diversity and enhance support for language rights and diversity. This yearly event creates opportunities for the three ethnicities to share and celebrate their respective ideas on cultural values in their languages. Experience sharing workshops were conducted with language cluster members of the Eheliyagoda, Kurunegala, Trincomalee and Badulla language clusters by the Executive Director of Dialogue New Brunswick. NIPCs and NIPAs



from the respective districts and officials from the Minister’s office also participated in these workshops.

Variance


Intermediate Outcomes 2000: Increased Citizens’ Access to Public Communications and Services in Official Language of Choice

Indicator 2000.a: Number of cadre translator positions and number filled (m/f) by position and type (Sinhala-Tamil; Sinhala-English; Tamil-English)

Target: 20% increase in number of cadre positions; with 90% filled

2011 Baseline 2012 2103 2014

Cadre

Positions # Filled

# of New Cadre

Positions

# of Positions Filled

# of New Cadre

Positions

# of Positions Filled

# of New Cadre

Positions

# of Positions

Filled

Government Translators

571 202 210 219 247

Sinhala – Tamil 34

Sinhala – English 169

Tamil – English 44

Legal Draftsmen Department

26 3 3 6 5

Sinhala – Tamil

Sinhala – English

Tamil – English

Translator Assistant 98 98 71

Sinhala – Tamil

Sinhala – English 49

Tamil – English 22

Comment DOL had DOL 15 new cadre positions approved plus 3 superintendents

Evaluation Findings The shortage of cadre translator positions and the dearth of qualified candidates is a longstanding problem in Sri Lanka and a long-term proposition to correct. It is not likely that there will be much movement within the life of the project but this can only be determined through a proper survey. See page 55 of the Evaluation Report.

MOJ approved freelance translators: not employed by the public service

MOJ Sworn Translators

801 926 1057

Sinhala – Tamil

Sinhala – English

Tamil – English



DOL approved translators and listed on DOL website. To be retained on an ad hoc basis

Years

Translator Pool 132 132

Sinhala-Tamil

Sinhala English

Tamil English

Indicator 2000.b: Ratio of language spoken by public officials to language spoken by population in selected geographic sites [DSDs and LA] 2012

Baseline: 9 of 9 institutions have 1/1 ratio or better for Sinhala; 4 of 9 institutions have 1/1 or better ratio for Tamil (see 2000.b Table below)

Target: All PI have ratio of 1/1 or better for both Sinhala and Tamil

Name of Institution

% of staff who can work in Sinhala

% of staff who are

working in Tamil

% of staff who can work in English

The area come under the particular Institution’s purview

Ratio of public servants to population speaking

Sinhala

Ratio of public officers to population speaking

Tamil

% of population

whose Mother tongue is Sinhala

% of population whose Mother tongue is Tamil

2012 2014 2012 2014 2012 2014 2012 2014 2012 2014 2012 2014 2012 2014

1. Vavuniya UC 50 98 40 3 97 50/3 >1/1 98/97 >1/1

2. Trincomalee UC 30 100 10 25 75 30/25 >1/1 100/75 >1/1

3. Kantale Pradeshiya Sabha

90 40 5 60 40 90/60 >1/1 40/40 = 1/1

4. Trincomalee General Hospital

85 75 25 30 70 85/30 >1/1 75/70 >1/1

5. Mahamodara Hospital, Galle

100 1 20 95 5 100/95 >1/1 1/5

6. Galle MC 100 2 10 67 33 100/67 >1/1 2/33 = 1/15.5

7. Badulla MC 81 16 2 72 28 81/72 >1/1 16/28 = 1/1.75

8. Bandarawela DSD 100 14 16 72 21 100/72 >1/1 14/21 = 1/1.3

9. Nuwara Eliya MC 99 35 30 55 43 99/55 >1/1 35/43 = 1/1.4

Summary: 2012: 9 of 9 institutions have ratio of 1/1 or greater for Sinhala language; 4 of 9 institutions have ratio of 1/1 or greater for Tamil language; 3 are close to 1/1 for Tamil; 2 are not close to 1/1

Indicator 2000.c: Level of citizen (m/f) satisfaction with access to services in both national languages and respect for language rights in selected geographic areas

Target: To be developed




2012 December

2013 December

2014 June 2015

Baseline TAF to develop and execute a citizens survey at model sites

TAF will have results from citizens survey and update indictor 2000.a in the end of project report June 2015

Evaluation Findings Model sites expressed interest in citizen satisfaction surveys to corroborate what they felt was improved services. Proxy and process indicators suggest that there has been progress in this indicator but only a proper survey can make that determination with any degree of credibility. The Ministry intends to conduct such a survey in 2014. See page 56 of the Evaluation.


This intermediate outcome is difficult to measure progress at this juncture in the project. While there has been some limited increase in cadre positions-notably the increase of 18 cadre positions approved for the translation centre, this is a small step. The evaluator found that: The shortage of cadre translator positions and the dearth of qualified candidates is a longstanding problem in Sri Lanka and a long-term proposition to correct. It is not likely that there will be much movement within the life of the project but this can only be determined through a proper survey.

Variance


Within the model sites, TAF will conduct a follow-up survey to track to bilingual/trilingual capacities of staff to serve citizens in their language of choice. However a follow-up survey by TAF in 2014 will provide the data to determine what progress has been made. TAF also will conduct some citizen satisfaction surveys at the model sites to measure how citizens feel that services have been improved.



Immediate Outcome 2100: Enhanced delivery of translation and interpretation services and translator and interpreter training programs

Indicator 2100.a: Level of capacity of DOL to coordinate and provide translation services to government institution

Target: Good


2012 December

2013 June 2014

December 2014

June 2014

Baseline: Weak 9 of 15 positions unfilled

Fair Good Good Good

Rubric: Level of capacity of DOL to coordinate and provide translation services to government institutions 1. Weak: 9 out of 15 positions unfilled 2. Fair: approval for new positions 3. Good: translation centre opened and new positions filled 4. Very good: DOL has an operational structure for managing translation services to other government institutions 5. Excellent –translation centre is producing timely and high quality translations

Evaluation Findings

DOL capacity has definitely been enhanced for a task that will only grow with the systematic implementation of OLP. It is definitely reasonable to conclude that NLP played an important role in that change, particularly with the establishment of the Translation Center. As a bureaucratic institution that has existed since 1956 with its own way of doing things, DOL has shown a very encouraging openness to new approaches, including the idea of aligning with international norms regarding A-language and B-language competency. It has shown commitment to continuing improvement in its services. See page 37 of Evaluation Report.

Indicator 2100.b: Adequacy of glossaries and terminology resources to support government translators

Target: Generally adequate, with priority glossaries updated and available online

December 2011 – Baseline

December 2012

December 2013

June 2014

December 2014

June 2015

Barely adequate: Five glossaries updated in last 5 years (2007); Eleven glossaries on the DOL website, but only in Sinhala and English

Barely adequate: Recommendations in place for priority list of those to be developed

Almost adequate: Two glossaries from two subject areas were updated searchable in all three languages Two new trilingual glossaries to be developed

Generally adequate: Two glossaries on two subject areas were updated and made searchable in all three languages. Two new trilingual glossaries to be developed

Generally adequate: with priority glossaries updated and available online

Adequacy of glossaries and terminology resources to support government translators (self-assessed): 1. Barely adequate: 5 glossaries updated in last 5 years (2007); 11 glossaries on the DOL website, but only in Sinhala and English 2. Almost adequate: two glossaries from two subject areas were updated searchable in all three languages (Draft). Two new trilingual glossaries to be developed 3. Generally adequate: with priority glossaries updated and available online 4. Adequate: trilingual glossaries available online.



Evaluation Findings There is slow movement on glossaries. NLP has contributed to specific improvements, largely fulfilling stated expectations but the tasks remaining are considerable. DOL has the knowledge needed for these tasks but is constrained by resource limitations. See page 38 of the Evaluation Report.

Indicator 2100.c: Level of capacity of NILET to provide in-service translator training and short courses

Target: TBD after baseline is measured


December 2012

December 2013

June 2014

Dec 2014

June 2015

To be entered after capacity survey is completed

Survey completed but focused on second language and not on translation training

Evaluation Findings There are some actual and projected outputs in terms of translation training by NILET. It would be premature for the Evaluation to state that the level of NILET capacity has been increased in this specific area, beyond exposure during a TEM. NLP continues to work with NILET, however, including development of a guidebook for translators. See page 39 of the Evaluation Report.

Indicator 2100.d: Presence of UGC approved undergraduate degree program in translation.

Target: Program approved at 2 universities


December 2012

December 2013

June 2014

No programs

Recommendation re program and location provided to UGC, Ministry of Higher Education, and MNLSI UGC established curriculum development committee to establish model curriculum for each university

Standard curriculum for 3 universities: Jaffna, Kelaniya and Sabaragamuwa. BA in Practical Translation approved by UGC

Achieved Presence of an undergraduate program at Universities of Jaffna; Kelaniya and Sabaragamuwa for 75 students starting fall 2014

Evaluation Findings

Stated expectations for this indicator have been met, even exceeded. Furthermore, NLP’s contribution is clear and clearly recognized as substantial. Linkages through the TEM, TA from the Ottawa University’s School of Translation and Interpretation and NLP staff support described as ‘always proactive, enthusiastic and encouraging’ were key. Though creation of such a program had been considered for some time, respondents observed that universities often don’t take initiatives and NLP was able to break through that inertia. An important remaining task, however, is the recruitment and training of professors able to teach in the new experiential methods. See page 41 of the Evaluation Report.


DOL has enhanced its capacity to deliver translation services with the official opening of the translation centre by the Secretary to the President with the Minister, Secretary, Canadian High Commissioner and 200 other guests underscores the importance that the GoSL places on this new enhanced capacity to provide transition. 15 new translator positions were created and filled with 3 new positions for superintendents to ensure quality control of the translations. An initial training program was held with Gabriel Huard for the new



translators.

The Translation Centre Plan grow out of a report that NLP expert Gabriel Huard prepared23

.Using the plan and support from NLP, DOL oversaw the establishment of the translations centre equipped with workstations, dictionaries, computers and printers. The new Translation Centre facilitated the transition of translators work from pen and paper to computer. This was a major step but it illustrates the enormity of the task confronting DOL to provide translation service as well as coordinate translation services with other government departments in Sri Lanka. There is much work yet to be done-more than the life of this project. The Translation Centre is only the first step in a much larger process. NLP supported the commissioning of a Survey on Translation and Interpretation Services. DOL shared the

findings and recommendations with all stake holders including Ministry of Public Administration and Home Affairs (MPAHA), MoJ,

MNLSI, Ministry of Lands, NILET and Public Service Commission. This survey provides a clear picture of the shortcomings of the current translation system in Sri Lanka and supports the need for a change of approach. The survey underscores the importance of a University degree program; the need for a comprehensive review of classification and pay scale for government translators; training both for new recruits and ongoing training and the enhancing quality control. This survey also added gravitas to the working relationship developing between the UGC and DOL in relation to translation studies. An Advisory Committee on Translation Services was established to help coordinate government agencies, UCG, Universities, the Translation Union and other stakeholders involved in translation. A functional review of existing translation services through DOL was completed and a report prepared that includes recommending the reorganization of DOL and the establishment of a Translation Centre. The DOL Commissioner is implementing many of the recommendations, including approval of 15 new translation cadre positions and 3 superintendents of translation cadre positions. DOL has completed its 5 year Roadmap Action Plan in which the Translation Center will provide translation services in all three language combinations, interpretation services, terminology services, quality control, and in-service training of the DOL translators and other government translators.

The undergraduate degree program in Translation has commenced with 75 new students after UGC approved the model curriculum developed by the Universities of Jaffna, Sabaragamuwa, and Kelaniya. UGC approved two new cadre positions for each University and use experienced translators from DOL and NILET as lecturer for the approved degree program. Three universities drafted the model curriculum with the guidance of UGC and technical support of NLP. This draft curriculum further developed during the TEM to Canada in meetings with their academic counterparts in Canada, Secretary UGC was able to established linkages with Ottawa and Toronto Universities to strengthen links between Canada and Sri Lanka’s higher education sector..

Variance Undergraduate program established at Universities of Jaffna; Kelaniya and Sabaragamuwa for 75 students starting fall 2014, in early 2015.


The undergraduate degree program in Translation has commenced with 75 new students after UGC approved the model curriculum developed by the Universities of Jaffna, Sabaragamuwa, and Kelaniya.

23 A Study Report on the Establishment of a Translation Centre for the GoSL, April 5

th, 2012



Output 2110: Plan for translation centre developed and approved

Indicator 2110.a: Report on existing supply and demand for translators and translation services

December 2011

June 2012 Survey being developed

December 2012 Survey finalized

June 2013 Survey report completed

December 2013 Results of survey shared with stakeholders

Cumulative results: Achieved – Report entitled: “Survey on Translation and Interpretation Services in Sri Lanka” completed August 2013

Indicator 2110.b: Presence of plan for translation centre including mandate, functions and institutional arrangement

December 2011

June 2012 Yes

December 2012 Plan completed

June 2013 Implementation of plan commenced

December 2013 Achieved: Translation centre opened; 18 new cadre translator and superintendents positions approved: translators hired

Progress from Project Inception to Date (cumulative

The “Survey on Translation and Interpretation Services in Sri Lanka”, August 2013 shared among over 70 stakeholders including the Ministry, members of the Translation Advisory committee, other interested ministries and the Translation Union achieves this output. In January 2014 the Translation Centre was opened based on this report.

Output 1160: DOL functions reviewed and enhanced-PLEASE note: this output was folded into 2110 in AWP 2013

Indicator 1160.a: Presence of a report and recommendations on DOL institutional strengthening


June 2012 Achieved with the completion of 1) A Study Report on the Establishment of a Translation Centre for the GoSL, April 5th

, 2012 by Gabriel Huard, NLP Translation Services Specialist and 2) : Report on the Review of functions and works processes of the DOL, June 2012 by the Ministry of Public Management Reforms. These reports provide recommendations on institutional strengthening of DOL and complete with a plan for a translation centre including mandate, functions and institutional arrangements.

Indicator: 1160.b: Number of officials (m/f) trained by type of training

Type of Trainings December

2011 December

2012 June 2013

December 2013

June 2014

Male Female Male Female Male Female Male Female Male Female

TEM to Canada to – examine the Translation Bureau; its functions and administration

1 1



IT Training for newly recruited Translators and existing Translator Assistants

5 18

Translator Trainings 8 17

Totals 1 1 5 18 8 17

Indicator: 1160.c: Presence of linkages with Canadian counterparts

Canadian Linkages December

2011 December

2012 June 2013

December 2013

June 2014

December 2014

June 2015

Canadian Expert Gabriel Huard, former Director, Terminology Standardization, Translation Bureau of Canada

X x X X

TEM Translation Bureau of Canada X

TEM NB Translation Bureau X

Canadian expert Hilaire Lemoine

Institute of Official Languages and Bilingualism UoO


DOL has undergone significant institutional strengthening with the implementation of many of the recommendations from its functional review. It has actively commenced training of its officials and has worked to strengthen its institutional ties with Canadian counterparts.

Variance


DOL commenced a training program for its translators working in the Translation centre.

Output 2120: Translation centre established and operational

Indicator: 2120.a: Number of staff (m/f) trained to operationalize centre

December 2011

June 2012

December 2012

December 2013

June 2014

December 2014

15 new staff positions approved and hiring has been completed with training to take place in 2014

15 new staff. Training to take place in fall 2014

Indicator: 2120.b: Number of translation tasks assigned by centre per month

December 2011

June 2012

December 2012

December 2013

June 2014

December 2014



Email requests


Translation center was opened in January 2014. Translation expert is working with DOL to develop systems to manage the flow of work.

Variance


Comprehensive staff training was completed. With the revised website, DOL has added an email request system for translation requests from other government departments.

Output 2130: Translator training programs strengthened in NILET

Indicator 2130.a: Number of NILET trainers (m/f) given advanced training to train working translators and interpreters

Indicator 2130.b: Curriculum review and revision


The focus and priority of NILET continues to be second language training for public officials. Although NILET had a Translation Diploma Programs, it was not a priority and NLP did not promote it. But after the TEM in September 2013, this topic was re-activated and included in the AWP for 2014.

Variance


Output 2140 Undergraduate translator/ interpreter programs established in universities

Indicator: 2140.a: Presence of program proposal developed and approved by university authorities and UGC

December 2011

June 2012

December 2012

June 2013

December 2013

June 2014

Expert Report completed

2 universities selected to develop program

Universities of Jaffna, Kelaniya and Sabaragamuwa drafted program proposal

3 Universities and UGC formed a Curriculum Development Committee. Draft Curriculum in BA in Translation developed

Achieved UGC approved BA program for the 3 universities and approved 2 additional cadre positions for each university and the use of DOL /NILET or other senior translators as lecturers

75 students registered in the BA program in 3 Universities

Indicator 2140.b: Number of translation courses for which curriculum and curriculum materials have been developed

December 2011

June 2012

December 2012

June 2013

December 2013

June 2014

December 2014

0 0 Upon approval of the curriculum the Universities will submit materials

UGC approved BA with 90 credits

90 credits




With the approval of the curriculum by the UGC, the universities commenced intake of 75 students per University in late 2014 to begin the program for the academic year 2014/15. UGC also proved new cadre teaching positions and agreed to allow use DOL senior translators as instructors for the practicum portion of the program. The common curriculum BA program in Translation was developed by the Universities of Jaffna, Sabaragamuwa, and Kelaniya with guidance of UGC and technical support of NLP. The Advisory Committee on Translation Services agreed to participate in the program and curriculum development. Using the “Study Report on Translation and Interpretation Training and Services” December, 2011 by Professor Luise von Flotow’s above report as a starting point, the UGC curriculum development committee proposed of a model course of study for a BA in Translation with the 3 universities. The draft curriculum was further developed during the September 2013 TEM to Canada in meetings with their academic counterparts. The Secretary UGC as a delegate on that TEM established linkages with Universities of Ottawa and Toronto and strengthened institutional links between Canada and Sri Lanka’s higher education sector.

Variance The speed at which the universities were able to come together and reach an agreement on a shared curriculum for a practical BA in translation. The high enthusiasm for the new program-over 500 students have applied to Sabaragamuwa university alone for 25 positions.


75 students have commenced their study at 3 Universities in BA in Translation.

