The Ministry sf Education presents the
Sh-aiegic Plan 2006-2008
incorporating the following features:

A Guide to This Plan
2
Foreword From The Minister For Education
3
Statement From the Chief Executive Officer
4
Vision and Mission
5
Educational Principles andvalues
5
Purpose and Role
6
Suva Declaration
7
Education Classification by Divisions and Districts
8
Educational Context of Fiji
9
Educational Directions (Suva Declaration)
12
2006-2808 Outcomes
14
Strategies and Performance Indicators and Measures
16
Annex I -The f b u r Pillars
Annex 2 - Suva Declaration
Annex 3 - Organisational Structure
TEGlC PLAN 2006 - 2
I

A Guide To This B
ECD
Early Childhood Development
ECE
Early Childhood Education
EU
European Union
FESP
Fiji Education Sectos Program
Fj CE
Fiji Junior Certificate Examination
FSFE
Fiji Seventh Form Examination
FSLC
Fiji School Leaving Certificate
HOD
Head of Department
JSCA
japan International Cooperation Agency
Languages O t h e r Than English
LTC
Lautoka Teachers' College
M D G
Millennium Development Goals
MoE
Ministry of Education Fiji
N G O
N o n Government Organisation
NSBP
National Strategic Development Plan
OH%
Occupational Health and Safety
PMS
Performance Management System
PRIDE
Pacific Regional Initiatives for Delivery of Basic Educatio
TVET
Technical and Vocational Education and Training
STRATEGIC PLAN 2006 - 2008
2

2006 marks an important beginning for an exciting and challenging period in education. Fiji held its inaugural Education Sum-
mit on the 3 B st August and I st September 2005. The Summit was officiated by M r Qarase, the Hon Prime Minister of
and involved all stal<eholders of education in Fiji. The Summit culminated in the "Suva Declaration". The Declaration outlines
the major directions for education over the next ten years 2806 t o 20 15. Fittingly, 2006 is the start of the next strategic
planning period for both the Government and the Ministry of Education.
The Government i s sommiaed t o providing a quality education system that is accessible t o all, including those in disadvan-
taged and rural areas. Fiji can be proud o f the high net enrolment rate of students in primary schools compared t o many
countries in the world. There will be a number of strategies t o ensure students are retained in secondary schoois such as
alternative courses, a new curriculum frameworl<, extension o f compulsory schooling t o Form four and additional profes-
sional development of teachers.
The outcomes for students rely on suitably qualified, competent and rnotivzated staff t o ensure the delivery of high standard
educational services. Courses will continue t o be upgraded at the teacher training institutions and an inservice centre for
existing teachers and school leaders will be established at the LautokaTeacher College.
Education in Fiji is reliant on an effective and efficient partnership between Government, schools, management groups,
parents and communities. This relationship will be strengthened over the next three years with increased links t o industry,
a commitment t o consultation with all stakeholders and joint training of principalslhead teachers and school management
committee members.
The education system needs t o strengthen links t o industry and provide alternative vocational courses t o students t o ensure
the skills of students better match the needs of business, industry, skills shortages and general employment needs of the
modern global world.
ation building will be an important part o f the experience of the child in school. There will be a focus on early childhood
and provision for students with special needs. The Government remains committed t o people in disadvantaged and rural ar-
eas. This commitment will be evident from a significant infrastructure program, additional teacher inservicing and improved
ducational services for these groups.
STRATEGIC PLAN 2006 - 2008
3

is a significant year for the Ministry o f Education as it marks the end o f the current three year's strategic plan and the
ducting of its first ever National Education summit^ The Summit has provided a new vision and direction for education
at is articulated through the "'Suva Declaration".
The major outcome of the education summit as reflected in the declaration will take the education sector forward in a new
direction for the next ten years. The success of the plan however, depends on the Government's commitment t o education
in Fiji by providing the necessary resources t o support the implementation o f this and subsequent strategic plans. This eom-
mitment will support the realization of the seven broad goals of the declaration.
This Strategic Plan focuses on our revised vision, "Educating the child holistically for a peaceful and prosperous FijiW.The
plan identifies ten major outcomes in education and reflects the goals o f the Summit Declaration that had been developed
through broad consultation with key education stakeholders including Government agencies, NGQ's, religious organizations,
school managements, school communities, students and officials o f the Ministry of Education.
The outcomes in the plan are aligned t o the Government's policy objectives and highlight issues which remain as challenges
in education for Fiji.These challenges deal with issues of quality, access, inclusive education, gender equity and the disadvan-
taged in the community.There is emphasis on providing opportunities for education t o all, more community participation
and strengthening links with industry for the development of a more skilled and competent workforce.
The plan provides the basis for the Ministry's annual Corporate Plans for the next three years. I t outlines specific strategies
that address the major outcome statements and include performance indicators and measures that clearly articulate what
the Ministry of Education expects t o achieve by the end of 2008.
The plan is a guide t o all our key education stakeholders and provides information on the priority outcomes in education
for the system and our international Donor agencies.
I am confident that this document will have a significant positive impact on education in Fiji and I thank all of our partner
in education for their contribution t o this plan
Alumita Taganesia
Chief Executive Officer for Education
STRATEGIC PLAN 2006 - 2008
4

Edueateng the child hsl~sticaiiy
for ia peaceful and prosperous Fiji
Provide a relevant and responsive education system that allows ail students t o reach their full potential
Student learning is a t the heart o f everything w e do. All teaching, learning and care are underpinned by o u r commitment
Lo:
A recognition of the need for and importance o f partnerships in all elements o f education provision
Professionalism in all that w e do
Relevance and responsiveness as a required characteristic of all o u r endeavours
Quality and Excellence
Access and Equity
Accountability
O u r Constitutional rights and responsibilities
All educational provision in Fiji is based upon a core o f intrinsic and enduring values.These are:
Cultural understanding, empathy and tolerance
Human rights, human dignity and responsibility
Safety and security for all (but especially the child)
Civic Pride
Honesty, fairness and respect for t r u t h and justice
Integrity
Environmental sustainability
Peace and prosperity
Flexibility
Life-long learning
Compassion
Sense o f family and community
Faith
Creativity
STRATEGIC PLAN 2006 - 2008
5

