Abstract:
This qualitative study revolves around the problem of unequal resource allocation in Sri Lankan government schools. The research addresses the core issues and challenges that lead to unequal resource distribution and subsequently how this problem affects the second language learning and teaching. The methodology includes gathering information from qualitative resources including, National Institute of Education, Annual reports; the Central Bank of Sri Lanka, interviews by head personnel in NIE and Education Department; Central Province. The literature review shows unequal distribution of resources as a determinant of student achievement in second language. The study covers all physical, human and recurrent inputs to education. The issues addressed display, limited stakeholder involvement, budgetary issues, political reasons, and a great disparity between theory and practice. It is evident from the study that equal fund allocations do not lead to equal outcomes; funds are allocated according to utilisation capacity, abuse of quality inputs, as major issues. Further, the research findings state that this has been a core determinant, which have caused poor achievement in English as a Second Language in rural sector Government schools. Conclusively, it was evident that the problem lies mainly in distributing „equally allocated funds, “equally”. In order to minimize the issue, it was recommended to establish a proper, organized, multi -year planning, implementation and monitoring system for education, increase of Gross Domestic Product (GDP) spent on education, enhancing economic efficiency and equity leading to an equitable, fair and just education system. The research, moreover, suggests that equal fund allocations will inevitably have positive effects on student achievements and ESL and teachers‟ involvement in teaching the language effectively.