Output 2150: Key glossaries developed or updated

Indicator 2150.a: Number of glossaries updated and Indicator 2150.b: Number of glossaries developed

December 2011

June 2012

December 2012

June 2013

December 2013

June 2014

December 2014

0 0 Completed: 1. Economics 2. Communications

In development: 1.) Counselling 2.) List on Names of Government Departments and Official Designations


The evaluator found that: There is slow movement on glossaries. NLP has contributed to specific improvements, largely fulfilling stated expectations but the tasks remaining are considerable. DOL has the knowledge needed for these tasks but is constrained by resource limitations. The evaluator based her conclusion on her visit in March 2014. At that time none of the glossaries planned in the two-year contract of the Glossary Directors had yet been published. However, work on the glossaries is not a linear operation where the glossaries are completed sequentially. A number of specialists were contracted to develop a number of glossaries. As a consequence, given the work involved, none of the glossaries were completed in the first year.

Variance

All computer-equipped translators have easy access to the website and the tools it contains. However, in a country where the majority of translators do not have access to a computer, a free, distribution of existing paper glossaries would do miracles, however, DOL seems to be stuck between a rock and a hard place: according to rules, it cannot ‘give away’ its glossaries and managers across the country are not buying them (either because they don’t know of their existence, or because translation requirements are not a priority). A decision at the Secretary’s or the Minister might be necessary.




In development: 1.) Counselling 2.) List on Names of Government Departments and Official Designations



Output 2160: Terminology unit/bank set up

Indicator 2160.a: Presence of approved development plan for terminology unit and terminology bank including mandate, functions and institutional arrangements

December 2011

June 2012

June 2013

June 2014

No

Achieved 1. April 2012: A Study Report on the Establishment of a Translation Centre for the GoSL, April 5, 2012 by Gabriel Huard, NLP Translation Services Specialist file April 2012 included a chapter with recommendation on how to develop a terminology Bank, including how to utilize the DOL website

DOL developed a priority list for glossaries

DOL has developed TORs and contract for a webmaster to revise its website

Indicator 2160.b: Presence of terminology unit

2011 to June 2013

December 2013

June 2014

December 2014

No

Job description for terminologists prepared and a terminology unit was added to the organizational chart; request for approval of new Terminologists positions in 2013 was not granted; a detailed list of requirements to improve both the Terminology Bank and DOL’s website

Terminology unit: New website will fulfil some of this role-as it will have capacity as a search engine to provide terminology in three languages- DOL will seek approval again for new Terminologist positions


In 2013 the DOL request for approval of new Terminologist positions was not granted. However with the refurbishment of the website, it will have the capacity as a search engine to provide terminology in three languages. DOL will seek approval again for new Terminologist positions in 2014.

Variance




Immediate Outcomes 2200: Increased number of innovative models of bilingual/trilingual local service delivery in critical geographic areas that promote gender equality, good governance and social cohesion

Indicator 2200.a: Level to which key government institutions in selected sites are implementing OLP requirements for provision of documents and signage in 3 languages, language training for staff, bilingual reception etc.

Baseline: 32.3 / 100 (average score; lowest score was 18, highest was 49) Target: 70 / 100

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Pe

rce

nta

ge (

%)

NLP Partner Institution

NLP Partner Institution - Self-Assessment Results (2012-2013)

2012 2013



Model Site Province 2012 Baseline 2013 2014 2015

1. Galle Municipal Council Southern 34.75/100 42.25/100

2. Nuwara Eliya Municipal Council Central 36.5/100 69.25/100

3. Colombo Municipal Council Western 55.25/100

4. Badulla Municipal Council Uva 25.5/100 64/100

5. Trincomalee Urban Council Eastern 49/100 75.5/100

6. Vavuniya Urban Council Northern 28.75/100 73.00/100

7. Kantale Pradeshiva Sabha (LA ) Eastern 18/100 56.25/100

8. Vavuniya Police Stations Northern 61.75/100

9. Trincomalee Police Station Eastern 55.25/100

10. Nuwara Eliya Police Station Central 26/100

11. Galle Mahamodara, Teaching Hospital Southern 35.75/100 50.5/100

12. Trincomalee General Hospital Eastern 42.75/100 66.25/100

13. Peradeniya Teaching Hospital Central 45/100

14. Bandarawela Divisional Secretariat Uva 28.75/100 62.5/100

Average scores 33.3/100 57.28/100

Evaluation Findings

Expectations as defined by this indicator have been fully met. The self-assessment checklist method and small fund for starter initiatives toward improvement of OLP implementation have been highly successful. Exposure visits between model sites had multiple positive effects. TAF’s long experience with local governments accelerated the pace of engagement. Useful lessons have been learned and a well-oiled system is now ready for replication by the Ministry. See page 46 of the Evaluation Report.

Indicator 2200.b: Level to which special model language initiatives are implemented as planned in model sites

Target: 8 models completed and several being replicated

Model Site Province 2011 Baseline 2012 2013 2014 2015

LP LI SU LP LI SU LP LI SU LP LI SU

1. Galle Municipal Council Southern 1 1 1 2 1 1 3 2 1 3 2 1

2. Nuwara Eliya Municipal Council Central 1 1 1 2 1 2 3 2 3 3 2 3

3. Colombo Municipal Council Western 1 1 1 1 1 1 3 2 1 3 2 1

4. Badulla Municipal Council Uva 1 1 1 2 1 1 3 2 1 3 2 1

5. Trincomalee Urban Council Eastern 1 1 1 2 1 1 3 2 1 3 2 1

6. Vavuniya Urban Council Northern 1 1 1 2 1 1 3 2 1 3 2 1

7. Kantale Pradeshiva Sabha LA Eastern 1 1 1 2 1 1 3 2 2 3 2 2

8. Vavuniya Police Stations Northern 1 1 1 1 1 1 3 2 1 3 2 1

9. Trincomalee Police Station Eastern 1 1 1 1 1 1 3 2 1 3 2 1

10. Nuwara Eliya Police Station Central 1 1 1 1 1 1 3 2 1 3 2 1

11. Galle Mahamodara Teaching Southern 1 1 1 2 1 1 3 2 1 3 2 1



Hospital

12. Trincomalee General Hospital Eastern 1 1 1 2 1 1 3 2 1 3 2 1

13. Peradeniya Teaching Hospital Central 1 1 1 1 1 1 3 2 1 3 2 1

14. Bandarawela Divisional Secretariat Uva 1 1 1 2 1 1 3 2 1 3 2 1

Scoring GridPhase 1 2 3

Language Planning (LP) No plan developed Plan development process started

Language Plan

Language Implementation (LI) Not implemented Partially implemented Fully implemented

Resourcing for Sustainability (SU)

No attempt being made to address sustainability of language plans

Efforts to find resources to sustain language plans in progress

Dedicated resources to sustain language plans

Evaluation Findings

The Evaluation Team can confirm that intentions and commitment were strong at all model sites visited. In the few instances where planned activities appeared incomplete, there were sensible reasons – along the lines of challenges noted under the foregoing indicator. There was strong evidence that model sites took full ownership of the whole process. See page 47 of the Evaluation Report.

Indicator 2200.c: Quality of institutional language plans in LAs, hospitals and police stations, including practicality, effectiveness and diversity and gender-sensitivity

Target: Good quality plans in all institutions are being effectively implemented

Model Site Province 2012 Baseline 2013 2014 2015

Ind.1 Ind.2 Ind.3 Ind.1 Ind.2 Ind.3

1. Galle Municipal Council Southern 1 2 2 2 2 2 2

2. Nuwara Eliya Municipal Council Central 1 2 2 2 2 2 2

3. Colombo Municipal Council Western 1 2 2 2 2 2 2

4. Badulla Municipal Council Uva 1 2 2 2 2 2 2

5. Trincomalee Urban Council Eastern 1 2 2 2 2 2 2

6. Vavuniya Urban Council Northern 1 2 2 2 2 2 2

7. Kantale Pradeshiva Sabha Eastern 1 2 2 2 2 2 2

8. Vavuniya Police Stations Northern 1 2 2 2 2 2 2

9. Trincomalee Police Station Eastern 1 2 2 2 2 2 2

10. Nuwara Eliya Police Station Central 1 2 2 2 2 2 2

11. Galle Mahamodara Southern 1 2 2 2 2 2 2

12. Trincomalee General Hospital Eastern 1 2 2 2 2 2 2

13. Peradeniya Teaching Hospital Central 1 2 2 2 2 2 2

14. Bandarawela Divisional Secretariat Uva 1 2 2 2 2 2 2



Indicator Scoring Guide

1 2

1. Trilingual Signage in public areas No trilingual signage visible in public areas Trilingual signage visible in public areas

2. Trilingual forms and information brochures No Trilingual forms and information brochures Trilingual forms and brochures are available

3. Trilingual reception /Front-office services No Trilingual reception / front-office services available

Trilingual reception / front-office services

Evaluation Findings

The Evaluation Team did a cursory review of these plans and looked more carefully at the plans for sites to be visited. Though of variable length and depth of analysis, the plans are a good product. Respondent comments were consistent with the plans, suggesting that they are practical, effective tools. The plans reflect TAF’s rigorous and inclusive method for helping language committees think through the process. See page 48 of the Evaluation Report.

Indicator 2200.d: Quantity and quality, including diversity and gender-sensitivity, of material to promote and support replication of innovative good practices in OLP implementation at community and local government level

Baseline: No materials Target: At least 12 good practices document and 1 booklet developed

Materials 2012 2013 2014 2015

1 “Good Practices of OLP Implementation in Sri Lanka” Trilingual publication: 10 practices

2 Self-administered “Checklist” – for public institutions to establish baseline data for language planning. A generic version is included in the Guidebook below and customized checklists were developed for hospitals, police stations and local governments.

3 Guidebook for the Preparation of Language Plans by Public Institutions

4 A two-page “protocol” to guide the preparation of the public institute language plans

5 Fourteen Language Plans and overview papers of the model sites that can serve as examples

6 Seven “Case Studies” which detail innovative practices implemented in selected public institutions

7 Three program Exposure Tour Summaries

8 A Guidebook on “How to Conduct an Exposure Tour”

9 Experience Sharing Workshop Report

10

Video “Winning the Hearts and Mind” a documentary on the exposure visit to Galle, prepared by TAF



11

Video: “Road not taken” a documentary on the exposure visit between Numara Eliya and Badulla Municipal Council prepared by TAF

12

Video “Language Rights: Lessons from the East and North”: a documentary on the exposure visit between model sites from Trincomalee, Kantale and Vavuniya prepared by TAF

13

Video on “How to Prepare a Language Plan”, prepared by TAF from the experience of developing language plans with the model sites

Evaluation Findings

TAF/NLP have produced an excellent booklet of case studies that can inspire as well as guide other public institutions. Self-assessment checklists and language planning templates have been effective tools helping model sites to determine where they need to progress and with what concrete steps. Videos presented at the National Experience Sharing Workshop had the effect of reinforcing vertical integration, which will be of great value for the scaling up of model sites to public institutions across the country. See page 48 of the Evaluation Report.


14 local institutions were selected as innovative models of local service delivery through language planning. To support the process a checklist to assess performance was developed together with a guide to support language planning. 9 of 13 institutions have completed the checklist assessment and drafted language plans. Six are implementing these plans with grants for their priority activities from NLP through TAF. Out of 14 institutions 9 have completed the progress assessment including re-administration of the check lists. Results from re-administered checklists saw an average base score increase from 33.33% to 57.28%. To support the process, 13 different guides, case studies and other materials as well as 4 videos have been developed to demonstrate and inspire officials on how and why they should develop language plans. As evidence of the “quality” of the materials was the request by the Secretary of MNSLI to enlist TAF to work with her team to develop further innovative model sites. The identified Police Stations were slower in participating in the program as they required approvals from the Inspector General of Police, however, once approval was provided, all three police stations became enthusiastic participants and are progressing well. The practical experience gained from developing language plans and use of the check list fed into the development of the Guide for the Preparation of Language Plan by Public Institutions, launched in July, 2013. Model sites have developed trilingual reception areas, installed trilingual signs, and ensured that forms and applications-including birth and death certificates are available in three languages. One hospital introduced trilingual labelling for prescription drugs. These initiatives are designed to foster a “customer friendly” environment and encourage citizens to request services in the language of choice. One important aspect of the language planning has been the identification of bilingual staff and enlisting them to fill language gaps in their respective institutions and to support language training. These materials are under review by the MNLSI for approval and replication for other government institutions.

Variance


Based on the Guidebook for the Preparation of Language Plans, TAF has developed a FAQ User-Guide to help other government institutions replicate the language planning process. This is currently being reviewed by the MNLSI for approval and subsequent distribution to interested institutions and individuals.

Outputs 2210: Model sites established through multi-stakeholder collaborations Output 2240: Language plans developed in each institution including addressing human resource shortages Output 2250: Improved services through implementation of language plans at model sites

Model Site 2210 a: Level of support for pilot

2210.b: Presence of a

2240.a: Number of participating

2240.b: Percentage of plans complying

2250.a: Number of plans approved and

2250.b: Percentage of planned activities



site selection from key project

stakeholders

Letter of Agreement in

model site

model sites with language plans

completed

with MNLSI guidelines

with budget allocated by institutional authorities

implemented by PI

1. Galle MC Very high Signed L of A Language plan 100% Approved 100%

2. Nuwara Eliya MC Very high Signed L of A Language plan 100% Approved 100%

3. Colombo MC Very high Signed L of A Language plan 100% Approved 100%

4. Badulla MC Very high Signed L of A Language plan 100% Approved 100%

5. Trincomalee UC Very high Signed L of A Language plan 100% Approved 100%

6. Vavuniya UC Very high Signed L of A Language plan 100% Approved 100%

7. Kantale Pradeshiya Sabha

Very high Signed L of A Language plan 100% Approved 100%

8. Vavuniya Very high Signed L of A Language plan 100% Approved 100%

9. Trincomalee Very high Signed L of A Language plan 100% Approved 50%

10. Nuwara Eliya Very high Signed L of A Language plan 100% Approved 100%

11. Galle Mahamodara Very high Signed L of A Language plan 100% Approved 100%

12. Trincomalee General


13. Peradeniya Teaching


14. Bandarawela DS Very high Signed L of A Language plan 100% Approved 100%


These outputs have been achieved: the MNSLI- have indicated a high level of support for the model sites and all letters of agreement were signed and approved. Three outputs were combined in this chart as they all related to the work done by the model sites. Output 2210 relates to the level of support for the model sites, evidenced in part by signed letters of agreement. In all cases the level of support is high and all models sites signed letters of agreement. Output 2240 related to the number of model sites with completed language plans that comply with MNSLI guidelines. All model sites have language plans and while they in fact comply with MNLSI guidelines, they were developed in advance of the guidelines and the guidelines were drawn up as a result of the model sites experience. Output 2250 examines whether plans have budgetary support and how many activated from the plans are actually implemented. In all cases the model sites have budgetary lines to support the Language plans and the majority of all activities have been implemented. The latter was confirmed in the evaluator. See above

Variance




Output 2220: Good Practices Documented

Indicators 2220.a: Number of existing good practices identified and 2220.b Quality of good practices document/booklet in 3 languages

December 2011 through to June 2013 December 2013 June 2014 December 2014

NLP in consultation with the MNLSI documented the 10 good practices and produced a trilingual booklet.

Trilingual 10 Good Practices Booklet published


10 existing good practices were documented and published in a trilingual book.

Variance

Progress during reporting period This output was completed with the publication of the book of good practices.

Output 2230: Community Roadmaps Developed

Indicator: 2230.a: Number of community consultations completed to assess context, set priorities and develop Roadmap

Indicator: 2230.b: Number of multi-stakeholder community Roadmaps formulated to improve bilingual service delivery and social integration

Comments: A decision was taken early on in the project to work with identified institutional model sites and it was agreed that the project should focus on institutional language plans at the local level rather than developing community Roadmaps

Output 2260: Innovative Models Identified and Piloted

Indicator: 2260a: Number of innovations supported

30 innovations identified and piloted in 14 model sites of local delivery Trilingual Service and Documents

1. Trilingual front office reception for citizens 2. Trilingual touch screen kiosk to provide information to citizens in the language of their choice 3. Trilingual signage 4. Trilingual forms, applications, service guides and brochures 5. Trilingual video clips on service delivery broadcasted through a teleprompter 6. Trilingual daily bulletin 7. Registration of births and deaths in the language of choice 8. Trilingual prescription drug instructions 9. Trilingual public address system



10. Trilingual preschool drawing books, story books and songs 11. Bilingual Complaint book at front office of Police station 12. Trilingual health and hygiene information

Promoting Second Language Skills of Staff 1. Introduction of designating Monday as “Tamil Day” where staff are expected to use Tamil for informal conversations amongst themselves 2. Tamil and English Language classes for staff 3. Collaborating with NILET to provide second language training for staff 4. Training of preschool teachers on language diversity and innovative trilingual teaching methods 5. Second Language training for police officers

Using Second Language in the Work of the Institution 1. Tamil dialogue packages-for use with hospital patients 2. Bilingual municipal council meetings 3. Bilingual utility services and permits at municipal council 4. Trilingual unit of victims of domestic violence 5. Trilingual materials from Central Provincial Council

Cultural Activities 1. Tamil cultural programs for staff 2. Tamil cultural circle – to introduce Sinhala police officers to Tamil cultural and traditions

Organizational Change to Promote Bilingualism 1. Comprehensive staff re-organization according to language skills and redeploying bilingual staff to serve the public 2. Bilingual operations room: which serves as a forum for community outreach as well as a place for junior and senior staff to meet together on language

issues; raise awareness of OPL and cultural understanding 3. Establish a pool of translators 4. Development of lending library of Tamil books and study materials for staff 5. Exchange of information and materials with other hospitals –e.g., Sinhala materials exchanged for Tamil materials form other hospitals 6. Regular meetings of the Committee on language plan and implementation

Indicator: 2260.b: Quality of reports on model sites language plan outcomes

December 2012 December 2013 December 2014 June 2015


As part of implementing language plan at the PI have produced regular reports on results achieved. The TAF field team have reviewed and evaluated these reports as against actual results to confirm the results reported. Seven case studies were developed to show case results achieved in seven PI to be shared with other institutions as part of the larger replication process.

Variance

Progress during reporting period N/A

Output 2270: Good Practices Documented and Disseminated

Indicator 2270.a: Number of new (NLP supported) good practices documented and 2270.b Level of institutional support for dissemination



December 2011 through to June 2013 December 2013

TAF worked with the model sites to document 7 case studies and to produce 4 videos

7 case studies have been documented and shared at the national workshop in August 2013. Video Documentation 1. The Road not taken 2. Winning the Hearts and Minds 3. Language Rights from the East and North 4. How to make a Language Plan


A measure of the level of support from the ministry and Secretary –could be demonstrated by the number of copies and where it was sent out to-to whom it was distributed to.