The Ministry of Education is responsible for the administration and management of education policy and delivery sf
educational services. I t provides the curriculum frarneworlts, policy guidelines and directions,and qualified teaching personnel
that support all schools in the delivery o f quality education for students.
The core business of the Ministry of Education is the delivery of education and training services with these being provided
specifically to:
Kindergartens, schools and teacher training institutions.
students in the years of compulsory schooling and those participating in Forms 5,6 and 3 studies including
vocational education and training programmes
*
teaching personnel
*
school management and controlling authorities
The Ministry has corresponding responsibilities for:
the provision of services t o the Minister, Statutory Agencies, Cabinet and Government
the management of resource planning and policy development related t o education and training
the provision of programme support t o education and training institutions
the regulation and recognition o f education and training providers and accreditation o f programme delivery
accounting for the resources allocated by government t o the Fiji islands education system
The Ministry is also charged with responsibility for ensuring that standards in education are met and maintained and
the human, physical and the financial resources allocated t o education by the government are appropriately directed and
expended.
This page provides an overview of the key elements of education for the next ten years as a result of the Education Summi
I t indicates the four pillars that support the education of the child and the solid foundation, being the community includin
parents, Caregivers, Managing Authorities, N G O s and Business.These six elements reflect the six task forces that contribute
t o the Education Summit and portrayed in the symbolic 'Bure'.
STRATEGIC PLAN 2006 - 2008
6

NATIONAL GQALS FOR EDUCATiON a@@&-20 1 %
(The prioritle$ %or ctle 4 p~llaes are in Annex 2)
STRATEGIC PLAN 2006 - 2008
7

Part of Eastern
Bna-1-Lau --+
M a p of Fyi:The boundarres of the four Educatron Dmsrons.The nrne Drstrrct Educatron Offices are indicated wrth the blue b
The Suva and Eastern Offices are both located m Suva.
Provrncial Educatron offices have recently been establrshed m Levuka and Bua.
STRATEGIC PLAN 2006 - 2008

Education and training has been and still remains a government priority which is once again reflected In the increase in the
2006 budget t o $30 i million in 2006.75% o f this budget allocation is for salaries and wages f o r 10,300 teachers and other
employees o f the Ministry o f Eduaation.The total staff establishment is inclusive o f the additional 44 approved in 2006.
There are currently 95 I schools in Fiji o f which there are 724 primary schools, 159 secondary schools, 17 special school
47 vocational schoois and 4 teacher training colleges. Form 7 colleges have now reached 7 1 and this is 45% of grant aide
secondary schools. 4 Primary schools and 3 Secondary schools were recently established.There has also been an increase
in the number ofVocational establishments. There are other privately run sc$aools that are registered and monitored by the
minis try^
63% o f primary schools and 30% o f secondary schools are situated in remote o r isolated areas. Most o f these schools have
very l o w enrolment as compared t o most urban schools.These schools provide significant challenges f o r the Ministry in
the provision o f facilities, services and staff. Remote areas may lack basic services such as roads, electricit5 telephones and
sanitation. For this reason, it is a challenge t o provide an equitable education t o students o f these schools. Initiatives such as
Distance Education Centres, incentives f o r rural teachers and increased pre-primary places in rural areas are attempts t o
address this concern.
The nation is divided into four divisions that have the following compositions:
tudemt P?-o'?'ii~
tal enrolment o f students in Fiji was in excess o f 2 16,000 for 2005 which is higher than any previous year. The net enrolment
r Primary and Secondary education is 94% and 75% respectively. All students are guaranteed a primary education and this
een extended into secondary eduacton w i t h the implementation o f the Compulsory Education Act.
There has been a rise in the demand f o r early childhood education and enrolments in this area have increased sign~ficantly
n Fiji reflect the ethnic diversity present in the national population. In primary schools Fijian enrolment exceeds
other races by at least 35%.This difference is n o t as sign~ficant
a t secondary level.
STRATEGIC PLAN 2006 - 2008
9

The percentage of ethnic composition in enrolment for primary and secondary education is illustrated
in the table below:
Percentage of Enrolment in Remete Schools,
Race
Primary (%)
Secondary (%)
2002 - 2004
Other races exceed Fijians in number only at the Form 7 leve1.This is an indication that Fijian students are leaving school
earlier than others.
The disparity of access t o education between urban and rural areas is an issue for government.Although there is a high
incidence o f migration towards urban centres enrolment in rural areas is still high. Enrolment in remote schools was just
below 40% for Primary and 14% for Secondary~The
low rates in Secondary indicate high proportions of students being sent
t o urban schools for secondary education.Phere are also low enrolment for pre-school, special schools and TVET in rurai
and remote locations due t o lack of centres. In urban centres, there are high numbers o f students who dwell in low socio-
economic areas such as squatter settlements and over-populated housing areas.These are challenges t o increasing access t o
all levels o f education.
Low retention rates are more prevalent in secondary education particularly after levels where national examinations are
taken.There has however been a decrease in early school leavers and therfore an increase in retention in all grades when
comparing with figures of five years ago.
iloted with internal assessment in five subjects being a component o f this. Internal assessme
i s also a component in certain subjects of FSLC and FSFE. Increase in percentage passes has been a trend for the last
years in the three national examinations conducted at secondary levels.The new examination system (EIS) promotes t h
monitoring of quality and fairness in all aspects of educational assessment.The Fiji Islands Literacy and Numeracy Assessmen
(FILNA) is a new method for monitoring performance and was piloted in some 200 schools with very positive feedback
date.
The Ministry recognises the teachers' roles as essential in the improvement of quality of education.There are wide variatio
in Pupil-Teacher ratios between schools in Fiji. More teachers are trained and qualified including initiatives t o convert gran
aid teachers t o be civil servants.Within the last three years trained and qualified teachers increased by 25% for primary an
15% for secondary education.These are teachers who have attained a Bachelors degree with teacher training qualificati
There are actually 96% of teachers in secondary schools who are qualified and 98% of teachers in primary schools.There
are more female than male teachers that have at least a bachelor degree in schools.
STRATEGIC PLAN 2006 - 2008
10

