LANKA FOUNDATION FOR SOCIAL AND EDUCATIONAL RESEARCH
About LFSER
Lanka Foundation for Social and Educational Research
(LFSER)
The Lanka Foundation for Social and Educational
Research (LFSER) is a non-profit organization dedicated to advancing education
and social development through high-quality research, capacity building, and
evidence-based engagement.
Established in Sri Lanka, LFSER responds to the growing
need for independent, context-sensitive, and socially responsive research
that informs educational practice, policy, and community development. While the
Foundation builds on a strong tradition of work in language education and
teacher development, its mandate extends more broadly to address the
interconnected educational and social challenges shaping learning, equity, and
opportunity in contemporary society.
What We Do
LFSER works across education and the social sciences to
generate knowledge that makes a practical difference. Our core areas of work
include:
- Educational research and innovation, with a focus on teaching, learning, curriculum,
and assessment
- Teacher education and professional development, grounded in research and reflective practice
- Language and literacy education, including English language education as a key area
of equity and access
- Policy-relevant and programme evaluation research supporting evidence-informed decision-making
- Digital and inclusive education, exploring responsible uses of technology for
learning and social impact
Through these areas, we aim to bridge the gap between research,
practice, and policy.
How We Work
Our approach is collaborative and impact-oriented. LFSER:
- Conducts rigorous social and educational research
at the classroom, institutional, and community levels
- Designs and delivers research-informed
professional development for educators and practitioners
- Shares knowledge through publications, seminars,
conferences, and open-access resources
- Partners with universities, schools, government
agencies, civil society organizations, and international bodies
Principles of ethical research, inclusivity,
transparency, and public benefit guide all our work.
Our Purpose
LFSER believes that education is central to social
progress and that meaningful improvement must be grounded in evidence. By
supporting educators, informing policy, and engaging communities, the
Foundation seeks to contribute to more equitable, effective, and socially
responsive education systems in Sri Lanka and the wider region.
© LFSER — Lanka Foundation for Social
and Educational Research is an independent, non-profit research foundation
dedicated to advancing the quality, equity, and effectiveness of social and
educational research in Sri Lanka.
NGO
Reg No: (To be obtained)
No 45, Pride of Ceylon Land, Mayadunna Mawatha, Athurugiriya, Sri Lanka • TP: +94112080700 • Mobile: +94774927986. Email:
Lanka Foundation for Social
and Educational Research (LFSER)
Institutional Profile
1. Name of the
Organisation
Lanka Foundation
for Social and Educational Research (LFSER)
2. Legal Status
The Lanka
Foundation for Social and Educational Research (LFSER) is proposed to
be established as a non-profit organization in Sri Lanka,
registered with the National Secretariat for Non-Governmental
Organizations and operating strictly on a not-for-profit basis
in accordance with applicable national regulations.
The
Foundation shall function as an independent research and
capacity-building organization dedicated to advancing social
and educational research, policy-relevant inquiry, and professional development,
with particular emphasis on language education, teacher development,
and evidence-based educational innovation.
LFSER
shall not distribute profits, dividends, or financial benefits to its members,
office bearers, or associates. All income, grants, and resources shall be reinvested
exclusively in research, training, community engagement, and other public-interest
activities consistent with the Foundation’s vision, mission, and
objectives.
3. Background and
Rationale
Sri
Lanka continues to face complex and interrelated challenges in the fields of education
and social development, including disparities in access and quality,
uneven learning outcomes, evolving labour market demands, and the need for
socially responsive and inclusive educational practices. While policy reforms
and donor-supported initiatives have addressed selected areas, systematic,
locally grounded, and interdisciplinary research remains limited in
scope and continuity.
Within
this broader context, English language education and literacy
have long been recognised as critical drivers of educational equity,
employability, and global engagement. Despite sustained policy attention,
empirical research on language education, teaching practices, teacher
professional development, learner engagement, assessment, and program
effectiveness in Sri Lanka remains fragmented, small-scale, and
insufficiently cumulative. Similar gaps are evident across other
educational and social domains where evidence-based decision-making is
increasingly required.
