Summaries of Reports from Pacific Island Nations
primary schools and distance education);
in-service training, workshops, attachments,
The Institute of Education of the
twinning with NZ schools;
2. UNESCO PP Home Education and
of the South Pacific regularly holds
Associated Schools Project;
consultations at which the IOE’s current and
. AVI Primary and secondary teachers;
future priorities, and its planned activities in
4. NZODA Human Resource Development
the USP member countries, are reviewed by
– overseas long-term study / regional / short
permanent secretaries/directors of education
term training awards; in-country training /
in the region. In April this year, such a
apprenticeships; Hospitality and Tourism
consultation was held at the Laucala Campus,
Training Centre Courses;
to which representatives of donor agencies
5. AUSAID Regional study awards; and
and sister regional bodies were also invited.
6. Private sector management training.
The theme of this Advisory Seminar and
Donors’ Meeting was “Forging partnerships
Initiatives Requiring Aid
for the enhancement of educational quality
1. Teacher qualifications
in the South Pacific”.
Pre- serviceTraining
Review of the Teachers’ College curriculum
The Pacific Curriculum Network editorial
and the development and incorporation from
team is pleased to publish the country
overseas, of relevant courses/qualifications
reports. They provide our readers with
aligned with international standards
up-to-date data on what the situation is in
(accreditation/cross-crediting), delivery
each country with regard to the present
by distance mode to the outer islands, and
school system, current aid programmes and
capacity building of Teachers’ College
initiatives requiring aid in the future.
staff to contribute to the development and
The new curriculum and courses will not
only strengthen pre-service training but will
Background Information
also address the needs of current teachers
4 schools, 4657 students (2001); 9%
who lack formal teacher training and
enrolment at 1 years, 82% at 14 years, 70%
at 15 years
Short and long term strategies to ensure
staffing of secondary schools and the
Current Aid Programmes
recruitment and retention of new secondary
1. NZODA Education Support Project
school teachers.
- teachers in NZQA accredited secondary
2. Curriculum Development/In-service
schools, NZ advisors/curriculum developers
(mainly senior secondary, expanded in
Capacity building of Curriculum Advisers
2002 to include Teachers’ College, reading,
(current and potential) in curriculum
framework issues, subject specific issues,

Pacific Curriculum Network 11 (1) June 2002

curriculum research and writing skills,
in policy development, strategic planning,
efficient and effective methodologies for
performance management etc. through
upskilling teachers, and monitoring and
networking and secondments of regional
evaluating training outcomes.
education management experts to work
External expertise/networks required to de-
short-term in-country with personnel on
velop Visual and Performing Arts, Health,
specific projects.
Physical Education and Well-Being, Marine
Studies and to analyse issues regarding
“academic” vs “vocational” education and
“technology” vs “technical” education.
Background Information
3. Community Support
The full-time school population is 212,550.
Capacity building of Ministry staff and sup-
There are 550 pre-schools, 711 primary
port materials to assist parents to help their
schools, 156 secondary schools, 45 school-
children, especially with basic literacy and
based vocational centres, 4 teacher training
colleges and 19 special schools.
4. Language Achievement
There are 5005 primary school teachers,
Improving English teaching and learning in
and 2419 civil servant secondary school
the outer islands through long-term, school-
based, expatriate teachers/advisers.
Improving Cook Islands languages through
Educational projects that are currently
writing, grading and printing of Maori
funded by Donor agencies
dialect readers and junior primary school
1. Associated School Projects (ASP) —
5. Special Needs Education
2. Rural Education Infrastructure — EU
Networking with, and visits by, regional
. Textbooks for Rural Schools — Aus-
specialists in special needs education to im-
prove capacity building, student diagnoses
4. Pre-school resources — NZODA
and preparations of individualized education
5. BELS -CAPS Modules — UNDP,
Employment in the outer islands of long-
6. Family Life Education — UNFPA
term, school-based, expatriate teachers to
7. National Substance Abuse Council —
identify at risk students, and teacher training
programmes for multi-level teaching.
8. GLOBE — U.S.A
6. Senior Secondary School Access
9. Health Promoting Schools —
Development of relevant senior secondary

school courses deliverable by distance to
10. Environmental Education — MOE
outer islands students, including improved
(Live and Learn)
electronic communications.
Capacity building of outer islands teachers
12. Values/Virtues Education
in using computer software and maintaining