Percentage afTrained Teachers by School Type
TechVoc
Sp Ed
School Type
produce a qualified and competent teaching force.This is ensured through increased involvement
in sn-service training, alternative teacher training and qualification upgrading courses.
ply of teachers allowing for enhanced recruitment processes t o be considesed.The formulation
o f a draft workforce plan, the review o f the staffing formula, establishment of an WR Unit and a staffing establishment control
tool (FESA) are part o f initiatives t o address this issue.
The upgrading o f the Teacher Pre-Service training programme t o Diploma Level with infrastructural support at bautoka
Teachers College are initiatives that will contribute t o a qualified and competent teaching force in primary schools
The 2005 Education Summit gave stakeholders an opportunity t o contribute t o building a strategic direction for education
in Fiji. Extensive consultation continues t o increase and improve with key stakeholders in the area o f policy development,
Strategic and Corporate Planning, Curriculum Framework and other major initiatives of the Ministry of Education.
ed in the running of private and non-government schools. Pre-schools and Special
schools are owned and run by grant aided school comm~ttees.Th~s
is also the case for 99% of Pr~mary
schools and 91%
ho run these committees Include relig~ous
organisations, village communities and
ional and tertiary institutes that play a major role in developing higher education.
ol managers and committee members have been ident~fied
as those in need of extensive training for Improvement in
Provision o f Leadersh~p
and Management tra~ning
for school heads and school
ement is an initiative that has been welcomed by all.This is an example o f strengthening partnerships.
services from Central and District level is cruc~al
t o the development of education in F~ji.
In-house training and
enghen~ng
at D ~ s t r i c t
level was done through establishment of sub-District o r
on Ofices for the Lomaiviti and Bua provinces.
e partnerships with ~nternational
donors IS very important t o the successful delivery of educational development
s that will assist in the ach~evement
o f education outcomes, broad nat~onal
goals and most ~mportantly,
Improved
utcome. Current donor programs ~nvolve
funding from foreign government agencles such as AusAID, the European
STRATEGIC PlAN 2006 - 2008
I I

(Suva Declaration)
Fiji's inaugural Education Summit 2085 and resulting Declaration provides a clear direction for education in Fiji for t h e next
20 i 5. The vision and directions from the Summit were shaped by a process of broad consuItation, evidenced-
ased research as well as the E d u c a ~ o n
2020 Plan, Education Commission Report 4 2 0 0 0 and the Bl~epg.int.for4ffir1na-
Six taskforces were established in 2004 and have worl<ed assiduously with key stakeholders t o contribute t o
this process.The following sections in this chapter represent the six task forces established for the Education Summit and
outline the broad vision for each of these areas as determined by the Suva Declaration.
ould holistieaily develop every child inculcating in them fundamental values which should include ethical, moral,
social and democratic values. The goal of education is t o develop a sense o f identity through creative expression, motivation
t o be lifelong learners, nurturing t o Jive full and productive lives and prepare children for a world where change i s a fact of
Education needs t o adopt a broader social vision with the child at i t s centre. This vision will reflect society's belief in social
justice, inclusivity, gender equity and respect for cultural diversity.
+
I

-
>
L
The curriculum must be aligned t o the holistic development o f the child through a developmental National Curriculum
Framework from Kindergarten t o Form 7. The curriculum should offer a variety of pathways for children in preparation for
the changing world of worlc The development o f curriculum must be grounded in local culture with its values and life-skills
while addressing globalisat~on,
modern ideas and technology in the 2 1 st Century~
Vernacular languages, Family Life Education
and Cultural Studies should be compulsory.
Fiji needs t o review assessment methods with a view t o incorporating more school-based assessment at all levels.
Outside of the home, schools are a focal point of communities for teaching and learning. The school environment needs t o
be developed in a way that enhances effectiveness and ensures the safety o f children. Government has a significant role in
safeguarding against natural disasters, lease pressures and sub-standard infrastructure.
The allocation of grants and other resources t o schools needs t o be achieved in an equitable manner that takes into accoun
factors such as the socio-economic status of the surrounding community, condition of infrastructure, isolation and acce
t o services.
Schools should have greater autonomy and encouragement t o explore programmes that will fully develop students thro
linkages t o other schools and consideration of the local context. Schools need t o be centres for learning in communi
and be fully utilised for community training programmes and a focal point for community participation in education.
Stronger links and partnerships between training providers and industry through the Ministry o f Education need t o be en-
couraged. This initiative will contribute t o the education system being flexible and responsive t o the employment needs
the job market and meet the skills shortages evident in Fiji. Significant resources in the community and businesses shoul
be accessed.
STRATEGIC PLAN 2006 - 2008
12

