Creating a psychological paradigm shift in students’ demand and enrolment for various academic disciplines in the tertiary education in Sri Lanka is important since it is vital for not only for students but also for other stakeholders explicitly employers, community, and government as this paradigm shift provides creative and adoptable graduate. However, those who enter to government universities after a very competitive selection process in Sri Lanka are compelled to be unemployed mainly due to mismatch of employers’ perspectives in the modern world against the skills and competence they developed in the tertiary education. It is therefore timely, to develop a mechanism that leads to a psychological paradigm shift in students’ demand and enrolment for various academic disciplines in the tertiary education in Sri Lanka. Objectives of the study are to explore the student demand side aspects for various academic disciplines and to explore the student supply side expectations for various academic disciplines in Sri Lanka. This qualitative study applied purposeful sampling technique and employers, executives and academics in state and non-state higher education institutes participated in the study and data collection techniques were interviews and other secondary documents. Study revealed that new graduates have issues with the practical skills, attitude problems and soft skills. Many employers, neither possess a mechanism to match graduates’ skills and background to their job and responsibilities nor participation in curriculum revision in institutes. Consequently, a few employers involve with curriculum revision, and this might lead to mismatch of curriculum with demands of existing labour market demands. Only some parents have a clear understanding of their child about selecting the best pathway that suits their strengths and weaknesses. Study concluded that for the improvement of the tertiary education, students’ needs to gain and focus more on practical aspects of education, purposeful learning experience and experiential learning. Moreover, not only knowledge but also attitudes and skills of the graduates should be developed.

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Enhancement of Private Education in Sri Lanka is becoming acceptable and provides more opportunities for students and teachers. Primary Education has been always the foundation of the individuals’ life. Therefore, in order to provide effective learning teaching process recruitment and selection of teachers is an integral part of a school since this leads to performance of teachers. Objective of the study is to examine the impact of the recruitment, selection process on performance of Primary School Teachers. It is mainly a quantitative study and complemented with the qualitative data. Population of the study was primary school teachers in headquarters and sample of the study size is hundred primary school teachers. Questionnaire, interviews documentary analysis were used as data collection instruments. Responses given by the teachers to see the level of performance indicated that highest level of performance positioned as averaged (47 per cent). Some Recruitment methods in ABC schools are newspaper advertisement, internal advertisement, internet advertisement, recruitment agencies, head hunting, transfer and promotion and transfer and retrenchment. School uses combination of recruitment methods to attract most suitable and qualified candidates rather than rely on one method. The study revealed that teachers impression about recruitment practices in the school and 61.5% have mentioned recruitment practice is effective, 14.6% have believed it was non-effective, 9.4 and 14.6% have responded the practice was poor and bias respectively. Further there was no statistically significant relationship between level of performance and recruitment methods. The study concluded that teachers’ performances were in averaged category and the recruitment and selection have association with performance of primary school teachers. However, the impact of recruitment and selection on performance of primary school teachers is low.

Privatization and internationalization of education in Sri Lanka has created a demand for more trained teachers, unlocked teacher education to private teacher training institutes in Sri Lanka. To maintain the quality of the programme, tertiary authority registration of the relevant programme is required for the institute. Objectives of the study are to assess the current levels of performance of the trainee teachers, to investigate the challenges and issues faced by the institute and to examine the impact of the tertiary authority registration process on Teacher Education Diplomas. The sample size of this qualitative/quantitative research is 90 teacher trainees. Data collection methods were questionnaire, key informant interviews and documentary analysis. Study found that 63% trainees believed their performance is very good while 29% and 8% believed their performance is good and averaged respectively. However, there is no significant relationship between education and performance. Although the tertiary authority uses online platforms, the findings of the study revealed that the institute faces constant challenges due to procrastination practices and bureaucratic procedures. Furthermore, the institute struggles with the supervision of teaching practice. 87% trainees stated that registration of their diploma at the tertiary authority motivated them to enroll at the institute. yet the registration of the diplomas at the tertiary authority had on low impact on the learning teaching process.

The study examined the practice of cooperative learning and working in groups have improved attitudes towards group work, communication, interpersonal skills and achievement of students. Objectives of the study are to develop positive attitude towards Social studies, to enhance the teamwork of students and achieve better productivity and to develop self-management skills. To achieve the objectives of the study the Grade 5A class has been selected and thirty-five students have participated in the study. Random sample have been used to select the respondents and both primary and secondary data collection methods have used. Data collection techniques were questionnaire and interviews for students and observations and reflective report of the teacher researcher. Study found that working in groups also can change the attitude of the students. The study revealed that there is a slight increase in attitude towards Social Studies after group work. Further the students appreciated working with one another on solving problems. Particularly when the students were in groups they feel more confident to do the work. Study revealed that cooperative learning helps to develop self-management skills since when the student gains more confident they will be able to manage themselves better.