A statement of unmet needs which regional
Building school houses to improve recruit-
lOE projects might address:
ment of teachers to the outer islands.
1. Special Education - Improve Special
7. Education Management Capacity
Education by increasing resources for
Capacity building of education personnel
mainstream teaching and training of
children with special needs.
Pacific Curriculum Network 11 (1) June 2002

2. Community Partnership - Strengthen
• review all curricula, hold in-service
community partnership by promoting
training for curriculum writers,
the family as the primary educator.
and pre- and in-service training
. Curriculum revision and provision of
for teachers to implement new
good resource material.
4. BEMTUP, co-ordinated by MOE
• increase the number of advisory
5. Teacher Training
visits to schools;
• add resources to the Teachers’
7. ECE Strengthening
Resource Centre;
• revise school radio programmes.
5. Examinations and Assessment – all
aspects to be improved: quality
Administration and Policy Development
and relevance, administration and
1. Educational initiatives requiring central
m a n a g e m e n t , p r e s e n t a t i o n o f
initiative and leadership:
examination papers, reinstating and
• Review of the policy relating to the
upgrading the PILL tests.
medium of instruction.
• Initiatives for sharing materials,
curricula and outcomes within
Kiribati and with other PICs.
• Enhanced capacity and coordination
Background Information
of METT, KTC and CDRC to provide
There are 79 elementary schools, secondary
pre- and in-service professional
schools, 40 private schools. Of the 51,000
development for teachers.
total population, over 60% are school-age
• strengthened ‘skills in demand’
children. School attendance is compulsory
for children between six and 14 years of
• Response to an increasing and
age. Entry into secondary school (public)
significant number of school-leavers
is selective, based on performance in the 8th
and social issues affecting the young
Grade exit exam.
The Ministry of Education’s Bureau of
• Improved status and commitment to
Curriculum and Instruction has ten specialists
senior secondary education.
who visit and monitor the schools, carry
2. G o v e r n m e n t / N G O / C o m m u n i t y
out professional development training of
Relations to be improved
teachers, write the curriculum, procure
. Management and Leadership to be
curriculum resources and material and
administer the national exams at Grades
4. Curriculum Development Resource
(the PILL Test) 6 and 8.
• assess its value and functions;
Current Aid Programmes
• obtain greater use of regional
ADB provided a loan to develop a Strategic
curriculum development and
Plan for the Ministry of Education. Three
of the Plan’s goals are as follows:
• put in place a CDRC Strategic Plan
Goal 1 stipulates that the Ministry of
to improve performance credibility
Education continue to monitor the literacy
and output;
Pacific Curriculum Network 11 (1) June 2002

levels of the student population, in order to
 Counterpart Programmes with
assess over time the effect of measures taken
Australian Institutions
to improve the basic literacy and numeracy
2. UNESCO-NZODA STEPS Project - This
of school pupils.
project provides assistance with teacher
Goal 2 states that measures to improve
in-service training in teachers’ own
language development (including developing
schools. A team of trainers and teachers
literacy skills) in all stages of primary
works with the national requirements
schooling, but particularly in the early years,
of schools in all respects, including
are given the very highest priority.
curriculum content, internal and external
Goad states that in its al ocation of resources
examinations and all other aspects of
devoted to curriculum development, the
school life. The project also provides
Ministry of Education places high priority
assistance with school management for
on materials and resources that will promote
Principals, if such help is requested.
language development.
. USA The Tropical Western Pacific
The implementation of the Plan has received
Program provides ARM (Atmospheric
the following assistance:
Radiation Measurement) climate change
Teacher Workshops at various times.
• BELS funding and TITLE 1 grant from
USA helped to fund the trialling of the
Initiatives Requiring Aid
grade by grade scope and sequence
For Nauru to achieve its EFA Goal in priority
documents in all subject areas.
1, that is “Improving all aspects of the quality
• Pacific Resources for Education and
of education and ensuring excellence of all
Learning (PREL) assisted in the
so that recognised and measurable learning
development of Marshallese language
outcomes are achieved by all, especially in
arts resources.
literacy, numeracy and essential life skills”,
• TITLE 1 grant from USA is assisting the
it needs to address a number of problems.
Ministry in a Leadership Development
Due to limited human resource expertise we
Project, a series of professional
have requested IOE to assist with our needs
development activities for all private
by providing:
and public school principals.
 pre-service and in-service teacher
training programme outlines, and
It is expected that monetary assistance
 teacher trainers.
from Federal grants will either be cut off or
This would be more economical and
reduced under the Bush Administration.
beneficial for in-country training for ten
teacher trainees on initial pre-service
training than funding them for initial
overseas training which is very costly.
Current Aid Programmes
In Nauru in the past ten years this training
1. AusAID Funding Allocation
programme was conducted at the Pre-School
 Secondary Education Scholarships
level by one Australian teacher trainer, and
 Establishment of a Teacher Training
it was successful. This was at a Certificate
level for two years’ training, integrating the
 Reconstruction of a Vocational
USP Continuing Education courses and pre-
Training Centre
requisites of 100-level compulsory courses
for a teacher certificate.
Pacific Curriculum Network 11 (1) June 2002