TVET curriculum needs to include and recognise prior learning, particularly in traditional and cultural skills. Teacher trainin
for both pre-service and experienced teachers should have an emphasis on teaching methodology and assessment.
Information technology needs t o be integrated into the learning of children in schools with attention t o bridging the
between rural and urban areas.
and church, teachers have a significant influence on the holistic education of the child. Children in
schools are entitled t o access t o qualified and competent teachers throughout Fiji.
Training for pre-service and experienced teachers will be strengthened in order t o maintain a well trained, professional and
flexible teaching force that who can meet the needs of a changing environment.
Strategies will be introduced t o ensure the integrity of the profession is upheld through enhanced recruitment processes and
standards monitoring. There needs t o be an emphasis on joint training of principalslhead teachers and school management
committees t o ensure excellence in leadership and management of staff, infrastructure, finances and resources. This part-
nership is crucial t o the success of schools. Strategies t o support and encourage aspiring and new school leaders through
induction and training will be a feature over the next three years.
A review of the staffing formula is required t o ensure an equitable distribution of teaching staff. This allocation of staff needs
t o move away from an outdated formula driven by classification o f school alone and explore the inclusion of factors such as
isolation, access t o services and profile of the student body.
Strategies t o attract and retain teachers in rural areas need t o be explored including financial and professional incentives.
There is a need for a focus on enhancing the appointment process and human resource transactions experienced by staff
through better business processes and use of technology. These changes will contribute t o a more satisfied teaching force
more effective control o f the staffing establishment. This latter issue is critical in that 75% o f the Ministry of education
get is expended on staff emolument.
mmunities play a vital role in the development and sustenance o f education In Fiji. Communities should be strengthened
empowered through partnerships with school leaders and teachers and increased opportunities for consultation. Com-
unities will have access t o high quality and relevant training programmes in the area of planning, financial management and
nitoring of standards.
ommunities should be encouraged t o part~cipate
in education committees at the school, provincial and national level. They
ortant role in the dissemination o f educational initiatives, issues and information.
ch programs t o parents and community members need t o be a priority t o promote the role of parents in the edu-
rocess and the importance of education In a child's life. Education is a powerful vehicle t o release them from the
ges of poverty t o a better standard of living for themselves and their families.

Strategls Plan 2006 - 2888 Outcames
n and adults ef Fiji9 especially those in disadvantaged groups will have access go a quality educo-
e pr&fMred f ~ r
the world of work where rapid changes are inevitable.
s a large number o f schools providing an acceptable level o f access especially f o r primary aged students. However, the
n t population is diverse in terms o f ethnicity, socio-economic status, disability and isolation. This provides a unique
nge t o Government in providing for the needs o f this diverse group with limited resources. Fiji needs t o aspire t o
ensure every child and adult in the country has an equal opportunity t o a prosperous future through a quality education.
~ ~ [ C ~ L T \\ J F ~ ( : 2
All staff will be suitably qualified9 compebent and motivated t o deliver educotiesllel semiees.
A qualified and competent work force is critical in the delivery of education services and improving student outcomes.
To ensure that the staff are suitably qualified, the Ministry is faced with the responsibility t o develop and support ongoing
professional development training programmes t o upgrade the skills and competency o f student teachers and existing staff.
The establishment o f a Human Resource Unit in Central O f i c e will have a significant impact in the better management o f
the human resources o f the agency. The establishment o f and teacher inservice centre and leadership centre at the Lautoka
Teachers' College will have a positive impact on the competency o f existing teachers, and school leaders.
r-
g l ? i ; i f r , i i ( ~ k ~ t c ; l , 3
Community will have greater participation in education.
While the overwhelming majority o f schools are owned and managed by communities and civil societies, these controlling
authorities are expressing a desire for greater consultation and involvement in decision-making from the school t o national
level. This needs t o include involvement in planning and system policy as well as a role in the selection o f staff and monitor-
ing of standards.
c3utc@n~fie
A4
Children will be safe and Cared For
The safety and protection o f children is paramount in society. The Ministry has the responsibility o f ensuring teachers
hold the integrity o f the profession and that the school environment is safe. Strategies can include appropriate scre
and recruitment of teachers, attention t o the code o f ethics, performance management, appropriate discipline proc
training in OHS for all schools and policy development in areas such as excursions and learning areas that have a h
of injury.
Q @ & C @ ~ I E
5.
Students will have increased awareness of Nation Building, Culture and Values.
Education provides a platform for holistic development that helps students build a better understanding o f
others in their community and develop values that enable them t o live together and w o r k together. Fiji's cu
diversity poses a challenge for the Government in providing an educational system that will support and
identity, develop knowledge and skills and cross cultural understanding for a peaceful and prosperous Fiji.
STRATEGIC PLAN 2006 - 2008
I4

ty for those in rural areas, women, persons with disabilities and other disa
groups.
Educat~on
is a basic human right and vaiue.The principle of social justice affirms the Government's commitments t o
porting access t o education for all groups who are disadvantaged. However, while much progress has been made t o
providing equal opportunities for all irrespective of gender, beliefs, cultural, socio- economic circumstances, disability a
geographical isolation , the Government is still faced with major critical challenges t o ensure that polices and program
continue to address the deficiencies in terms of access t o education.
T2 r il-+
c;,?j,
,:g
'7
Quality Partnerships and [inks t o industry, higher education institutions, communities, businesses and
provincial councils will be enhanced and strengthened.
Partnerships between training providers and industry through the Ministry of Education need t o be encouraged. This ini-
tiative will contribute t o the education system being flexible and responsive t o the employment needs of the job market
and meet the skills shortages evident in Fiji. Significant resources in the community and business should be accessed with
compacts developed t o the mutual benefit of students and employers.
Q[g*e@J[pntg
8
Increase participation in education for children and adults.
As we are part of a global community, new and rapid advancement in education
continue t o have an impact on the way of
we live in our families, communities and society. It is important therefore that an ongoing education system is provided for
children and adults t o provide opportunities for acquisition of relevant skills and knowledge so that they are able t o make
valuable contributions t o the development of their society.
Qutcome 9
ntability, policies and programmes.
implement a continuous process of improvement in management and account-
In the case of education, this process assists in ensuring the maximum benefit for students, parents and teachers is
s, system policy development, implementation of efficient business processes
obity and efficiencies.
a significant role in supporting the implementation of the priorities of the Ministry of Education. The
s assistance from these various donors is critical in maximizing
STRATEGIC PLAN 2006 - 2008
15