Variance


n/a

Output 2280: Innovative Models Replicated

Indicator 2280.a: Number of replication sites

Indicator 2280.b: Level of institutional support for replication

December 2013 June 2014 December 2014 June 20154

9 original model sites; 5 more were added. Total: 14. As a result of the National workshop in August 2013 to consolidate learning and share the results of the successes from the model sites with senior government members, the MNLSI requested that TAF work closely with the ministry to develop a plan for replication as set out in the 2014 AWP which was approved by the PSC in December, 2013

Very high. MNLSI is developing a replication plan with TA from TAF


Variance


TAF worked closely with the MNLSI to ensure incremental building of capacity at the Ministry to replicate the language planning process at other government institutions. Initially, the conducting of capacity assessments enabled to TAF to calibrate the level and nature of skills required among the staff of the MNLSI (Working Committee), NIPA and Representatives of Provincial Centers (RPC). Once calibrated, TAF proceeded to develop three comprehensive training manuals, customized for the Working Committee at the MNLSI, NIPAs/RPCs and Focal-Points at the Institutions. The manuals are being translated into all three languages for wider and more effective dissemination. In addition, during this period, TAF developed succinct handouts/brochures describing various features of the language planning process, and will be positioned at a special Help-Desk established at the MNLSI. Similarly, TAF has also drawn from the Guidebook for the Preparation of Language Plans to develop a simple FAQ on the language planning process, to simplify efforts of replication. The manuals,



handouts and FAQ have been shared for the review and approval of the MNLSI. During this period, TAF has also identified and developed an inventory of individuals that may form a resource pool at the institutional level, with the potential to share best-practice as the MNLSI endeavors to replicate the success at the innovative model-sites of local service delivery.


5 SUMMARY OF MANAGEMENT ACTIVITIES

5.1 Component 3100 – Effective and Efficient Project Management

5.1.1 Activity 3110 - Prepare and present AWPs and progress reports


Purpose of Activity To prepare the Draft AWP for the next planning year, specifically the period January 1 to June 30, 2015. To prepare two progress reports for: July to December 2013 and January to June 2014. To prepare and disseminate monthly activity plans and progress reports for MNLSI and DFATD.

Brief description of Initiatives planned for 2014

The budgeting and reporting cycle for this project is on a calendar basis. It has been agreed that the reporting will be a series of successive semi-annual reports. The report for July to January to December 2014 will be filed by February 15, 2014 and the report for January 2014 to June 2014 will be filed by August 15, 2014. These reports will summarize project activities and resulting outputs and progress towards outcomes and will a financial report and revision if necessary. The reports will identify variations from the AWP and discuss issues, problems and corrective actions to be taken based upon careful analysis of performance measurement information. The progress reports will also include an update of the Risk Register. The 2015 AWP will be prepared in October/November 2014 and will follow the same consultative process (including two planning workshops) that was used in 2013. The AWP will include copies of the logic model, WBS and PMF. In addition to these two major progress reports, monthly activity plans and progress reports will be prepared as requested by MNLSI. Copies of such reports will be submitted to DFATD.


The AWP will include a description of how Gender equality is being integrated into all activities planned for the fiscal year. Each activity sheet includes a section describing how gender equality is being mainstreamed. As the project enters its fourth year, there is no longer any need to separate activity 3130 for targeted gender equality capacity development activities. Staff will monitor and enhance gender equality mainstreaming in each strain of work as it is being done. In this way gender can be demonstrated to have been mainstreamed into the activities of our partners. The gender strategy will be implemented throughout the life of the project and will be reviewed and reported on through the semi-annual and annual progress reports.

Task #

Task Implementation status for this Reporting

Period Deliverables for this Reporting Period

1 Prepare and submit monthly activity plans and progress reports to MNLSI with copies to DFATD

Completed 6 Work Plans 6 Progress Reports

2 Prepare and submit to DFATD and the PSC two progress report

Completed 6 progress report

3 Prepare and submit to the PSC the 2015 AWP To be undertaken in the fall and to be completed by December 2014

PSC held in December and AWP 2015 approved

4 Provide Secretariat Support to the Annual PSC meeting PSC to take place in December 2014 PSC held

5 Conduct semi-annual assessment and update and collect data for the PMF

PMF updated in June 2014 PMF updated as of December 2014



5.1.2 WBS Activity 3120 – Undertake performance management and measurement


Purpose of Activity To undertake ongoing monitoring and prepare annual performance assessments.


The PMF was finalized in 2011 and baseline data collected for most indicators. Baseline for all other indicators was gathered in 2012. A semi-annual assessment was conducted in July 2011 in order to prepare the first semi-annual report. A staff self-assessment to identify lessons-learned in project implementation is conducted in November of each year as a prelude to AWP planning and the annual assessment of indicators undertaken in December for inclusion in the July to December progress report. The risk register is reviewed and updated both in July and December.


The gender equality indicators included in the gender equality action plan were measured during the semi-annual assessment process and included in the appropriate progress report. Integration of gender equality has been identified as a successful initiative in 2012 and 2013 as a result of GE training provided to NLP staff and to MNLSI staff by the GE Advisor. NLP gender focal points are now working closely with partners under the guidance provided to them by the GE Advisor. The GE Advisor is included in NLP assessment and staff development activities.

Task #

Task Implementation Status for this

Reporting Period Results/Deliverables for this Reporting Period

1 Measure indicators regularly as per the PMF and prepare performance reports to include in the progress reports

PMF was revised for June 2014 report

Performance Report

2 Monitor risks, respond appropriately, update risk register Risk register was reviewed for the June 2014 report

Performance Report



5.1.3 WBS Activity 3130 Integrate gender equality and respect for linguistic and cultural diversity into all project components


Purpose of Activity To ensure gender-mainstreaming in all project components , to conduct targeted GE capacity development activities, and to promote gender equality through all aspects of project management and implementation


In 2014, gender will be mainstreamed through each specific activity and its results will be tracked through specific activities. For example, capacity development of the ministry staff under 1100 has identified Special Training for the identified gender focal points in MNLSI, DOL, OLC, NILET and Gender sensitization Training for the NIPAs and NIPCs. Under each output there is a specific section that identified how gender is being integrated in the work. Through this way, actual institutionalized of gender equality is being modeled in the design and delivery of all project activities.


This activity is focused on the integration of GE in the entire project



5.2 Donor Coordination

Support for official languages programming and/or the MNLSI by the Sri Lanka Donor Community has been relatively limited in both involvement and value since the start of the NLP. The GIZ-funded FLICT Project has been the primary other donor-funded project providing support and TA to MNLSI – specifically for the “social integration” part of the ministry’s mandate. NLP has had a close and collaborative relationship with FLICT throughout the Project’s history to date. In addition to FLICT, the UNDP “Access to Justice” Project was also anchored/housed at the ministry, but this was more of an administrative arrangement and did not involve substantial inputs to this ministry24. During the current reporting period there have been significant additions to the support portfolio of MNLSI. First, the long standing FLICT project has been extended for another (but clearly stated last) phase of support and TA for the ministry’s social integration mandate. The project is expected to make a significant contribution to putting the key elements of the social integration policy framework into practice. This final phase of the project is scheduled to run for two years and nine months (January 2014 to March 2017)25. Second, the UNDP announced and launched their new flagship program for Sri Lanka, “Strengthening Enforcement of Law, Access to Justice and Social Integration in Sri Lanka (SELAJSI)”, on February 12, 2014. The estimated budget for this five-year program is US$11 million26. The SELAJSI has 4 implementing partner ministries, with MNLSI being one; the focus of project support to MNLSI will be on the social integration side.

5.3 NLP Risk Register

Updated Risk Register

Risks have been monitored and mitigation strategies applied. As the Project has been achieivng real results which are recognized by the GoSL, the risks in many areas have been reduced and the risk register has been updated to reflect that. Project work has become institutionalized within work of MNLSI. As the project has only funding to June 2015, the project faces fewer risks. With the elections of the new President in January 2015, there is a thawing of the relationship between the GoC and GoSL. It would be an ideal time for the GoC to demonstrate its support to the change of government with continued support for OLP implementation through additional funding of NLP.

24

The Access to Justice Project moved from the Ministry of Constitutional Affairs and National Languages when MNLSI was created in 2010. 25

There are 2 sources of funding for FLICT in this phase, the German Government through GIZ and an allocation from the European Union. Exact amount of joint funding was not provided but is estimated to be around 3-4 million Euros. 26

It was announced at the launch that 1 million has been secured for operations and the remaining 10 million is now being fundraised.



Risk Definition Risk Level LM Result Level

27

Risk Update and Mitigation Needed

Risk Owner

Operational Risks Jul

2010 Dec

2011 Jun

2012 Dec

2012 Jun

2013 Dec

2013 Jun

2014 Dec

2014

Op1

Implementation is delayed due to delays in getting PIP approval from GoSL or DFATD or getting MoU between GoSL and DFATD signed

Project is achieivng real results recongized by the governemnt of Sri Lanka . Project work has become insittuionalized into the work of MNLSI.

PTL

Op2

Poor GoSL – NGO relations / poor public perception of INGOs and CSOs constrains project operations

PR

With the election of the new president and Government, relations between GoSL and NGOs are expected to improve dramatically. MNSLI has sought the TA of TAF as trainers to support their plans to replicate the innovative sites to new PI.

Project Managers

Op 3

Government approvals are required in the North by CSOs and NGOs who must register development activities with the PTF which may hinder or delay activities of Component 4 (Innovative Models)

O, ITO, IMO

Although the access to the north is easier than the last reporting period, activities are still closely monitored. Hence, we will continue to work with MNLSI and other GoSL partners to overcome/ address any barriers and obtain necessary approvals.

Project Managers, Program Managers/TAF

Financial Risks

Fin1 Funds in local banks are lost due to irregularites in the banking sector

Use of reputable international or national banks operating in Sri Lanka.

Project Director

Development Risks

Dev1 A resumption of armed conflict or violent civil

O, ITO, IMO

While there have been some communal violence in some areas

Project Managers

27

Acronyms : Ultimate Outcome (UO); Intermediate Outcome (ITO); Immediate Outcome (IMO); Output (O); Whole Project (PR)




27


Risk Owner


2010 Dec

2011 Jun

2012 Dec

2012 Jun

2013 Dec

2013 Jun

2014 Dec

2014

unrest shifts GoSL priorities away from language rights and makes it difficult for the project to operate in some parts of the country

of the country, they were not in our “implementation” geographic areas-where model sites and PEF projects are working. There have been no military conflicts since the project started. Staff will continue to monitor the situation and revise the risk level and programming if necessary. The project itself is designed to mitigate a potential rise in ethnic tensions.

Dev2

The ongoing role of the military in governance and delivery of public services at the local level in the North dis-empowers LAs and local public institutions, making development, sustainability and replication of Innovative Models more difficult

O, ITO IMO

Maintain transparency with Sri Lankan partners. Include all governance actors in project activities in all localities.

Program Managers

Dev3

Lack of adequate GoSL commitment and/or financial support for implementation of OLP and other policies and plans to promote national languages and language rights reduces probability of project sustainability

ITO

GoSL has increasingly indicated its support for OLP implementation, bilingualism and trilingualism, and social integration as seen from the last budget allocation to MNLSI. Project staff will continue to work with the MNLSI and other GoSL partners to advocate for support for national languages policies and programs and to

Project Director




27


Risk Owner


2010 Dec

2011 Jun

2012 Dec

2012 Jun

2013 Dec

2013 Jun

2014 Dec

2014

liaise with other donors, CSOs and the private sector to mobilize support and funds for priority programming areas.

Dev5

Policy incoherence and on-going exclusionary policies in other sectors will limit the impact of the MNLSI on implementation of OLP and social integration

ITO

Government has articulated a strong commitment for OLP as indicated in their action plan for implementing LLRC recommendations. Increasing support by the MNLSI and the work of the IMC on the road-map sub-committee and other cross-agency mechanisms

Project Managers

Dev6

Volitility and lack of trust within post-conflict communities can give rise to fear and spark violent conflict over small incidents in some communities selected as pilot sites for innovative models

O, IMO

Maintain transparency with Sri Lankan partners and work with TAF to involve a very wide range of stakeholders at community level, work slowly and collaboratively to build relationships and trust. Ensure application of MESH. Monitor incidences of inter-religious conflict that have arisen in this last reporting period.

Project Managers / TAF

Reputation Risks

Rep1

High Sri Lankan expectations of DFATD and the project may not be fulfilled due to project budget limitations

PR

Maintain transparency with Sri Lankan partners around project budget and work planning and use a participatory planning and budgeting process for AWPs. Ensure the process for prioritizing interventions is clear given modest resources and limited

DFATD / Project Director




27


Risk Owner


2010 Dec

2011 Jun

2012 Dec

2012 Jun

2013 Dec

2013 Jun

2014 Dec

2014

timeframe

Rep2

Canadian Foreign Policy and related reports in the Sri Lankan press are perceived to be GoC criticism of the GoSL, leading to diplomatic tensions affecting implementation of DFATD funded projects, including NLP

PR

Ensure that project is genuinely seen within Sri Lanka to be a technical support project for the MNLSI, not driven by a GoC agenda. Maintain communication channels between GoSL and GoC / DFATD Aid and MNLSI. Ensure effective use of NLP and Language “champions”. This is particularly relevant given the attention paid in local media to GoC decision not to participate in 2013 Commonwealth Heads of Government meeting in Sri Lanka and their subsequent withdrawal of funding for the Commonwealth Secretariat.

DFATD / Project Director


6 FINANCIAL SUMMARY


7 MEDIA REPORT

This is a report of the media scanned by the NLP from July to December 2014 pursuant to Activity 1220 to assess the level, type of media coverage of language issues as reported in Sinhala, Tamil and English media. This activity was developed to achieve: Immediate Outcome 1200: increase awareness about and support for language rights, bilingualism and linguistic diversity among the public that influence policy makers; measured by indicator 120(c): Extent of newspaper coverage of language issues. Objectives: The purpose of this ongoing media scan is to track and assess:

The current state of awareness of the OLP and its implementation among politicians; government officials and the general public as indicated through media

The impact that NLP has had in increasing awareness about and support for language rights, bilingualism and linguistic diversity among the public that influences policy makers.

Method

Language related articles28 are collected and studied from the daily newspapers, magazines and the internet sites daily by the NLP in all three language mediums: Sinhala, Tamil and English. The NLP is not in a position to monitor all media due to limited resources. Hence this report is not intended to be an exhaustive and comprehensive review of language issues reported in all media.

28 Daily Papers

Lankadeepa – Sinhala Daily Mirror - English Virakesari – Tamil, Daily Paper Weekend papers Sunday Lankadeepa – Sinhala Sunday Times, English Virakesari – Tamil Magazine Apurwanadi (MNLSI Magazine) 2014 May Issue – Tamil and Sinhala Website www.colombopage.com

http://www.colombopage.com/

7 MEDIA REPORT


Findings and Discussions

Media July – Aug

Sept – Oct

Nov –Dec

Total

Sinhala 23 5 5 33

Tamil 26 10 5 41

English 11 7 0 18

Total 60 22 10 92

Medium 2012 2013 2014

Sinhala 13 45 79

Tamil 64 82 79

English 51 58 54

Total 128 185 212

Number of articles scanned by the NLP that dealt

with language issues from July to December 2014

Number of articles scanned by the NLP that dealt

with language issues from 2012 to 2014

7 MEDIA REPORT


Indicator 1200.c: Extent to newspaper coverage of language issues

Baseline: 15 articles by monthly Target: 15% increase (an increase to 17.25 articles every two months)

Media Dec

2011 Jun

2012 Dec

2012

Jan to Mar 2013

Apr to Jun

2013

Jul to Sep

2013

Oct to Dec

2013

Jan to Mar 2014

Apr to Jun

2014

Jul to Sep

2014

Oct to Dec

2014

Sinhala 16 15 9 5 18 20 24 9

Tamil 49 9 11 13 11 35 34 7

English 18 18 10 12 19 17 15 3

Totals 15 17 26 83 42 30 30 48 72 73 19

The Presidential election Campaign

From the announcement of the Presidential Election at the end of November 2014, active campaigning by all contesting parties took place throughout the country – including the Northern Province. Although numerous incidents were recorded by election monitoring agencies (including abuse of state power and resources, low level violence, disregard for some pre-election laws regarding advertising etc.) the election campaign was neither free nor fair but the results were notwithstanding the lopsided campaign conducted by the outgoing President. See: http://thecommonwealth.org/media/news/sri-lanka-presidential-election-2015-interim-statement These elections were noted by the very high voter turnout rate of 81.2 % according to the Commonwealth Observer Group (see above). Of particular note was the impressive participation of the minority communities. The Northern, Eastern and Central Provinces all tallied over 80% turnout – a level which has not been recorded since the 1970’s. Some reports argue that 2015 Presidential Election deciding factor was the minority votes which represents Tamil speaking communities in Sri Lanka. The major political parties of United Peoples Front (UPFA) led by former President Mahinda Rajapaksa and New Democratic Front (NDF) led by Maithreepala Sirisena both heavily canvassed for the minority votes. The two Presidential Election candidates’ speeches were simultaneously translated by the professional interpreters at rallies in predominantly Tamil speaking areas. With regard to the electronic and print media Sinhala, Tamil and English had all the campaign advertisements aired and telecasted in the respective language. Tamil speaking areas posters, banners and handouts were predominantly in Tamil, with some bilingual and trilingual. The reverse was true for predominantly Sinhala speaking areas. No candidate produced or adopted a campaign strategy where all materials were bilingual/trilingual. It is noted that although neither OLP nor language rights were presented specifically as a major election issue, these were clearly implicit in reconciliation and ethnic affairs which were major issues.

Analysis

Compared with the previous reporting period, the number of articles published relate to the OLP implementation has decreased from 120 to 92 articles-down about twenty three percent. The decline was primarily centered on the last quarter which coincided with the lead up to the Presidential elections. However, there was an overall increase in articles from 2013 to 2014. However, the content of

http://thecommonwealth.org/media/news/sri-lanka-presidential-election-2015-interim-statement

http://thecommonwealth.org/media/news/sri-lanka-presidential-election-2015-interim-statement

7 MEDIA REPORT


the articles demonstrate an increasing awareness of the OLP and its implementation by politicians; government officials and the general public. Articles that appeared in both Sinhala and Tamil papers This period saw an increase in the topics that were covered simultaneously in both Sinhala and Tamil media: Of interest both the Sinhala and Tamil papers covered NLP related activities which had a direct impact such as the opening of Provincial Centers in the Northern Province at Kilinochchi and in the Sabaragamuwa Province at Kuruwita and NILET’s training program. MNLSI used Social Integration Week, sponsored by the Minister of MNLSI to write on discus challenges face in second language learning. In an article in both Sinhala and Tamil the headline asked “Can’t read a name when you go to Jaffna Who’s Fault?” The article discussed the importance of learning a language from the childhood with letters, verses and sentences as first steps of learning. Now there is a trend of learning languages only to overcome exams and for incentives but not for your own education. Also both Sinhala and Tamil papers carried stories about Politicians who had engaged in the debate-over the lack of implementation of the OLP. United national party (UNP) Members of Parliament complained that there are police stations which have no Tamil speaking officers and hospitals where birth and death certificates are available only in Sinhala language which is unfair for Tamil speaking citizens in the country. Articles that demonstrate the impact of NLP on increasing awareness about and support for language rights, bilingualism and linguistic diversity among the public that influences policy makers. There were 9 articles published within this reporting period on language issues where NLP either had a direct or indirect impact. NLP actively participated at several events organized by the MNLSI. The NLP supported public engagement partners during Social integration week. The Sinhala papers covered the winner of the OLC language audit at the Deyata Kirula as well as the DOL Certificate Awarding Ceremony for translators completing their training. The English papers covered the Minister of MNLSI on the Road Map for Reconciliation and the commencement of the BA Degree in Translation.