At
the same time, international research in education and the social sciences has
advanced rapidly in areas such as innovative pedagogies, assessment
literacy, digital and AI-supported learning, multilingual and inclusive
education, community-based research, and continuous professional development.
However, these global insights are not consistently contextualised,
empirically tested, or translated into sustainable practice and policy
within the Sri Lankan context.
There
is, therefore, a clear national need for a dedicated, independent, and
research-oriented foundation capable of generating high-quality social
and educational evidence, supporting policy formulation, strengthening
professional capacity, and fostering collaboration between researchers,
educators, institutions, and communities. The Lanka Foundation for
Social and Educational Research (LFSER) is established to address this
need by serving as a platform for rigorous research, informed practice,
and socially responsive educational development, while positioning Sri
Lanka as a meaningful contributor to regional and international scholarship.
4. Vision
To be a nationally
and regionally recognized foundation advancing social and educational
development through rigorous research, inclusive practices,
and evidence-based interventions that contribute to equity, quality,
and innovation in education and society.
5. Mission
The mission of the Lanka
Foundation for Social and Educational Research (LFSER) is to generate,
apply, and disseminate high-quality social and educational research to
strengthen teaching, learning, policy, and community development, with
particular emphasis on language education, teacher professional
development, and socially responsive educational practices.
6. Core Objectives
The
objectives of LFSER are to:
1.
Conduct and promote social and educational
research that addresses national, regional, and global challenges in
education, language, and social development.
2.
Enhance the quality of teaching and learning
through research-informed programs, with special focus on English
language education, literacy, and communication skills.
3.
Support teacher education and professional
development by designing and delivering capacity-building initiatives
grounded in contemporary pedagogical research.
4.
Develop, pilot, and evaluate innovative
curricula, instructional models, and assessment practices responsive
to diverse educational and social contexts.
5.
Promote inclusive, equitable, and socially
responsible education through community-based research, outreach
programs, and policy-relevant studies.
6.
Facilitate interdisciplinary collaboration
among educators, researchers, institutions, and communities at national and
international levels.
7.
Disseminate research findings through publications,
seminars, workshops, and digital platforms to inform practice, policy,
and public understanding.
8.
Strengthen institutional and community capacity
by providing consultancy, advisory services, and technical support consistent
with the Foundation’s non-profit mandate.
9.
Uphold the highest standards of ethical
research, transparency, accountability, and good governance in all
activities of the Foundation.
7. Core Research Themes
A. Teaching, Learning, and Pedagogical Practice
- Research on effective teaching and learning
practices across educational contexts
- Task-based, learner-centred, and process-oriented
pedagogical approaches
- Language education, literacy development, and
academic communication
- Inclusive pedagogy in large, multilingual, and
resource-constrained classrooms
B. Teacher Education and Professional
Development
- Teacher beliefs, professional identity, and
instructional decision-making
- Assessment literacy and classroom-based evaluation
practices
- Models of continuous professional development and
mentoring
- Digital and blended pedagogies in teacher education
and training
C. Learners, Equity, and Educational
Experience
- Learning trajectories, proficiency development, and
academic progression
- Motivation, engagement, affective factors, and
learner wellbeing
- Learner autonomy, learning strategies, and
self-regulated learning
- Educational disparities across rural–urban,
socio-economic, and linguistic contexts
D. Educational Programmes, Policy, and
Evaluation
- Evaluation of national, provincial, and
institutional education programmes
- School-based, community-based, and system-level
intervention studies
- TVET, tertiary, and lifelong learning curriculum
review and reform
- Monitoring and evaluation of education and social
development projects
E. Innovation, Digital Technologies,
and Social Change
- Digital, mobile, and AI-supported learning and
assessment systems
- Educational technology for access, inclusion, and
quality enhancement
- Development and evaluation of digital learning
resources and microlearning models
- Ethical and socially responsible use of technology
in education
8. Key Activities
- National and regional education and social needs
analyses
- Classroom-based, institutional, and
community-oriented research initiatives
- Experimental, quasi-experimental, and mixed-methods
intervention studies
- Longitudinal studies tracking learner, teacher, and
programme outcomes
Capacity Building
- Research-informed professional development for
educators, trainers, and administrators
- Research methodology and academic writing training
for postgraduate students and practitioners
- Mentoring and support programmes for early-career
researchers and educators
Knowledge Dissemination
- Publication of research reports, working papers, and
policy briefs
- Organization of national and regional conferences,
seminars, and symposia
- Policy dialogues, practitioner forums, and
stakeholder consultations
- Open-access dissemination of research summaries,
tools, and datasets
Partnerships and Collaboration
- Strategic partnerships with local and international
universities and research institutes
- Collaboration with government agencies, civil
society organizations, and donors
- Support for research-engaged
schools, training centres, and community institutions
9.