Children and adults of Fiji, especially those in disadvantaged groups will have access to a quality education ond be
prepared for the world of work where rapid changes are inevitable.
NSDP Policy Objective
Suva Declaration
I
To ensure access to quality educotion
To provide quality education services to the rural areas
Strategies
Performance Indicators and Measures
Extent to which:
Develop a curriculum framework
Curriculum framework developed by 2008
Develop a curriculum that is grounded in local culture,
Curriculum framework implemented by 2008
values and lifelong skills but also addresses globalization,
Performance of Fijian students is improved
modernization and utilizes technology*
Primary and Secondary girls to boys ratio reoches /:/by
Review of curriculum t o incorporate relevant changes
2007
that enhances the development of students and
100% of students starting class I reach class 5
addresses the needs of the communities
m FILNA and Pilot FJC is expanded
Expand assessment and reporting tools that will
m
FJC, FSLC and FSFE examination passes improve therefore
effectively measure student learning including those
meeting the criteria for advancing higher education.
with disabilities*
m Primary net enrolment reoches the National and MDG
target of 100% up to 2008.
Establish a process for reviewing School performance
School review framework is refined and expanded
$
Rural schools and facilities upgraded
I
1
,
Integrate students with special needs into regular 1
Special Education policy formulated for the disabled by
schools
2006
Develop inclusive education
Students with special needs are integrated into regular ,I
Upgrading of school infrastructure t o ensure OHS
schools
compliance and meeting minimum standard
Pre-service and existing teacher educatron and training is
Development of a benchmark for minimum building
strengthened in special education
standards in schools including consideration for
Distance Education prlot programme implemented in2007
persons with disabilities.
Benchmarks for minimum standards of buildings provided
Establish centres t o pilot Distance Education
by 2006
Programme
m A policy on Early Childhood Education is developed and
Establish more ECE centres t o disadvantaged areas and
in rural areas
implemented by 2007
Develop a Policy on Early Childhood Education.
m
Pre-school enrolment reaches the National target of 10%
Conduct more training for up-skilling of Early Childhood
increase m rural areas by 2007
teachers
rn
Secondary net enrolment reaches the National target of
Expand compulsory education programme t o all
80% up to 2008
schools
a All children have access to 12 years of education
Provide science modules at class 3,5 & 7 levels
Provide a major professional development program for
K-2 teachers with assistance from PRIDE and FESP
Performance measures m italrcs are sourced from the National Strategic Development Plan 2005 - 2007
* Denotes strategies from the Suva Declaration
The goals wh~ch
are numbered under the Suva Declaration are defined in Annex 2
STRATEGIC PLAN 2006 - 2008
16

NSDP Policy Objective
Suva Declaration
To ensure staffare suitably qualified, competent and
motivated to deliver educational services
W e n t to which:
I
I
m Provide more opportunities for staff and teachers ' 1
lncreased participation of teachers in in-service training
accessing in-service training
1
I
workshops
I
w
Increased in the number of teachers serving in rural areas
a
li
1
access in-service training
I
Align courses at teacher training ~nstitutions
t o current 1 w Courses at teacher institutions reflect current policies/
curriculum direction
I direction
.
Use train-the-trainer strategies t o deliver courses
Number of train-the-trainers trained to deliver inservice
in leadership and management, ECD and Enterprise ;
workshops
Continue
awards t o recognize
excellence
in
Excellence in performance is rewarded
+
Enhancing Teacher
recruitment
processes and
Teacher recrurtment process is improved
monitoring o f teacher performance*
Implement a new staffing formula t o recognize the
w A new stafing formula is applied to schools in Fiji
complexity of different schools including student profile
(eg students with special needsldisability), isolation,
facilities and services*
m Establish a Human Resources Management Unit
Human Resources Management Unit is established and
t o enhance the welfare and working conditions of
workforce plan IS completed
teachers, implement a workforce plan in consultation
with stakeholders*
m GIA teachers continue t o be absorbed into the Civil
Appropriutely truined CIA teachers progre.>.s ively
absorbed into the civil service.
- .
----
_,LA
- _
-.
---=__ --.
----
---
---
-
A
m
-

e measures in rtalrcs ore sourced from the Na:~onol S t r a r e g ~
Deve/opment Plan 2005 - 2007
strategies from the Suva Declaration
Is which are numbered under the SL~YQ
Deciaration are defined in Annex 2
STRATEGIC PLAN 2006 - 2008
17

Community will have greater partic@abion in education
and all other stakeholders
.
.-
-,
-
.*-.-
.--==
will allow School Management committees t o provide 1
I
are audited and submitted
I
I
feedback t o schools and MoE
I
1
1 m /Number of schools that pilot Standards Monitoring ,
i
process
i
1 . improve
1
participation
of
school
pqanagement
m Consultation has increased
with
key education '
1 . committees in school planning and infrastructure I stakeholders
1
upgrading programmes t o ensure education is (
I
affordable, inclusive, accessible and sustainable*
1
1
I
Improve participation o f key education stakeholders in
the development of the Ministry's policies and plans,
monitoring and evaluation
Provide
more opportunities for
communi
participation in educational outreach programmes
including raising parental awareness o f the importance
o f ECD*
Conduct combined training for Head teache
Principals and school Management on Leadership and
leaders have access to joint management training
Management
m Develop and implement training programmes that
target community resource utilization, promoti
lifelong learning and enterprise education, in order t o
meet the needs of the labour market, entrepreneurship,
business community and provincial development*
--___________
-
*
>
-
_
-
-