Sinhala media

There were 33 Sinhala articles published during the period of July – December in 2014. Majority of articles appeared in the Sinhala dailies were based on activities and events organized by MNLSI during Social Integration Week. under the theme “National Unity through Social Integration” Eight articles covered a range of activities from the opening of the provincial Centres to the OLC award ceremony at the 2014 “Deyata Kirula” to musical program organized by MNLSI where the first National Peace Award was presented. The Minister of MNLSI continued to champion language rights in the media. He received good coverage over Social Integration Week. In various articles he was quoted chiding his cabinet colleagues on their failure to respect and implement the OLP - even at official events, something he indicated should change. He also reminded his colleagues to ensure that their respective ministries have trilingual sign boards. There were several articles on the value of understanding language rights and the importance of proper language as it is both a medium of good communication and can be indicative of ethnic and cultural identity. There was an article on the inter relationship between language and linguistics and the social value of a rich language. Other articles highlighted the harmful effects on providing improper /incorrect

7 MEDIA REPORT


examples in books particularly with the growing enthusiasm that children are demonstrating for learning the other national language be it Sinhala or Tamil. There were several articles on language related complaints-(articles that in the past were more commonly found in Tamil papers) One article discussed the high number of complaints made to the MNLSI hotline “1956” during the office hours and questioned whether MNLSI should expand the hours of the call center to 9PM. The majority of complaints were access to information in the language of their choice at hospitals and Divisional Secretariats or on buses, places where the majority of people interact with government officials and require services. The papers covered the appointment of Deputy Minister for the MNLSI Mr. P. Digambaram from the Tamil community. Finally there were a few articles that discussed the importance of English language. These articles emphasized the importance of learning English language in order to participate in the global economy and as a tool to bridge the gap between different societies and achieve true democracy in the country.

Tamil Media

Not surprising, the majority of the articles scanned in the Tamil media were critical of language policy implementation. As the minority language group, issues about access and use of their language are always more acutely felt. Sri Lanka politicians from Parliamentarians, Members of Provincial Councils and Pradheshiya Sabha raised issues about the lack of implementation of the OLP in their respective constituencies. For example: Minister Rauf Hakeem raised again the issue about the need for the National Anthem to be sung in both national languages. He called on people in the North and East to have the strength to sing the National Anthem in Tamil at least where Tamils are the majority. He reasoned that students in North and East students do not know Sinhala and as such they are singing an anthem that is meaningless. He added; “It is better to sing our own language rather singing in incorrect and meaningless way”. This topic was also raised by other politicians and activists. The Minister of MNLSI who was critical of the failure of the initiative to make changes in the boards of buses under the purview of the Sri Lanka Transport Board. Had it been accepted, then all bus boards would have been required to be bilingual. Other articles that were focused on the lack of Tamil speaking officials at the Divisional Secretariat and the Police Stations and questions the government’s inability to deploy the Tamil speaking officials in these important places. Another article complains that government forms are still only available in Sinhala and to fill them out. Tamil speaking people often are required to pay for translation of their forms into Sinhala. An article by the Vice President of the All Ceylon Hindu Society highlighted that the Nuwara Eliya district has been officially designated a bilingual District for the past 14 years but the official language policy still is not being implemented. He noted that official letters continue to be sent in Sinhala only –citing the example of a letter sent by the Ambagamuwe Divisional Secretary to the schools on the renovations of schools was only in Sinhala.

7 MEDIA REPORT


Another important critic of language policy and its implementation was the Muslim Teachers Association. In the past exams at the law colleges were taken place in all three languages, but now exams are conducted in English only, contrary to the OLP that designates Tamil and Sinhala as official languages and the English language as link language and provides that citizens are entitled to access services in the official languages of choice. How can English only exams be consistent with this policy and constitutional guarantees? The government created a MNLSI and a DOL to implement the OLP while making the law college examinations into an international language. There is an interesting article that highlights the similarity and differences of Tamil and Sinhala Languages and encourages the reader to research both languages and learn more. Various institutions have called for stories; poems, articles for a quarterly magazine that reflects on the upcountry’s history, religion, traditions, culture and language diversities. The Indian Deputy High Commissioner in Jaffna caused some diplomatic controversy with his statement that the Tamil people need to learn Sinhala. The Indian External Affairs Minister’s stepped in and, after a time, a subsequent retraction was made. The learning of languages is an internal matter only and not something for foreign diplomats to express opinions on. Articles not only promoted learning Sinhala and Tamil Languages but some stories emphasized of important of English language. Following this line of reasoning, the Vice Chancellor of Eastern University Mr. Kithnan Kopindaraja noted that the Eastern University includes both Tamil and Sinhala speaking students. Learning English together could lend itself to social integration. Second language learning was a topic. The Uva Province Governor C. Nandha Methew suggested that bilingual schools be created to foster national harmony. He suggested that schools with Tamil, Sinhala, Muslim, Burger and indigenous children together from the beginning, would foster integration among the people of this country. The dearth of Tamil language teachers was noted and the Absence of Tamil Educational Director or Deputy Director in Nuwara Eliya notwithstanding there are 117 Tamil school and only 28 Sinhala schools. The Director for the Trilingual Task Force explains that the Tamil and Sinhala community clashes have deep historical roots. It is not enough that Tamil people are learning Sinhala language but for every Tamil person learning Sinhala language, eight Sinhala persons should learn Tamil according to the censuses. He also put an argument that the most respected scholars are capable of bi or tri or more language ability. There is an ongoing weekly full page serial (started in the previous reporting period and is up to 22 articles) on the history of the creation of Sinhala Language as the only official language and its root cause of community destruction. There are few articles discussed about the important of community integration to avoid external factors to destroy the communal harmony, an article quoting the Member of Parliament Faizal Kasim that the Tamil and Muslim people should live in harmony and together, otherwise the people who waiting to make ethnic and religious problem will take advantage of it, especially politicians.

7 MEDIA REPORT


English Media

During this reporting period, 18 articles were in English media coverage on language issue compared with 36 articles in the previous reporting period January to June. Articles published in this reporting period focused on the Social integration related articles, translation related issues raised by the Minister of MNLSI, and language training. The Minister of MNLSI continues to champion both language and social integration issues. In a candid statement the minister said: “I admit the government sometimes errs when it came to National Integration”. The Minister indicated that the decision of the Cabinet to require all cabinet agendas and paper to be presented in all three languages as a step in the right direction to implement the Official l Languages Policy. All Island Law Student’s Movement launched a street protest outside the Fort Railway Station over the absence of Tamil and Sinhala translations for the first, second and third year examination papers. They opposed the decision taken by the Council of Legal Education to provide question papers only in English.

Analysis

This reporting period considerable amount of articles related to language issue decreased from last reporting period 120 to 92. The fall saw Uva Provincial Council elections followed by the lead up the presidential campaign; the search for a common opposition candidate and the question of the constitutionality of Amendment 18 preoccupied the media in the fall. In addition, MNLSI or its affiliated institutes had no major events. The Social Integration Week and the Opening of the Provincial Centers of MNLSI in Kilinochchi and Kuruwita were the main activities carried out by the MNLSI and its affiliated institutes and media attention was given on this in all three languages. In the English media it was report that the NLP supported BA degree in Translation introduced by three universities of Kelaniya, Sabaragamuwa and Jaffna. There was a healthy debate in all media on issues surrounding the implementation or lack thereof of OLP. This speaks to a heightened awareness and interest in the readership of language related issues. One reoccurring theme was recognition that children were interested in learning the other national language and the role of official languages to build social cohesion in society. On a positive note, there were photos published of politician participating in MNLSI language policy awareness programs. The Minister of MNLSI found a number of opportunities to speak about the importance of official languages, chide his colleagues for not doing enough and generally champion the issue of moving towards a bilingual society.

7 MEDIA REPORT


Sinhala Media

Date Headlines NLP Impact is Highlighted in Yellow

1 5 Jul 14 Social Integration Week all over the country from 14

th: Official announcement by the Minister

om Social Integration week scheduled for July 14-20. Theme is “National Unity Through Social Integration

2 8 Jul 14 MNLSI organizing seminars for grade 5 scholarship exam for children in rural areas: The MNLSI organized island wide seminars in Tamil and Sinhala languages, targeting children who live in rural areas.

3 Jul 14 Seminars for grade 5 scholarship exam on 16

th: MNLSI will hold seminars on July 16

throughout the country with the assistance of qualified instructors. Approximately 1500 children will be participating the event

4 8 Jul 14 Social Integration Week from 14

th – 20

th: The opening ceremony of the social integration

week will be held at Polonnaruwa in North central province

5 14 Jul 14 Social Integration week starts from today: The schedule of events for the social integration week.

6 4 Jul 14 We should promote social integration through the SI week starting from today: An article on the concept of Social Integration week, its social value and different service and events offered throughout the week.

7 17 Jul 14 Island wide Provincial National Languages Centers :The MNLSI to establish provincial level centers to promote Official Languages Policy and social integration island wide

8 21 Jul 14 Kite Festival for National Unity: Kite festival was held during social integration week at Galle Face ground under the patronage of President Rajapaksa

9 22 Jul 14

150 -200 complains per day on improper implementation of OLP at Government institutions: This article examines complains made through the MNLSI hotline “1956” during the office hours. MNLSI is looking at expanding the call time to 9.00pm. Most complaints are from Buses, Hospitals , Divisional secretariats

10 22 Jul 14 Languages in not only a medium communication: This discusses the value of using proper language, as language is not only a medium of communication: it is an identity of ethnicity and culture

11 22 Jul 14 Language Rights: This discusses the importance of knowing Language Rights and the ministry’s effort to implement the OLP and author’s view on OLP implementing status at different government institutions

12 25 Jul 14 It’s a pity that some Ministries does not follow the OLP at their special events: The MNLSI Minister is concerned that some Ministries do not follow OLP -even at official functions which should change

13 Jul 14

Provincial Centers has been Open at North and Sabaragamuwa Provinces: As the initial phase of establishing the island wide provincial centers, the Northern provincial center (at Kilinochchi) and the Sbaragamuwa provincial centers (at Kuruvita) will be officially opened July 15 and 18 respectively.

14 Jul 14 Social Integration Week and the DOL: This explains the DOL activities which are taking part during the social integration week


15 Jul 14 National Unity through Social Integration Week: This is about the overall social integration week including the different activities taking place and mobile services providing throughout the country

16 Jul 14

“Can’t read a name when you go to Jaffna Who’s Fault?” This explains the importance of learning a language from the childhood with letters, verses and sentences as first steps of learning. Now a days there is a trend of learning languages only to overcome exams and for incentives but not for your own education

7 MEDIA REPORT


17 Jul 14

National Institute for Language Education and Training, lay the path to social integration by trilingual training: This discusses NILET’s training programs : such as Language classes for Language Societies ,10- 12 days programs for public officers , 10 days programs for ex combatants in the rehabilitation camps

18 2 Aug 14 “Greru Foundation” provides free English Classes: Greru Foundation has taken steps to conduct free English classes for the unemployed and employed youth

19 3 Aug 14 Fluffiness of equality brings a real Sri Lankan Nation : The Sinhala and Tamil Languages always emphasize the identity of their own cultural and historical values which bring the pride of heritage to the nation

20 5 Aug 14 No one can ever stop the process of modification in language time to time : This describes what is a language , what is linguistics and the inter relationship between language and linguistics; how do people use the language at the present time

21 11 Aug 14 World Famous Historical Books in Sinhala and Tamil Languages : DOL has started a program to Identify world famous literature to translate into Sinhala and Tamil for Sinhala and Tamil communities

22 25 Aug 14 MNLSI Gets a Tamil Representative :Mr. P. Digambaram who is from the Tamil community was appointed as the deputy Minister of the MNLSI

23 26 Aug 14 Sri Lanka Ports Authority wins the Official Languages award: Sri Lanka Ports Authority wins the Official Languages award for the best stall who implemented the OLP at the 2014 “Dayata Kirula.” exhibition

24 7 Sept 14 Honorary Title for Pandith Amaradeva: Pandith Amaradeve was awarded by the National Peace Award presented by the MNLSI

25 5 Oct 2014 Incredible Musical Evening : A musical program “Manaveeya Gee Prasanga” organized by MNLSI on Sept 6, at the National Youth Centre with Sinhala and Tamil songs about our history ,culture and national unity

26 7 Oct 2014

Social Integration will be more meaningful because the children tend to learn Sinhala and Tamil languages Children are learning new languages. The number of children who want to learn Sinhala and Tamil is increasing very fast. which indicates a wonderful future ahead with peace and harmony

27 16 Oct 14

The name boards in the Government institutions need to be in Sinhala and Tamil: A statement made by the Minister reminding the Government institutions to have their name board in all three languages.


28 27 Oct 14

The Deepavali National Celebration at Hatton:The official ceremony for the Deepavali festival was held on 26

th at Hatton. The event was organized by the MNLSI with cultural events related

to Hindu culture .People from Sinhala and Muslim communities were also participated in the event.

29 20 Nov 14 Officers competent in Tamil language need to be in Police stations: Statement made by a MP(UNP) complaining that in most Police stations, officers are not competent to receive a complaint by Tamil which is unfair for Tamil speaking citizens in the country

30 20 Nov 14 The Birth certificate forms still only in Sinhala: Statement made by a MP complaining that the birth certificate forms are available only in Sinhala language

31 2 Dec 14 Incorrect examples about Language: This describes harmful effect on providing improper /incorrect examples in books, articles written for language learning.

32 3 Dec 14 Certificate Award Ceremony at Department of Official Languages: Certificate awarding ceremony was held at DOL for the officers at the translation center who has completed their language courses

33 5 Dec 14 Democracy can be achieved by learning English: The Minister of MNLSI has emphasis the importance of learning English language to understand global knowledge and overcome the gap between different societies and achieve true democracy in the country

7 MEDIA REPORT


Tamil Media

1 16 Jul 14

National anthem should be sang in Tamil too: Minister Rauf Hakeem emphasized in 2 public meetings in Trincomalee that we need the strength to sing National Anthem of Sri Lanka in Tamil at least in North and East where the majority are Tamil speaking people, he highlighted in North and East students sing the national anthem in Sinhala but they cannot spell it correctly nor do they know its meaning, it is better to sign our own language. rather singing an Anthem incorrectly and without meaning

2 Jul 14

Provincial Centers has been Open at North and Sabaragamuwa provinces: As the initial phase of establishing the island wide provincial centers in the Northern Province at Kilinochchi and the Sabaragamuwa Province at Kuruwita will be officially opened on 15

th and 18

th July

accordingly.

3 Jul 14 Social Integration Week and the DOL: This explains the DOL activities which are taking part during the Social Integration Week

4 Jul 14 National Unity through Social Integration Week: This is about the overall Social Integration week including the different activities taking place and mobile services providing throughout the country

5 Jul 14

“Can’t read a name when you go to Jaffna Whose Fault?”:Explains the importance of learning a language from the child hood with letters, verses and sentences as first steps of learning. Now a days there is a trend of learning languages only to overcome exams and for incentives not for your own education


6 Jul 14

National Institute for Language Education and training, lay the path to Social Integration by Trilingual training: This explains NILET training programs such as Language classes for Language Societies, 10 - 12 days programs for public officers, 10 days programs for ex combatant in the rehabilitation camps

7 Jul 14

It is irritating that the District meeting were held only in Sinhala language: The eastern provincial council member Rajeswaran, he noted that the 6000

th district meeting of Ampara

was concluded and all of them were only conducted in Sinhala language while 68% of Tamil speaking people live in this particular District

8 Jul 14 Opening of Language Society in Northern Region: A language Society created under the MNLSI in Jaffna

9 Jul 14

Is it possible trilingual implementation in Sri Lanka?: Mr. Kanapadhipillai, Director for the trilingual task force explains that the Tamil and Sinhala community clashes started 2000 years ago and it’s not a new thing. He also said the Tamil people learning Sinhala language will not suffice the integration among the both community, he says when a Tamil person learn Sinhala language, eight Sinhala personals should learn Tamil. He also put and argument the most respected scholars are capable of bi or tri or more language ability.

10 20 Jul 14 Father and the leader against the war of Sinhala only dumping in to the Nation’s identity of Tamil Language: This is a serial Sunday weekly article, #15 by same writer. It discusses the history of the creation of Sinhala Language as the only official language

11 22 Jul 14 Similarity and differences between Tamil and Sinhala Languages idioms : This article has expressed the way in which both languages connected

12 27 Jul 14 Father and the leader against the war of Sinhala Only dumping in to the Nation’s identity of Tamil Language: This is a serial Sunday weekly article, #16 by same writer. It discusses the history of the creation of Sinhala Language as the only official language

13 22 Jul 14 The objective of the Social Integration is to make unity among different ethnics: Ms. Malkanthi Ekanayaka, additional secretary to the MNLSI has expressed this in a kite festival program held in Batticaloa.

7 MEDIA REPORT


14 16 Jul 14

The gap of Tamil medium teachers in Puttalam District should be resolved: This article discusses that there are insufficient Tamil medium teachers in this district and there are volunteer teachers who should be given a permanent appointment: this was brought forward by the north western provincial council member Mr. S.H.M. Niyas in a meeting with chief minister of the province

15 17 Jul 14

Continued ignorance of Tamil language in Nuwara Eliya District: This article was written by the Vice President of the All Ceylon Hindu Society, where he highlighted that 14 years ago the Nuwara Eliya district was officially declared as a bilingual District. There are more than 7 representatives in the parliament including ministerial positions but the OLP is only a written document and nothing has happened. He specially noticed that the letter sent by the Ambagamuwe Divisional Secretary to the schools on the renovations of schools was only in Sinhala.

