'EDUCATION FOR ALL'

COUNTRY REPORT

FIJI 4

NATIONAL ASSESSMENT COORDINATOR ISIRELI SENIBULU

MINISTRY OF EDUCATION

MARELA HOUSE

SUVA

é REPUBLIC OF FIJI

PHONE : (679) 314477 Ext. 415 F A X : (679)303511/315245

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13 Septembe

Ms Edna Tait Director UNESCO Office for the Pacific States Apia SAMOA

/2

r, 1999

Dear Edna

UNESCO "EDUCATION FOR ALL" - FIJI COUNTRY REPORT

Bula vinaka.

ENDORSEMENT FOR PUBLICATION

am pleased to enclose the above-mentioned Report for Fiji

The Report was prepared by the Ministry of Education consultation process involving sectoral Ministri gathering and compilation, as well as various evaluaj: reviews undertaken by the Government and development

Fiji. It highlights achievements, constraints challenges in meeting the goals of EFA established Government during the last decade.

shrough a s, data ions and partners

future by the

and

M̂ > Government was largely voted into power thrbugh the recognition of the significance of our platform on "Education For All", and further recognising that poverty, illiteracy and other social set-backs can be effectively addressed through education.

Our intention to extend free education to Form G 1 greater impetus for children and, I am sure, will further the initiative's cause. Recognizing that th t::ap can be only broken through education the Coalition Government has already decided to give education and health in the 2000 Budget.

i;vel adds help to

3 poverty People's rity to pr LO

SEP 14 "zi3 B9:i4ñM MINISTRY OF EDUCATION 1*J3511

MINISTRY EDUCATION

2.

Ka Edna Tait...

P.2

13 September, 1999

Moreover, in order to formulate a comprehensive plan for the new millennium the Government is putting in place an Education Commission 2000. The Commission is expected to provide its report early in 2000.

We take this opportunity to thank UNESCO and other development partners in contributing towards this EFA exercise and have no objection to the publication of the report and u£ content in the EFA Assessment 2000 exercise.

se of its

We look forward to our continuing collaboration strengthening the EFA principles into the new millf

:m further enuium.

tfith my kindest regards,

¡fours sincerely

J?. Pratfap Chand' Minister for Education & Chairman, Fi-ii National fî^Tnission for UNESCO

Enc

BRIEF DESCRIPTION OF THE REVIEW PROCESS

The review was earned out by a committee comprising officers from the Ministry of Education's

Primary Section, Curriculum Development Unit, Statistics, and the Planning and Research Units.

The officers had been chosen on the basis of their work experience and the relevance of this

experience to the exercise, while at the same time taking into consideration the statistical nature

of the work coverage.

Most of the indicator data and educational publications were m a d e available by the Ministry's

Statistics Unit while the population statistics w a s drawn from the Bureau of Statistics' latest

population census figures of 1996. Information from published Ministry of Education material,

including annual reports and planning documents have also been drawn on towards the final

compilation of this report.

Thanks are extended to U N E S C O , Apia for their support with the Support T e a m members Mrs

Christina Jowett, w h o visited Fiji in April and M r s Celia Barelle, w h o assisted in August 1999.

T w o workshops, organised by U N E S C O Apia, were held in Nadi, Fiji, during June and August

1999.

2

PART I

BACKGROUND

Geography

Fiji lies in the heart of the Pacific Ocean midway between the equator and the South Pole, and

between longitudes 175 degrees east and 178 degrees west and latitudes 15 degrees and 22

degrees south. Fiji's exclusive economic zone containing approximately 330 islands, of which

about one third are inhabited, covers about 1.3 million square kilometers of the South Pacific

Ocean. Fiji's total land area is 18,333 square kilometers. 83% of the land is owned by indigenous

Fijians while 9% is state land and 8% is freehold land. Only 16% of Fiji's landmass is suitable

for agriculture and is found mainly along coastal plains, river deltas and valleys. The capital is

Suva and it is one of two cities while the other is Lautoka - both are located on the island of Viti

Levu.

Climate

Fiji enjoys a tropical South Sea maritime climate without extremes of heat or cold. The islands

lie in an area which is occasionally traversed by tropical cyclones between the months of

November to April every year. O n average, some ten to twelve cyclones per decade affect some

parts of Fiji and two to three can be very severe.

Temperatures average 22 degrees Celsius (72 degrees F) for the cooler months (May to October)

while the summer (November to April) temperatures are higher with heavy downpours.

3

Flora and Fauna

Fiji's flora and fauna are relatively few in number but are of exceptional scientific interest

because of the higher proportion of endemic forms - i.e. those found nowhere else in the world.

Ten percent of the 476 indigenous Fijian plant species identified are endemic.

Population

Fiji's population on August 25, 1996 stood at 772,655. There were 358,131 persons in the urban

areas and 414,524 in the rural areas. O f the total, 394,999 were Fijians (51.1%), 336,579 were

Indians (43.6%) and 41,077 others (5.3%).

Fiji has a relatively young population with about 53% are persons below the age of 25 years. The

economically active population in 1986 was 62% of the total population of 441,852 persons.

Land Administration

The Department of Lands & Surveys and the Native Land Trust Board are two authorities which

undertake management and administration of most of the land in Fiji.

Education

Education in Fiji actually started with the arrival of the missionaries who set up a very informal

education system whereby reading and arithmetic formed the basic curriculum. The goal of such

an education system was basically to have a core group of students who could read and interpret

the bible and to act as evangelists, spreading God's message to the locals.

The missionaries set up mission schools beginning with primary level and extending later to

secondary. Also part of the system was a strong technical/vocational component, the

continuation of which w e see forming the basis of technical education in the country today.

4

In 1916, the first Education Department was set up in Fiji to undertake the provision of all

educational services in the country. The Department started to register all schools and

centralized all educational services from curriculum to the recruitment of teachers.

However, one of the most important aspects of education not centralized was the ownership of

schools, which was left with the communities and other controlling authorities. This has been

acknowledged worldwide as a strength of the education system in Fiji. Often in the face of

economic hardships and adversities, communities devote significant human and physical

resources to raise funds in the name of educating the young people of the nation.

A strength of this system of school ownership has been, and will continue to be the capacity for

schools to be responsive to the local community and environment. It also engenders parental

commitment and partnership in education at all levels and demonstrates to young people the

exceptional value which is placed upon teaching and learning in the lives of all our citizens. This

has been a major driving force in our high participation rates in the system, particularly in the

basic years of schooling.

5

1.0 E F A Goals & Targets

There have been three main goals of E F A in Fiji, namely :

(i) Improvement of educational facilities and resources in rural areas

(ii) Increase the school participation rate and reduce dropout in basic education

(iii) Improve the quality and relevance of education to all

1.10 Early Childhood Education

A plan of action was put in place to ensure that educational services are made available to as

many pre-school-aged children as possible. Specific functions carried out included :

• provision of professional and administrative assistance to pre-school teachers &

management committees through visits

• mounting of basic training courses for new pre-school teachers

• conducting of community awareness programs

• conducting teacher training programs for rural teachers in the use and maintenance of

pre-school equipment and books

1.20 Primary Education

The Education Act (Cap 262, Part XI, Section 28) of 1978, on Compulsory Education in Fiji,

stipulated the following, that :

(a) the Minister may, with the consent of Parliament, by order, specify any area or areas of Fiji

in which all children of such age or ages as m a y be specified in such order shall be required

to attend a school.

6

(b) when any order has been made under the provisions of subsection (I), the Minister m a y make

regulations to secure that every child of the age specified in such order shall receive

education in a school. The Compulsory Education Regulations which came into effect in

January 1997, attempted to, as far as practically possible, ensure that it be the duty of every

parent or guardian to ensure that every child of compulsory school age receive suitable and

relevant education by regular attendance at a school. This is further delved into in detail in

the later part of this report.

1.30 Learning Achievement and Outcomes

The target is access for all to quality education with the objective being high levels of literary

acquisition. Targets include:

• implementation of government policy on tuition fee assistance and compulsory education

• implementation of special projects to raise literacy levels

• improving pre-school participation and readiness

Both internal and external examinations continue to play a dominant role in the lives of teachers

and students in Fiji.