Performance measures in rtalics are sourced from the National Strategic Development Plan 2005 - 2007
* Denotes strategies from the Suva Declaration
The goals which ore numbered under the Suva Declaration are defined m Annex 3
STRATEGIC PLAN 2006 - 2008
18

Children will be Safe on$ Cored For
Protection and development of children and youth
Extent to wh~ch:
teachers and non-teach~ng
staff
non-teach~ng
staffrs developed and rmplemented by 2007
Develop a protective behavior curriculum program
Protective behaviour curriculum programme is developed
with relevant training for teachers
11
and implemented by 2008
I
I
rn
Develop a pastoral care system in schools t o ensure
Pastoral care system is developed and implemented
the welfare and safety o f students with respect t o their
academic, social/emotional and physical needs
I =
I
Enhance partnerships with school management
School counselors ore appointed
committees t o provide student counseling service
I,
training o f OHS representative, schools managements,
Head Teachers and Principals.
A Policy on Excursions developed and implemented b
Develop a policy on excursions
2007
Develop a policy on drugs and substance abuse
Support and strengthen partnership with the National
Disaster and Management Action Plan
Support the establishment o f inore centres for
meosures in ital~cs
ore sourced from the kdazioncrl Strategic Deveiopment Plon 0 0 %
-
2007
rategres porn the Puvo Dec!orotion
STRATEGIC PLAN 2006 - 2008

Students will hove mcreased awareness of Net~on
Burlding Cukufe and values
r
Suva Declaration
Develop a Languages policy that values and promotes
Language policy is developed and implemented by 2008
languages other than English (LOTE)
rn Implement Affirmative Action programmes
Improvement in the number of Fijian and disadvantaged
students achieve high quality passes in the F'C,FSLC and
FSFE Examination
Support youth parliament programme
Youth Parliament programme continues
k
Centres of excellence are established in the area of music
I .
Develop four centers o f excellence in music and ex-
1
pressive arts t o develop creativity and a sense of pride 1
and expressive arts
in their identity as citizens of Fiji*
I
I
i
1
Virtues, values and citizenship education incorporated
Curriculum framework developed by 2008
I
into the curriculum
rn
Arts and Culture subjects integrated into the school curricu- a
I
I
lum by 2008
il 1
Citizenship studies is implemented in schools
1
I
I
Incorporate traditional and cultural skills into the
= Traditional and cultural skills are reflected in the national
/
curriculum and other programs so that children
E
curriculum framework
n
recognize their strengths and value their application t o
I
,, the modern context*
I
Periformance measures Jn ~talrcs
are sourced from the National Strategrc Development Plan 2005 - 2007
+ Denotes strategies from the Suva Declaration
The goals whlch are numbered under the Suva Declaratron are defined rn Annex 3
STRATEGIC PLAN 2006 - 2008
20

Enhanced equity for those in rural areas, women, persons with disabilities and other disadvantaged groups.
NSDP Policy Objective
Suva Declaration
* To provide qualrty educational services to rural areas
Performance Indicators and Measure
Extent to whrch:
Develop a Policy o n Special Education
A policy on Special Educatron implemented by 2007
Provide m o r e opportunities f o r Special Education
Increase in the number of Special Education teachers
teachers t o undertake specialised training in the
accessing specialist training.
ecific areas o f need locally and overseas.
m Students with disabilities improve their performan
students w i t h special needs into regular schools
Develop a Policy o n Equity and Access
A policy on Equity and Access is developed by 2007
aspire t o leadership positions
STRATEGIC PLAN 2006 - 2008
2 1

Quality Partnerships and links to indeestr~ higher education institut~ons, communities, businesses and
provincial councils will be enhanced and strengthened*
NSDP Policy Objective
Suva Declaration
To strengthen and expand technical and vocational education
Strategies
rmance indicators and Measures
Extent to which:
Establish National Standards for qualifications
m National Qualifications Framework established by 2006
Upgrading of TVET facilities
m More WET facilities are upgraded
Review the procedures for the establishment of Private
Review ofprivate vocational schools and their establishment
vocational schools
procedures are implemented by 2006
An Accreditation Body that will monitor private vocational
institutrons is established*
Increase numbers of trained and qualified Technical
m The number of trained and qualified TVET teachers
Vocational Education and training [TVET] teachers
increases
m
TVET qualified teachers taking up HOD posts increases
The number of students accessing vocational pathways
m Student accessing vocational pathways
increases
Alternative vocational courses are offered
m Strengthening
links with industry, higher education
Industry participates in Technical Vocational Education and
institutes, communities, businesses and provincial
training[TVE T]
councils*
The number of vocational centers engaged in the FIT and
higher institution franchise programmes increases
A TVETlEmployment council for monitoring labour market
needs are established
Develop a National N E T Policy
National TVET policy is implemented by 2006
Review of TVET curriculum and assessment system
m N E T assessment system is reviewed by 2007
t o incorporate relevant changes in specific areas of
WET curriculum is outcome and competency bo
community needs and development of students
Performance measures 11.i ~talrcs
are sourced from the Natronal Stmtegic Development Plan 2005 - 2007 " Denotes strategres
from the Suva Deciarazlrron
The goals wh~ch
are numbered under the Suva Declarat~on
are defined m Annex 3

increase participation in education for eh~ldren
and adults.
NSDP Policy Objective
uva Declaration
To ensure access to quality education
Extent to which:
Establish four centers for music and creative arts
Centres of Excellence for music and creative arts are
established by 2007
Expand compulsory education program t o all secondary
= Compulsory education program is implemented by 2008
schools
Create alternative
pathways for
Students access vocational pathways
employment opportunities for stud
school leavers*
Expand the concepts o f "Matua" prog
The "Matua"program is expanded
strategically located and relevant secondary schools
conduct more outreach programmes in disadvantaged
rn
Retention of students in schools increases especially in rural
/
and rural communities t o encourage participation and
and disadvantaged communities
retention of students at school
I
=
1
Provide schools with the opportunity t o have flexible
Schools implement flexible times and terms that meet the
I?
times and terms that meet the needs of the local
needs
E
j
P
1
- -