16 22 Jul 14 Land acquired notice was only in Sinhala in Wellam Mulliwaikal: The navy has put a notice in Sinhala only that they are going to acquired 647 hectare land in Wellam Mulliwaikal


17 1 Aug 14 Mullaitheew people affected because of non-Tamil speaking police officials: Five police stations under the senior DIG of Mullatheew District has not appointed Tamil speaking police officials for the appropriate places, this causes difficulties for public

18 3 Aug 14 Father and the leader against the war of Sinhala Only dumping in to the Nation’s identity of Tamil Language: This is a serial Sunday weekly article, #17 by same writer. It discusses the history of the creation of Sinhala Language as the only official language



21 19 Aug 14 The product reflecting the up country’s ethnic, religious, language and cultural are requested: An advertisement to call for articles, stories, poems for a quarterly magazine which reflects the upcountry’s history, religion, tradition, cultural and language identities.

22 22 Aug 14

English language should be learned despite the fact the mother tongue: The vice chancellor of Eastern University noted that we should learn English language despite the fact of mother tongue, and he further noted that the Eastern University has both Tamil and Sinhala speaking students therefore to support integration, they should learn English together

23 22 Aug 14

Many Tamil speaking female police officials should be appointed: The officials increase Tamil speaking female police officials in the district. Police stations of Mulliyawanai, Ottuchchuttan and Welioya have no female Tamil speaking officials except Mullaitheewu and Pudukkudiyiruppu, these causes various issues for the public

24 24 Aug 14 Father and the leader against the war of Sinhala Only dumping in to the Nation’s identity of Tamil Language; This is a serial Sunday weekly article, #20 by same writer. It discusses the history of the creation of Sinhala Language as the only official language

25 30 Aug 14 This is a picture of a English Language camp for children and their parents in Thirunelwely

26 31 Aug 14 Father and the leader against the war of Sinhala Only dumping in to the Nation’s identity of Tamil Language: This is a serial Sunday weekly article, #21 by same writer. It discusses the history of the creation of Sinhala Language as the only official language.

27 3 Sept 14 A picture from a workshop conducted for provincial politicians on OLP by the MNLSI in Kurunegala, the Chief Minister of the North Western Province participated

28 7 Sept 14

Objections to appoint deputy Tamil Educational Director in the Nuwera Eliya Educational Zone: The Nuwera Eliya district has 117 Tamil Language schools and 28 Sinhala Language Schools but has no Tamil Educational Director. With a Tamil Deputy Education Director, we could discuss the issues of Tamil schools

7 MEDIA REPORT


29 16 Sept 14

Tamil people should learn Sinhala Language together with Tamil: The Deputy High Commissioner of India to Sri Lanka organized a program to promote Hindi language at his High Commission in Jaffna. He noted that their wish is Tamil people should learn Sinhala language together with Tamil Language


30 22 Sept 14

Is it fair to change Law college exam paper in to an international language: The Muslim Teachers Association noted that past examinations were in all three languages at the law college but the sudden change of the language in English is a brave attack to the mother tongue, they also noted that the OLP lays down Tamil and Sinhala as official languages and citizens should be able to get service in one of the official languages, and English language is the link language, they further said that the government has created MNLSI and DOL to implement the OLP while making the law college examination in an international language

31 7 Sept 14 Father and the leader against the war of Sinhala Only dumping in to the Nation’s identity of Tamil Language: This is a serial Sunday weekly article, #22 by same writer. It discusses the history of the creation of Sinhala Language as the only official language.

32 13 Sept 14 English language knowledge is important to face the new trend of the world: The government has taken steps to promote English language with the concern that the English language is an important element to face the new world Trent.

33 14 Sept 14

Father and the leader against the war of Sinhala Only dumping in to the Nation’s identity of Tamil Language This is a serial Sunday weekly article, #23 by same writer. It discusses the history of the creation of Sinhala Language as the only official language

34 17 Sept 14

A explanation will be called for the statement made by the Deputy High Commissioner of India in Sri Lanka: The External Affairs Minster of Indian Government has informed media that the Indian government ask for an explanation about the statement made by the Deputy High Commissioner in Jaffna that the people should learn Sinhala language in Jaffna, he further noted that the learning of a language is an internal matter

35 25 Oct 14

Bilingual Schools should be created for the national integration: The Uva Province Governor C. Nandhamethew noted that there should be schools with Tamil, Sinhala, Muslim, Burger and indigenous children together in one school from the beginning, this will be the better way to make integration among the people of this country

36 25 Oct 14

Why are the Budhda’s stature and Boh trees in a place where no Buddhist resides?, Still eight thousand families in camps, Trilingual Policy is needed: This is an article about a discussion between Ampara all religion Association and the Nallai temple Governor and other people interested on peace in Jaffna

37 10 Nov 14 There are number of activities under taken to improve the trilingualism: Minister MNLSI has revealed that an initiative that name board of buses should come under the purview of the Sri Lanka Transport Board was unsuccessful

38 12 Nov 14 An advertisement to call 1956, this is an advertisement quoting the MNLSI, and requesting public to make complaints regarding the language issues

39 15 Nov 14

Government failed to give the due respect for the language: Eran Wickremaratne, Member of Parliament noted that the government failed to give the due respect for the citizen’s language of choice with regards to the national anthem, he also noted that the government failed to implement the LLRC recommendations

7 MEDIA REPORT



40 20 Nov 14 Tamil and Muslims should be connected through languages: A Member of Parliament, Faizal Kasim, noted that the Tamil and Muslim people should live in harmony, otherwise people who want make ethnic and religious problem will take advantage of it, especially politicians

41 25 Nov 14

Deraniyagala Divisional Secretariat without the Tamil Officials: This article explained that the people of this area suffer without Tamil speaking official at the divisional secretariat and they also noted that the birth and death certificates and other forms are only in Sinhala and they need to find out someone to fill it and they also need to pay for the filling the form.

English Media

1 2 Jul 14 UTEL to test Language / IT skills : The Higher Education Ministry has introduced the University Test for English Language (UTEL)to test the proficiency in IT skills and English language skills of students

2 4 Jul 14 “Unite as one, addressing deprivations, injustices”: Social Integration Week-2014 has been scheduled from July 14 to 20. Minister MNLSI announced the theme is “National Unity”.

3 16 Jul 14

Soar Higher Than Kites for National Unity: Editorial of the Daily Mirror discussed Social Integration Week and it has mentioned that ‘need to take the country higher through programs for the healing of memories and the restoration of humanity in the aftermath of the brutalization that came from the war and was compounded by the criminalization and corruption of politics’.

4 16 Jul 14 I Admit: Minister of MNLSI mentioned ‘Social integration should be undertaken between Sinhala and Tamil people. For that, both sides should offer their cooperation. I admit the government sometimes errs when it came to National Integration.’

5 10 Aug 14

Rendering two lines of the National Anthem in Tamil: Prominent lawyer mentioned in his article quoting a Tamil lawyer speech in USA ‘the Tamils love their language and are very proud of it’. Most Sinhalese do not know that Tamil although it is one of the oldest language in the world.’

6 12 Aug 14 Common Front to Counter Extremist Group Threats: Minister MNLSI stated that the objective was to mobilize sensible and rational forces in the society against the threat posed by the extremist groups.

7 22 Aug 14 Bridge the Language Gap: The Minister MNLSI referred to the decision that Cabinet papers and agenda had to be in 3 languages or it could not be presented as a step in the right direction to implement the National Languages Policy.

8 22 Aug 14 Now 40 deputy ministers: Nuwara Eliya MP P. DIgambaram was sworn in as the Deputy Minister of National Languages and Social Integration.

9 24 Aug 14

Teacher Assistants to overcome estate sector Tamil teacher shortage: In order to fill the shortage of Tamil medium teachers in estate sector schools, the Education Ministry is calling for applications from permanent residents of estate areas to be recruited as Teacher Assistants. Applicants should be Advanced Level qualified and be in the age group of 18-35 years.


10 29 Aug 14 Sri Lankan Minister to speak on reconciliation: Minister MNLSI is to deliver a lecture in the USA and to deliver a speech on ‘Road Map to Healing and Reconciliation in Sri Lanka on Oct. 2014.

11 31 Aug 14 Sri Lankan government to consult Supreme Court regarding presidential Elections: The Sri Lankan Government has decided to consult the Supreme Court to get an interpretation on the 18th Amendment to the Constitution on the holding of a Presidential election.

12 3 Sept 14 British High Commission visits UK-funded community policing program in Sri Lanka’s North: The community policing program, funded by the British High Commission in Colombo and implemented in collaboration with TAF, focuses on building relations between local police

7 MEDIA REPORT


personnel and the communities in which they serve. This program also aims at increasing the numbers of both Tamil-speaking police personnel in primary Tamil language areas and women police constables in all areas in order to ensure greater sensitivity towards minority community.

13 7 Sept 14 Over 24,000 to enter state universities this year: UGC mentioned that new degree programs were introduced to the students this year. These are Software Engineering at the University of Kelaniya and Translation Studies in Kelaniya, Sabaragamuwa and Jaffna universities.

14 9 Sept 14

Absence of translations irks law students: All Island Law Student’s Movement launched a protest outside the Fort Railway Station over the absence of Tamil and Sinhala translations for the first, second and third year examination papers. They opposed the decision taken by the Council of Legal Education to provide question papers only in English

15 11 Sept 14 Minister MNLSI convergence of communities: Convergence of all communities into one nation does not mean that they would lose their religious and ethnic backgrounds said Minister MNLSI at the National Inter-Religious Symposium.

16 10 Oct 14

Teaching History in English: Minister for Education mentioned that “Teaching History in English stopped in 2009” published on September 26. I refer to the last sentence in the above title article. I fail to understand how using English as a medium of Education denies the right of the Sinhala and Tamil speaking children for education.

17 14 Oct 14 Sinhala Only: Was it SWRD Bandaranaike or CWW Kananagara: This article is claimed that SWRD’s main ambition was to become the Prime Minister at any cost.

18 16 Oct 14 Army interested in learning French: The Sri Lankan Army has shown its interest in learning French and has requested the assistance of the French Embassy to conduct classes for its officers.


8 GENDER EQUALITY PROGRESS REPORT

Mainstreaming gender has been a key focus of the NLP from its inception. Gender has been more than a ‘cross-cutting’ issue, and efforts have been made at every stage, process and approach to actively work towards gender equality and gender equitable results through targeted programming, project support and capacity building for gender-mainstreaming. The NLP Gender team is made up of the Gender Advisor together with two Gender Focal Points committed to ensure that gender has been mainstreamed into the work of NLP and project partners: MNLSI, DOL, NILET, OLC, Language Clusters, CBO and NGOs well as implementing strategically identified initiatives to promote gender equality including those aimed at women’s empowerment. The NLP Gender Equality Strategy is a four step process aimed at: 1) consensus building; 2) capacity strengthening; 3) application and 4) institutionalization of gender equality. To operationalize this process, the NLP looks at mainstreaming gender by integrating gender equality into all project related work as through the work planning process. Each activity contains a separate section on how gender will be incorporated into the specific work. Results reported reflect steps made to mainstream gender. In this way the process of gender-mainstreaming is clearly demonstrated and documented. Based on the four step strategy the significant achievements of NLP up to 2014 December is reflected in the following strategic table:

Building the

Foundation

(Consensus

Set up the

Mechanism (Capacity

Strengthening)

Apply and

Implement

(Application)

Institutionalization

Achievements:

The NLP developed a

five year plan and

included a separate

section for gender

mainstreaming in

AWPs. The MNLSI and

its subsequent

Institutions were

agreed to have an

assessment of current

status of capacity on

gender equality of their

officials.

Achievement

s: The NLP, MNLSI,

DOL, NILET, OLC

staff were trained.

CBOs partners

made aware on

the integration of

Gender Equality.

MNLSI field staff

NIPCs and NIPAs

were trained and

sensitized on

integrating gender

equality and the

MNLSI process of

gender

mainstreaming

Achievements:

The NLP staff was

actively involved in

implementing. The

MNLSI, DOL, NILET,

OLC higher officials

agreed to appoint

focal points. All the

product and

documents (TOR and

agreements) of NLP

funded were included

separate clause on

the commitment for

Gender Integration

Achievements:

The NLP focal points were

appointed and continuing the

tracking of the progress.

The MNLSI, DOL, NILET, OLC’s

Focal points to be appointed

to track the progress of their

institutional commitments

A gender-mainstreaming

action plan for MNLSI where

specific gender-

mainstreaming activities and

interventions are identified

will be developed in the final

reporting period.

8. GENDER EQUALITY PROGRESS REPORT


Integration of gender to the NLP activities was undertaken pursuant to the 2014 work plan. Gender integration process was initially started as separate activity in 2011 and gradually developed as an integrated process to each and every activity of the components. There have been specific activities highlighted in each progress report. From September through to October 2014 the final series of gender sensitization programs were conducted for the staff of the MNLSI (three in Sinhala and two in Tamil) for 91 officers (40 females and 51 males). There were a series of three gender sensitization programs for staff as follows;

1. Staff Officers (MNLSI, DOL, OLC and NILET) 2. MNLSI, DOL, OLC and NILET staff 3. NIPCs and NIPAs of MNLSI

Date Medium Total participants Male Female

18 Sept 2014 Sinhala Program 22 10 12

19 Sept 2014 Sinhala Program 21 16 5

27 Oct 2014 Tamil Program 10 5 5

29 Oct 2014 Sinhala Program 38 20 18

Total 91 51 40

The one day agenda was as follows: 9.00 - 9.30 Introductions 9.30 - 10.30 What is “gender”? 10.30 - 10.45 Tea 10.45 – 11.30 Socialisation and stereotyping 11.30 – 12.15 Gender Equality and balancing power 12.15 – 1.15 Gender Mainstreaming 1.15 – 2.00 Lunch 2.00 – 3.00 Gender integration in Social Integration work 3.00 – 4.00 What we should do to ensure gender equality? 4.00 – 4.15 Evaluation 4.15 – 4.30 Conclusion and Tea A brief review of the sensitization programs shows that the level of awareness among the participants regarding gender concepts and gender mainstreaming was low. However the sessions were received well and resulted in lively discussions and interactions leading to clarifying concepts. Participants were provided a practical knowledge of gender analysis primarily relating to the Social Integration Policy of Sri Lanka. Some findings from the evaluation conducted at the end of each program demonstrated that the majority of participants found the full program useful. Some of the specifics that were highlighted were as follows:

Participants found the following session, themes and discussions the most useful (in order of priority):

Gender equality through balancing power between women and men

The gender analysis of the Social Integration Policy framework



Mainstreaming gender in social integration activities

Violence against Women

Roles and responsibilities of women and men

Socialization and Gender

Of the sessions and issues that were considered the least useful by a few participants were:

Gender Stereotyping

Gender mainstreaming

Socialization and Gender

Gender analysis, equal participation and gender mainstreaming were some of the concepts that the participants took away from the sessions. Some appeared to have taken on the role of imparting gender equality information to the communities that they were working in. The various ways participants planned to use what they had learned from the workshop were:

Conducting awareness raising programs and activities for different community level groups(eg. school children, women societies, CSOs and language societies)

Integrating concepts into work, including for conflict resolution

Ensuring equal participation of women and men in all activities

In terms of practical aspects of ensuring gender mainstreaming in their work at the Ministry, participants were of the view that:

There is need to raise awareness amongst the public;

the Ministry should develop a gender mainstreaming strategy;

there has to be attitudinal change among staff to promote gender equality;

There was a need for more training and enhancement of knowledge; and

Actively promote gender mainstreaming in the Social Integration Policy frame work

Overall on the positives, participants stated that:

Theoretical and practical knowledge increased

Confidence built to support society in a productive manner through enhanced knowledge

Able to simplify gender related concepts which were difficult to explain prior to the workshop

An attitudinal change in the official work

Interest to include what was learnt in future work One negative response was that “no new knowledge was gained” by one participant.

For the next steps, the participants requested the following:

1. A system to take the knowledge gained to the local level; 2. For more similar programs but suggested the program be longer so that they could have more

time to interact with resource persons and further increase their knowledge; 3. A more systematic approach to mainstream gender into policy and practice



Next Steps

In 2015, NLP will focus on enhancing the capacity of the Gender Focal Points and work towards institutionalizing a process of gender-mainstreaming within the MNLSI. Extracting from the work plan, the specific tasks will be

1. Provide specialized training for the Gender Focal Points. 2. Prepare, with the MNLSI Gender Focal Points, a gender-mainstreaming action plan for MNLSI

and identify specific gender-mainstreaming activities and interventions. 3. Assist MNLSI to develop a Gender Monitoring Tool to track gender-mainstreaming progress at

the MNLSI.

MISSION REPORT – HILAIRE LEMOINE – NOV 2014 Appendix A


National Languages Project – Sri Lanka

Report on Mission to Sri Lanka November 10 - 21, 2014

Hilaire Lemoine Language Policy Advisor

Official Languages and Bilingualism Institute University of Ottawa

MISSION REPORT – HILAIRE LEMOINE – NOV 2014



Hilaire Lemoine Language Policy Advisor

Official Languages and Bilingualism Institute University of Ottawa




Contents

Objective of Mission

1. Roadmap document and Action Plans

1.1 Status Report

1.2 Workshop on the OL Roadmap and Action Plans

1.3 Proposed timeline and next steps

2. Review of AWP 2014 and preparation of AWP 2015

3. Management Plan for the Provincial Centre

4. Language Conference – University of Ottawa and University of Colombo

5. Other Meetings

Annex:

Executive Summary of the Roadmap Document prepared by Mr. Gunawardena



National Languages Project – Sri Lanka Report on Mission to Sri Lanka

November 10 - 21, 2014

Objectives of Mission:

Finalize the Roadmap document and Action Plans

Review AWP 2014 and prepare AWP 2015

Preliminary work on management plan for the Provincial Centres

Plan Language Conference – OLBI-University of Colombo – Fall 2015

1. Roadmap document and Action Plans:

1.1 Status report

The Roadmap initiative and the preparation of the Action Plans for the Ministry of National Languages

and Social Integration (MNLSI) and the three Institutions (Department of Official Languages - DOL,

National Institute of Languages Education and Training - NILET), Official Languages Commission - OLC)

have evolved considerably since March 2014. A consultant, Mr Asoka Gunawardena, was hired by NLP in

mid-August to lead the preparation of the final document to be presented to Cabinet and to assist the

MNLSI and its institutions to complete their 5-year Action Plan. An initial draft comprehensive document

was available for comments prior to my arrival in Colombo. This document constituted the basis of our

discussions during my November mission. As well, a new set of Action Plans, revised from the March

workshop, were also made available for final review. It was decided that 2016 would be the first year of

the 5-year Action Plans.

A series of individual meetings were held with the MNLSI and with each of the institutions to review the

updated version of their Action Plan in preparation to the final Roadmap Workshop to be held on

November 14.