If the Institute of Education could manage
School Certificate this year. The Project also
this as a regional project, especially for small
addresses school management and includes
island states who do not have an in-country
long-term strategic planning, policy reviews
teacher training programme, this would be a
and appraisal of related school systems. The
solution to the teacher shortage problem that
establishment of the Education Management
is experienced. However, further overseas
Team is a new development that involves
training can be continued for the most
four members of staff whose major role is to
successful trainees training at degree level.
assist the principal to manage the school.
A major objective of the Project is to produce
vernacular resources for all levels. Niuean
is an endangered language, with only 5,000
Background Information
out of the 20,000 Niueans living in Auckland
Niue has one primary school with 250
speaking fluent Niuean. Hitherto, Niuean
students and 18 teachers, and one high
Language has been a compulsory subject to
school with 26 students and 2 teachers.
Year 10, but this is extended to Year 11 this
year and Year 12 next year, which requires
Current Aid Programmes
a curriculum to be developed to meet NCEA
requirements. A Language Commission will
NZODA funding for the Niue Education
work with three members of the Education
Project (1999-2002). The Dunedin College
Department staff to develop a curriculum.
of Education is the Management Service
To help with production of vernacular
Consultancy responsible for providing
resources, three people will be working with
technical support for 4 subject areas: English,
NZ Learning Media.
Maths, Science and Social Science. There
are two major initiatives in the Project:
Projects requiring assistance
1. The adoption of the revised New Zealand
1. The Education Department hopes
curriculum. Three ECE teachers visited
to approach UNESCO and ask for
Dunedin schools last year as part of
assistance to fund a consultant to draw
their in-service training, and visiting
up a Project and Implementation Plan.
specialists work with ECE staff to
This is in order to improve decision-
develop principles and strands of the Te
making which is currently hampered
Whariki Curriculum.
by a lack of education statistics and
management information.
2. The New Zealand Qualifications
2. Assistance, perhaps from IOE, is needed
Framework, providing the key learning
to improve basic literacy and numeracy
steps in the 4 subject areas, and supporting
resources for children and teachers.
Eight teachers have had attachment
training with schools in Dunedin and at
Current Aid programmes
the College of Education.
Donor agencies and governments continue
to support the Department of Education’s
An important aspect of the Project is the
goal to achieve its objectives.
assessment of all curriculum areas in
1. Institutional Strengthening Program —
preparation for the National Certificate of
the goal is to strengthen the institutional
Education Assessment that replaces the
Pacific Curriculum Network 11 (1) June 2002

capacity of the Department so that
10. UNESCO and NZODA-funded Support-
learning opportunities and outcomes for
ing Teacher Education in Pacific Schools
Samoan children will be substantially
to assist with school-based in-service
teacher education.
2. The Education Sector Project Asian
11. ADB-funded Education Sector Project
Development Bank Loan undertook the
to emphasise equity of access to schools
upgrading of school facilities.
and the quality and efficiency of the
. The UNDP funded ‘Augmenting Insti-
Education Department.
tutions for General Attainment’ Project
12. The Peace Corps Scholarship Scheme
continues to improve the curriculum,
provides support to teachers furthering
language, literacy and the Samoa Pri-
their studies at NUS, and the govern-
mary Education Literacy Level (SPELL)
ments of Australia and New Zealand
programs. These improved programs
support the upgrading of curriculum
• Early Childhood Education
1. The Japanese government donated Print
• Special Needs Education
Shop equipment.
• Language and Literacy
4. AusAID funded Primary Education
Further Developments
Materials Projects I and II.
National Curriculum Framework — review
• Upgrade primary curriculum materi-
of assessment and the examination system.
als, teacher manuals, grammar texts,
monolingual dictionary.
• SPELL tests to measure literacy and
language levels.
Current Aid programmes
• In-service training for teachers on
1. BELS, UNDP Project on Secondary and
the new student workbooks and
Primary Management Training, World
teacher manuals.
Bank Project, Primary Curriculum Proj-
5. NZODA funded Secondary Curriculum
ect. All programmes were disrupted by
and Materials Project.
recent political events.
6. UNESCO funded CSI Samoa Project
2. Rescue projects 2000-2002
– Education for Sustainable Living.