1.40 Adult Literacy rate

Fiji has, over the last ten years placed considerable effort in the form of having in place

initiatives to improve literacy in Fiji. The Ministry of Youth, Employment Opportunities &

Sports has worked closely with non-government organizations in initiating adult literacy and

awareness programs. More on this initiative is covered in the report..

7

1.50 Education and Training

It is noted that about 60% of youth (aged between 15 and 24 years) reside in rural areas. With a

total population of over 770,000 (1996 population census), youth accounted for 24% (156,127)

of which 78,486 were Fijians, 69972 were Indians and the rest of other racial ethnicities.

1.5.1 Youth policy programs aim at mobilizing and training youth in various capacities to

broaden and facilitate career development and self-employment. Skill training must be standard,

appropriate and be marketable in the labour market and will incorporate relevant life skills, both

spiritual and character training, to become a vital component of youth training.

1.5.2 The Youth Employment Options Program, established in 1989 aims at assisting young

people to make a successful transition from school life to work, unemployment to employment

and onto further education. The program also provides short term skill training courses,

employment information and dissemination programs including the 'Careers Expo' , to assist

young people make appropriate career choices from options available.

1.5.3 The National Youth Service, established in 1993 provides training at the grassroot level

with a second chance program for most disadvantaged youths to acquire self employment and/or

employable skills. A s the program is designed to meet the needs of the most disadvantaged

youths in the labour market, the main area of focus is to improve opportunities for rural youth

through agricultural skills training and marine resource management. There is no m i n i m u m

educational qualification to be eligible and priority is given to young people w h o do not have

access to other training programs.

1.5.4 The Service operates in three major divisions with a national network of government and

community-based N Y S training camps established. Programs include vocational skills,

discipline, spiritual development, time management, cultural awareness. It encourages parental

and community support in rural areas.

1.5.5 The Viti Corps, established in 1995, aims to assist the development of youth throughout

Fiji in the provision of training programs based on a 'Youth Training Farm' concept. The

8

objective is to provide appropriate vocational training to ensure career development and

sustainable self-employment. The emphasis is on specialized farm training in dairying, beef

cattle, piggery, taro/cassava production, ginger, short term crops, aqua culture, farm

management, agricultural trades, mechanical skills and motivational training for discipline.

1.5.6 Another initiative, the Organization for Industrial, Spiritual and Culture Advancement

( O I S C A ) was established in 1990 under joint partnership between the Ministry for Youth,

Employment Opportunities & Sports and O I S C A . The initiative emphasizes basic Japanese

agricultural techniques, Japanese language & culture, personal development based on O I S C A

principles and an environmental education initiative for primary school children (Children

Forests Program) on afforestation and reforestation.

1.60 Education for Better Living

The 'Positive Mental Attitude ( P M A ) initiative through the Youth Ministry aims to provide

young people with continuous motivational and attitudinal training programs to help them attain

their goals in life.

1.6.1 Established in 1990, the Fiji Institute of Sports promotes sports development through rural

outreach programs, identifies high potential athletes, helps in capacity building for sports

federations and promotes sports for all nationwide.

1.6.2 The National Youth Band, established in 1985 by the then Ministry of Education, Youth &

Sports through an overseas donation of musical instruments, has as its objective 'to offer

unemployed youths an opportunity to develop their talents for use in the entertainment industry

and/or become tutors/teachers of physical education, music, art & craft ( P E M A C ) ' .

1.6.3 The government also ensures that there is greater awareness amongst youth of their

fundamental rights or freedom and the strengthening of those values in the families, society and

community N G O s and youth groups. Promotion, awareness and application to daily living, the

9

values of democracy, respect for rights and property of others, gender equality and equality for

youths with special needs, e.g. street children, disabled, minority groups etc. There should be

equal access to opportunities to acquire knowledge, information, skills, resources, positive values

etc. that enable youth to achieve full potential.

1.6.4 Young people cannot be developed in isolation. Social support from the family,

community and society at large are essential components of the process. Greater collaboration

and co-ordination between key stakeholders is vital.

10

PART II

2.0 EFA STRATEGIES AND/OR PLAN OF ACTION

2.1 Improvement of educational facilities and resources in rural areas.

Out of the total public current expenditure of $F 104,752,700.00 allocated to education in 1992,

$F52,387,700.00 was devoted to primary education. This has risen considerably to

$F79,341,223.00 out of a total education budget of SF152,199,195.00 in 1998. The table in

Indicator 8 shows the emphasis placed on primary education in Fiji where, over the last four

years, expenditure has been about half of the total Education budget. Government expenditure on

education in 1994 - 1997 showed a substantial increase in funding for education as a whole

showing the government's commitment to education.

2.2 The goal is to 'increase the school participation rate and reduce drop-out in basic education',

Indicators 13 & 14 on Survival Rate to Grade 5 and co-efficient on efficiency show an evident

trend with regard to h o w girls have continued to show better figures in terms of performance

during the period under review. The obvious question to ask is, what are the contributing factors

which have led to this trend.

2.3 O n 'Improving the quality and relevance of education to all' a number of strategies have

been recommended and put in place :

(i) Pre-school education

Recurring issues raised in the Ministry's annual reports in the earlier part of the decade under

review, which are again highlighted below, include the shortage of advisory services staff, the

need for a permanent teacher training scheme and inadequate financial assistance towards the

implementation of pre-school programmes. Continuous support from U N and other donor

agencies and funding institutions has, over the years, been highlighted in the reports and the

latter part of the decade has seen continued liaison amongst the Pacific Pre-School Association,

Fiji Pre-School Association, U N I C E F and the University of the South Pacific.

11

Funding for the following strategies advocated is needed to ensure an effective service is offered

to most of, if not all, the population by the year 2000 .

(i) the establishment of a m o r e permanent teacher training program another development in

the Advisory Services area to include :

(a) appointment of additional Education Advisors to serve in each

education district

(b) increase in allocation to ensure a more efficient service is offered

(ii) distribution of educational equipment and material to all recognized early childhood

centers

(iii) implement a m o r e vigorous parent education and community awareness campaign,

especially in rural areas and carry out research work on issues pertinent to pre-school

services in the country

(iv) foster the development of early childhood care and education programmes with emphasis

on family and community-based approaches

(v) payment of salaries for pre-school teachers

F r o m the above, the following have been achieved during the review decade :

Teacher Training : A one-year teacher training course for pre-school teachers started at Lautoka

Teachers' College this year, 1999. Fifteen pre-school teachers w h o have taught for more than

two years with a m i n i m u m of Forms 6 and 7 (years 17 & 18) qualifications were selected from

different, education districts. This marks a great achievement in pre-school education and is a

stepping stone for pre-school teachers into being absorbed as civil servants within the Education

ministry.

12

(a) Distribution of educational material and equipment : The objective of this project is to

provide educational play material, equipment and books to rural pre-schools to help enhance

the quality of education being offered and thereby help improve rural children's access to,

and performance, in primary education. In this respect, the N e w Zealand government

provided a cash grant of $F134,540.00 which w a s used to help procure educational play

material, equipment, books for children and reference books for teachers. Phase 2 of this

project started in 1998 and 120 centers will be assisted. Phase 3 will start this year, 1999, and

will include assistance to some urban and demonstration centers plus pre-schools affected by

natural disasters.

(b) Payment of salaries for pre-school teachers : In 1997, a cabinet m e m o r a n d u m w a s submitted

by the Minister for Education seeking Cabinet approval for government funding to assist in

the payment of grant-aided salaries of pre-school teachers. This has since been approved and

starting in 1998. Government is providing a grant of SF312,201.00 towards the payment of

salaries for 142 pre-school teachers teaching in rural areas, again showing the commitment

towards early childhood development.

(c) There has been a steady increase in the n u m b e r of recognized centers during the review

period from 246 in 1988 to 440 in 1998. The total number of children enrolled in 1988 w a s

5,900, which had increased to 7,934 in 1998. (refer Table 1 ) The n u m b e r of pre-school

teachers had also increased from 304 in 1988 to 451 in 1999. The main thrust in the

development of pre-school education from 1989 to 1999 had been in the area of advisory

services and teacher training.