Secretary/MNLSI Ms. Malkanthi Wickramasinghe making the Introduction and Welcome

NLP Consultant Mr. Gunawardena making the Presentation

1.2 Workshop on the OL Roadmap and Action Plans

A Workshop on the Language Roadmap - The National

Action Plan for the Implementation of the Official

Languages Policy of Sri Lanka was conducted for MNLSI

and its Institutions: DOL; OLC and NILET to revisit and

finalize their respective actions plans for the whole of

government integrated Roadmap. In her opening

comments, Mrs. Wikramasinghe, Secretary/MNLSI

acknowledged the support provided by NLP and

thanked the ministry and institutions for their hard work

in this important exercise. She also indicated that,

although the process was inspired by the Canadian

approach, the Roadmap must be a made in Sri Lanka

strategy so as to be relevant the Sri Lankan context. Finally, she stressed the fact that this first phase of

the Roadmap was the starting point for a comprehensive government-wide approach to OLP

implementation.

This was followed by a Power Point presentation by Mr.

Asoka Gunawardena on the role and responsibility of

MNLSI and Agencies in the Roadmap process for OLP

implementation. The presentation intended to recall the

conceptual foundation of the Roadmap Process and OLP

by stressing; (1) Understanding the Policy Framework

for Official Languages in Sri Lanka, (2) Clarifying the

nature and scope of the Roadmap Process, (3) Defining

the nature and scope of the Roadmap Process, (4)

Financing the implementation of OLP Roadmap and (5)

Formulating an accountability framework for OLP.



NLP Language Policy Advisor Hilaire Lemoine making the Presentation

In my presentation, I focused on some outstanding issues that

came out of the individual discussions during the review of the

updated Action Plans:

MNLSI

the preparation of language plans in the 59

ministries and constituent agencies by 2020

appears very ambitious; need to look at possible

alternate options (59 ministries and agencies in

bilingual divisions; 16 key ministries across island;

16 key ministries in bilingual divisions and central

office);

a need for a separate unit/secretariat within the Planning, Research and Monitoring

Division for on-going support to Action Plan development in the 16 key ministries;

the management and implementation of the Accountability Framework, including

annual reporting, is a big responsibility and should be identified as a separate initiative

requiring specific resources.

DOL

ensure that follow-up to recommendations from the Survey on Translation Needs are

included and well identified;

need to include support activities to island-wide translators (in-service training, tools,

glossaries);

a separate quality control unit should be identified separately with required resources.

OLC

amendments to the OLC Act will create additional responsibilities which should be

identifies: regionalization means more awareness activities, more demands and

complaints, greater need for audits; new DG position; separate audit and compliance

unit;

a dedicated unit should be created for annual reports and studies;

need resources for tools and promotional materials for schools and public service.



NILET

ensure that follow-up to recommendations from the Evaluation Report are included and

well identifies;

a dedicated unit should be created to advise managers and institutions on language

training plans for employees, and on support activities within the workplace to

encourage usage/practice of the second language learned (tools, materials, strategies);

management and up-dating of data base will require additional resources;

training for translators needs to be better defined to avoid duplication with DOL.

The rest of the day was spent in Group discussions (MNLSI, DOL, NILET, OLC) in order to finalize the

Action Plans, followed by a reporting session on key issues to be included in a final Action Plan.

1.3 Proposed timeline and next steps

A revised time table was proposed by the S/MNLSI: a presentation to the Minister would be scheduled

for January, with an objective of going to Cabinet soon thereafter. The Action Plans of the MNLSI and

the three institutions will be cleaned up and returned in a final form. Expenditures should be identified

under 3 categories: personnel/staff, operational costs for projects/activities, capital expenditures; such

an approach will help solicit support from individual donors. Mr. Gunawardena agreed to revise the

Roadmap document based on comments received and a new version was sent to all parties for final

review on December 12. I commented on the revised text on December 23; my comments can be

summarized as follow:

- impressed with the quality and comprehensiveness of the document;

- should think of how to disseminate such a document (or a portion of), once it has

been accepted by Cabinet; no such public instrument exists in Sri Lanka and, to my

knowledge, such a comprehensive approach to OLP implementation, has never been

published;

- the Executive Summary will be the section the most read by Parliamentarians: it should

include the Logic Model (which is excellent);

- the presentation of the OLP Roadmap System (Figure 6) is quite complex: the

descriptive page should be read with the Table (should face the Table in the

presentation of the text);

- the definitions of Capital expenditures and Operational expenditures in Section 5c)

(page 42 and Table 1) is not always clear: need to better define these two distinctions;

- the need to use caution when presenting the framework for financing to the Treasury:

because the projections for resources in the latter years of the Roadmap Action Plan

may need greater precision as is indicated in the document, it may be wise to articulate



a 2-phase approach to financial allocations from Cabinet, so as not to jeopardize the

exercise altogether;

- in the section Next Steps (page 49), paragraphs 7.3 and 7.4 are extremely important to

ensure the successful implementation of the Roadmap, but these actions will

necessitate a good understanding of their importance, and on-going technical advice

and support to MNLSI will be required.

[See Annex I – Executive Summary of the Roadmap Document prepared by Mr. Gunawardena].

2. Review of AWP 2014 and preparation of AWP 2015

A Workshop was held on November 20 Given that 2015 is the final year of the formal NLP (May 2015),

the group discussions focused on revisiting the 2014 AWP to identify existing activities not completed

and see how to complete these. It was decided that proposed activities that have not started would be

dropped.

For the 2015 AWP, given the very limited budget, it was decided that priority would be given to the

following: activities to sustain work/progress done; institutionalization of existing linkages (for example

with Canadian institutions); review knowledge products produced by NLP and develop strategy to

promote/integrate these; organization of a closing event.

3. Management Plan for the Provincial Centres

A two-hour session, following the AWP Workshop, was organized to have a preliminary discussion with

senior representatives of the MNLSI and the three institutions on the management plan for the

Provincial Centres.

The Secretary/MNLSI explained the context of the Provincial Centres: the result of the Functional Review

of the MNLSI and the LLRC recommendations. Two Provincial Centres are presently established, but

there is a need to revisit the operations of these Centres; there is also a need to connect with Provincial

Councils and Local Government. The Centres should be sufficiently autonomous to enable activities to

be organized and delivered without always going back to Central Office.

Mr. Gunawardena made a presentation on some of the functioning challenges of such a Centre, given

the various levels of government and administration in Provinces, and articulated options of governance

structures. This provided for a good discussion by senior officials and it was agreed that Mr.

Gunawardena would follow-up with a descriptive document of a management plan for Provincial

Centres.



In March 2014, I had prepared a short document on the Northern Provincial Centre as a pilot project

(purpose, functions, services offered, governance, organizational structure) which could be helpful in

drafting a more elaborate descriptive document.

4. Language Conference –University of Ottawa - University of Colombo – Fall 2015

A meeting was initiated by NLP with Professor Siri T. Hettige, Senior Professor and Chair of Sociology,

Faculty of Arts, University of Colombo/Director, Social Policy Analysis and Research Centre (SPARC), and

Professor N Selvakkumaran, Senior Lecturer in Law, University of Colombo, to discuss the idea of

organizing a joint Symposium on Language Policy and Research (University of Ottawa/Official Languages

and Bilingualism Institute – University of Colombo) in the Fall of 2015. The Symposium would take place

on the UColombo campus and would be limited to 75 participants.

The objectives of the Symposium would be three-fold: 1) create an event where academics from Sri

Lanka and from Canada come together to discuss language issues and challenges relevant to the Sri

Lankan context; 2) establish a community of researchers/academics from universities in Sri Lanka in the

area of language policy, language planning and development, with a view to advise and provide support

to public institutions responsible for the implementation of the Official Languages Policy in Sri Lanka; 3)

develop a research agenda on language issues to be studied in priority, in conjunction with existing

challenges regarding OLP implementation.

As a follow-up and next step, Professor Hettige agreed to set up a consortium of scholars from various

universities in Sri Lanka and prepare a list of issues of interest to the Sri Lankan context. This will be

shared with us at OLBI early in the New Year for comments on themes and suggestions of

participants/speakers from the University of Ottawa/OLBI.

5. Other meetings

Ministry of Justice

I participated with Karen Gainer, Project Director NLP, in a meeting with Mrs. Kamalini de Silva,

Secretary/Justice, in preparation to Marc Tremblay’s visit. There is a great interest on the part of the

Ministry of Justice in legal drafting in 2 languages (based on Canada’s experience), as well as in

developing mechanisms and strategies to set up official languages environment in the courts. Marc

Tremblay will be spending some time during his mission with the Ministry of Justice.

Recommendation:

In the event of a future Canada-Sri Lanka cooperation agreement, the issue of official languages in the

legal system in Sri Lanka should have high priority.



NLP Language Policy Advisor Hilaire Lemoine making remarks on the IALC Conference 2015 and importance of OLC’s contribution

Secretary/MNLSI and Chairman/OLC – International Association of Language Commissioners (IALC)

The purpose of this meeting was to inform the Secretary/MNLSI about the 2nd Conference of the IALC,

May 20-21 2015 – «Protecting Language Rights-Promoting Linguistic Pluralism» to be hosted by Canada

(Ottawa), and to discuss the participation of Sri Lanka in the Conference. The Chairperson of OLC has

been invited to attend and it is hoped that Sri Lanka will become a member of the IALC. The Chairperson

has also been asked to make a presentation on «Language Accommodation and Stabilization in Post-

Conflict Environments – The Sri Lankan Experience» under the thematic section «Language and Group

Conflict». The Language Commissioner of Kosovo will also make a presentation on the Kosovo

experience.

Meeting with OLC Chair and Members

A working lunch meeting was organized

by NLP with the Chair and Members

(Commissioners) of OLC to share the

objectives and results of the various

training activities with OLC Staff on the

topic of language audits and evaluations,

provided by the Canadian TA Pierre

Coulombe form the Office of the Official

Languages Commissioner of Canada.

There was an animated discussion and

much appreciation for the development

of a Language Audit Guide for OLC as well as for senior executives of Government institutions.

Recommendation:

It is extremely important that on-going contacts and collaboration be encouraged between OLC and the

Canadian Office of the COL post-NLP project to share good practices, materials and resources.

Furthermore, the International Association of Language Commissioners (IALC) is an ideal network for

collaboration and experience sharing; it would be important for OLC Sri Lanka to become a full member

of the IALC.



NLP Language Policy Advisor Hilaire Lemoine addressing the Audience at the NILET

Certificate Awarding Ceremony

NILET Certificate Awarding Ceremony

I had the opportunity to attend a NILET Certificate Awarding Ceremony

for public officials of Kalutara District having attended a 10 day intensive

Tamil language programme, which was conducted at the Auditorium of

Kalutara District Secretariat on November 16, 2014. I was impressed with

the enthusiasm of the students and their very positive attitude to Tamil

language and culture. It was also evident that the commitment and

dedication of the executive and teaching staff of NILET were well

appreciated by the students, and plays an important in the success of the

programmes.

CARE International Event

I participated with Don Brownell, Project Field Manager NLP, and M. Thirunavukarasu

Program Manager/Technical Specialist NLP, in an Impact & Lessons Learnt Sharing Event organized by

CARE International to present the results of a number of projects within CARE’s Plantation Programme.

There were a number of presentations by eminent scholars on specific topics dealt through the

Plantation Programme, such as, Women in the tea plantation: at the centre of production, on the fringe

of society, Aspirations, challenges and needs of youth in the tea plantation community, as well as a Panel

discussion on lessons learnt and follow-up initiatives. The event also included the launch of a number of

products from the Plantation Programme: a Wed Campaign, a Youth Study Report, a Woman Study

Report, and a Handbook.

The Head of Delegation of the European Union, Mr. David Daly, and Minister of MNLSI, Vasudeva

Nanayakkara, were guest speakers. The participants (125-150) were mostly representatives of the

Donors Community in Sri Lanka, academics and senior government officials.

This was a well-organized event with a straight forward objective of highlighting project results and

impact, with a view to interest potential donors for investment in future development within the

Plantation Programme of CARE International.

Recommendation:

The format for this event was quite successful. NLP may want to create a similar event to highlight

progress and achievements in the area of official languages implementation through NLP, and to create

interest among donors in future language related initiatives.

Hilaire Lemoine

Language Policy Advisor - National Languages Project

December 29, 2014



Annex I

Prepared by:

Asoka S. Gunawardena

Supported by:

ROADMAP for

IMPLEMENTATION OF OFFICIAL LANGUAGE POLICY



EXECUTIVE SUMMARY

Background

Language constitutes a fundamental right of all citizens of Sri Lanka. According to Chapter III,

Article 12 (2) no citizen shall be discriminated against on grounds of language. On the demand

side, the constitutional obligation would then entitle a citizen to transact business with and access

government in the language of his/her choice. Language as a right defines a set of duties and

obligations on the part of the State and the citizen that would enable the fulfillment of such

rights. Thus Sinhala and Tamil have been made Official Languages, National Languages, Media

of Instruction, Languages of Administration (for purposes of maintenance of public records and

transaction of business in public institutions), Legislation and Courts.

The responsibility for the effective performance of the Official Language Policy (OLP) is today

assigned to the Ministry of National Languages and Social Integration, in association with the

specific language mandates assigned to the Department of Official Languages (DOL), National

Institute for Language Education and Training (NILET) and Official Language Commission

(OLC). Coherence in the performance of respective roles and responsibilities, and capacity to

deliver ensuing actions will be critical to the realization of the constitutional objective of

guaranteeing language rights of citizens.

The policy framework for the realization of the rights and the performance of duties has since

been further defined in terms of expected outcomes by several policy recommendations. These

recommendations that address bilingual capacity of State organizations (Officials Committee –

2013 and Trilingual Action Plan - 2010), promotion and protection of human rights (National

Human Rights Action Plan – 2011), access to socio-economic wellbeing and social justice

(National Social Integration Policy Framework - 2013) and institutionalization of language

policy (LLRC -2011) reflect gaps in the performance of the institutional framework for delivery

of OLP. In the context of the constitutional guarantee that “The State shall provide adequate

facilities for the use of the languages provided for in this Chapter”, there would seem to be a

serious mismatch between constitutional intent and policy practice in the implementation of

OLP. It is also important to note that the above policy recommendations take OLP beyond being

a set of administrative arrangements to that becoming development practice.

Language has remained throughout post-independence history of Sri Lanka a significant factor in

determining access to opportunities for economic, social and political inclusion in human

development for all ethnic groups, Sinhala, Tamil and Muslim. In later times, language emerged

as a crucial factor in political mobilization of the two major communities, the Sinhala and Tamil.

The disruptive effects, economic, social and political, arising from the denial of access to

language rights for significant sections of the people developed into armed conflict proportions,

making access to language rights a critical factor in post-conflict social cohesion and political

reconciliation.



The context of conflict from a language perspective points to a gap in OLP practice, both at the

policy and at implementation levels. At the policy, level the gap in practice is constituted as a

result of inadequacy in the definition of the language issue in OLP, which has been conceived

essentially as an instrumentality for service delivery, rather than as an inherent citizen capability

for participation in economic, social and political life of the community. At the level of

implementation, the gap in practice reflects the lacuna in the coordination of OLP practice across

State sector organizations. It also reflects the lack of coherence in the governance of the demand

and supply sides of the language equation.

Thus a “comprehensive national wide strategy, which encompasses all government institutions

and civil society”, is overdue. There is a need for a Roadmap that translates the vision of a

society which promotes understanding, diversity and social integration based upon the

knowledge, respect and appreciation of each other’s language and culture, into a set of objectives

and initiatives which will make both Sinhalese and Tamil communities feel well represented and

well served by Government. It defines the path as well as the desired situation provided for by

the constitutional obligations and the policy objectives.

The Policy Framework for OLP

Fundamentally OLP is about the performance of public organizations in reaching out to people in

a language of their choice in the delivery of public policies and programs. The constitutional

framework of language rights has been translated into practice by administrative circulars as well

as policy initiatives defining the nature, scope and content of OLP. While the constitutional

framework sets the performance standards for OLP in terms of a set of public sector roles and

responsibilities as well as citizen demands and expectations, governance of OLP must ensure its

delivery in a responsive manner. However, the approach has been to define bilingual capacity in

terms of three supply-side elements, proficiency, deployment and technology and to promote

bilingual capacity development through administrative action. Space for articulation of language

rights on the part of citizens constituted a significant lacuna in the governance equation of OLP.

The fundamental issue here is that language rights did not constitute an area of service delivery

and hence lacked a program outreach mechanism as in the case of basic services and hence

lacked community engagement content. Thus OLP does not figure in the service delivery

coordination mechanisms at the district, divisional or village levels.

It is in the context of this institutional reality of OLP that MNLSI took the initiative to

decentralize language services through Bilingual Relief Centres (BRCs), staffed by a cadre of

National Integration Program Assistants (NIPAs) and National Integration Promotion

Coordinators (NIPCs) on the one hand and the Language Associations and Language Clusters on

the other. Together they can constitute bottom-up engagement between the demand side

processes and top-down supply side processes in institutionalizing language rights as a service

and promoting language as a fundamental citizen capability necessary for participation in

economic, social and political life of the community.



Defining the Roadmap for the Implementation of the Official Languages Policy:

Thus the program framework for OLP creates mismatches between required outcomes and actual

outputs when taken in its totality, as a set of actions for establishing the program framework for

linguistically responsive service delivery. What is lacking in the policy framework is the fuller

context of language as a fundamental right, generating demand-side needs and expectations of

capability and access (or perhaps both). Hence the OLP program framework requires

reformulation, defining holistically the language outcomes sought and repositioning the path to

achieve such outcomes.

The path to the achievement of language outcomes involves a process, one that must be defined

by the governance imperatives of inclusivity, participation and accountability on the demand-

side and efficiency of performance on the supply side. The language roadmap would then define

the program strategy, both in terms of objectives and actions, and provide an institutional

framework for oversight and decision making that is driven by citizen needs and expectations. In

this context it is important to note that the Roadmap is underpinned by a theory of change set out

in terms of the Problem Statement, Outcomes, Outputs, Activities and Resources and the

Rationale and Assumptions in a Logic Model.

The roadmap incorporates three change elements necessary to bring about the desired linguistic

transformation in State-Citizen relations. These are:

the system strategy for a transformative change in OLP practice consistent with

the imperatives of language as an inherent right;

the action plan of the MNLSI system to deliver the change; and,

the accountability framework for oversight and guidance of change in OLP

practice as well as delivery of actions to bring about the change.