The aim is to produce resource books

NZODA — support towards secondary
on mangrove ecosystems.
school operation grants.
.7. SPBEA and GOS funded School Based
Republic of China — provided support
Assessment Project.
to primary schools, training in regional
The aim is to train teachers in the use
institutions, maintenance and repairs in
some secondary schools.
classroom assessment techniques.

EU — support towards training in re-
8. WHO-funded Health Promoting
gional institutions and ongoing support
for non-formal education.
9. UNESCO funded Associated Schools
• AusAID — support towards supply of
Project, the aim of which is to provide
textbook packages for community high
background material so that students can
schools; sponsorship of medical students
participate in national and international
in PNG.
• DFID — support towards supplies for
Pacific Curriculum Network 11 (1) June 2002

primary schools; salary payment for
5. Curriculum Innovations for Life
teachers for part of 2001; strengthen-
ing of Inspectorate Department of the
6. Direct technical assistant support may
Ministry of Education.
be worth considering, particularly at a
• World Bank — through its Third Edu-
time when big cuts have been made of
cation Project assisted in infrastructure
staffing in the Ministries. Donors are
development in provincial secondary
beginning to fund recruitment of quali-
fied staff, especially accountants, to be
directly involved in the management of
• Republic of China — support towards
funds and accountability.
training in regional institutions.
• EU — support towards secondary
schools in the form of grants.
• NZODA — extra support towards in-
Background Information
country awards.
There is one school on each of the atolls.
• DFID — continuing support towards
Each school has a pre-school level, a primary
primary schools’ materials and strength-
and a secondary level up to Year 10. For
ening of Inspectorate Department
Form 5 (Year 11) all students attend one of
• Canada Fund — support towards teacher
the three schools. The Form 5 programme
training at USP.
runs for five years on each atoll in turn.
Teachers are trained Samoa, Fiji and New
Initiatives Requiring Aid
Zealand. This year there are some VSA
1. Capacity support, particularly towards
the division responsible.
The Education Department acknowledges
2. Early Childhood Education:
the help of IOE tutors who visited Tokelau
a) Community and Parental Support
as part of the BELS programme and helped
for ECE Programmes,
upgrade education development, and also
b) Development of ECE and curricu-
thanks all the donors who have given
lum guidelines.
equipment (TVs, photocopiers, teaching
. Literacy Education
resources, computers etc) to upgrade educa-
a) Training of National Trainers
tion in Tokelau.
(concentrated language encounter)
Local PTAs and the Councils of Chiefs are

— R.I. project,
very supportive of the schools.
b) Training of Teachers in light-house
Tokelaun and English are encouraged in
schools in all provinces,
the schools’ policy, and Christian living is
c) Story book writing,
part of the curriculum; church personnel are
d) More resource materials, stationery
involved in this spiritual development.
supplies for literacy and numera-
4. Teaching and Learning:
a) Classroom Assessment techniques,
Background Information
b) Extension of PILL (1) and (2) to
There are 118 primary schools with 16,812
monitor standards,
students and 75 teachers, and 40 second-
c) Introduce Solomon Islands Stan-
ary schools with 14,159 students and 1,001
dardized Test of Achievement
teachers. Primary education is compulsory.
Pacific Curriculum Network 11 (1) June 2002