(ii) Special Education

O n the job training programmes continue to be given a high priority for all the 16 special schools

in Fiji with at least a visit a year from the Ministry to the institutions. Apart from other funding

assistance for which the Ministry is most thankful, government continues to financially assist

special education where in 1996, financial assistance totalled SF250,000.00.

13

N o w in place is an early intervention programme for the post-natal period to assist parents at the

Suva Early Intervention Centre with the help of paediatricians, physiotherapists and speech

therapists. Seminars and workshops are conducted at least once a year to help upgrade teachers'

work standards and also introduced are special computers in some of the schools to assist

learning amongst disabled children.

(iii) Primary Education

With the target being 'universal access to and completion of primary /basic education by the year

2000', Fiji, has over the last 10 years attempted to meet the target by :

• establishing n e w and upgrading current primary schools and filling primary teaching

vacancies

• appointment of executive teachers to assist Head Teachers in the promotion of

professional development of staff to enhance teaching and learning

• payment of per capita fee assistance to all primary schools in accordance with

government policy

• provision of adequate staffing for primary schools

• on-going liaison work with school management

• the monitoring of resource provisions to primary schools

• monitoring/facilitating payment of tuition fee and teachers' salary grants

In the area of Basic Education two projects that have figured prominently during the decade are

the Basic Education & Literacy Support (BELS) and the Basic Education Management &

Teacher Upgrading Project ( B E M T U P ) .

(a) B E L S : Along with other Pacific countries which are part of the initiative, the Fiji

government became a signatory to the programme in 1992 signifying its commitment to

basic education. The programs main objective is to raise and maintain the literacy levels of

primary schoolchildren. There were three components of the programme that were

emphasized and these included :

14

Literacy

Classroom skills

Community awareness

The programmes were tackled vigorously by the Ministry's Curriculum Development Unit while

working together with the District Education Officers because of the Community Support

component. Fiji is thankful to U N D P , AusAID, U N I C E F and U N E S C O for the joint financial,

human and other support.

(b) B E M T U P : This project which is funded by A u s A I D commenced in 1996 with its aim being

to increase the effectiveness of Classes 7 & 8 teachers and also strengthen and upgrade the

Research & Development section of the Ministry.

Training of Classes 7 & 8 teachers should see the upgrading of their knowledge and skills in the

teaching of English, Mathematics, Social Science and Basic Science. These are being

accomplished through full time three-week workshops and by a learning phase during the school

terms.

A second component to this project is the revision of a primary school database that has already

been developed under the B E L S programme. The database, which has been extended to include a

secondary school database, captures a lot of school data to be used in assessing schools in

general and for decision-making through the supply of information from the database. Apart

from the two abovementioned projects two of the Ministry's major policy initiatives were the

Tuition Fee Free Assistance and the Compulsory Education policy. These are further elaborated

on in Part III of this report.

15

3.0 EFA DECISION-MAKING & M A N A G E M E N T

3.1 Major E F A policies, as all educational policies, are decided by the Minister for Education in

consultation with the Education Forum. The Education Forum is an advisory body to the

Minister and its membership is drawn from a wide cross-section of those w h o have contributed

to education or w h o play a major role in the development of education in the country.

3.2 According to the Fiji Education Act Cap 262 of 1978, the Education Forum shall consist of

the Permanent Secretary, the Deputy Secretaries, one representative from each of the Fiji

Teachers' Union and the Fijian Teachers' Association, the President of the Fiji Principals'

Association and ten representatives of the controlling authorities of registered or recognized

schools.

3.3 The Permanent Secretary, as Chairman of the Forum, shall have the duty to report to the

Forum the action taken on any matter on which the Forum has advised the Minister.

4.0 CO-OPERATION IN EFA

4.1 E F A policies co-ordination and implementation has, over the years, been under the Primary

Section of the Ministry of Education. There has been, however, good co-operation between

various Sections in sharing the work under different projects such as Compulsory Education.

Regarding Compulsory Education, various components are handled by different Sections e.g the

curriculum component handled by the Curriculum Development Unit and the

Technical/Vocational Sections. Capital works are handled by the Research & Development Unit

and success is due mainly to good co-operation amongst the Sections responsible.

4.2 N G O s and U N agencies such as U N D P , U N I C E F , U N F P A , U N E S C O including foreign

embassies have featured prominently by w a y of financial or human resource assistance. N G O

16

assistance included Save the Children's Fund, Fiji Red Cross Society, Fiji Council of Social

Services ( F C O S S ) , K A N A Project and others.

4.3 U N agencies have been assisting the Ministry in setting up curriculum initiatives such as the

Family Life Program funded by U N F P A , the B E L S Program by U N E S C O and the Pre-School

Programs funded by U N I C E F and U N D P . All this assistance has advanced our Basic Education

programs and literacy campaigns not only for school children, but also for parents and the

community as a whole.

4.4 Non-government agencies such as the Save the Children's Fund and Rotary Clubs (to

mention only two) have been assisting students and families encountering financial difficulties

by paying school fees and assisting schools financially. F C O S S has over the years provided

assistance towards the construction of physical facilities in schools complementing the building

grants to schools from the Ministry.

4.5 The K A N A Project has featured in helping improve food quality and ensure balanced diets

for students in boarding schools, particularly primary schools in rural areas where the Project

also conducts community awareness programs. A n officer from the Ministry is on secondment to

the Project to assist in implementation.

4.6 Embassies have, over the years, assisted in the promotion of basic education in Fiji through

grants for the improvement or construction of facilities such as classrooms, teachers' quarters,

specialist rooms, electrification and water supply.

17

5.0 INVESTMENT IN EFA SINCE 1990

5.1 There has been substantial investment in E F A programs during the decade from within and

outside government. N e w government initiatives and policies could be divided into a number of

broad categories :

5.1.1 Teacher salaries : The implementation of the Job Evaluation Review (JER) of the Public

Sector in 1998 saw a marked restructuring of teachers' salaries in Fiji. This restructuring makes

teaching one of the highest paid jobs in the civil service.

5.1.2 For the promotion of basic education, this is seen as a positive step as it encourages the

recruitment of teachers from highly qualified school leavers and also ensures a high percentage

of retention especially in rural areas, reducing staff turnover through change of jobs or

resignation.

5.1.3 In addition to J E R is the payment of incentive allowances for rural posting encouraging

teachers to serve in rural schools, which has been a problem faced by the Ministry in trying to

retain staff in such schools. This has, to some extent, ensured a marked improvement in services

to students and communities in rural areas.

5.1.4 The cost of living allowance ( C O L A ) is negotiated between the teacher unions and

government, and paid annually depending on the terms of agreement, sees an increase in

teachers' salaries by about 3 % annually - again seen as favourable in the promotion of basic

education.

5.20 Tuition Fee Assistance Grant.

The biggest boost for basic education has been the introduction of tuition assistance for primary

schools. Government assistance to primary schools was introduced in 1994 and this report has

been instrumental in financially assisting school management. Totalling about SF4.8 million

18

annually this assistance has enabled primary schools meet their annual operating costs and

physical development costs.

5.30 European Union Funding.

In 1992, the European Union injected $F1.2 million into the construction of basic facilities in

primary schools. These included teachers' quarters, classrooms, ablution blocks, and hostel

facilities in rural areas. For some schools, there has been the improvement of basic health

standards such as the provision of flush toilets to replace pit or water seal systems.

5.3.1 In 1997 extra funding from the European Union totalling $F860,000.00, matched 'dollar

for dollar' what the government provided in its normal budget towards the construction of

physical facilities in schools.

5.40 C o m m u n i t y Funding.

D u e to the nature of local community ownership of schools in Fiji community funding continues

to be the largest contributor of funds towards the running of primary (and secondary) schools.

Communities have to raise funds through bazaars, levies and other means of fundraising

activities to help in the daily running of schools each year.

5.4.1 Government is committed to lessening the community's contribution towards education in

schools, mainly to allow and encourage parents to send their \children to school as part of its

campaign to attain the goals of Education For All by the year 2000 and its Compulsory

Education initiative.

19

5.5 Government Expenditure.

The following table shows the Education Budget as a percentage of the national budget. (Figures

in$F)

Year

1994

1995

1996

1997

Total National

Budget

5832,110,300

S827.781.100

S893.824.400

$1,036,349,100

Ministry of

Education

Budget

S127,193,491

$128,766,899

$129,942,169

$146,855,100

Grant to

University of the

South Pacific

$18,342,743

$19,359,699

$20,684,485

$21,104,900

% of National

Budget spent on

Education

17.49%

17.89%

16.85%

16.21%

The substantial increase over the years is testimony to the government's continued efforts and

commitment to education.