Governance and Institutional Structure
The Governing
Board of the Lanka Foundation for Social and Educational Research
(LFSER) shall comprise senior academics, education and social policy
experts, and professionals with experience in research management, finance, and
institutional governance. The Board shall provide strategic direction
and oversight, ensure accountability and compliance, and safeguard the
Foundation’s vision, mission, and public-interest mandate.
Executive
Management
The day-to-day
management of the Foundation shall be entrusted to an Executive Management
Team, which may include, but is not limited to, the following positions:
- President
/ Vice President –
Strategic leadership and institutional representation
- Research
and Programmes Manager – Oversight of research design, implementation, and
quality assurance
- Finance
and Administration Manager – Financial management, compliance, and
administrative operations
- Partnerships
and Outreach Officer – Institutional partnerships, stakeholder
engagement, and dissemination
Research
and Programme Units
LFSER shall
establish thematic research and programme units aligned with its social
and educational objectives, which may include:
- Language,
Literacy, and Pedagogical Research Unit
- Teacher
Education and Professional Development Unit
- Assessment,
Evaluation, and Quality Assurance Unit
- Digital
Learning and Educational Innovation Unit
- Policy,
Social Impact, and Programme Evaluation Unit
These units
shall operate collaboratively to support interdisciplinary research, programme
implementation, and knowledge translation.
10. Legal and Operational
Framework
The
Lanka Foundation for Social and Educational Research (LFSER)
shall operate as a non-profit research and capacity-building foundation
with the legal capacity to:
·
Receive and manage local and
international grants, donations, and philanthropic contributions
·
Conduct commissioned research, programme
evaluation, and consultancy consistent with its non-profit mandate
·
Design and deliver non-formal education,
training, and professional development programmes
·
Establish partnerships with government
agencies, educational institutions, civil society organizations, the private
sector, and international bodies
LFSER
shall not initially seek degree-awarding status. Any future
consideration of formal academic qualifications shall be subject to regulatory
approval, strategic review, and compliance with national higher education
frameworks.
All
operations of the Foundation shall be conducted in accordance with applicable
national laws, NGO regulations, ethical research standards, and principles of
transparency and accountability.
11. Expected Impact
Through
its research, capacity-building, and partnership activities, the Lanka
Foundation for Social and Educational Research (LFSER) is expected to
achieve the following impacts:
·
Strengthened evidence base for social
and educational reform, supporting data-informed decision-making at
institutional, provincial, and national levels.
·
Enhanced teacher and educator
professional competence through research-driven professional
development and capacity-building initiatives.
·
Improved learner outcomes and
educational experiences through empirically tested, context-sensitive
pedagogical and curricular models, including language and literacy education.
·
Greater alignment between education
policy, institutional planning, and classroom and community realities
through systematic programme evaluation and policy-relevant research.
·
Increased national and regional recognition of Sri
Lanka as a centre for high-quality social and educational research,
innovation, and collaborative scholarship.
12. Funding and
Sustainability
The
Lanka Foundation for Social and Educational Research (LFSER)
shall pursue a diversified and sustainable funding strategy to
support its non-profit operations and long-term institutional viability.
Potential funding sources may include:
·
Government ministries, statutory bodies, and provincial
and local education authorities
·
International development partners,
donor agencies, and philanthropic foundations
·
Partnerships with universities, schools,
training institutions, and research networks
·
Corporate Social Responsibility (CSR)
initiatives aligned with education and social development
·
Income generated through contract
research, programme evaluation, consultancy, and non-formal training,
conducted in accordance with the Foundation’s non-profit mandate
LFSER is committed to transparent financial management, sound governance, accountability, and ethical stewardship of resources, ensuring that all funds are used exclusively to advance its vision, mission, and public-interest objectives.