A. The System Strategy for Transformative Change in OLP Practice:

The Roadmap for the OLP benchmarks the key transformations necessary to achieve the vision

of a bilingual/trilingual Sri Lanka, around three outcomes.

i. Short-term outcome:

Enhancing capacity of Language Service Providers – This involves building the capacity

of language service providers to deliver actions required to achieve the intermediate and

long-term outcomes.

ii. Intermediate outcome:

Enhancing supply-side performance of OLP – This involves mainstreaming the practice

of OLP in the state sector in the delivery of public services.



iii. Long-term outcome:

Engaging with the demand-side governance of OLP – This involves creating conditions

that would enable citizens to progressively realize their language rights.

The program actions for the delivery of the Roadmap are involves about bringing about this

change strategy, moving OLP progressively through the above outcomes. It involves:

Reformulation of the OLP language program

Re-designing the OLP language service delivery system

Restructuring the OLP coordination mechanism

Re-constituting the OLP governance system

The system strategy for transformative change in OLP practice is defined by the outcome

framework and the change-strategy constituting the core process elements of the Roadmap.

These define the Roadmap action framework. (Figure 6) The roadmap action framework defines

the OLP implementation process through three phases of program outcomes.

i. Enhancing capacity of Language Service Providers

ii. Enhancing supply-side performance of OLP

iii. Engaging with the demand-side governance of OLP

B. MNLSI Action Plan

The action plan for the delivery of the roadmap involves the design of the program actions,

definition of implementation roles and responsibilities, setting outputs and targets, delivering a

holistic program response to the supply and demand side imperatives of OLP roadmap. Action

planning commenced with the National Language Project (NLP) and must now move on to

bringing about Roadmap outcomes. It is necessary to contextualize NLP components within the

Roadmap outcome framework.



The NLP actions and change strategy constitutes the baseline for action planning for the

delivery of the Roadmap process through the outcome-benchmarks, in the short-term,

intermediate and the long-term. In turn the action plans of MNLSI, DOL, OLC and NILET

should reflect actions required to consolidate NLP actions in securing the short-term outcome of

“enhancing capacity of Language Service Providers” to enable deliver on the intermediate and

long-term outcome benchmarks. It is necessary to bring NLP actions into the Roadmap process,

and MNLSI action planning should provide for steerage of its implementation.

The Action Plan for the delivery of the Roadmap therefore constitutes an integrated program

comprising responsibilities of the MNLSI, DOL, OLC and NILET. Such integration would

necessarily take form and shape when the delivery of the Roadmap in terms of language

planning gets underway. While language planning has been piloted under NLP’s “Innovative

Models of Local Service Delivery”, methodologies for scaling the lessons for the delivery of

packages of integrated language services, driving language planning and implementation at the

level of Ministries, is yet to be undertaken.

The preparation of action plans followed several iterations in identifying activities to build

bilingual capacity, to undertake service delivery and to establish institutional practices to ensure

efficient and effective performance. The initial iteration of action plans was based on an

identification of key capacity needs of the respective agencies to deliver language services. Two

analytical tools became available thereafter guiding further iteration of action plans. First was the

Guidebook for the Preparation of Language Plans. The Guidebook proposed a form and structure

Short-term Outcomes (Enhancing capacity of Language

Service Providers)

Intermediate Outcomes (Enhancing supply-side

performance of OLP)

Long-term Outcomes (Engaging with the demand-side

governance of OLP)

Planning, leadership,

institutional strengthening and

policy implementation in MNLSI

(including Roadmap)

Functional review and

institutional strengthening of

OLC

Functional review and

institutional strengthening of

NILET

Develop and strengthen

Provincial Centres

Translation and interpreting

services

Effective and efficient project

management

Innovative models of local

service delivery, providing

support for institution-based

language planning

Benchmark Transformations:

National, Provincial, District and Divisional OLP strategies

Key institutions deliver services in Official Languages

Citizens aware of need for, and accessing language training opportunities are strengthened

Public engagement supporting

initiatives to increase

awareness and promote

language rights and social

integration

Benchmark Transformations:

Enhancing public access to

services in the languages of

their choice Bilingualism mainstreamed

within the administrative

system Citizens participate in

monitoring the implementation

of OLP

Note: NLP Components are in italics



for language planning based on a situation analysis around the four dimensions of institutional

capacity, ambience and signage, administration, service delivery and institutional commitment.

The second was the preparation of a Logic Model to guide the formulation of the Roadmap,

benchmarking the process of implementing OLP through three sets of outcomes. Together these

analytical tools allowed action planning to move on to a results-oriented focus. On this basis

action plans were prepared by each agency for a five year timeframe - 2016-2020. It must

however be noted that action planning lacked a baseline on the current state of OLP practice to

relate to, in defining outputs and activities that the MNLSI system should undertake to deliver

the Roadmap.

C. Accountability Framework

The change in practice of OLP brings to the centre of the Roadmap process an approach to

accountability which must address issues of results as well as participation of stakeholders in the

accounting for results. The Roadmap process requires a fundamental re-orientation in the

structures and processes for its implementation. Indeed OLP implementation is a multifaceted

relationship in the delivery of services in a linguistically enhancing manner. It requires a

fundamentally different approach to accountability. There are several institutional imperatives of

an accountability system for OLP must take into account. The accountability framework for OLP

is structured hence around four institutional pillars.

i. Coordination of the bilingual content of service delivery

Coordination involves mechanisms to ensure coherence and a results framework to provide the

content of coherence. It is about making practice of OLP predictable in terms of certainty of

transacting business. Following actions are proposed.

Formulate a Language Charter of strategic objectives and actions as a guide to language

standards for public service delivery.

Formulate a framework of language results, based on the Language Charter, setting

performance targets for the demand and supply of bilingual services and implementation

of the Roadmap.

ii. Information and reporting

The Language Charter and the results framework require an information and reporting system

enabling decision making at different levels of the Roadmap System, to take corrective action.

Quarterly reporting to the Roadmap oversight system at national, provincial, district and

division levels.



Conduct social audits to measure and verify performance on the State bilingual service

delivery and access to services in a language of choice.

iii. Review and feedback

Availability and disclosure of information will constitute a third pillar of the accountability

framework.

Stakeholder dialogues conducted bi-annually to review the status of Roadmap

implementation at the different levels of coordination.

Establishment of a grievance mechanism at the district level as an independent referral

point, providing redress to citizens experiencing problems in transacting business with

government in the language of their choice.

Annual Roadmap Report.

iv. Governing OLP

Structures and processes for stakeholder participation constitute the fourth pillar of the

accountability framework for OLP.

A fully functional oversight and coordination system at all levels providing adequate

space for stakeholders to participate in OLP review and decision making.

Appropriate mechanisms in place for Language Clusters to participate in sub-national

coordination processes.

Program space at the sub-national level to re-order language service delivery priorities.

Financing the Roadmap:

Resources have been identified as a constraint experienced by the Language Service Providers.

Financing the Roadmap is not only about expenditures of language service provision. It is also

about expenditures required at the service delivery level on the one hand and building capacity of

citizens to engage with the service delivery system. Then financing must extend to expenditures

involved in language planning and implementation in improving practice as well as expenditures

for Language Service Providers to perform at an adequate level in order to enable deliver

services up to required quality and quantity. The issue of financing is more than a question of

routine maintenance but one of continuous development. It requires a comprehensive approach

through the establishment of a Language Expenditure Framework for financing language

outcomes. It would also allow the Roadmap access multiple sources of financing.



Next steps:

The Roadmap for OLP constitutes a complex interaction of actors and actions both vertically and

horizontally across the public sector service delivery domain. Its implementation must therefore,

at all times, maintain a holistic and comprehensive perspective and cannot be segmented. Hence

delineating the next steps is in order to give direction to the implementation process. Naturally,

these steps should be worked out carefully in a learning process in moving through the language

outcomes sought.

First, the implementation of the Roadmap is complex and should be undertaken as a total

process keeping both ends and means in perspective.

Second, it will involve action planning in several areas where outcomes are sought.

Third, Roadmap action planning will require the establishment of an institutional

framework to drive implementation.

Fourth, Roadmap implementation will require an action framework to guide action

planning.

Annex I

MISSION REPORT – PIERRE COULOMBE – NOV 2014 Appendix B




Dr. Pierre Coulombe

Director - Performance Measurement Directorate

Office of the Commissioner of Official Languages Canada

MISSION REPORT – PIERRE COULOMBE – NOV 2014



Dr. Pierre Coulombe

Director - Performance Measurement Directorate




Contents

1. Introduction

2. Objective of the mission

3. Workshops and Discussions

4. Other events and meetings

5. Acknowledgments

Annexes:

I. PowerPoint Presentation

II. PowerPoint Presentation

III. Public Lecture on Language Policy and Research



National Languages Project Report of the Consultant on Mission to Colombo, Sri Lanka

November 3 - 14, 2014

1. Introduction

1.1 Overview of the National Languages Project

The National Languages Project (NLP) is a joint initiative of the Government of Canada and

the Government of Sri Lanka. It is a four year project funded by Foreign Affairs, Trade and

Development Canada [DFATD] (Formerly Canadian International Development Agency

[CIDA]) and implemented by Agriteam Canada in association with the Official Languages

and Bilingualism Institute (OLBI) at the University of Ottawa and The Asia Foundation

(TAF) Sri Lanka. The Project is managed in partnership with the Sri Lankan Ministry of

National Languages and Social Integration (MNLSI).

The project began in July 2011 with the goal to support the Sri Lankan government and

civil society organizations to strengthen and implement policies and programs that protect

and promote language rights as a means to fostering social harmony and contributing to

sustainable peace in Sri Lanka. It is expected to contribute to greater public access to

government services in both official languages, Sinhala and Tamil, as well as in English.

The project has four main components: institutional strengthening of the Ministry of

National Languages and Social Integration (MNLSI) and its institutions namely the

Department of Official Languages (DOL), the National Institute for Language Education and

Teaching (NILET) and also the Official Languages Commission (OLC); enhancing public

engagement in promoting language rights and bilingualism; improving translation training

and translation services; and developing models of effective implementation of the official

languages policy at the community level.

1.2 Official Languages Commission of Sri Lanka

The Official Languages Commission of Sri Lanka (OLC) is an Independent Commission

established under the Official Languages Commissions Act, No. 18 of 1991. There are six

members appointed by the President of Sri Lanka, one of whom is nominated by the

President to be the Chairperson. The Commissioners’ mandate is for three years.

Administratively the Commission is affiliated to the Ministry of National Languages and

Social Integration with the Secretary to the Commission being the Commissioner of Official

Languages Department.



The objectives of the OLC are to recommend principles of policy, relating to the use of the

Official Languages, and to monitor and supervise compliance with the provisions contained

in Chapter IV of the Constitution: to promote the appreciation of the Official Languages and

the acceptance, maintenance, and continuance of their status, equality and right of use and

conduct investigations, both on its own initiative, and in response to any complaints

received, and to take remedial action as provided for, by the provisions of this Act. The

powers of the OLC are to initiate reviews of any regulations, directives, or administrative

practices, which affect, or may affect, the status or use of any of the relevant languages,

issue or commission studies or policy papers on the status or use of the relevant languages

as it may deem necessary or desirable and undertake such public educational activities,

including sponsoring or initiating publications or other media presentations on the status

or use of the relevant language as it may consider desirable.

1.3 Background and Rationale

One of the major objectives of the Project is to support the Official Languages Commission

of Sri Lanka (OLC) to strengthen and build the capacity to carry out its mandates by

providing technical assistance and support. The technical assistance provided through the

NLP is based upon priorities identified by the Government of Sri Lanka, and particularly the

OLC, and involves a variety of interventions – commissioned studies and surveys,

management and institutional advice, support for the preparation of tools and resources, to

name a few. As with other institutions that the NLP works with, the establishment of

linkages between the Governments of Sri Lanka and Canada and the exchange of technical

expertise by practitioners has proven to be a valuable mechanism to channel appropriate,

high quality and cost-effective technical assistance. A solid linkage between the Office of the

Commissioner of Official Languages in Canada and the Official Languages Commission of Sri

Lanka has already been established through the NLP, but one which all parties feel has

potential for growth.

When Mr. Graham Fraser, the Commissioner of Official Languages (COL) of Canada visited

Sri Lanka in May of 2013, coupled with subsequent visits by Sri Lankan Officials to Canada,

a number of discussions took place to further the linkage between the two institutions.

Specifically for the NLP, Mr. Fraser suggested that a senior official from his office work with

the OLC on institutional strengthening and development of tools to better implement and

carry out its roles and responsibilities.

Within the above context, I participated in a mission to Sri Lanka to provide technical

assistance to OLC from November 3rd to November 14th, 2014. The timing of this mission

was extremely propitious as the Commissioners of the OLC were beginning a new three-

year term, having been appointed in September. I was chosen to support OLC in Sri Lanka

as goodwill on OCOL’s part, using my experience over 15 years with the Canadian public



service working on language policy, including at the Privy Council Office and for the past

seven years at the Office of the Commissioner of Official Languages, as well as my

experience as Lecturer on Canadian politics and political theory at various universities for

ten years, with research interests in language policy.

2. Objective of the mission

The main purpose of this assignment was threefold:

1) to share the Canadian experience in the governance of the Office of the

Commissioner of Official Languages of Canada;

2) to provide technical assistance and support for the preparation of tools and

resources including updating the Language Audit Guide; and

3) to provide technical assistance and support to the OLC to conduct monitoring

and evaluation on the Official Languages Policy.

3. Workshops and Discussions

3.1 Preliminary Discussions

At the onset, it is worth noting that I was briefed early on about issues related to the

implementation of the Official Languages Policy (OLP) in Sri Lanka. Briefings were given by

the National Languages Project (NLP) and by the consultant Sanath Manamperi on his

Report on the Preparation of the Five-Year Corporate Plan 2014-2018 and Institutional

Strengthening of the Official Languages Commission: The Way Forward.

3.2 Workshops and Discussions

3.2.1 I led interactive sessions with staff from the Official Languages Commission (OLC), the

Planning, Research and Monitoring Division (PRMD) of the Ministry of National Languages

and Social Integration (MNLSI) and the NLP Staff. There were three Workshops organized

by the NLP namely (1) Canadian experience in the governance of the Office of the

Commissioner of Official Languages (OCOL) of Canada, (2) Monitoring and Evaluation of

Implementation of the Official Languages Policy (IOLP) [and (3) Working Session on

Language Audit Guide.

These sessions allowed information to be shared about the Canadian context and

experience with language policy, for example:

Census data on linguistic diversity and on the English and French languages;

The characteristics of Canada’s language rights regime;

The provisions of the Official Languages Act;



Presentation on Protecting and Promoting Canada’s Linguistic Duality with OLC Staff

The duties of the Commissioner of Official Languages;

The monitoring and reporting duties of other federal departments.

3.2.2 I also led workshops with OLC staff that allowed for a more detailed and practical

examination of the tools that the Commissioner of Official Languages of Canada uses to

execute his mandate of protection (of language rights) and promotion (of linguistic

duality). For example:

Investigations: confidential inquiries in reaction to complaints; also, legal recourse

under certain circumstances;

Audits: in-depth assessments of an institution on a specific part of the Official

Languages Act: is the institution doing things right?

Report Cards: assessments of institutions on their successes and challenges in

implementing various parts of the Official Languages Act;

Research: studies and research reports on various topics;

Annual Reports: yearly reports tabled in Parliament on how the commissioner

exercised his duties and on his observations of the state of official languages.

3.2.3 During the workshops, I also

addressed the principle of procedural

fairness, and how it might apply in the

work of official languages commissions

like OCOL and the OLC. The possibility

for institutions to be heard, to have an

opportunity to respond and to be treated

impartially was presented as a guiding

principle for decision-making, processes

and interactions. For example, sharing

preliminary findings and

recommendations with the institution

and considering its comments mitigates the fairness of the process, once completed, from

being contested. It also achieves better buy-in of the institution in accepting

recommendations and taking corrective action. Finally, procedural fairness also implies

that institutions are informed in advance of the criteria used in the evaluation of their

compliance.

3.2.4 The workshops also included a presentation by OLC staff on their advisory,

monitoring, educative and investigative functions. The presentation and following

discussions brought out how the OLC’s important activities in fulfilling its mandate remain

in large part undocumented. The discussions provided an opportunity to share lessons



Presentation and discussion on Monitoring and Evaluation of Implementation of the Official Languages Policy (IOLP) with OLC and PRMD Staff

learned in OCOL on this matter, namely how processes that were not properly designed,

clearly documented and fully understood had reduced efficiency and outcomes, for example

in OCOL’s investigative function.

3.2.5 Having clearly

defined procedures for

the OLC’s various

activities and

professional practices is

key to building its

institutional capacity to

execute its mandate.

While the current

approach for training

staff by way of coaching

by a senior staff member

and on-the-job learning is necessary, it cannot by itself ensure uniformity of practices and

continuity in the event of staff turnover. Moreover, a lack of clearly defined procedures

increases the risk of error, most notably in the application of principles of procedural

fairness in the conduct of investigations. Furthermore, drafting such procedures is both a

descriptive and prescriptive exercise: it clarifies existing practices and generates

conversations about how the work ought to be performed. Finally, clear procedures are not

only necessary for internal use; they can also help achieve, when properly communicated, a

common understanding among the OLC, the institutions and the general public of the

principles and practices that govern the work of the OLC.

I suggest that the OLC develop for internal use detailed instructions and procedures on its

investigative and monitoring functions. I further suggest that the OLC develop

communication tools to ensure public transparency of the process that is followed when

conducting investigations and monitoring.



Working session on Language Audit Guide

3.2.6 Discussions during the

workshops with the OLC staff

reinforced the importance of a

decision-making process that draws

linkages between investigations,

audits and awareness activities.

This improves coherence in the

selection of institutions to be

audited, topics to be researched as

well as the content and messages to

be included in public reports. Such strategic decision-making allows an alignment of

various compliance instruments with the key priorities and objectives of the organization.

In addition, complaint-driven information, such as investigations’ key findings, can be fed

into the decision-making on the need for further inquiries, for example when a number of

investigations point to a systemic problem that could be examined further through an audit

or a study.

Opportunities to involve staff in support of this decision-making can contribute to the

quality of the decisions and to staff’s continued engagement. Successful strategic decision-

making is predicated on having inclusive and collaborative processes to ensure proper

information-sharing and full consideration of risks and opportunities, for example,

processes in which staff and managers can provide recommendations to senior

management on which institutions ought to be evaluated. These recommendations can in

turn be examined from the perspective of meeting organizational objectives within

allocated resources.

I suggest that the OLC develop a decision-making process that improves coherence

between activities. I further suggest that the OLC identify areas where staff input would be

appropriate.

3.2.7 I observed the high level of OLC employee engagement during group discussions and

plenary sessions. While there was no doubt that staff members are committed to building

an efficient organization and achieving results, it appeared that retention, training, and the

management structure are areas that require attention. I suggest that the positive climate

observed constitutes an opportunity for examining these human resources issues and

contributes to solidifying the OLC as an employer of choice.