20

ANALYTIC SECTION

6.0 PROGRESS T O W A R D S EFA GOALS A N D TARGETS (1990 - 1999)

Through the commitments the Government has made to international conventions and

declarations, in particular those outlined below, the Government has also recognised the

following national Goals in relation to education.

Convention on the Rights of the Child (CRC)

Fiji ratified the C R C on August 13th 1993, thereby, making a commitment to the child's right to

education. Article 28 of C R C establishes that right. Education is recognised to be essential for

all children. The article stresses the right must be achieved on the basis of equal opportunity".

This in summary includes:

> Making primary education compulsory and available free to all;

> Promoting the different forms of secondary education and vocational education;

> Making higher education accessible to all;

> Making educational and vocational information readily available; and

> Taking measures to encourage regular attendance at schools and reducing dropout rates.

21

International Conference on Population and Development (ICPD)

Fiji endorsed the Programme of Action of the International Conference on Population and

Development (ICPD) held in Cairo in September 1994. A s such, the Government pledged:

> T o achieve universal access to quality education, with particular priority being given to

primary and technical education and job training, to combat illiteracy and to eliminate gender

disparities in access to, retention in, and support for, education;

> T o promote non-formal education for young people, guaranteeing equal access for w o m e n

and m e n to literacy centres; and

> T o introduce and improve the content of the curriculum so as to promote greater

responsibility and awareness on the interrelationships between population and sustainable

development; health issues, including reproductive health; and gender equity.

Convention for the Elimination of all Forms of Discrimination against

W o m e n (CEDAW)

Fiji acceded to the C E D A W . B y doing so, the Government acknowledges the strategic

objectives contained within C E D A W relating to the elimination of gender discrimination against

girls and w o m e n . These include:

> Ensuring equal access to education;

> Eradicating illiteracy among w o m e n ;

> Improving w o m e n ' s access to vocational training, science and technology and continuing

education;

> Developing non-discriminatory education and training;

> Allocating sufficient resources to monitor the implementation of educational reforms.

22

Copenhagen Declaration on Social Development

Fiji was a signatory to 1995 Copenhagen Declaration on Social Development and thereby,

pledged their commitment to the rights and goals relating to

education that are contained in this declaration. In summary these

are:

> The right of all children to education;

> That school discipline will be administered in a manner consistent with the child's dignity;

> T o encourage the international cooperation in education especially to eliminate ignorance

and illiteracy;

> That the education of the child should be directed to developing the personality of the child,

their talents and mental and physical abilities: developing respect for the child's parents,

cultural identity, language and values; preparing the child for responsible life in a free society

and developing respect for the natural environment;

6.0 Progress toward goals and targets

6.1 Early Childhood Education

Indicator 1: Gross enrolment rate in Early Childhood Development P r o g r a m m e s

Table 1

Year

1994

1995

1996

1997

1998

N u m b e r of children

enrolled in E C E

6,344

7,032

8,457

7,416

8,466

Population 3-5 year

age group

57,572

56,701

56,267

55,852

55,442

Gross enrolment

ratio

11.00%

12.40%

15.03%

13.28%

15.30%

Source: Ministry of Education. Department of Statistics Annual Report.

The low gross enrolment for early childhood education shows the lack of awareness of such form

of education amongst the communities in Fiji. Early childhood education has only been

accessible to children in the urban centres, particularly those in the cities and towns or in areas

23

where there are those w h o know h o w to operate this particular type of school. Early Childhood

Education was virtually unknown in the rural areas.

With awareness campaigns being initiated by pre-school officers of the Ministry of Education

the local communities have now taken the initiative to set up their o w n pre-school centres. In the

last three years the idea has spread quickly to the rural areas and w e n o w see more and more

centres being established in the rural community.

Indicator 2 : Percentage of new entrants w h o have some form of E C E

Table 2

Year

1994

1995

1996

1997

1998

New entrants

20,595

19,815

20,838

20,386

21,837

New entrants with

ECE experience

3,497

3,497

3,697

4,547

4,559

Percentage

with ECD exp.

17.00%

17.60%

18.10%

21.60%

22.40%

Source: Ministry of Education. Department of Statistics Annual Report

The percentage of children who enter school with at least one year of Early Childhood

Education behind them is slowly increasing as the community awareness and commitment to

E C D becomes more apparent.

6.2 Primary Education

Indicator 3: Apparent Gross Intake Rates in Primary Education

a] Apparent gross intake rate - total

Table 3

Year

1994

1995

1996

1997

1998

New entrants

Class 1

20,595

19,815

20,386

21,072

21,837

Population. 6 year

age group

17,903

17,618

17,478

17,355

17,234

Gross intake

rate %

115.00%

112.50%

116.64%

121.42%

125.71%

Source: Ministry of Education. Department of Statistics Annual Report

24

The gross intake rate is very high for Fiji and continues to get higher. The analysis by individual

age groups of the n e w intake in to Class 1 shows that there are a lot of under-age children

entering Class 1 every year. There is a high proportion of children w h o enter class aged 5 years

and this m a y be attributed to the number of children w h o are n o w attending pre-school

education. The high gross intake m a y also be a result of s o m e of the recent policies and

programmes, such as the Compulsory Education project. It does demonstrate that those children

w h o are legally expected to be in school are actually attending.

b] Apparent gross intake rate - by ethnicity

Table 4

Year

1996

1997

1998

N o in School

Class 1

12,272

12,364

13,233

Fijians

Population

Aged 6

9,801

9,911

10,307

Gross

Intake %

125.21%

124.75%

128.39%

N o in School

Class 1

7,199

7,685

7,663

Indians

Population

Aged 6

6,701

6,510

6,324

Gross

Intake %

107.43%

118.05%

121.17%

N o in School

Class 1

915 1,023

941

Others

Population

Aged 6

976

977

977

Gross

Intake %

93.75%

104.71%

96.32%

Source: Ministry of Education. Department of Statistics Annual Report

Comparing the gross intake rate for the major ethnic groups in Fiji it can be seen that the ethnic

Fijians have the highest gross intake rate. This is followed by the rate for Indians, following the

trend set by the Fijians. The two ethnic groups are doing well in getting their children to enter

school at the correct age for entry.

Looking at the gross intake for the 'others' ethnic group it is seen that they have a low gross

intake rate for the years 1996 and 1998. This shows that some children w h o should have

enrolled at school have not yet done so. In 1998 the gross intake rate was 96.32% showing that

there was a remaining 3.68% of children w h o are not yet enrolled at school.

c] Apparent gross intake rare - by gender

Table 5

Year

1996

1997

1998

No in School

Class 1

10,661

10,953

11,380

Male

Population

Aged 6

9050

8990

8931

Gross

Intake %

117.80%

121.80%

127.40%

No in School

Class 1

9,725

10,119

10,457

Female

Population

Aged 6

8428

8365

8302

Gross

Intake %

115.39%

120.97%

125.96%

Source: Ministry of Education. Department of Statistics Annual Report

25

In comparing the gross intake rates along gender lines, the gross intake rate for males is slightly

higher than that of females. However the difference is not high enough to be a cause for concern

Indicator 4: Apparent Net Intake Rates in Primary Education

a] Total net intake rates

Table 6

Year

1994

1995

1996

1997

1998

New entrants in

Class 1 aged 6

11625

10087

11009

11664

14362

Population. 6 year

age group

17903

17618

17478

17355

17234

Net intake

rate %

64.90%

61.20%

62.90%

67.20%

83.34%

Source: Ministry of Education. Department of Statistics Annual Report

The net intake rate was very low for the three years from 1995 and increased dramatically in

1998. This rate shows that some of the 6 year old students are at other class levels and have

entered the school system at an age other than that of the legal age.

b] Net intake rate by ethnicity

Table 7

Year

1996

1997

1998

N o in School

Class 1 6yrs

6,942

7,065

8,759

Fijians

Population

Aged 6

9801

9911

10307

Net

Intake %

70.83%

71.28%

84.98%

N o in School

Class 1 6yrs

3555

4004

4966

Indians

Population

Aged 6

6701

6510

6324

Net

Intake %

53.05%

61.51%

78.53%

N o in School

Class 1 6yrs

512

595

637

Others

Population

Aged 6

976

977

977

Net

Intake %

52.40%

60.90%

65.20%

Source: Ministry of Education. Department of Statistics Annual Report

In comparing the net intake rates for ethnic groups it is noted that the rate for the ethnic Fijians is

higher than that of the other ethnic groups. The lower rate for the Indians shows that their

children are entering Class 1 as a m u c h lower age that the official age of entry. The low intake

rate for the 'others' is looked at with some concern due to their correspondingly low gross intake

rate.