President, Lanka Foundation for Social and Educational Research (LFSER)
It is with a strong sense of purpose and
responsibility that I welcome you to The Lanka Foundation for Social and
Educational Research (LFSER).
LFSER was established in response to the growing
national and regional need for rigorous, independent, and socially
responsive research that informs educational practice, policy, and
community development. While the Foundation builds on a solid legacy of
research and professional engagement in language education, our mandate has now
been strategically broadened to address the wider social and educational
challenges shaping learning, equity, and development in contemporary society.
Education does not exist in isolation. It is deeply
connected to social contexts, economic realities, technological change, and
questions of access, inclusion, and quality. Recognising this, LFSER is
committed to advancing interdisciplinary social and educational research
that generates evidence, supports innovation, and contributes meaningfully to
national development. Our work spans teaching and learning, teacher education,
curriculum and assessment, digital and inclusive education, policy analysis,
and community-oriented research, all guided by principles of academic
integrity, ethical practice, and public benefit.
At the core of our mission is the belief that research
should inform practice and policy, not remain confined to academic
discourse. Through collaboration with educators, researchers, institutions,
government agencies, and international partners, LFSER seeks to translate
knowledge into action—strengthening professional capacity, improving learner
outcomes, and supporting evidence-based decision-making at multiple levels of
the education system.
As President of the Foundation, I remain committed to upholding the highest standards of governance, transparency, and accountability, ensuring that all our activities serve the broader interests of society. I warmly invite scholars, practitioners, institutions, and partners who share this vision to engage with LFSER as we work collectively to advance education and social development through research.
Organizational Structure of Lanka Foundation for Social and Educational Research (LFSER)
The
organizational structure of the Lanka Foundation for Social and Educational Research
(LFSER) ensures clear
governance, effective management, and accountability in all operations. The structure consists of the General
Assembly, the Executive Committee, and operational units that support research, training, finance, and
administration.
The
General Assembly is the supreme decision-making body of LFSER. It comprises all
registered members and convenes annually to approve the Constitution, strategic direction, annual
reports, audited accounts, and to elect the Executive Committee.
2. Executive Committee (EC)
The
Executive Committee provides leadership, oversees operations, approves programs,
manages finances, and ensures compliance with national regulations governing NGOs. The EC serves
a two-year renewable term.
|
Position |
Key
Responsibilities |
|
President |
Overall leadership, strategic
direction, representation, and chairing meetings |
|
Vice-President |
Supports the President, acts in
the President's absence |
|
Secretary |
Documentation, correspondence,
meeting minutes, record keeping |
|
Assistant
Secretary |
Supports the Secretary and
administrative functions |
|
Treasurer |
Financial management, budgeting,
reporting, and ensuring audits |
|
Committee
Member (1) |
Assists in program and project coordination |
|
Committee
Member (2) |
Supports research and training activities |
|
Committee
Member (3) |
The
Executive Committee supervises the following operational units:
Research
Unit
– Designs and conducts ELT research projects.
Training
& Capacity Building Unit – Organizes teacher
development and training programs.
Monitoring
& Evaluation (M&E) Unit – Tracks project outputs and outcomes.
Finance Unit – Manages financial procedures, budgeting, and reporting.
Administration & Communications Unit – Handles logistics, communication, stakeholder engagement, and documentation.
Executive Committee Members
Dr. S. W. Samaranayake (President)
Dr. S. W. Samaranayake is an accomplished linguist, educator, and researcher with over 30 years of international experience in English as a Foreign Language (EFL) teaching, academic writing, and curriculum development. He holds a Ph.D. in Linguistics and has extensive expertise in genre-based pedagogy, oral proficiency development, and discourse analysis. He is a published author and a Certified Peer Reviewer with active engagement in international academic journals and editorial platforms. His professional interests focus on strengthening English language education through research-informed pedagogy and institutional capacity building.