Current Aid Programmes
• Rotary Club of Melbourne – eight
• BELS —Tonga requests the programme
computers each to two schools.
be continued.
• Tuvalu Australia Support – review
• Tonga Institutional Strengthening
of primary schools curriculum and
Project (TISP) funded by New Zealand
training of teachers to teach it.
Ministry of Foreign Affairs and aimed
• Teaching of English as a Foreign
at training teachers to be effective teach-
Language (TEFoL) qualification
ers of literacy. TISP also assisted in the
– training of 2 teachers and ac-
provision of a Post-graduate Diploma in
creditation negotiation underway
with Griffiths University.
• SPBEA has assisted in classroom and
• IOE – funding and support to pur-
national assessment training.
chase library books.
• Japanese Grass Root Project, in partner-
3. Tertiary
ship with the PTA, has provided funding

New Zealand and Australia sponsored
to build primary school classrooms.
40% of pre-service scholarship awards
• New Zealand is assisting the building of
in 2000-2001, 11% sponsored by CFTC,
a classroom and teachers’ quarters
UK and others. USP funding for Univer-
• Australia is assisting the building of a
sity Centre.
classroom and teachers’ quarters.
• China has assisted the building of
Initiatives Requiring Aid
Ha’apai High School and committed to
1. Curriculum review and training of
rebuilding Tonga High School.
teachers is still a priority requirement
for Early Childhood Education
Initiatives Requiring Aid
2. Second speakers of English need attach-
• Establishment of the Institute of Higher
ment in English speaking countries to
improve their competence in teaching
. There is still a very pressing need to
Current Aid Programmes
improve literacy skills. English and
1. ECE Projects Canada Fund — 2 school
vernacular reading materials are very
buildings. UNICEF — shown support
scarce. Funding support is needed for
for in-country staff training, and is ne-
local primary book production in both
gotiating with Tuvalu government on
English and the Vernacular, and training
curriculum development.
for local teachers (primary and second-
2. Primary Projects
ary) in book production.

• EU – has funded the construction
4. Support is needed to continue (a) the
of two schools, is currently fund-
PILLS testing to monitor the literacy
ing two, and four more within six
skills of pupils until we are satisfied with
the literacy results, and (b) UNESCO’s
• France – funding for 20 classrooms
funding for the BELS components,
and an admin. office at Nauti Pri-
which support literacy activities in the
mary School, ten more to come.
• USA – three classrooms and school
Pacific Curriculum Network 11 (1) June 2002

5. Funding is needed for an accelerated
1. Vanuatu Government
programme to provide the professional
Primary school construction
certification for the long serving un-
trained teachers in schools in Tuvalu
Internal and external scholarships
and the region.
Unmet Needs
Current Aid Programmes
1. Early Childhood Education: Orga-
1. Australia
nization, Community support, Curricu-
lum Development, Vernacular, Textbook

Senior Secondary Expansion
Junior Secondary Teacher Train-
INTV Strengthening
2. Primary Education: Curriculum Devel-
Internal and External Scholarships
opment, Textbook production, Head Teach-
Emergency Funds Earthquake
ers’ Training, Advisors’ Training, Teacher
Inspection and Assessment, Examinations
2. ChinaVila South Primary School
including PILL, ICT
. European Union —
JSS expansion
3. Secondary Education: Curriculum
Emergency Funds Earthquake
Development: Textbook production, Head
Teachers’ Training, Advisors’ Training,
4. France —
Teacher Inspection and Assessment, Exami-
nations, ICT
Internal and External Scholarships
4. Teachers’ College: Review, Staff upgrad-
Emergency Funds Earthquake
ing, ICT
5. Japan —
5. Vocational and Technical Education:
Primary Schools Construction
National Training Council, Curriculum De-
Internal Scholarships
velopment, Materials production, Teacher
6. New Zealand —
Training, Examinations, ICT
Curriculum Development .
6. Sustainability: MIS, Staff Training and
Retention, ICT
Management Training
Gender Analysis
7. Proposals for Regional Cooperation
Internal and External Scholarships
under the auspices of the IOE
7. SPBEA — Examinations assistance
Literacy and Numeracy
8. South Pacific Commission —
Science Education in Primary
Solar panels for rural primary schools
Head Teachers’ Training
9. Telecom Vanuatu —
Review of the Teachers’ College
Free Internet access to schools
10. UNESCO —
Education Management Informa-
Furniture and Equipment
tion Systems
Re-Thinking Pacific Education
11. UNICEF — ECE Pilot Project
Technology Studies
12. United Kingdom —

EFA Technical Assistance
Pacific Curriculum Network 11 (1) June 2002