26

c] Net intake rate by gender

Table 8

Year

1996

1997

1998

N o In School

Class 1 6yrs

5,773

6,107

7,458

Male

Population

Aged 6

9,050

8,990

8,931

Net

Intake %

63.79%

67.93%

83.51 %

N o in School

Class 1 6yrs

5,236

5,557

6,904

Female

Population

Aged 6

8,428

8,365

8,302

Net

Intake %

62.13%

66.43%

83.16%

Source: Ministry of Education. Department of Statistics Annual Report

There is not m u c h difference between the net intake rates for male and female.

Indicator 5: Gross enrolment ratios in primary education

a] Gross enrolment ratio: Class 1-6

Table 9

Year

1996

1997

1998

Total enrolment in

Grade 1-6

115,666

115965

116410

Total enrolment

official primary age

102,762

103,208

104,759

Total population

Age 6-11 years

105,169

105,273

105,392

Gross

enrolment ratio [%]

109.98%

110.16%

110.45%

Source: Ministry of Education. Department of Statistics Annual Report

The gross enrolment ratio continues to increase from 1996 to 1998 showing the improvement in

access to basic education in Fiji. Universal primary education has almost been achieved for lass

1-6 as shown by the large enrolment ratio.

b] Gross enrolment ratio : Class 8

Table 10

Year

1996

1997

1998

Total enrolment in

Class 1 -8/F2

152802

152813

153350

Total N o of 6-13 year

old population

142824

143527

144254

Gross enrolment ratio

%

106.99%

106.45%

106.30%

Source: Ministry of Education. Department of Statistics Annual Report

27

Considering the full primary cycle, Class 1-8, Fiji still has a high gross enrolment ratio. There is

an overlap between primary and secondary school levels at the Class 7 & 8 levels in primary and

Form 1 & 2 at the secondary level. Class 7 & 8 is equivalent to Form 1 & 2 in the secondary

school level and the enrolment of the two equivalent levels have to be combined w h e n

calculating enrolment ratios up to Class 7 & 8.

The lower gross enrolment, when extended to Class 8, shows the effect of some drop-out after

Class 6 or in between classes. Class 6 is the point where students sit the external examination

called the Fiji Intermediate Entrance Examination [FIEE] This is usually a cause of drop -out

as some students do not make it to Class 7 or Form 1.

c] Gross enrolment ratio - Class 1-8: Ethnic groups

Table 11

Year

1996

1997

1998

N o in School

Class 1 -8

82,120

83,777

86,227

Fijians

Population

Aged 1-13

75,566

76,920

78,301

Gross

enrol ratio

108 67%

101.59%

110.12%

No in School

Class 1 -8

63,749

58,177

60,425

Indians

Population

Aged 1-13

59,914

59,380

58,869

Gross

enrol ratio

106.40%

97.97%

102.64%

N o in School

Class 1 -8

6,933

6,461

6,698

Others

Population

Aged 1-13

7,344

7,400

7,449

Gross

enrol ratio

94.40%

87.31%

89.92%

Source: Ministry of Education. Department of Statistics Annual Report

The gross enrolment ratio for Class 1-6 is higher for Fijians compared to the other groups. For

the 'others' the gross enrolment ratio is less than 100% which m a y indicate a problem of access

to schooling for this ethnic group.

d] Gross enrolment ratio-Class 1-8: Ethnic groups

Table 12

Year

1996

1997

1998

N o in School

Class 1 -8

82,120

83,777

86,227

Fijians

Population

Aged 1-13

75,566

76,920

78,301

Gross

enrol ratio

108.67%

101.59%

110.12%

N o in School

Class 1 -8

63,749

58,177

60,425

Indians

Population

Aged 1-13

59,914

59,380

58,869

Gross

enrol ratio

106.40%

97.97%

102.64%

N o in School

Class 1 -8

6,933

6,461

6,698

Others

Population

Aged 1-13

7,344

7,400

7,449

Gross

enrol ratio

94.40%

87.31%

89.92%

Source: Ministry of Education. Department of Statistics Annual Report

28

W h e n extending the class range to Class 8 it is found that the ethnic Fijians are still enjoying a

high gross enrolment ratio compared to the other ethnic groups. The rates for the other two

ethnic groups have dropped significantly in comparison.

It m a y be deduced therefore that access to primary schooling m a y be better for ethnic Fijians

than for the other ethnic groups.

e] Gross enrolment ratio - Class 1-6: Gender

Table 13

Year

1996

1997

1998

No in School

Class 1 6

60,030

60,243

60,236

Male

Population

6-11yrs

54,456

54,545

54,634

Gross

enrol ratio

110.22%

110.45%

110.25%

N o in School

Class 1 6

55,636

55,722

56,174

Female

Population

6-11yrs

50,704

50,729

50,758

Gross

enrol ratio

109.73%

109.84%

110.67%

Source: Ministry of Education. Department of Statistics Annual Report

Looking at gross enrolment rates for males and females, in 1998 the gross enrolment rate for

females is slightly higher that that for males. Previously, in 1996 and 1997, the rates for females

were lower than those for males. It would appear that females have improved access to basic

education in comparison with males.

fj Gross enrolment ratio-Class 1-8: Gender

Table 14

Year

1996

1997

1998

No in School

Class 1-8

78,816

78,917

78,984

Male

Population

6-13yrs

73,757

74,156

74,569

Gross

enrol ratio

106.86%

106.42%

105.92%

N o in School

Class 1 -8

73,986

73,896

74,366

Female

Population

6-13yrs

69,067

69,372

69,687

Gross

enrol ratio

107.12%

106.52%

106.71%

Source: Ministry of Education. Department of Statistics Annual Report

The gross enrolment ratio for Classes 1 to 8 show that females rate significantly higher than

males. This possibly shows that the females have a better retention rate that the males up to

Class 8 and Form 2.

29

Indicator 6: Net enrolment ratios in primary education

a] Net primary enrolment ratio: Class 1-6

Table 15

Year

1996

1997

1998

Total enrolment in

Grade 1-6

Age 6-11 yrs

103,305

104,020

1047,40

Total population

Age 6-11 years

105,169

105,273

105,392

Net

enrolment ratio [%]

98.22%

98.91%

99.38%

Source: Ministry of Education. Department of Statistics Annual Report

b] Net primary enrolment ratio: Class 1-8

Table 16

Year

1996

1997

1998

Total enrolment

Class 1-8 6-13 yrs

138,794

140,540

142,309

Total population

6-13 years

142,824

143,527

144,254

Net enrolment

ratio

97.18%

97.91%

98.65%

Source: Ministry of Education. Department of Statistics Annual Report

Tables 15 and 16 illustrate the net drop in enrolment rate between the year 6 and 8, possibly

linked to the examination system.

Indicator 7: Current public expenditure

1 ] A s a percentage of G D P

There is no data to illustrate this indicator

2] Per pupil, as a percentage of G N P per capita

There is no data to illustrate this indicator

Indicator 8: Public expenditure on primary education

Table 17

Year

1991

1992

1993

1994

1995

1996

1997

1998

Public current exp

on primary ed

$52,387,700.00

$55,337,500.00

$58,746,900.00

$66,606,300.00

$65,410,309.00

$63,762,686.00

$78,731,400.00

$79,341,223.00

Total public exp

on ed.

$104,752,700.00

$112,608,700.00

$127,412,800.00

$122,531,700.00

$128,766,044.00

$128,339,710.00

$146,577,200.00

$152,199,195.00

Total enrol

primary ed.