Mr. Mahathma Senaviratne (Vice President)
Mr. Mahathma Seneviratne is a senior academic with extensive experience in information technology education, academic leadership, and program management. He currently serves as Senior Lecturer in Information Technology at the Lexicon Institute of Technology, Sri Lanka. He holds an MSc in Computer Science from the University of Peradeniya, along with postgraduate qualifications in Computer Technology from the University of Colombo and Education from the University of Peradeniya. His first degree is a BSc in Physical Science, also from the University of Peradeniya. Mr. Seneviratne has served as a Senior Lecturer in IT at the Sri Lanka Institute of Advanced Technological Education (SLIATE) and as a Lecturer and Research Supervisor at the Sri Lanka Technology Campus (SLTC). His leadership roles include Program Lead for a common degree program at SLTC and Acting Director and Head of Department at SLIATE. His academic and professional interests span IT education, applied research supervision, and higher education program development. As Vice President of LFSER, he contributes to strategic leadership, institutional governance, and the advancement of interdisciplinary social and educational research.
Ms. Sajeewani Priyangika Venderkoon
(Secretary)
Ms. Sajewani Vanderkoon is a Senior Lecturer, Examiner, Counsellor, and IELTS Trainer with extensive experience in English language education, assessment, and learner support. She holds an MA in Education and a BSc in Teacher Training from India, alongside professional qualifications including LTCL and ATCL (UK), and LCALSDA (TESOL), Sri Lanka. Her credentials are complemented by a Diploma in English (VCM), UK, and a Diploma in Teaching (Pre/Primary Education), Sri Lanka. An accomplished communicator and educator, she has received the Gold Medal from LAMDA (Public Speaking), UK, as well as national recognition in Sri Lanka with Gold Awards in Prose Reading and the Light of Asia competition. Her interdisciplinary expertise extends to counselling and psychotherapy, with an HND in Family Counselling and ongoing postgraduate training in Psychotherapy (SLF). She is currently pursuing her PhD at the University of Colombo, Sri Lanka, with research interests spanning language education, assessment, and learner wellbeing. Ms. Sajeewani serves as the Secretary of LFSER and supports the organization’s governance through administrative coordination, documentation, and official correspondence.
Ms. Thusahara Samanmalee
Samaranayake (Treasurer)
Ms. Thushara Samanmalee Samaranayake is an experienced corporate professional with over 13 years of expertise in executive support, travel and administrative operations, stakeholder management, and process improvement within multinational companies. Currently serving as Assistant Manager of Executive Support at the London Stock Exchange Group (LSEG) in Colombo, she is known for her strengths in team leadership, service excellence, and operational efficiency. Thushara is now pursuing an MSc in Public Procurement and Supply Chain Management, blending her practical experience with advanced academic knowledge of supply chain, governance, and organizational systems. Ms. Thusahara is responsible for overseeing the financial management of LFSER, including budgeting, financial reporting, and compliance with audit requirements.
Mr. Roshan Ranatunga (Executive
Member)
Mr. Roshan Ranatunga is an ICT academic and higher education professional with extensive experience in teaching, academic administration, and applied information systems development. He currently serves as a Lecturer (Grade II) in the Department of ICT at the Sri Lanka Institute of Buddhist Academy (SIBA Campus), contributing to undergraduate instruction and curriculum development in computing and information systems. He holds a BSc (Hons) in Management Information Systems from University College Dublin, Ireland. He has completed coursework for an MSc in Computer Science at the Postgraduate Institute of Science, University of Peradeniya. His professional career spans academia and industry, including prior appointments as a lecturer, program coordinator, program manager, and software engineer in recognized higher education institutions in Sri Lanka. Mr. Ranatunga’s academic and professional interests include ICT education, software systems development, project management, and digital literacy, with a strong commitment to community engagement and knowledge dissemination. Mr. Roshan serves as an Executive Committee Member, contributing to LFSER's program coordination and institutional development initiatives.