---A-
- -
- -
.
- -
Peformance measures m atahcs are sourced from the Narrcaulal Strateg~c
Deveioprneni Van 2005 - ZPQ7
" Denotes strategies from the Suva Declomtaon
The goals whrch are numbered under the Suva Declaaazion are defined sn Annex 3
STRATEGIC PLAN 2006 - 2008
23

improved management through accouniabilii~
policies and programs.
Conduct training in monitoring and evaluation
Training in monrtoring and evaluation is conducted in
2006
ve new policies are developed each year for the next three
evelop five new policies every year for the next
years
Educatron Act is reviewed by 2008
Review of the Education Act
B
PMS is implemented
B
Support for PMS
B
Leadership and management training programme i
n Training conducted in leadership and management
implemented by 2007
B
Administrative and professional staff improve thei
qualrfications
Review the Administrative structure t o improve
A review
admrnrstrative structures has been
efficiency and effectiveness in the delivery of educational
STRATEGIC PLAN 2006 - 2008
3 A

I
Enhanced Partnership with DonorAgencies.
1
i NSDP Policy Objective
/i Suva Declaration
I
Strategies
/ Performance Indicators and Measures
j Enent to which:
Donor activities t o support government policy
Donors support government policy objectives and MoE
objectives and MoE priority areas
1
pr~ority
areas
I .
I
Establish quarterly donor agency meetings
Donor coordinationlharmonisation meetings are held
)
t
Identify areas requiring donor support
I
' m Planning documents identi@ areas requiring donor support
t
Provide appropriate counterparts t o technical advisors
Appropriate
are provided MOE
from donor funded programmes and projects
l
and evaluate donor funded programmes and projects
r
personnel, infrastructure and resource needs
infrastructure and other resource needs
i
for cultural diversity
stakeholders in Education
rmplementing and evaluating activities.
STRATEGIC PLAN 2006 - 2008
25

x 51: T H E FOUR PILLARS DM T H E 6B'JWE9
eveloping the curriculum, it should be ensured that i t is
The development sf human resource will give priority t o the
ed t o the holistic development o f the child. In parr~culac training of both teachers and the administrative staff.This
riculum development work will focus on the:
will involve the following:
evelopment of a National Curriculum Framework for Fiji
strenghening o f pre-service training for new recruits
encompasses Early Childhood Education t o Form 7,
and in-service professional development for teachers in
sive o f Special Education and Technical and Vocational
order t o maintain a well-trained, qualified, professional and
ation and Training;
flexible staff who can adapt t o future educational needs
lopment o f a curriculum that is grounded in the local
and challenges;
re with its values and lifelong skills and at the same
the establishment of a registration and review system for
time addresses globalization, modernization and utilizes
teachers t o ensure they uphold the Teachers' Code of
chnologies as we advance into the 2 1 st century;
Ethics and the Public Service Code Conduct andValuesso
clusion of relevant areas of learning that will promote a
as t o maintain the integrity of the profession;
better understanding and appreciation of the value o f life
review the system of staffing of schools so that it upholds
and our different cultures and religions;
the equity issues o f teacher load, ethnicity and gender
introduction of assessment and reporting tools that will
with aspecial staffing formula for special schools based
effectively measure childl-en's learning including ch~ldrew
on a special teacherlpupil ratio and types and levels of
with disabilities;
disabilities;
mapping out o f clear pathways for children's education in
* improvement o f the welfare and working condition of
preparation for the world o f work.
teachers through enhanced partnerships;
* enhancing the potential of school leaders through regular
training programmes undertaken in partnership with a
Leadership Centre and National In-service Centre;
recognizing the important role of the Early Childhood
Education (ECE) teachers
in the total education
environment ;
Technical and Vocational Education and Training [TVETlwill
reviewing of the administrative structures of the Ministry
be given greater prominence in the education system as it
of Education and the Education Act for the purpose of
will play an important role in the development of the future
improving efficiency and effectiveness of the delivery o f
for the children in Fiji, in particular, TVET programmes
services.
should:
~5
, 7 ~ 3
Y
-J c-
,
J-J 6-9
f\\S)
* be given greater prominence in all public awareness
The school is central t o the teaching and learning processTo
campaigns conducted by the Ministry of Education t o uplift
provide a safe environment that enhances the effectiveness
the status of TVET in the school system;
of schools, the following will be considered:
create alternative pathways for learning and employment
opportunities for students and early school leavers;
* schools will strive t o develop the capacity t o provide all the
incorporate prior knowledge and learning, particularly
services that meet the needs and
those related t o traditional and cultural skills, in order
academically, socially, physically, e
for children t o recognise their strengths and value their
aesthetically;
applicability within the modern context
greater autonomy and flexibility will be given t o schools t
* develop and implement training; programmes that target
explore and design programmes that will fully develop the
community resource utilization, promoting life long
talents and potentials o f teachers and students;
learning and enterprise education, in order t o meet the
*establishment of a system of school review based
needs of the labour market, entrepreneurship, business
rigorous self-assessment t o monitor standards and
communities and provincial development;
improve our schools;
foster quality partnerships and linkages between educational
* opening up schools t o be centres of learning for
institutions, communities, businesses and industries,
school leavers and adults in
Provincial Councilsand National Advisory Councils t o
community links and a sense of
enhance the education,training and employment of early
*schools are safeguarded against external
school leavers and students;
disaster risks and influence t
promote the use o f information technology t o facilitate
degradation and closure;
students' learning and t o realize the importance and role
a more equitable allocation o f government gra
of IT in the modern world.
resources t o schools that gives gre
socio-economic status [eg isolatio
infrastructural condition as meas
index.
STRATEGIC PLAN 2006 2008
-
3
1