121397

121290

118631

115666

115965

116410

Total population

758275

769423

783000

796078

799978

778610

781223

Exp primary ed as

% of total exp.

50.00%

49.10%

46.10%

54.40%

50.80%

50.00%

53.00%

52.10%

Source: Ministry of Education. Department of Statistics Annual Report

The total commitment of the Government of Fiji to basic education is well illustrated in the

above table.

Indicator 9: Percentage of primary school teachers certified to teach according to

national standards

and

Indicator 10: Percentage of primary school teachers w h o are certified to teach according

to national standards

The academic qualification required to enter primary teacher-training college is Form 7. Most of

those w h o do not have the required qualification are those w h o have entered teacher training

while the qualification for entry was lower, Form 5 or Form 6

Table 18

Year

1994

1995

. 1996

1997

1998

Number of primary

school teachers

4921

.4992

5021

5011

5054

Certified to teach

4896

4961

4983

4945

4927

Certified %

99.50%

99.40%

99.20%

98.70%

97.50%

Source: Ministry of Education. Department of Statistics Annual Report

31

According to national standards and ministry policies only those with primary teacher-training

certificates from a recognised teacher training college are allowed to teach in primary schools in

Fiji.

Indicator 11: Pupil teacher ratio

Table 19

Year

1994

1995

1996

1997

1998

Total enrolment

121,290

118,631

115.666

115965

116410

Total number of teachers

4921

4992

5021

5011

5054

Pupil/Teacher ratio

24.6 to 1

23.7 to 1

23.0 to 1

23.1 to 1

23.0 to 1

Source: Ministry of Education. Department of Statistics Annual Report

Indicator 12 Repetition rates by grade

There is no available data to illustrate this indicator

Indicator 13 and 14 Survival rates to Grade 5 / Coefficient of efficiency

This indicator looks at the ideal number of pupil years required to yield a number of graduates

from a given pupil cohort in primary education as a percentage of the number of pupil years

spent to produce the same number of graduates.

Table 20

Year

1995

1996

1997

1998

Survival Rate to grade 5

Total

89.50%

85.40%

95.00%

92.10%

Male

85.60%

83.70%

95.80%

91.80%

Female

93.90%

86.90%

94.20%

92.40%

Coeff of Efficiency to grade 5

Total

91.10%

87.90%

93.90%

91.00%

Male

87.40%

87.20%

93.90%

91.00%

Female

87.40%

87.20%

94.40%

91.00%

Coeff of efficiency in primary Ed

Total

92.60%

88.50%

94.40%

95.50%

Male

89.30%

97.50%

93.90%

93.90%

Female

96.20%

85.50%

94.80%

97.20%

Source: Ministry of Education. Department of Statistics Annual Report

A n evident trend is that girls have continued to show better figures in terms of performance in

The figures under review and questions will need to be asked as to the reasons for this trend.

Indicator 15 Achievement

There is no available data to illustrate this indicator

32

7.0 EFFECTIVENESS OF THE EFA STRATEGY, PLAN AND PROGRAMMES

7.1 The independent system of education practised in Fiji today has evolved significantly from

the external colonial system on which it was originally based. Although recognising the

foundation of schooling established by our foreign partners the people of the Fiji Islands have,

over the years, strived to develop a system of education and a curriculum which is responsive to

local needs and which is indelibly stamped with its o w n local content and context.

7.2 In 1969 the Fiji commissioned Education Report outlined a set of proposed directions for

education in Fiji to support the country in its first steps as an independent nation. Reflecting the

knowledge, understanding and needs of education at that time the commission provided an

invaluable analysis of the most pressing requirements in education and provided impetus to a

series of significant reforms and innovation. Teacher training was improved and extended, a

locally based curriculum was developed and introduced and a reliance on overseas examinations

replaced with an internal system which can hold its o w n in selection for further education and

training, both within the country and abroad.

7.3 Alongside the recommendations of the Education Commission our system of education was

also responding to the emerging needs of Fiji as an independent nation. Significant financial

resources of government were directed towards the improvement of access to education for all

citizens of Fiji, increasing contributions to the basic educational costs for students at both

primary and secondary level and a substantial increase in the number of schools to ensure basic

educational coverage for all.

7.4 In direct response to community demand w e have seen expansion in both early childhood

education and secondary school provision. Notable too is the increasing demand for, and

provision, of senior secondary education and an increasing emphasis on vocational studies in

addition to preparation for higher education.

33

7.5 Although m u c h has already been achieved the challenges of the next century demand that

w e continue to respond to changing educational and community needs and seek further

development of our system of education.

7.6 Education Fiji 2020 recognises the considerable achievements of the past and seeks to build

upon them. It also recognises the importance of keeping pace with the accelerating rate of social

and technological change and adapting to the needs of the future. It seeks to build upon the

existing strengths of our education system and poses some significant changes. In meeting these

changes Fiji will all have to be responsive to n e w needs, flexible when addressing problems and

achieve excellence throughout

Community-Centred Education

7.7 A major feature of the education system in Fiji is community ownership and management of

schools. Often in the face of economic hardship and adversity, communities cooperate to provide

significant human, physical and financial resources to the education of young people.

7.8 A strength of this system of school ownership has been and continues to be the capacity for

schools to be responsive to the local community and environment. It also engenders parental

commitment and partnership in education at all levels and demonstrates to young people the

exceptional value which is placed upon teaching and learning in the lives of all our citizens.

8.0 PUBLIC AWARENESS NATIONAL CAPACITIES

8.1 The Role of the Ministry O f Education and Technology

The role of the Ministry of Education and technology is to provide the curriculum

frameworks, policy guidelines and directions and qualified teaching personnel which will

support all schools in the delivery of quality of education for students. The Ministry is also

34

charged with responsibility for ensuring that standards in education are met and maintained

and that human , physical and financial resources are appropriately directed.

8.2 T h e Role of School M a n a g e m e n t and Administration

Operating within the requirements of the Education Act and the School's Constitution,

School Management and administration support and assist schools in their educational

delivery. They have a primary responsibility to ensure the well functioning of financial

and physical resources and determine development directions in relation to these

resources.

8.3 Educational Principles

Student learning is at the heart of everything w e do. All teaching, learning and care are

underpinned by the commitment to the following principles:

• A recognition of the need for and importance of partnerships in all elements of

educational provision

• Professionalism in all endeavours

• Relevance and responsiveness as a required characteristic of all of endeavours

• Quality and excellence

• Access and equity

• Accountability

8.4 Educational Values

All educational provision in Fiji is based upon a core of intrinsic and enduring values.

These are:

• Honesty, fairness and respect for truth and justice

• Integrity

• Responsibility

• Compassion

• Sense of family and community

• Faith

9.0 PUBLIC A W A R E N E S S , POLITICAL WILL A N D N A T I O N A L CAPABILITIES

Changes and Challenges

9.1 Fiji must enter the n e w millenium with an education system which will do justice to

students, society and ourselves. Worldwide and rapid changes in all areas of our lives, social,

^ P demographic, economic, political and environmental require a forward thinking and progressive

response from the education sector.

9.2 Education lies at the cross-road between the past and the future. Its role is not only to

prepare young people for change but to help determine the changes which will occur.

9.3 There is world-wide recognition and acknowledgment that the nature and provision of

education is fundamental to:

• human advancement

36

• social cohesion

• economic development

• public policy

• sustainable competitiveness

• environmental sustainability and

• the construction of world peace

It is our responsibility to ensure that the system of education addresses each of these

fundamentals.

9.4 A s adults, students will need to resolve complex problems and address compelling issues.

This will include improving and enhancing the quality of our Fiji island lifestyle in a w a y which

conserves our bountiful environment and which creates a just and equitable society for all Fiji

Islanders. Equally, they will need to be informed and active citizens of both Fiji and the world.

9.5 In education, w e have a particular responsibility to prepare students for the challenges of the

future and to address these challenges in our curriculum, school organization and activities at all

levels. This will only be possible through long-term planning and action with the community and

other agencies to redefine and refocus educational purposes and goals.

9.6 The changes and challenges which follow have been identified as key issues which are

crucial to planning in Fiji education for the coming millenium. They are changes and challenges

both local and global which are having an unprecedented impact on all aspects of community

lives.