Miss Pabasara Gunawardana (Executive Member)
Miss Pabasara Gunawardana is an English Language Lecturer with over ten years of professional experience in secondary, vocational, and higher education settings. Her expertise includes university-level English proficiency development, academic writing, ESL instruction, and professional communication, with a strong emphasis on graduate employability. She has extensive experience supporting hospitality and management programs, aligning language outcomes with institutional quality assurance frameworks and industry standards. Her academic interests include curriculum development, language assessment design, IELTS preparation, applied research, and strengthening English Language Teaching Units within higher education institutions. Miss Pabasara supports research and training activities conducted by the LFSER.
Miss Meleesha Germain De Silva (Executive Member)
Miss Meleesha Germain De Silva is a dedicated ESL teacher and language trainer with over eight years of experience teaching English to diverse learner populations. She is currently pursuing a Master’s degree in Education at UCAM University, Spain, and holds advanced qualifications, including TESOL Level 7 and Cambridge C1 Advanced certification. Her professional expertise includes classroom instruction, tutoring, curriculum design, and learner assessment, with a strong focus on examination preparation. As a registered teacher at the Institute of Music, Speech, and Speaking Skills, she applies innovative, learner-centered methodologies to address the demands of 21st-century English language education. Miss Maleesha is responsible for LFSER's community outreach and partnerships.
Flagship Research Project Proposal
Title: “English
Learning Pathways in Sri Lankan Schools: A Three-Province Longitudinal Study of
Teaching, Learning, and Classroom Interaction”
Duration: 18 months
Lead: LFSER
Partners: Provincial Education Departments, universities, selected
schools
1. Background
Sri Lanka has multiple English language initiatives
at national and provincial levels, yet very little longitudinal evidence exists
on how learners’ English proficiency actually develops across different grades,
regions, and teaching conditions. Most current data come from short-term
assessments, isolated studies, or exam performance snapshots.
A systematic, multi-method, multi-province study is
urgently needed to understand how classroom practices, materials, teacher
beliefs, and contextual factors interact to influence learner outcomes.
2. Purpose of the Project
To map the real learning pathways of students from
Grades 6–9 across three provinces, identifying which pedagogical, contextual,
and institutional factors most strongly affect English proficiency improvement.
3. Research Questions
- How does
learners’ English proficiency change over time from Grade 6–9 across
different regions?
- What
classroom practices and pedagogical approaches are associated with higher
learner gains?
- How do
teacher beliefs, training, and assessment practices influence learning
outcomes?
- What
school-level factors (resources, leadership, environment) contribute to
improved ELT performance?
- What
actionable recommendations can strengthen classroom instruction and
teacher development?
4. Methodology
Design
Mixed-method, longitudinal, quasi-experimental,
multi-site study.
Sample
- 3 provinces (Western,
Central, Eastern)
- 12 schools (4 per
province)
- Approximately
720 students will be tracked over 18 months
- 36 teachers (subject of
teacher-focused sub-studies)
Data Collection
- Student
proficiency assessments (baseline, midline, endline)
- Classroom
observations (using a standard ELT observation rubric)
- Teacher
surveys & interviews
- Student
focus groups
- Document
analysis (schemes of work, lesson plans, materials)
- Analysis of
assessment practices
Data Analysis
- Quantitative:
repeated-measures ANOVA, regression modelling
- Qualitative:
thematic coding, cross-case analysis
- Integration:
triangulation, explanatory mixed-methods approach
5. Outputs
- Provincial
Reports (3)
- National
Synthesis Report
- Policy
Briefs (4–6)
- Teacher
Practice Guide (evidence-based classroom strategies)
- Conference
presentations
- 2 International
Journal Submissions
6. Expected Impact
- First
national-level longitudinal ELT dataset in Sri Lanka.
- Clear
evidence of what teaching practices actually work.
- Strong
recommendations for teacher development and curriculum adjustment.
- A scalable
research model for future provinces.
- Establishment
of LIELTR as the authoritative research voice in Sri Lanka’s ELT sector.
7. Budget (Indicative)
LKR 500000.00, depending on provincial travel,
staffing, and assessment tools.
8. Sustainability and Scale-Up
- Results will
shape Years 2 and 3.
- Province-level
findings can be expanded to all nine provinces.
- Data will
feed into LIELTR’s annual National ELT Trends Report.
- Opportunity to seek ministry, donor, and CSR funding for expansion.
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