Lunch Meeting with OLC Chair, Members NLP Staff

4. Other events and meetings

4.1 Accompanied by Don Brownell, NLP Country Manager and M. Thirunavukarasu, NLP

Program Manager, I received a diplomatic and country briefing from Her Excellency Shelley

Whiting, High Commissioner of Canada for Sri Lanka and the Maldives, and Dr.

Jennifer Lalonde (Counsellor, Development).

4.2 I was honoured to join

OLC Chairman, Mr. Nimal

R. Ranawaka, as well as

the commissioners at a

working lunch during

their board meeting. This

gave me an opportunity

to meet dynamic

members of the commission who engaged in stimulating conversations about future

opportunities for the OLC.

4.3 NLP staff and I were guests at an awards ceremony for an NLP-supported certificate

course in research methodology offered by the Marga Institute, a research centre for

development studies. Guests had the privilege of handing out certificates to graduates who

work in organizations with a language-related mandate, such as the OLC, the NLP, the

MNLSI, the Department of Languages, and the National Institute of Language Education and

Teaching. The ceremony was followed by a private event with Asoka Gunawardena,

Executive Governor of the Marga Institute.

4.4 Accompanied by Karen Gainer (Project Director), Don Brownell (Country Manager), M.

Thirunavukarasu (Program Manager), and Hilaire Lemoine (Official Languages and

Bilingualism Institute, University of Ottawa), I debriefed MNLSI Secretary Wickramasinghe

about the mission and the way forward. OLC Chairman Ranawaka joined the meeting.

There was discussion about next steps and possible ongoing interactions with OCOL in the

context of uncertainty regarding the renewal of the NLP. Participants felt strongly that

ongoing interactions between the OLC and OCOL would be crucial to sustain the

momentum of the progress made so far.



Public Lecture and Seminar at the Faculty of Arts of the University of Colombo on Language Policy and Research

4.5 Accompanied by Mohamed Niyas, Program

Manager, and Vidya Abeygunawardena, Project

Coordinator, I met with Professor Siri Hettige

(Senior Professor and Chair of Sociology, Faculty of

Arts, University of Colombo/Director, Social Policy

Analysis and Research Centre (SPARC)) to propose

a seminar discussion on research on language

issues [See Annex – Public Lecture on Language

Policy and Research]. It was felt that there is

untapped potential for Sri Lanka’s academics from

various disciplines to undertake research on

language policy, given the country’s rich

experience in that area, and that a seminar discussion could generate interest. The

proposal was well-received and hence the seminar was held on November 13 with

University of Colombo faculty members and graduate students from various disciplines

attending. I gave a talk about research on language issues, with a focus on the Canadian

experience, and Madame Secretary Wickramasinghe (MNLSI) spoke about the research

needs of her ministry. The seminar was well attended and led to conversations about a

possible future conference on the topic.

5. Acknowledgments

I wish to thank local NLP staff for their dedication to the success of my assignment: Don

Brownell, Country Manager; M. Thirunavukarasu, Program Manager; Mohamed Niyas,

Program Manager; Vidya Abhayagunawardena Project Coordinator; Mohamed Ziyad,

Project Officer; Prashanthi Arampola, Project Officer; I also wish to acknowledge the

assistance provided by Andrew Gibson and Marcel Fallu, Volunteer Specialists with the

NLP, during the planning and delivery of the workshops.

Consultant and author: Pierre Coulombe December 2014



Annex

Notes for a presentation by Pierre Coulombe

at the seminar on Research on language issues

University of Colombo

13 November 2014

Introduction

1.1 It is well known that language interactions are complex. They often involve

majority-minority dynamics and relations of power. They can invoke notions of

nationhood, real or imagined, and ideas about nation-building. Language interactions are

rarely only about communication, and often about identities; they are not, in that sense,

simply a neutral tool to allow citizens to communicate within the same political

community, but often a vehicle for the expression of a culture or identity. Finally, language

interactions can intersect with other features of identity, such as religion, ethnicity or class.

For all these reasons, language interactions can have symbolic meaning.

1.2 Societies make choices about such language interactions, either to leave them alone

or to shape and regulate them. In either case, these choices take us into the sphere of policy

by state intervention or by non-intervention. Very practical matters of policy arise, matters

related to the planning of the status of a given language in relation to other languages (in

business, in public administration, in civil society associations) or matters related to the

planning of its corpus, that is, of the form of the language itself and its acquisition (matters

of education, of standardisation, of terminology, of translation).

2. Some facts about Canada

2.1 Canada is a multilingual society, given its large immigrant population (250,000 new

immigrants every year, more recently mostly coming from Asian countries):

Many immigrant languages are spoken at home in large cities;

But: English or French is spoken by almost everyone, and used at home

regularly by almost everyone: thus French and English can be said to be

languages of convergence.



2.2 Another fact is that most of the French speaking population (which is around 25%

of the total Canadian population) lives in Québec.

But there is a significant French-speaking minority outside Québec, mostly in the

regions adjacent to Québec, and there is a significant English-speaking minority

inside Québec.

2.3 Almost 6 million people report being English-French bilingual, which represents

about 18% of the population (mostly in Québec and New Brunswick, and to a lesser --but

not insignificant-- extent in other provinces).

2.4 A factor that adds a layer of complexity is that Canada has more than one language

regime given that it is a federation. This means that the Official Language Act governs the

use of English and French at the federal level in the provision of services, in the public

administration’s workplace and in Parliament, but that various other arrangements exist at

the provincial levels. Some provinces recognize English and French to various degrees,

some don’t at all, while others recognize the languages of First Nations (e.g. in the territory

of Nunavut, the Inuit language is an official language in addition to English and French).

2.5 At the federal level, the language rights regime combines the individual model

(where individuals carry their language rights wherever they go and where state

obligations consequently exist everywhere) and the territorial model (where rights can

only be exercised in a given region).

2.6 Yet another layer of complexity is that the Constitution Act, 1982, in addition to

recognizing English and French as the official languages in federal institutions (not unlike

the Official Language Act), also recognizes strong minority language educational rights

(education being in provincial jurisdiction) not found in the Official Languages Act.

3 Recognition in Canadian history

3.1 Language issues have figured prominently throughout Canada’s history, in

particular French-English issues which became central to the narrative about Canada: early

on, from the first transactions between France and Great Britain about control over North

American colonies in the 18th century, up until this day where language issues now and

then generate political or even constitutional debates.

3.2 The story of official languages in Canada does not begin in 1969 with the Official

Languages Act. It begins with the transfer of the colony from French control to British

control in the mid -18th century. This change meant that the British rulers and local elites

from now on would have to administer a predominantly Catholic, French-speaking colony.

They took various approaches over the following century, that is, until the creation of

modern Canada in 1867.



3.3 British rulers and local elites shifted back and forth between attempts to assimilate

French Canadians and attempts to recognize their identity. This alternation throughout

history between assimilation and recognition was a reflection of different ideologies on

how to bring about stability and how to do nation-building: one ideology having roots in

the one-nation-one language view of the world, with its various assimilation schemes, and

the other ideology having roots in the notion of a multiplicity of identities and their co-

existence with proper constitutional and political arrangements.

Whichever ideological model governed particular arrangements, whether it be assimilation

or recognition, the underlying objective was usually stability and continuity of the British

colony, and eventually of the Canadian state. The modern manifestation of this complex

dynamic was the rise of Québec nationalism in the post second world war period and the

Canadian state’s response to it in the form of the Official Languages Act of 1969.

3.4 But it wasn’t only a question of state stability. By the 1840s some English and

French elites, most notably the partnership of two moderate politicians, Louis Hippolyte

LaFontaine and Robert Baldwin, were developing a vision not only of how the state could

be reformed to accommodate two communities within the same state, but also a vision of

the Canadian identity with English and French as central features.

4. Research on language issues

4.1 The fact that the English and French languages have been prominent features of

Canadian society, whether as inevitable components of statecraft or as the building blocks

of national identity, generated a great deal of research and academic literature in a wide

variety of fields.

4.2 There is a vast literature by Canadian historians on French in Canadian history.

Nineteenth century and early twentieth century historians from French Canada often

approached the history of French in North America with a view to promote a vision of the

French-Canadian people as one that had survived and that needed to continue to survive in

order to propagate its race, language and faith. Historian Lionel Groulx, who articulated

such vision of French Canada’s providential mission, had a profound influence on the

teaching of an official history in Québec. The way the story of English-French interactions

was told shaped the self-understanding of French-Canadians as the story was inculcated

through the educational system that was under Church control until the 1960s. As history

developed into a science, using social sciences methods acquired by a new generation of

scholars, for example with the works of Marcel Trudel in the second half of the twentieth

century, critical thinking challenged a number of myths propagated by the official history.



4.3 One catalyst for research on languages in Canada was the Royal Commission on

Bilingualism and Biculturalism that was established in 1963 in the wake of the rise of

Québec nationalism. Its mandate was to "inquire into and report upon the existing state of

bilingualism and biculturalism in Canada and to recommend what steps should be taken to

develop the Canadian Confederation on the basis of an equal partnership between the two

founding races, taking into account the contribution made by the other ethnic groups to the

cultural enrichment of Canada and the measures that should be taken to safeguard that

contribution".

4.4 Over 160 studies were commissioned on subjects such as the status of English and

French, education (being educated in one’s own language, but also learning of the other

language), the language of public administration, and bilingualism in the national capital.

Academic research, in particular coming from the field of political science, made a

significant contribution. For example political scientist Kenneth McRae, research

supervisor for the Commission, co-ordinated comparative studies on South Africa, Belgium,

Finland, and Switzerland, and headed the federal capital project, which focussed on the

state of bilingualism in the capital, Ottawa. Another example is Vincent Lemieux and John

Meisel, who studied the use of English and French in civil society and voluntary

associations.

4.5 Various other academic disciplines have an ongoing interest in language issues.

What follows are a few examples.

Given that languages in Canada are deeply rooted in legislative and constitutional

arrangements, with a correspondingly vast jurisprudence, it comes as no surprise

that legal scholars have been interested in the issue. Legal scholars such as the Hon.

Michel Bastarache, Serge Rousselle (Université de Moncton), Pierre Foucher

(University of Ottawa) and José Woehrling (Université de Montréal) have

specialized in the legal dimension of language rights and official recognition.

Political philosophy of the anglo-american tradition contributed greatly to the

conceptualization of language policies in Canada and how they intersect with rights,

nationalism and identity. Do collective language rights exist? Are there justifiable

limits to individual freedoms in the exercise of language rights? Does the promotion

of a given language by the state make sense in a multilingual society? Interesting

questions were examined by Canadian philosophers such as Charles Taylor and Will

Kymlicka in debates that took place during the 1980s and 1990s on whether

language identity –and the promotion of that language identity-- belongs in a liberal

society.



The social objective to promote the knowledge of the other official language

has led to innovative teaching methods. Canada's experience in language

education, particularly with its immersion programs, is widely recognized.

French immersion is an optional program in which the students study the

same curriculum as that of the English stream, but in which the language of

instruction is French. A significant body of research on immersion exists, such

as the work by Jacques Rebuffot.

Demography is yet another field that has made a contribution to the

understanding of languages. Demographers like Jacques Henripin, who

founded the department of demography at the Université de Montréal in the

1960s, looked at demo-linguistic trends on French in Québec. Mathematicians

like Charles Castonguay have done important research on demo-linguistics

and the linguistic behaviours of populations.

A lesser known but equally fascinating discipline that contributes to our

understanding of languages is geography. For example, linguistic landscapes in

urban settings, that is, the language used on city road signs, commercial signs and

billboards, or the spaces themselves, such as schools, community centres and

hospitals, say something about the status of a given language and about how the

public space is symbolically constructed. Works by Anne Gilbert at the University of

Ottawa, and Elana Shohamy at Tel Aviv University, are interesting in that regard. In

jurisdictions where languages have official status, how the public space is used to

reflect their equal status --what we see, hear and feel-- is crucial to how comfortable

someone will be in using their minority language.

Language issues have been the focus of other well-known and established

disciplines. One only needs to think of the field of sociolinguistics and its interest in

the links between language and gender/ethnicity/age/class, or the economics of

language acquisition and use.

Most promising to the study of language issues is the multidisciplinary and

comparative approaches that are taken by scholars like Stephen May, whose

Language and Minority Rights (2008) is an analysis which draws from

sociolinguistics, political theory, education, history and law applied in a variety of

national contexts.



5. Conclusion

5.1 Policy makers can draw valuable information from research, especially if the policy is to

be evidence-based and the result of reflection and critical thinking. In turn, academic

researchers can support policy-making by adopting approaches that address

practitioners’ challenges. In its attempts to promote state stability and national identity,

language policy has intended and unintended consequences on language interactions,

all the more reason for policy-makers to be provided with sound analysis to decide on a

proper course of action. A variety of academic disciplines, as illustrated with the

Canadian experience, can make a significant contribution in that respect.

Sources and Suggested Readings

Bastarache, Michel (ed.), Language Rights in Canada (Éditions Yvon Blais, 2004).

Cameron, David, and Richard Simeon (ed.), Language Matters – How Canadian Voluntary

Associations Manage French and English (UBC Press, 2009).

Fraser, Graham, Fifty years later: The legacy of the Royal Commission on Bilingualism and

Biculturalism – Notes for an address at a conference at the Université de Moncton, June 14,

2013.

Fraser, Graham, Sorry, I Don’t Speak French – Confronting the Canadian Crisis that Won’t Go

Away (McClelland & Stewart, 2006).

Gilbert, Anne (ed.), Territoires francophones – Études géographiques sur la vitalité des

communautés francophones du Canada (Septentrion : 2010).

Groulx, Lionel, “Why we are divided” (1943), in Ramsay Cook (ed.) French Canadian

Nationalism: An Anthology (Macmillan, 1969).

Kymlicka, Will and Wayne Norman (ed.) Citizenship in Diverse Societies (Oxford University

Press, 2000).

May, Stephen, Language and Minority Rights – Ethnicity, Nationalism and the Politics of

Language (Pearson Education Limited, 2001).

McRae, Kenneth, The Federal Capital : Government Institutions, Royal Commission on

Bilingualism and Biculturalism (Queen’s Printer, 1969).



Meisel, John and Vincent Lemieux, Ethnic Relations in Canadian Voluntary Associations,

Studies of the Royal Commission on Bilingualism and Biculturalism, Document 13 (Queen’s

Printer, 1972).

Mooney, Annabelle (ed.), Language, Society and Power – An Introduction (Routledge, 2011).

Morris, Michael A. (ed.) Canadian Language Policies in Comparative Perspective (McGill-

Queen’s University Press, 2010).

Rebuffot, Jacques, L’immersion au Canada (CEC : 1993).

Schmid, Carol, The Politics of Language – Conflict, Identity, and Cultural Pluralism in

Comparative Perspective (Oxford University Press, 2001).

Shohamy, Elana, Eliezer Ben-Rafael and Monica Barni (ed.), Linguistic Landscape in the City

(Multilingual Matters, 2010).

Taylor, Charles, “The Politics of Recognition”, in Amy Gutmann (ed.) Multiculturalism and

the Politics of Recognition (Princeton University Press, 1993).

Trudel, Marcel, Introduction to New France (Holt, Rinehart and Winston of Canada, 1968).

Author: Pierre Coulombe

LOGIC MODEL (LM) Appendix C


Title National Languages Project No. Team Leader

Nicole Robillard

Country/Region Sri Lanka Duration February 2010 – March 2016

ULTIMATE OUTCOME

Increased respect for language diversity and language rights within the public service and among the citizenry

INTERMDIATE OUTCOMES

1000 Enhanced public sector leadership of official languages policies and

programs

2000 Increased citizens’ access to public communications and services in

official language of choice

IMMEDIATE OUTCOMES

1100 Increased capacity of the MNLSI

to plan, manage, monitor and mainstream gender in

implementation of OLP and other policies and programs

related to their mandate

1200 Increased awareness about, and support for, language

rights, bilingualism and linguistic diversity among the public that influences policy

makers

2100 Enhanced delivery of translation and interpretation services and

translator and interpreter training programs

2200 Increased number of innovative

models of bilingual/ trilingual local service delivery in critical geographic areas that promote GE, good governance and social

cohesion

OUTPUTS

1110: Increased capacity of MNLSI NLD staff to plan & implement strategies for system leadership, institutional strengthening and policy support. 1120 :Resources and tools that support OLP implementation 1130: Events undertaken to enhance national framework (roadmap) & Increase in multi-stakeholder collaboration 1140: OLC functions reviewed & strengthened 1150:NILET functions reviewed and enhanced 1170:Monitoring mechanism in place

1210: Civil society and LS clusters led initiatives promoting and supporting language rights, bilingualism and linguistic diversity that are gender sensitive 1220: Events that support increased awareness about and support for language rights, bilingualism and linguistic diversity among policy and decision makers

2110: Plan for translation centre developed and approved 2120: Translation centre established and operational 2130: Strengthened translator training programs in NILET 2140: Undergraduate translator/interpreter programs established in university(s) 2150: Key Glossaries developed or updated 2160: Terminology unit /bank established 2170 (formerly 1160): DOL functions reviewed and strengthened 30

2210: Pilot sites established through multi-stakeholder collaborations 2220: Innovative & leading practices documented & disseminated 2230: Community “road maps” developed, 2240: Language plans developed in each institution , including addressing HR shortages 2250:Improved services through implementation of languages plans 2260: Innovative models monitored & evaluated 2270: Replication of innovative models

30

this was folded into 2110 in AWP 2013

APPENDIX C LOGIC MODEL (LM)


1180: Pilot Provincial Centre developed and capable of being replicated to other provincial centers29

ACTIVITIES

Provide TA and support to MNSLI to:

Complete 5 year plan (roadmap)

Develop & rollout priority resources and tools to facilitate OLP implementation

Support conferences and consultations to enhance framework and collaboration

OLC functions reviewed and strengthened

NILET functions reviewed and strengthened

LD functions reviewed and strengthened

Develop/strengthen monitoring mechanism

Development of a collaborative business plan for the provincial centre with MNLSI and their

Provide co-funding to civil society organizations, including women’s groups, for initiatives promoting and supporting language rights, bilingualism and linguistic diversity

Support conferences, consultations, exchanges and other awareness raising activities

Provide TA to develop plan for translation centre

Provide TA to implement plan for translation centre

Support strengthening of translator training at NILET

Support development of translator program at university(s)

Support glossary updating

Provide TA to terminology unit

Identify strategic bilingual pilot sites and form networks

Identify good practices

Support language planning following MNLSI guidelines

Support plan implementation

Fund innovative pilots

Document & disseminate good practices with partners

Support replication

29

This was approved at the Project Steering Committee meeting December 11, 2013