9 .7 T h e Changes Impacting on Education

9.7.1 Changing Population and Demographics:

• Increasing urban drift and expansion

37

• A diminishing rural population, particularly in the more isolated rural areas where services

and infrastructure are limited.

• Substantial emigration of skilled labour, including educators.

• A current youthful profile to the population but low fertility rates and the prospect of

increased decline.

9.7.2 Social C h a n g e

• A commitment to national unity, social cohesion and political stability.

• Recognition of the multicultural nature of society and the beginning of n e w relationships

between the different ethnic communities based on shared values, social justice and the

protection of everyone's interests and rights.

• Recognition and acknowledgment of w o m e n ' s contribution to the labour market and to civic

and social life.

• Increasing inequities in the distribution of wealth and access to resources and infrastructure.

• Changes in the nature of communities as a result of increasing urbanization and greater

mobility including the roles of m e n and w o m e n and traditional family structures.

9.7.3 Economic C h a n g e :

• A n increasingly global operating environment and a recognition of the need to be

competitive both locally and globally in the provision of products and services.

• A decline in the markets for traditional export products and the need to establish n e w

industries which meet the demands of changing global markets.

• Rapid changes in the nature of work and its environment requiring greater flexibility,

adaptability, positive attitudes and teamwork and a culture of continuous learning.

• Structural changes in the formal sector of the labour market with a decline in demand for

unskilled labour and the requirement for higher levels of education for entry, skills training

and the capacity for lifelong learning.

• Recognition of the potential for growth in the informal sector of the labour market and for

self employment and enterprise initiatives which can help to sustain lifestyles and living

standards.

38

• Increasing demands for participation in paid employment to establish and maintain improved

living standards.

9.7.4 Environmental change:

• Recognition that the environment our natural resources are not finite and that strategic action

is necessary to ensure their conservation.

• Concern both locally and globally for the preservation, protection and improvement of the

natural environment.

9.7.5 Rapid Developments in Technology:

• Quantum advances in science and telecommunications which are transforming the w a y w e

live, work and socialize.

• The need for increasingly higher levels of technological competence in all areas.

• The potential for alternate energy sources utilizing natural resources such as the sun, the sea

and the wind which could extend learning opportunities in isolated communities.

• The creation of a global community of learners and new ways of participating in learning.

9.7.6 Increasing d e m a n d s for and of Education:

• Increasing demand for and participation in education at all levels; from Pre-school to Post

compulsory and Tertiary Education.

• Increasing community expectation that education will provide a means of social and

economic advancement and concern to ensure that the curriculum is relevant and responsive

to this need.

• The requirement for education to address civic and social concerns and to promote h u m a n

values.

• Recognition of the role of education to support nation building and support human resource

development.

• Concerns for equity and access in the provision of human, physical and financial resources.

• The requirement for improved efficiency and greater accountability for resources and

outcomes in all areas of the public sector.

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10.0 S U M M A R Y OF PROGRESS

It can be seen that considerable progress has been made over the decade. M o r e students are in

aschools at all levels, more communities are participating in the support of their children's

education and more funding is being provided for schooling. Primary education, in particular,

has m a d e remarkable progress and the specific efforts to develop early childhood education

[funding, teacher training, parental assistance,] are another feature of the decade. In general,

however, all levels and types of education have been expanded over the last 10-15 years.

10.1 The Fiji Cabinet in September 1993 noted the concern that the 'current level of per capita

grant to primary schools is so grossly inadequate, that many schools have resorted to levying

extra charges on pupils, and that this has led to many children from needy families opting out of

school'.

10.2 Cabinet further noted that the current scheme 'greatly disadvantages island and remote

rural area schools '.

10.3 Cabinet endorsed the proposed grant structure and also approved the increase in rate and

the funds sought to implement the scheme to provide basic education to everyone in keeping

with the World Declaration on Education for All by the year 2000.

10.4 Tuition fee free primary education was introduced for the first time in 1973, where

government paid a grant of $F 12.00 per pupil enrolled in Class 1. Thereafter, an additional class

came into the scheme and it progressed until the 1973 group reached Class 6. In other words, by

1978 all primary school children from Classes 1 to 6 received fee-free education.

10.5 After a lapse of two years, government in 1981 extended the provision to include Class 7

and Class 8 pupils the year after, which meant that in 1982 all primary school children in Classes

1 to 8 received fee free education and this has continued ever since.

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10.6 The community acknowledges with gratitude this policy which has benefited so m a n y and

assisted parents, but it is been apparent that with he spiraling costs of providing good education,

the SF12.00 per child per year is insufficient to cater for basic needs. Hence Cabinet's revision of

the policy in September 1993 mentioned earlier which saw fee free grants to schools as follows :

• a fixed amount of $F3,500.00 for schools with less than 50 pupils

• a fixed amount of $F4,000.00 for schools with 50 - 99 pupils

• a fixed amount of $F4,500.00 for schools with 1 0 0 - 1 4 9 pupils

• a fixed amount of SF30.00 per child per year for schools with 150 or more pupils

Ministry spending under the scheme amounted to SF5.2 million in 1994.

10.7 The Compulsory Education Regulation as specified in the Education Act Chapter 262,

Section 28 (2) came into force on 20th January 1997.The Compulsory Education Order stipulates

that all children of compulsory school age within Fiji shall have compulsory education.

10.8 'Compulsory school attendance' requires that school attendance at Class 1 shall be

compulsory for all children turning six years old by 30 June of any year. Children shall be

required to remain at school until they have completed Class 8 or Form 2 level education, or at

the end of the year the child turns fifteen years of age.

10.9 Under the Compulsory Education Regulations, it shall be the duty of the parent(s) or

guardian(s) of every child of compulsory school age to ensure that he or she receives suitable and

relevant education by regular attendance at a school unless one of the following prevents the said

child from doing so :

(a) there is no school within walking distance of the child's place of residence

(b) the parent(s) or guardian(s) make(s) other arrangements deemed by the Minister for

Education to be suitable and efficient for the education of the child

(c) the child has completed the required levels of primary education

(d) the child is prevented from attending school through sickness or other unavoidable cause(s)

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»

10.10 It is anticipated that it will take four years to fully implement Compulsory Education in all

nine Fiji Education districts, where the scheduled implementation phasing has been planned to be

as follows :

1997 : R a Education District

Cakaudrove Education District (North)

1998 : Eastern Education District

Macuata/Bua Education District

1999 : Nausori Education District

Nadroga/Navosa Education District

Ba/Tavua Education District

2000 : Suva Education District

Lautoka/Yasawa Education District

10.11 Funding for Compulsory Education has been directed mainly towards the improvement of

boarding facilities and general classroom maintenance. For reasons of geographical isolation in

the rural areas and daily travel considerations for some children, boarding is seen as a possible if

not the best solution to difficulties of access to schools in the affected areas.

10.12 Through Compulsory Education, schools (and children) in the above mentioned areas

have benefited markedly with improvements to classroom and hostel facilities which w e believe

will in some w a y assist in child retention in schools so as to fulfill the objectives as set out in the

Regulation.

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10.13 O n school staff training and development, strategies outlined as K e y Result Area 4 in the

Ministry's 1999 Corporate Plan include :

upgrade Lautoka Teachers' College's primary teacher training capacity

identify training needs

assess annual teacher training intake

formulate and implement staff development plans

review teacher training curricula

conduct short in-service courses

document all in-service courses planned for year 2000

advise scholarship boards

advise Ministry of Finance of training funding requirements

10.14 K e y Result Area 6 on the revision of primary school texts, strategies include work group

drafting and school trials/revision. Texts have been revised, printed and distributed to schools.