&fime:y ki: T'HF ! j i , ~ ~ ~ ~ ~ 2 i
$3ECfTA2R,AT@@M
Children in Fils need t o be provided with educational experiences that
well as preparing them t o be competent in a rapidly changing world.Thus the need for education t o ado
social vision with the child at its centre. Such a vision must recognize and reflect our society's belief in:
social Justice where children of all ethnic groups, socio-economic ba
location are given the same opportunities in education
social inclusion where disadvantaged groups particularly children with special needs including those with disa
and minorlty groups are not disadvantaged within the education system
gender equality where men and women, girls and boys are given equal opportunities in all areas of education
respect for cultural diversity where all students understand, acknowledge and value the nature of Fiji's cultur
and linguistic diversity.
Education should holistically develop and inculcate in every child the fundamental ethical, moral, spiritual, social and
democratic values. Furthermore the objectives of education should emphasize the need for children to:
develop a sense of pride in their identity as citizens of Fiji through creative expressions in their learning
experiences
be motivated and trained t o be lifelong learners
be nurtured in order t o live and fully participate in the global village
be better prepared for the world of work where rapid change is inevitable.
3.
In developing the curriculum, it should be ensured that i t is aligned t o the holistic development of the child. In particular,
curriculum development work will focus on the:
I .I development of a National Curriculum Framework for Fiji that encompasses Early Childhood Education
t o Form 7, inclusive of Special Education and TechnicallVocational Education and Training
1.2 development of a curriculum that is grounded in the local culture with its values and lifelong skills and at the
same time addresses globalization, modernization and utilizes technologies as we advance into the 2 1 st century
1.3 inclusion of relevant areas of learning that will promote a better understanding and appreciation of the value
o f life and our different cultures and religions
1.4 introduction of assessment and reporting tools that will effectively measure children's learning including children
with disabilities
1.5 mapping out of clear pathways for children's education in preparation for the world of work and sustainable
The school is central t o the teaching and learning process.To provide a safe environment that enhances the effectiveness
o f schools, the following will be considered:
I schools will strive to develop the capacity t o provide all the services that meet the needs and aspirations of
all children; academically, socially, physically, emotionally, spiritually and aesthetically
greater autonomy and flexibility will be given t o schools t o explore and design programmes that will fully
develop the talents and potentials of teachers and students
.3 establishment of a system of school review based on rigorous self-assessment t o monitor standards for the
ning up schools to be centres of learning for early school leavers and adults in an effort t o build stronger
nership of the schools
s are safeguarded against external pressures, disaster risks and influence that can lead t o their
degradation and closure
f government grants and resources t o schools that gives greater recognition
o their socio-economic status and schools infrastructural condition as measured by the disadvantage index.
STRATEGIC PLAN 2006 - 2008
2 7

-
in the education system as
rticulacTVEB programmes
istry of Education to uplift
ofTVET in the school system
lternative pathways for learning and employment opportunities for studena and early school
orate prior knowledge and learning, particularly those reiated t o traditional and cultural skills, in
order for children t o recognize their s t r e n ~ h s
and value their applicability within the modern context
develop and implement training pragrammes that target community resource utilization, promoting Isfe
long learning and enterprise education, in order t o meet the needs o f the labour market, entrepreneurship, business
unities and provincial development.
r quality partnerships and linltages between educational institutions, communities, businesses and industries,
Provincial Councils and National Advisory Councils t o enhance the education,training and employment o f early school
leavers and students.
promote the use of information technology t o facilitate students9 learning and t o realize the importance and
role o f IT in the modern world.
4
The development of human resource will give priority t o the training of both teachers and the administrative stafi~Phis
will involve the fo!lowing:
4.1 strengthening sf pre-sewice training for new recruits and in-service professional development for teachers
in order t o maintain a well-trained, qualified, professional and flexible staff who can adapt t o future educational needs
and challenges
4.2 the establishment sf a registration and review system for teachers t o ensure they uphold the Teachers'
Code of Ethics and the Public Service Code of Conduct andvalues so as t o rnarntain the integrity of the profession
4.3 review the system of staffing of schools so that it upholds the equity issues of teacher load, ethnicity and
gender with a special staffing formula for special schools based on a special teacherlpupil ratio and types and levels of
disabilities
4.4 improvement of the welfare and working conditions of teachers through enhanced partnerships
4.5 enhancing the potential of school leaders through regular training programmes undertaken in partnership
with a Leadership Centre and National In-Service Centre
4.6 recognizing the important role of Early Childhood Education (ECE) teachers in the total education
environment
4.7 reviewing of the administrative structures of the Ministry of Education and the Education Act for
the purpose o f improving efficiency and effectiveness of the delivery o f services
5
The Communities play a vital role in the development o f education in Fiji. Communities should be strengthened and
empowered through:
5.1 stronger partnerships with government t o ensure that education is affordable, inclusive, accessible and
sustainable
5.2 strengthening partnerships through effective consultation and communication between students and teachers
parents, guardianslcaregivers, religious groups and the Ministry o f Education in order t o provide for and best meet th
needs and aspirations of students
5.3 capacity building with the provision of training programmes that will facilitate better planning, budg
implementing, monitoring and reviewing o f projects and activities in schools
5.4 recognition of Provincial Education Committees and District Advisory Councils t o develop, promote an
monitor education within the provinces
5.5 parental awareness regarding the importance of Early Childhood Development and the need t o give educati
the highest priority in the family's agenda
5.6 the process of making stakeholders fully aware of their responsibilities t o the future of the nati
through their support, commitment, monitoring and improvement of standards in their own schools.
STRATEGIC PLAN 2006 - 2008
? n




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last updated Sat Sep 01, 2012