10.15 O n access to quality education with the objective being high levels of literacy acquisition,

strategies include :

• implementation of government policy on tuition fee assistance and compulsory

education as earlier discussed

• implementation of special projects to raise literacy levels e.g. Basic Education and

Literacy Support (BELS) and Basic Education Management and Teacher Upgrading

Project ( B E M T U P )

• improve pre-school participation and readiness for primary education via rural pre­

school support and N Z O D A pre-school project

10.16 O n research and review (Key Result Area 7), to meet the objective of responsiveness to

changing demands, strategies include the strengthening of research capacity and periodic review

and development of curricula. O n systems development, the objective is continual development

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and review of systems to ensure efficiency and that opportunities are maximized to benefit

students; and the strategies implemented to achieve these include :

• review examination procedures for Fiji Intermediate and Fiji Eighth Year (Class 8)

Examinations

• review of Lautoka Teachers' College (Fiji's government primary teacher training

institute)

• board of teacher registration establishment

• extension of compulsory education to Forms 3 & 4 (years 14 and 15)

• schools' review improvement

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PART III PROSPECTS

11.0 POLICY DIRECTIONS FOR THE FUTURE - THE W A Y F O R W A R D

The Challenges for Education:

11.1 Ensuring that the education system is sensitive and responsive to the challenging needs of

the community and the economy, supporting strong and progressive social and economic

development which is sustainable.

11.2 Providing a flexible, innovative and rigorous curriculum which addresses all areas of

learning in order to support comprehensive educational development , preparing young people

for their social, economic and civic roles within the community.

11.3 Maintaining and strengthening community partnerships in education; recognising the

important role that education has in contributing to the overall life and vitality of communities

and identifying and using the potential resources that exist within the communities to support

reaching and learning.

11.4 Strengthening our primary educational resource; the knowledge and skill base of our

teachers and ensuring that their professional needs are supported.

11.5 Addressing access and equity issues in order to support social justice and promote unity

and harmony within the country.

11.6 Preserving a clear Fiji Islands identity while recognising the increasingly global

environment in which w e live and work.

11.7 Exploring and harnessing the opportunities provided by the emerging new technologies

which can support and transform educational development in all areas.

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11.8 Providing continuity of learning from birth to adulthood and advancement towards lifelong

learning for all in order to support positive human development and contribute to the

development to the republic of Fiji.

11.9 Establishing accountability for educational outcomes , optimum resource management and

use and informed decision-making supported by a sound research and planning base.

11.10 The need to focus on quality and improvement in educational provision and to promote

the values, benefits and outcomes of education.

11.11 The anticipated impact of these changes and challenges have been used as the starting

point for the development of the objectives and outcomes for education in Fiji to the year 2020.

11.12 Fiji's education policies and directions attempt to promote the best for all students and

help create a forward looking and productive society. Mindful of the fact that young people are

the most valuable resource, one avenue for providing a prosperous and sustainable foundation for

them is via an increased focus on planning at all levels of education. Having in place a

framework for strategic and management planning which will ensure that the efforts of all

partners integrated for the benefit of all students, the community and the nation.

11.13 The vision : 'Educating the head, the hand and the heart'.

11.14 The mission : 'To develop the potential at the heart of each student; their capacity to

know, to do and to live together for the benefit of the individual, the community and the

nation. '

11.15 Fiji sees as vital the provision of a relevant and responsive curriculum which develops in

students the knowledge, skills and attitudes required to enhance their quality of life and

contribution to society. Fiji Islanders want a society that is well educated, optimistic, forward

looking and enterprising in order to take advantage of emerging opportunities and meet the

challenges of the 21 s t century. The capacity to build relationships, develop as individuals and to

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learn are all essential to achieving these goals. Core values of honesty, fairness, respect for truth

and justice, integrity, responsibility, compassion, sense of family and community and faith

provide the foundation for all teaching and learning.

11.16 Students will will develop students w h o respect others, appreciate Fiji's multi-cultural

heritage and are responsible, informed and involved citizens of both Fiji and the world. W e will

strive to create a sense of national consciousness that will act as a binding force for national

progress. It is important for young people to develop the skills and understanding which will see

the people of the Fiji Islands living in harmony and unity, promoting social justice and the

economic and social advancement of all communities.

11.17 The Government will strengthen and promote community partnerships in the management

of schools and the provision of education resources, policies and programs. Partnership and co­

operation in education provision has seen the development of a strong and vital education system

throughout the country which must be sustained. A school's community is all of those groups

which have a vested interest in, and concern for, the education which it provides. Schools have a

responsibility to involve the communities which they serve in all aspects of education provision.

This will support schools and students to develop a sense of identity, c o m m o n purpose, shared

interest, mutual respect and obligation to others and will enrich the teaching and learning which

the schools provide.

11.18 Another area of focus is to develop and support a professional teaching force which is

responsible and responsive to both learning and the learner. Teachers are the core of the

education system and they carry the primary responsibility for the quality of teaching and

learning in educational institutions. The relationships between teachers and learners are the heart

of the learning process. The teacher's role is changing from transmitter of knowledge to

facilitator of learning w h o encourages research, inquiry, questioning and debate. This will

require them to update and improve their o w n knowledge and techniques throughout their career.

It is essential that their critical role in these endeavours are acknowledged and supported.

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11.19 The Government will promote quality and excellence in the management and

administration of all elements in the education system as investment in education is investment

in the future. The constant focus must be on improvement and in order to achieve this activities

must be planned, monitored and evaluated in all areas. Government will establish standards,

monitor, account for and seek continuous improvement in the performance of all learners and

organizations. A focus on quality and standards will help to ensure that education system

provision supports the best possible outcomes for all students. It is only through monitoring and

evaluation that strengths and weaknesses can be identified and improved.. It must also be

ensured that the standards which are set are inclusive of all valued areas of learning and a range

of opportunities provided for their attainment. At a time when the Government is required to do

more within a finite capacity for expenditure and finance, it is essential to be accountable for

efforts and achievements.

11.20 The Government will target resources and support to allow all students to achieve full

benefit from educational services. Education is a basic human right and a universal human value.

There is a prime responsibility to address inequities in the distribution of resources in society and

ensure that the full benefits of teaching and learning are available to all, irrespective of gender,

beliefs, ability, cultural and linguistic background, socio-economic circumstances or location. All

Fiji students must have the opportunity to achieve their personal best and opportunity to make a

positive contribution to society.

11.21 The development and promotion of sustainable policies and programmes which respond

to and anticipate emerging educational needs and demand are also seen to be important and will

be pursued vigorously. All must be proactive and responsive to the emerging educational needs

of the community. Renewal and any corresponding reform of education must, however, be the

result of profound and thoughtful examination and understanding of what is k n o w n about

successful practice and policy. It must also be based upon an understanding of the specific

conditions and requirements relevant to the Fiji Islands context and its impact on all parties

involved taken fully into account.

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11.22 W e also see as important the exploring and utilisation of technologies which support,

extend and enhance the delivery, quality and effectiveness of education. The emerging n e w

technologies have the capacity to amplify, extend and transform learning and the environment in

which people work and learn. Their introduction has seen a universal revolution in the way

information and knowledge can be gathered and w e it must be ensured that there are

opportunities for students to participate as equal partners in these global developments. It is also

necessary to be mindful of the need for an increased capacity to discriminate in the use of new

technology and to have the ability to understand, assess and distribute the information and

knowledge accessed.

11.23 The Government anticipates increasing educational participation at all levels encouraging

the development of a learning culture with community recognition of the importance and value

of educational training throughout life. The world is in the midst of the greatest resolution since

the Industrial Revolution at the turn of the last century.

This is the information revolution where advances in science and technology are rapidly making

the learning and k n o w - h o w that people acquire in their initial education obsolete and where new

learning is increasingly becoming an on-going requirement in all areas. Fiji students must have

the motivation and skills to engage in lifelong learning and be able to approach the future with

optimism, purpose, and the capacity to contribute to the development of their society. It is vital a

community of learning is fostered and supported; no initial fund of knowledge will serve for a

lifetime.

11.24 The success of the Fiji education system depends on a balance on creative and effective

planning for local needs, coupled with clear statements of purpose and direction for the whole of

Fiji's education providers.

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CONCLUSION

Since the Jomtien Conference in 1990 Fiji can look back on the last ten years with m u c h pride in

its achievements , supporting basic education focussed on capacity building for expanding access

to, and improving the quality of education.

The intention to extend free education to the Form 6 level adds greater impetus for children and,

with certainty, will help to further the cause of the initiative. Recognising that the poverty trap

can only be broken through education the People's Coalition Government has already decided to

give priority to education and health in the Year 2000 budget.

In order to formulate a comprehensive plan for the new millenium the Government is putting in

place an Education Commission 2000. The Commission is expected to provide its initial report

early in the Year 2000.

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